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Deron Durflinger

Education Week: Lectures Are Homework in Schools Following Khan Academy Lead - 0 views

www.edweek.org/...05khan_ep.h31.html

flipped khan academy education homework schools meter van vanmeter changes redesign

shared by Deron Durflinger on 28 Sep 11 - No Cached
  • It’s not just about the kids watching the same lecture the night before. For us, the big piece is having teachers use data to make instructional decisions about their students,
    • Deron Durflinger
      Deron Durflinger on 28 Sep 11
       
      The most important part of the article. It is about using the data to make quality instructional decisions.
  • Students worked through those initial units quickly, but she could see when they hit their “pain points”—sometimes on material covered several grades earlier. The Los Altos Pilot Administrators, teachers, and students in Los Altos School District share their experiences with Khan Academy. Source: The Khan Academy Administrators Teachers Students “In order for me to get that kind of understanding of a student, I would have had to sit down one-on-one and work through problems and see a pattern, which I’m happy to do, but it takes a lot of time,” Ms. Caldwell said. “This confirmed my suspicions and allowed me to remediate much more quickly.”
  • “I was able to identify those learning gaps in real time, whether it was from 3rd or 4th or 5th grade, and I was able to remediate and saw those learning gaps begin to disappear
  • ...8 more annotations...
  • For example, in one small-scale experiment at Alhambra High School in Martinez, Calif., Mr. Smith found that students in a computer-aided-design class whose teacher incorporated digital lessons for use at home performed better on a post-test than did students using the standard textbook and lecture.
  • Dr. Kramer’s colleague John Willis, who teaches freshman physics at Gwinnett, a 705-student district-run charter school, had just started to experiment with requiring students, two or three times a week, to view his recorded lectures and other materials online before class. He used short automatic-response quizzes at the start of each class to make sure students had seen the material; he then used the class time to dig into demonstrations and experiments
  • Mr. Willis said that what used to be a two-class-period process to set the groundwork for a laboratory assignment has been moved online—mostly with student-made videos explaining the setup procedures and hypothesis planning.
  • “It allows me to improve the connections I’m making with students, because now I can get into the material in a deeper way,” Mr. Willis said.
  • For a recent experiment using microscopes, Dr. Kramer and another biology teacher posted YouTube videos of scientists discussing the equipment, photos of the school’s microscopes for the students to label, and their own videos explaining common problems in setting up the experiment.
  • It basically led us to a set of conclusions without him telling us the conclusions,” Ms. Doksansky said. “We had to test it out on this little applet and figure it out. It was a much better explanation than the really boring one in the book.
  • because the flipped-classroom format requires students to commit to doing a lot more work on their own
  • For Gwinnett’s Mr. Burmester, the proof will be in classroom practice. “The critical thing about all this [technology] is, what are you going to do differently, based on it?” he said. “Without a change, it’s just more stuff.
    • Deron Durflinger
      Deron Durflinger on 28 Sep 11
       
      Well said!
Deron Durflinger

Are You Ready for Common Core Math? | District Administration Magazine - 0 views

www.districtadministration.com/...are-you-ready-common-core-math

administration district math sbar common core vanmeter

shared by Deron Durflinger on 02 Mar 12 - No Cached
  • Sovde, a former mathematics teacher and principal in the Bellevue (Wash.) Public Schools, says one of the tests PARCC is developing is a diagnostic assessment for the start of the year. He declares about the optional test, “If I were a district administrator, I would be jumping all over it, because it’s going to give you a good handle right up front about where your kids are.” All the new assessments will measure the abilities of students to solve problems, think conceptually, reason mathematically, and demonstrate more skills than rote memorization. “That’s going to be a shift, a different way of doing business,” says Sovde. The final, end-of-year summative assessment will require students to use computers or handheld devices to solve problems or think about mathematical issues. “It won’t be just a paper-and-pencil test put on a screen,” Sovde explains.
  • SBAC will ask students tailored questions based on their previous answers. It will continue to use one end-of-year test for accountability purposes but will create a series of interim tests to inform students, parents and teachers about whether students are on track.
  • more deeply than assessments do now into what students are learning in math and how they are learning it. “I think we’ll see some questions that apply to real-world settings, and I wouldn’t be surprised if students have to describe in writing how they got an answer rather than just filling in a blank with it
  • ...4 more annotations...
  • questions students are asked will be delivered online and answered online instead of on paper.
  • The assessments will test students on practices such as making sense of problems, reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, modeling with mathematics, using appropriate tools strategically, communicating precisely, and looking for and making use of structure.
  • “Students will be assessed on extended problem-solving and performance tasks and will need to show their reasoning
  • “need to help teachers implement the Standards for Mathematical Practice and connect them to math content. That is a big change for them.”
Deron Durflinger

Don't Prevent Students' Mistakes, Prepare for Them - Coach G's Teaching Tips - Educatio... - 0 views

blogs.edweek.org/...mistakes_prepare_for_them.html

students mistakes coach teaching education teacher learning

shared by Deron Durflinger on 03 Jan 12 - No Cached
  • Here's why: such frustration is a precursor to deep, lasting learning. That's right, students' grasp of new concepts and skills is often better when they struggle through the process of learning those concepts and skills than when teachers error-proof that process.
  • elping students troubleshoot their errors like this should be a primary role of every teacher. There's nothing to troubleshoot, though, if kids never run into troubl
  • Lesson planning should thus be more about anticipating students' errors and preparing to help them learn from those errors than trying to develop presentations that prevent all errors. Provide students activities that involve applying information, and be ready to help them when they get tripped up
  • ...1 more annotation...
  • The classroom must therefore be a place where students have regular opportunities to learn by using--and yes, misusing--that information. In other words, a place where they can learn from one of life's greatest teachers: mistaiks.
Deron Durflinger

Shanghai test scores have everyone asking: How did students do it? - CSMonitor.com - 1 views

www.csmonitor.com/...2

shared by Deron Durflinger on 10 Dec 10 - No Cached
  • The US teaches procedurally in math, they noted – repetition of the same procedures until a student can remember reflexively how to solve a particular type of math problem. In China, students are encouraged to understand the connections between each step of the problem so that they can think their way through them, even if the order is forgotten.
    • Deron Durflinger
      Deron Durflinger on 10 Dec 10
       
      Understanding is the key, not repetition
  • Once one student in the classroom explains a problem correctly, the next student has to explain it, too. That is often repeated until most or all of the students can confidently work their way through a problem, Miller says. It’s a bit different from the US practice of calling on one or two raised hands, then moving on.
    • Deron Durflinger
      Deron Durflinger on 10 Dec 10
       
      They make sure all kids understand before moving on.
Deron Durflinger

What Does It Mean to Be a "Change Leader" in Education? - 0 views

getideas.org/...e-a-change-leader-in-education

change leader 21stcenturylearning transformation vanmeter learning education van meter #edchat Competency-Based blended

shared by Deron Durflinger on 16 Jan 13 - No Cached
  • First, successful change leaders clearly articulate the need for change to a variety of audiences in ways that are intellectually coherent and emotionally compelling. The ability to do this requires that change leaders immerse themselves into radically different worlds
  • nderstand deeply is the world for which they are preparing their students
  • what skills, what habits of mind, and what dispositions
  • ...15 more annotations...
  • ommoditization of knowledg
  • how much students know, but rather what they can do with what they know
  • second world effective change leaders understand is the world of students
  • the importance of students’ intrinsic motivation for learning and achievement. Finally, they seek out and listen carefully to students to better understand their classroom and school experiences.
  • They engage them in adult learning about a changing world and how students learn best
  • adults in the community also deeply understand the need for change, and so these leaders sponsor readings, talks by local experts, and discussions
  • The best change leaders I know bring their understanding of these two worlds into the classroom every single day
  • know what good teaching looks like, and they are relentless in their expectations. They understand that their job is, first and foremost, to be an instructional leader and coach.
  • “isolation is the enemy of improvement,”
  • Teachers must be given the working conditions that will enable them to improve and to be successful. They need time to learn and to collaborate
  • Finland, which has the highest-performing education system in the world, teachers spend an average of only 600 hours a year in the classroom teaching lessons; in the US, the number is closer to eleven hundred hours.
  • Finally, the most effective change leaders I know take calculated risks
  • Managers do not take risks. Leaders do
  • They model the behaviors of learning, collaboration, effective teaching, and risk taking that they expect of their teachers.
    • Deron Durflinger
      Deron Durflinger on 16 Jan 13
       
      What can I do to improve my leadership skills?
Deron Durflinger

Educational Leadership:The Effective Educator:The Flexible Teacher - 1 views

www.ascd.org/...The-Flexible-Teacher.aspx

leadership teaching educational teacher learning vanmeter van meter education

shared by Deron Durflinger on 07 Dec 10 - No Cached
  • Effective teaching is variable
    • Deron Durflinger
      Deron Durflinger on 07 Dec 10
       
      Teachers must adapt and be flexible.
  • They do not teach the same way and use the same instructional repertoire year after year
  • Effective teaching is contextual
  • ...7 more annotations...
  • Effective teachers alter, adjust, and change their instruction depending on who is in the classroom and the extent to which those students are achieving
    • Deron Durflinger
      Deron Durflinger on 07 Dec 10
       
      Effective Teachers know their students.
  • Effective teaching is premised on students' intellectual curiosity.
  • Effective teaching must be somewhat autonomous.
  • Such teachers are close to their students in intellectual as well as psychological ways, and they must be empowered to use their judgment to make classroom decisions.
  • Ultimately, effective teaching is fearless.
  • effective teachers must adjust curriculum, methods, and pacing to meet the needs of the students.
  • priority on student needs
Deron Durflinger

What if Finland's great teachers taught in U.S. schools? - 0 views

www.washingtonpost.com/...u-s-schools-not-what-you-think

finland education teaching teacher evaluation edreform teachers teacher learning transformation reform vanmeter van meter

shared by Deron Durflinger on 22 May 13 - No Cached
  • The role of an individual teacher in a school is like a player on a football team: all teachers are vital, but the culture of the school is even more important for the quality of the school
  • If  a teacher was the most important single factor in improving quality of education, then the power of a school would indeed be stronger than children’s family background or peer influences in explaining student achievement in school.
  • Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality.
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  • It insists that schools should get rid of low-performing teachers and then only hire great ones. This fallacy has the most practical difficulties. The first one is about what it means to be a great teacher. Even if this were clear, it would be difficult to know exactly who is a great teacher at the time of recruitment. The second one is, that becoming a great teacher normally takes five to ten years of systematic practice. And determining the reliably of ‘effectiveness’ of any teacher would require at least five years of reliable data. This would be practically impossible.
  • But just having better teachers in schools will not automatically improve students’ learning outcomes.
  • First, standardization should focus more on teacher education and less on teaching and learning in schools
  • the toxic use of accountability for schools should be abandoned. Current practices in many countries that judge the quality of teachers by counting their students’ measured achievement only is in many ways inaccurate and unfair.
  • In Finland, half of surveyed teachers responded that they would consider leaving their job if their performance would be determined by their student’s standardized test results
  • Third, other school policies must be changed before teaching becomes attractive to more young talents. In many countries where teachers fight for their rights, their main demand is not more money but better working conditions in schools.
  • I argue that if there were any gains in student achievement they would be marginal. Why? Education policies in Indiana and many other states in the United States create a context for teaching that limits (Finnish) teachers to use their skills, wisdom and shared knowledge for the good of their students’ learning.
  • onversely, the teachers from Indiana working in Finland—assuming they showed up fluent in Finnish—stand to flourish on account of the freedom to teach without the constraints of standardized curricula and the pressure of standardized testing; strong leadership from principals who know the classroom from years of experience as teachers; a professional culture of collaboration; and support from homes unchallenged by poverty.
Deron Durflinger

What Does It Mean To Be A Change Leader in Education? - 0 views

www.tonywagner.com/...e-a-change-leader-in-education

change leader education learning Competency-Based competency based vanmeter Van Meter

shared by Deron Durflinger on 18 Jan 13 - No Cached
  • The first world that change leaders must understand deeply is the world for which they are preparing their students.
  • They realize that the world no longer cares how much students know, but rather what they can do with what they know.
  • he second world effective change leaders understand is the world of students
  • ...7 more annotations...
  • Finally, they seek out and listen carefully to students to better understand their classroom and school experiences.
  • They engage them in adult learning about a changing world and how students learn bes
  • hey use these two criteria to continuously assess and improve instruction. They know what good teaching looks like, and they are relentless in their expectations. They understand that their job is, first and foremost, to be an instructional leader and coach
  • Finally, the most effective change leaders I know take calculated risks
  • Managers do not take risks. Leaders do
  • hey model the behaviors of learning, collaboration, effective teaching, and risk-taking that they expect of their teachers.
  • First, successful change leaders clearly articulate the need for change to a variety of audiences in ways that are intellectually coherent and emotionally compelling. The ability to do this requires that change leaders immerse themselves into radically different worlds
Deron Durflinger

Educational Insights From Shanghai - Top Performers - Education Week - 0 views

blogs.edweek.org/...what_we_saw_in_shanghai.html

insights shanghai performers meter van innovative effectiveness learning vanmeter transformation

shared by Deron Durflinger on 05 Aug 16 - No Cached
  • he schools were joyous places.  This, he said, seemed to be the foundation for everything else he observed
  • ecause the lessons were beautifully crafted, clearly designed to be as engaging as possible. 
  • were lined with other teachers who were collaborating in the design of these lessons.
  • ...12 more annotations...
  • worked together over months to build the most effective lessons they could, critiquing each version, adding new ideas, testing them out, until the whole group was satisfied that the lesson was as good as it could be.
  • ratio between prep time and teaching time in the Shanghai schools we visited.  In the U.S., she said, teachers typically have one hour to prepare for five classes.  In the Shanghai schools, they have four hours to prepare for two hours of teaching. This, she said, makes all the difference.  Teachers can use this time to collaborate with other teachers to craft great lessons, to talk with other teachers about particular students' learning needs and how they might work together to address them, or to do the research needed to get ready to do another improvement project. 
  • All teachers are expected to do it, and getting good at is it one of the criteria for moving up the career ladder
  • hat fascinated our team was the way teachers were expected to write short papers about the research they had done and to publish these research papers in a range of juried journals, some published by universities.
  • Of course they did not do well this way.  How could they do well in language and mathematics without a balanced curriculum, without a faculty that showed that they loved them, without music, art and PE?
  • his whole enormous system was on pretty much the same page for the same reasons, not because they had been told to do something in particular, but because the discussions they had been involved in had led them to the same conclusions about the goals and the most effective ways to achieve the
  • One was the clarity of the system's curriculum expectations.  There is a core curriculum that accounts for about 70 percent of the available time that is required for all students. The courses are spelled out and the system approves the textbooks that will be used. 
  • hat it had clearly been honed and then honed again to remove everything that was not essential and to give the connections in the logic of the instruction an air of inevitability that seemed, as he put it, simply elegant.
  • he common thread, he said, was the way teachers were treated, in every way, as professionals.
  • The Shanghai Municipal Education Commission clearly views its teachers, not university researchers, as the main drivers of improvements in student performance. 
  • teachers talked about the importance of constantly getting better, which meant improving their own skills and improving the curriculum and instruction and therefore improving student performance.  Like doctors, engineers and attorneys in the United States, they saw keeping up with the latest developments in their field and changing their practice in the light of those advancements as a core part of their responsibility.  That is why professional development and school improvement are thought of as synonymous by Shanghai officials. 
  • hey accepted the idea that they were not functioning autonomously in their classrooms, but accountable to their peers and colleagues for the quality of their own work and for their contribution to the common enterprise.   These are all hallmarks of a true profession. 
Deron Durflinger

Iowa universities adjust to burst of interest in online learning | The Des Moines Regis... - 0 views

www.desmoinesregister.com/...burst-interest-online-learning

online online learning Competency-Based individual education 1:1 learning meter van

shared by Deron Durflinger on 30 Apr 12 - No Cached
  • “I work almost full time while getting my master’s degree,” he said. “As an undergraduate, it allowed me a better balance between school, my work and my social life.”
  • online courses are a cost-effective way for universities to meet increased demand while coping with steep reductions in state funding in recent years, administrators say.
  • The number of online courses offered at Iowa’s three public universities has grown by nearly 25 percent from 2005-06 to 2010-11, data from the Iowa state Board of Regents show.
  • ...8 more annotations...
  • Last year, Iowa’s universities launched an effort to share language courses online. The first was in classic Greek, which an ISU student took from a U of I professor in Iowa City. This year, three ISU students enrolled in classic Greek. The universities may expand to Arabic or Chinese, officials said.
  • “the octopus room.” The classroom’s brain is a motion-sensing camera that follows an instructor around the room. Microphones triangulate the location of a voice so that the camera can focus on the person speaking. Six black arms with video monitors are attached to the “brain” in the center. This allows students in the class and those taking it online to see and hear each other.
  • They do a very good job of simulating the classroom experience,” he said. “But you have to have the discipline to stay up with it. If you get a week or so behind, it’s hard to catch up
  • blend of in-person and online instruction. Students taking finals at the U of I’s secure testing rooms, for example, might be enrolled in a daily Spanish language course where two days of class every week are completed online. That allows the instructor to focus classroom time on refining conversation and reading skills, faculty said.
  • “Part of that land-grant mission is educating the masses, and the masses have changed.”
  • Offering experienced faculty teachers and classroom space filled with well-equipped laboratories is a key way for Iowa’s universities to differentiate themselves from online-only colleges, officials said.
  • However, disciplines that don’t require physical space may one day be based mostly or entirely online, said Marcus Haack, a U of I professor who teaches future principals and superintendents in an education leadership program that many participants take online.
  • In 40 years in this business, I’ve learned we will never put the brakes on technology. It’s always going to expand our opportunities, our thinking and creativity
    • Deron Durflinger
      Deron Durflinger on 30 Apr 12
       
      How can we channel the power of this learning/teaching style at Van Meter?
Deron Durflinger

Beyond Student Engagement: Achieving a State of Flow | Edutopia - 2 views

www.edutopia.org/...udent-engagement-elena-aguilar

shared by Deron Durflinger on 30 Mar 12 - No Cached
  • This is why every lesson must have clear and laser-focused objectives -- not because an administrator is going to come in and ding you if they're not posted -- but because without an articulation of a clear goal, students can't attain flow.
    • Deron Durflinger
      Deron Durflinger on 30 Mar 12
       
      It is important to post meaningful learning targets because is helps students learn. Not because we ask you to post them.
Deron Durflinger

7 Habits of Highly Effective Tech-leading Principals -- THE Journal - 0 views

thejournal.com/...e-tech-leading-principals.aspx

21st-century effectiveness vanmeter van meter transformation learning leadership

shared by Deron Durflinger on 11 Jun 12 - No Cached
  • Principals must effectively and consistently model the use of the same technology tools they expect teachers to use in their classrooms with the students. Principals must be consistent in their decisions and expectations about integrating learning technology in the school. The principal's communication about the pace and process of integrating learning technology needs to be clear and reasonable. The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology. The principal must support early adopters and risk takers. The principal must do whatever it takes to ensure that all staff has early access to the very same digital tools that students will be using in their classrooms. As the educational leader, the principal must make it clear to the technology leader that all decisions relating to learning technology will be made by the educational leaders with input from the technology leaders, not the other way around. The principal must set and support the expectation that student work will be done and stored using technology. Principals must ensure that families and the public are kept informed about the school's goals and progress relating to its use of technology as a learning resource. The principal must be an active and public champion for all students, staff members, and the school in moving the vision of fully integrating learning technology for the second decade of the 21st century.
    • Deron Durflinger
      Deron Durflinger on 14 Feb 13
       
      How does this translate into leadership characteristics?
Shannon McClintock Miller

Lightning Bug - 1 views

lightningbug.com.au

shared by Shannon McClintock Miller on 25 Apr 10 - Cached
  • Shannon McClintock Miller on 25 Apr 10
     
    Helps students develop stories!  Great resource!  Teacher, writing and student resources too.  
Deron Durflinger

Florida's Class Size Amendment: Did it help students learn? : Education Next - 0 views

educationnext.org/ent-did-it-help-students-learn

class size learning vanmeter

shared by Deron Durflinger on 15 May 10 - Cached
  • He found no detectable benefit from mandated class size reduction–either for students in general or for any student subgroup, racial, ethnic, or level of disadvantage.  In Chingos’s words, “the study strongly suggests that monies restricted for the purpose of funding class-size reduction mandates are not a productive use of limited educational resources.”
Deron Durflinger

Niall Ferguson: How American Civilization Can Avoid Collapse - The Daily Beast - 0 views

www.thedailybeast.com/...zation-can-avoid-collapse.html

History collapse ferguson america US education skills pay vanmeter van meter

shared by Deron Durflinger on 03 Nov 11 - No Cached
  • The Work Ethic
    • Deron Durflinger
      Deron Durflinger on 03 Nov 11
       
      This is the one I feel has lost the most traction at many levels. For sure not just with our students either.
  • these killer apps were essentially monopolized by Europeans and their cousins who settled in North America and Australasia
  • the great divergence
  • ...23 more annotations...
  • They also grew more powerful
  • 20th century, just a dozen Western empires—-including the United States—controlled 58 percent of the world’s land surface and population, and a staggering 74 percent of the global economy.
  • tendency of Western societies to delete their own killer apps.
  • But there is a second, more insidious cause of the “great reconvergence,” which I do deplore—and that is the
  • Ask yourself: who’s got the work ethic now? The average South Korean works about 39 percent more hours per week than the average American. The school year in South Korea is 220 days long, compared with 180 days here. And you don’t have to spend too long at any major U.S. university to know which students really drive themselves: the Asians and Asian-Americans
  • Yet life expectancy in the U.S. has risen from 70 to 78 in the past 50 years, compared with leaps from 68 to 83 in Japan and from 43 to 73 in China.
  • On no fewer than 15 of 16 different issues relating to property rights and governance, the United States fares worse than Hong Kong. Indeed, the U.S. makes the global top 20 in only one area: investor protection
  • The future belongs not to them but to today’s teenagers
  • The latest data on “mathematical literacy” reveal that the gap between the world leaders—the students of Shanghai and Singapore—and their American counterparts is now as big as the gap between U.S. kids and teenagers in Albania and Tunisia.
  • Yet statistics from the World Intellectual Property Organization show that already more patents originate in Japan than in the U.S., that South Korea overtook Germany to take third place in 2005, and that China is poised to overtake Germany too
  • the United States’ average competitiveness score has fallen from 5.82 to 5.43, one of the steepest declines among developed economies. China’s score, meanwhile, has leapt up from 4.29 to 4.90.
  • Perhaps more disturbing is the decline of meaningful competition at home, as the social mobility of the postwar era has given way to an extraordinary social polarization. You don’t have to be an Occupy Wall Street leftist to believe that the American super-rich elite—the 1 percent that collects 20 percent of the income—has become dangerously divorced from the rest of society, especially from the underclass at the bottom of the income distribution.
  • Far more than in Europe, most Americans remain instinctively loyal to the killer applications of Western ascendancy, from competition all the way through to the work ethic. They know the country has the right software. They just can’t understand why it’s running so damn slowly.
  • What we need to do is to delete the viruses that have crept into our system: the anticompetitive quasi monopolies that blight everything from banking to public education; the politically correct pseudosciences and soft subjects that deflect good students away from hard science; the lobbyists who subvert the rule of law for the sake of the special interests they represent—to say nothing of our crazily dysfunctional system of health care, our overleveraged personal finances, and our newfound unemployment ethic
  • And finally we need to reboot our whole system.
  • If what we are risking is not decline but downright collapse, then the time frame may be even tighter than one election cycle
  • Western Civilization's Killer Apps
  • COMPETITION
  • THE SCIENTIFIC REVOLUTION
  • THE RULE OF LAW
  • MODERN MEDICINE
  • THE CONSUMER SOCIETY
  • THE WORK ETHIC
Shannon McClintock Miller

A Wonderful Visual on Common Core Standards for Teachers and Students ~ Educational Tec... - 0 views

www.educatorstechnology.com/...ful-visual-on-common-core.html

tlchat via:packrati.us iowatl

shared by Shannon McClintock Miller on 07 Jun 13 - No Cached
  • Shannon McClintock Miller on 07 Jun 13
     
    A Wonderful Visual (Infographic) on Common Core Standards for Teachers and Students http://t.co/KC2U6RndJ7 #tlchat #iowatl
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