Final Project

In most courses, if not all courses I have taken in the past, the key word in “final project” has been “final”. Not so with CoETaIL. This undertaking is very much in the “project” stage, and I am left after the past year and a half looking at many doors of opportunity through which I will guide students. That being said, there is something final in my sentiments right now, and from reading other Course 5 blogs, I feel I am in good company. Let’s get it done, folks!

My UbD for the final project was ambitious, as far as time constraints are concerned. All in all, I will meet every objective stated in the document, just not by 23 November. Before the outcomes of the Genghis Khan unit can be produced, I had/have to get:

  1. the community on board and up to speed to unlock our student blogs.
  2. my fourth graders (of 4/5 split class) up to par with digitatl citizenship and teach them how to set up blogs, post, and commnet (5th graders had CoETaIL teacher last year).
  3. my students connected and widen their PLNs.
  4. content of Genghis Khan unit to them.
  5. Sway page up and running.
  6. students CARPed up and savvy with infographic production.

…in that order.

Currently we have just initiated steps 4 and 5, which I am OK with. The kids are excited and engaged, and I am getting positive feedback all around.

Due to the nature of my project, I believe we reached/will reach ITSE tech standards in each domain. But again in hindsight, my final project is three projects built into one (informing community through Tech Talks, student Digital Citizenship presentations, upcoming community workshops; getting students conencted and set up with blog/commenting skills; student created Genghis Khan Sway page and culminating infographics) which will take us well into Spring. Rather than address each standard in my already lengthy video, I decided to include  an analysis of my project against the standards below. Also, the video does not include an attribution image at the end, as all Creative Common images used include attribution on the image itself.

Digital Citizenship resources


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Slow and Steady

A year ago I joined Twitter, not really sure how it would impact my teaching/learning.  The limited character concept attracted me from the start. Twitter forces us to be precise and concise, which I value greatly. I am not a fan of lengthy posts.

Little by little my PLN grew, then seemed to expand exponentially (well, in my eyes anyway) this September, as a direct result of Pernille Ripp’s Globab Read Aloud got underway. Not only has the GRA fostered lots of professional sharing for me, but it has been a catalyst for global collaboration for my students which is an essential part of my Course 5 Final Project. We are connected! Additionally, I was able to share our Course 2  Student Blog Commenting Rubric with other teachers outside of CoETaIL. The positive feedback I received made our efforts well worth while. It’ all coming together…

Much to my surprise, Edmodo has probably been the platform on which most dialogue is taking place, although I tweet more than I post on Edmodo. While Edmodo seems to be much more limited digital space (soley used by educators, and many groups are password protected…why?), I have found it very focused. My conversations on Edmodo have led to the sharing of resources the target designated projects, conncections for commenting and blogging for my students, and many Mystery Skype sessions.

While Writeabout has had its issues recently, rendering it flukey when logging into and searching for groups, my class and I have built a few connections there as well. I had anticipated that Writeabout would be our blogging platform of choice until we hooked up with classes of similar interest and levels of tech integration, my students overwhelmingly prefer Edmodo. Again, they site connectivity issues as the reason. However, I think Writeabout has great potential.

In conclusion, Twitter has truly impacted my teaching and learning. Every day on my Tweetdeck, I seem to find another teacher with whom to connect either on Edmodo, Writeabout, or specific class/student blogs. Following people like Alfie Kohn and Pernille Ripp, as well as #edtech, #COETAIL, #fifthchat (and many more) provides ongoing PD with which I can barely keep up. Reading Twitter feeds has become a routine thing I do every morning as I sip yerba mate, a previously foreign concept. And, I feel that I have just got underway.

I continue to read and comment on CoETaIL blogs, although during Course 5, I have branched out to other digital spaces mentioned above which has resulted in less than a comment a week as in the previous courses.

Photo Credit: mbgrigby via Compfight cc

Photo Credit: mbgrigby via Compfight cc

The list on my RSS reader grows. Sometimes I wonder where to find time to read it all! And now, I’m going to get busy with Google +…

Find screenshots and engagement links here.





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Getting Busy with the Final Project

A major component/step of the Course 5 Project for both Lisa Barnhart and I during this CoETaIL journey has been the unlocking of our schools’ blogs. A year ago, I set up a password protected blog without the slightest concern that I might not be doing the right thing. As a matter of fact, I am sure I was certain our blogs should be locked. Now, I understand that the locked blogs are little more use than a book museum (as opposed to a library). So we offered to host the monthly community coffee meeting and lay down a Tech Tea.

Photo Credit: Sébastien Launay via Compfight cc

Photo Credit: Sébastien Launay via Compfight cc

Off and running! We put together a short slide presentation, Zen style, to help illustrate our points. I do believe we were well received, and the feedback offered from people who may have thought themselves a bit resistant to tech has been nothing but positive. Presenting as a CoETaIL team was rewarding. Again, throughout the talk, I realized how much I have learned and have grown as a professional.

Digital Resources Used:

The presentation was followed up by newsletter post we wrote on our school’s website.

The Rest of Course 5

The days/weeks leading up to the Tech Talk were filled with anxiety, as neither of us are huge fans of public speaking, but once we got rolling it was fun. Now, the nerves take a different turn as 23 November looms ahead. Due to the split class I have this year, and the time it has taken to get the younger ones up to speed with tech, I realized weeks ago that there is no way I can finish the UbD I had planned (in time).

Photo Credit: travlarkboston via Compfight cc

Photo Credit: travlarkboston via Compfight cc

We cannot get through the content (Empire of Gennghis Khan) in time, nor can we learn the skills and graphic design principals to create effective infographics. But, I have been assured that an en route video is acceptable. Whew! I want to stay on track with the plan, but do not want to produce garbage…no point. We will complete the unit in the spring.

So, right now my class is in the middle of building connections via Edmodo, Twitter, Writeabout, and various other blogging platforms, as mentioned in my previous post. We will have done 3 Mystery Skypes by the end of next week. Most of these came about via the Global Read Aloud, but now our connections have branched off, as planned. The Global Math Task Twitter Challenge looks promising as well.

All the kids have their own blogs, and the 5th graders are teaching the 4th graders how to embed Google Slide presentations, photos with attributions,etc. We have checked out the Commenting Rubric developed for Course 2 a couple of times and shared it with our cyberfriends (gotta love those useful CoETaIL projects).

So, it is time to take on the Khan and start building our Sway page, Screen Shot 2015-10-25 at 10.34.03which is under construction (and will be for the next months to come).

In summary, all is going well. We educated our community and have boosted our school into 21st century learning, my students are blogging and engaging in dialogue with others around the world, and I have laid the groundwork for the target unit which starts tomorrow. I have a plan for the video in my head (most of the planning has occured at odd hours of the early, early morning), but now it is time to put the storyboarding on paper and clear my mind of the blustery storm of ideas. Only then can I start the iMovie …which, until I dig in, seems like a monumentous task.

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Approaching Global Read Aloud

As mentioned in previous posts, I use The Icons of Depth and Complexity FullSizeRender (2)with my class when analyzing novels and to guide note taking during Social Studies units. I was introduced to the Icons during a differentiation workshop aimed at teaching gifted students. Like many (if not all) approaches to teaching “gifted” students, this has worked wonders for each and every student with whom I have worked. The Icons serve as scaffolding for analysis, starting with knowledge and working their way up Bloom’s Taxonomy

Generally, I have introduced them during whole group discussions before or after a DAILY Read Aloud session. Concurrently, we all complete an “Icon Selfie”.icon selfie Between the modeling and the self-analysis, the kids really pick up on it quick. One is quick to learn that the Icons are very fluid. The flow between Trends, Patterns, Change Over Time initially raises brow, but once this is explicitly pointed out, they simply build upon each other. We strive to provide evidence from the text to support our ideas (yes, that is damn near verbatim from a CC standard).

As a GRA (Global Read Aloud) virgin, I will be bringing along the Icons as we share our thoughts while reading Fish during the weeks to come.Fish We hope others will join us in building upon our reflections! I am building a storyboard on Sway. This multi media, interactive app is super intuitive and I am hoping will be a great place to collaborate with classrooms around the world

Also, my class of 4/5th graders are looking for classes interested in engaging in Mystery Skype session. As we are in Kazakhstan, it can be a bit tricky finding folks in nearby timezones. Let me know if you are interested!


P.S. Global Read Aloud is proving to be a great way to build my PLN, and get my class further connected. It has take some work to sort out on which platform I will communicate with which class (Edmodo, Twitter, blogs, Write About, and/or Skype), but the potential for collaboration is, well, uh… global.

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Course 4 Final Project

I do not have a single unit that I will focus on, but rather a change on a few different indices which will hopefully affect all units taught. I will be working with COETAILer Lisa Barnhart and COETAIL alumni Brent Fullerton to various degrees on certain aspects of this metamorphosis. For the purpose of Course 5, I have listed below how a specific Social Studies unit will be transformed.

flickr photo by Jeff Kubina shared under a Creative Commons (BY-SA) license

flickr photo by Jeff Kubina shared under a Creative Commons (BY-SA) license

First and foremost, we must educate/inform our community. This, I feel, is essential if we are to reach and maintain redefinition. By school policy, our blogs are password protected. Both Lisa and I have mentioned this obstacle in various posts this year. Our school holds informative Community Teas approximately once a month. Topics vary according to need. Parents gather after a school wide assembly, and a presentation/demonstration is offered. We feel that this is the perfect opportunity to engage parents in a 21st Century Education discussion. While the initial objective is to gain support for unlocked student blogs to promote global collaboration, there are plenty of other areas to discuss in future meetings. Planning and coordinating the first Tech Tea is the first step of my Course 5 Project.


First Target Unit: Genghis Khan

flickr photo by ^ Johnny shared under a Creative Commons (BY-NC) license

flickr photo by ^ Johnny shared under a Creative Commons (BY-NC) license

Describe the project: What will your students do?

This year we revised our Social Studies curriculum to make it more meaningful for our location (Kazakhstan) and our increasingly international clientele. We adopted the Aero Social Studies Standards and built units around them. As the fifth grade teacher, my job was to apply the standards to a unit whose content centered around the empire of Genghis Khan. Building the unit took lots of time, research, and funds as there is not much out there at a fifth grade level. I have gathered quite a few resources over throughout the year, and they remain bookmarked here and there. This year’s students found additional sites. In the upcoming unit, we will start a wiki where we can organize and consolidate our finds. Also, the wiki will be a place where we can share our knowledge (to be organized under the Icons of Depth and Complexity). Hopefully, our wiki will be of use to others looking to learn about Genghis Khan. Had there been one to stumble upon last year, I would have been ecstatic.

This year, the second time around, I would like to have the kids design infographics, first as sketches on paper then most likely using Canva or Easelly, as a final project for the first Genghis Khan unit. Throughout the unit, the kids keep notebooks and take notes using the Icons of Depth and Complexity to categorize their notes from research including various forms of media. I find that designing infographics promotes analysis and synthesis of information learned throughout the unit. Also, it is a very open ended (differentiated) project, even on an artistic index.

The kids will maintain blogs throughout the year, following blogging and commenting rubrics. Embedding various forms of media will be required, including the Genghis Khan infographics, providing the students with a wider audience and promoting authentic feedback.

How does this project reflect your learning from COETAIL?

The project incorporates everything I have learned from COETAIL, from digital citizenship, blogging, graphic design, project based learning, and global collaboration.

What goals do you hope to achieve with this project?

I hope to provide my students with meaningful content, a choice in guiding their learning, and a venue to reach out to and get feedback from a larger community making learning purposeful and meaningful?

Why do you think this unit is a good possibility for your Course 5 project?

Again, this project incorporates elements from each of the the four COETAIL courses.

What are some of your concerns about redesigning this unit?

Providing sufficient time for designing the infographics is a concern, as this year it took longer and the criteria was less demanding. As I will have a split ⅘ class, half of which spent this year with a COETAILer (grade 5) and half of which (grade 4) have not had near the exposure (school policy states that grades four and up have Gmail accounts), I am concerned about providing sufficient support for all.


What shifts in pedagogy will this new unit require from you?

This is much more of a project based approach than this year. Also, it involves a higher level technology implementation. I will need to vary support provided to students and provide appropriate means of reaching objectives. In other words, differentiation througout the unit is a must.


What skills and/or attitudes will this new unit require from your students?
Initially, the students must become familiar with the Icons, which serve as a very effective system for note taking and analysis. Transferring that knowledge into multimedia will require higher level thinking. To what extent they are comfortable with Project Based Learning, I don’t know. Half of them are rather tech savvy and have been exposed to the software we will use, but none of them have contributed to a wiki. Ongoing review of the wiki will be necessary to avoid redundance. Again, half of them are experienced 2.0 web users/contributors. Considering the permanence and vastness of audience when publishing will be a shift in attitude for the incoming fourth graders.

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What Would Houdini Do?

I have come a long way this year, as has our school. We are now 1:1 (iPad) from K-5, and 2:1 (MacBook, iPad) in grades 6-8. Above grade 3, the students don’t have computer class anymore, as teachers are expected to integrate tech into our daily instruction. The lab exists as a place classes can schedule time for projects for which the desktop Macs are more effective/necessary. Needless to say, I feel like I am in the right place at the right time with CoETaIL.

flickr photo by HomeSpot HQ shared under a Creative Commons (BY) license

flickr photo by HomeSpot HQ shared under a Creative Commons (BY) license

While the I love the iPads for apps like Explain Everything, Book Creator, Notability, and iMovie, especially as they sync easily with Google (tutorial), I have found that creating flyers with Smore and infographics with Easelly, among other things, are much easier on the desktops.  You’ve got to use the right tools for the job.

Maybe because the age of my students (fifth graders), the class size (ten of us), or possibly the nature of the community (small, safe camp in which kids constantly see each other) I have not had a major problem with  device distraction. iPads are on desks all the time. That being said, I have heard stories from both parents and students about late night under the cover Instagram session.

flickr photo by Erwss, peace&love shared under a Creative Commons (BY-SA) license

flickr photo by Erwss, peace&love shared under a Creative Commons (BY-SA) license

I do, however, have other issues. I am new to blogging this year. Granted, I have read a blog now and again over the years, but never actively participated. And now, I have two blogs and my students blog/comment weekly or more. I had a short sighted perspective 8 months ago. I assured parents that our blogs would be “safe”, using no last names and  be password protected for sure (school policy, which I didn’t question). In December, we really ramped up our blogging. I introduced comment rubrics (with Karen Rayle and Lisa Barnhart), the kids embedded projects, and everybody was stoked….until the password protection slapped us in the face. Doesn’t that seem to defeat the purpose of blogs in the first place? How can we collaborate if the doors are locked? I have discussed this (repeatedly) with our tech guy (CoETaIL alumni Brent Fullerton), and Lisa (mentioned above), and a plan has hatched. We simply need to inform our parents. We have monthly infomative Community Teas, similiar to the YIS  Parent Tech Coffee Morning Kim mentions this week, during which presentation are made upon a given subject to keep parents in the know. Noting how my own position changed quickly and easily once informed, I don’t anticipate a struggle. Doubtless, this will be part of my Course 5 Project. Locks must be picked and doors must be opened.


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Again, thanks to  fellow CoETaILer  (or are we CoETaILors?) Patrick Holt, I’ve been popping in and out of #rhizo15 on Twitter, which is more or less of a grass roots (well, rhizomes actually) MOOC on steroids. Rhizo 15 is so massively open in another sense (thus the title of this post), that this week’s discussion is focused around defining content (the course offers no learning objectives either, but provides a chance for each member to develop their own learning subjectivesin a forward thinking connectivist educational model. Furthermore, the input points towards people being the content; a subjective, evolving content. I find that resonates with a quote frm  Prakash Nair’s article, “Classrooms, on the other hand, are based on the erroneous assumption that efficient delivery of content is the same as effective learning.” Powerful stuff, Rhizo 15 is a great place to hook up to complement CoETaIL musings. I have since made more than a few great connections, and have been led to some great research and thoughtful blogs. It’s seems to be all coming together, which I seem to say in one way or another in every post.

After reading loads of articles and thoughts on MOOCs, I come away with the idea that they are not a replacement to traditional university study, but an extension and redefinition of education. This article from Huffington Post offers analysis  (some cool graphic, too) of different communication modes and different “levels” of MOOCs. Ideally, I would love to have been mixed up in both worlds at the same time. (Wait, I think I am!). Back in the day, I was thrilled to be able to hit up the computer lab in college to word process my papers and save them on floppy discs instead of bribing my sister to type up my papers as I had done before in high school, let alone collaborate globally and have instant access to ridiculous amounts of information. However, now I can promote the vision. That is the reason I am wrapped up in CoETaIL.

I stumbled across the following video put out by The Norwegian Centre for ICT in Education, which kind of ties it all together…




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Más vale tarde que nunca

I loved Course 3, even if I spent most of it slightly anxious with so many new tools and concepts to deal with. Also intimidating were the videos, slide presentations, and infographics people have created. Course 3 is leaking into Course 4, but we’re working towards connectivism, right? I think this is the idea. Somewhere along the line, I musterd up the “persistence, resilience, and patience” mentioned in Adrian Camm’s Learning2 presentation from this week’s recommended videos to learn to create infographics and flyers with my fifth grade students. We have been talking in class about contrast, alignment, repetition, and proximity (CRAP) for a while now. We discussed communicating content graphically with minimal text powerfully presented.  Grace gets it:


Grace’s work is her final project for a recent non fiction reading unit. She chose the topic, did the research, and created the infographic. Without using a template, this took lots of focused time, and it was completed with high levels of enthusiasm. Grace demonstrated the aforementioned “persistence, resilience, and patience.” She did not need my praise or a grade to feel proud of her creation. “This was really fun!” was her response to my positive feedback. Neither of us are gamers.

I think PBL, like gaming, promotes the passion that nurtures those three essential qualities. I believe any activity  about which one feels passionate fosters such character growth. Onward…

Minecraft. Three years ago I had a class of fourth graders in California, many of whom were really into Minecraft. A few were constantly engrossed in talking about it. I could not follow the conversation, as I did not understand the jargon they were using. I had heard from parents that it was a creative game (although the online nature of the game worried parents, as unsupervised kids were using foul language when texting….really? That takes me back to Course 1), but found myself annoyed at what sounded like jibberish to me. I find merit in Jane McGonigal’s arguement about problem solving and optimism when gaming. Thinking back to the enthusiasm with which my former (and some current) students converse about games, I see passion. Bottome line: working gaming into the classroom has potential.

I went straight to the number one gamer (or the guy who talks about gaming most) in my class and got the low down skinny on the popular games. Terraria seems to be more popular than Minecraft these days, around here anyway. I did a bit of research and found out that some players may find it frustrating as it lacks stated objectives. Yes! No stated objectives…..sounds Rhizo to me. This reeks of Project Based Learning. Yet another door opens. Más vale tarde que nunca. Do I start playing? At least I will keep checking out how it is working in other classrooms.

Final reflection: It has taken three and a half CoETaIL courses for me to realize that a folder simply named “Tech” on my bookmarks bar is insufficient organization for the growing number sites I have listed there. Más vale tarde que nunca…


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Ol’ Tradi

The most institionalized effort towards Project Based Learning, I believe, is the beloved Science Fair. However, in my years of experience in six schools on various continents, the words “Science Fair” have become a term which causes instant anxiety in the homes of students, as students are often asked to complete projects outside of class time.

flickr photo by nate steiner shared under a Creative Commons (BY) license

flickr photo by nate steiner shared under a Creative Commons (BY) license

Schools send home the criteria and due dates and hope that the parents have the time, energy, knowledge, resources, and willingness to support their children. Come time for the fair, we have a full blown competition of bells and whistles (in the form of models of erupting volcanoes and psychological studies involving chewing gum), many times done by the parents, many times done under the gun, and many times not involving the Scientific Method. Don’t get me wrong, I am not trying to place neither praise nor blame here. The idea of Science Fair is a great way to promote Project Based Learning.

At my school this year, we (teachers) took back the Science Fair. Everything had to be done at school, each project had to follow the steps of the Scientific Method, and kids had to work in pairs/small groups. The collective sigh of relief from a large portion of our parents could be heard from here (western Kazakhstan) to Mongolia.

Some of us teachers might at first have felt that “One More Thing” reaction, but as I thought about it I became thrilled. Yes! Integrated, meaningful, purposeful learning was being mandated! My methods professors back in the early 90’s would be tickled. Facilitating, questioning, and observing the groups become dynamic while overcomming obstacles was awesome. Furthermore, our fair was a community (the school is in a gated company village) event held on Saturday morning, attended by more than just parents. Needless to say, kids were motivated, interested, and applied themselves fully to the tasks. Reflecting on the BIE criteria outlined in Introduction to Project Based Learning, I believe we were successful in taking back the Science Fair and promoting Project Based Learning.

Here is the evidence. We are holding student led conferences this Friday (school wide). Three sets of parents will listen and respond to their respective child guiding them through their digital portfolios (Google Slides) at any given time in the afternoon in my classrom. Throughout the year, the students have selected and reflected on work in Reading, Writing, and Math to add to their portfolios. Check out what Cassidy chose to include for Math (and how she chose to reflect upon it using Explain Everything).

Project Based Learning is how it all started. People learn language and communicate to solve problems. It’s funny how in schools we try to replicate human experience and give it funny names.


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Movin’ On Up

Creative Commons licensed ( BY-SA )

While I don’t necessarily believe that one’s tech integration growth can be represented by a curved line on a two coordinate graph plotting Visibility over Time, I like Tim Klapdor’s image. If I were to plot my tech integration evolution on this graph, it would look more like a bunch of dots all over the place. The graph somewhat reminds me of the stages on culture shock Happiness vs. Time graphs. What really caught my eye when searching images was the “Trough of Disillusionment”….been there, repeatedly. My frustrations and moments of technodespair were validated.

Over the weekend, I checked out some Course 5 Final Projects, and became rather overwhelmed initially, which is my nature. There is some really impressive stuff out there. I need time to absorb and reflect. After sleeping on the Course 5 concept, I woke up and took the pieces apart in my head. It is not impossible, not at all.

Back in my personal CoETaIL Lunch Program today, I read some articles, anaylzed the Technology Integration Matrix, and reflected on my practice over the past year. I have come a long way. Just today I introduced Easelly to my class as the format for their final projects in our non fiction unit. I showed them the infographic (work in progress) I created for my About Me page. I have by no means mastered the program, but showed them what I had figured out and how I persisted in the face of frustration. I would have never had the confidence or understanding a year ago to engage in such a lesson. In no time, all 10 of us were sharing discoveries and asking questions as we explored the program. Thusfar, it is my infographic program of choice.

Again, my line of development plotted on the graph above would be zig-zagging all over the place, and come to think of it, my growth might be better represented with four graphs, one for each level of integration.

While we strive for Redifinition, there is a time and a place to integrate tech on all levels of SAMR. After all, when creating a multi media project to be shared on our blogs, word processing is a part of the whole. I suppose I am gaining a better understanding of what integration means and looks like. The stages build upon each other, they are not separate beasts. I think key word to describe a main goal of integration is seamless. I have tripped on some seams this week, but I took a chance and can say I tried. And, once again, I have learned that simple things like updates are crucial for smooth integration.

If our objective as educators is to prepare kids to be positive contributing members to a global society, tech integration is not a choice. Anne Lautrette argues the case well in her latest post Integration or Obligation. Technology is set of tools, and we must teach students how to use those tools effectively and creatively.

Creative Commons licensed ( BY ) flickr photo shared by Mark Turnauckas
Do carpenters simply use their hammers to randomly pound nails into pieces of wood they cut up with their saws?

Finally, Steve Denning raises some great points and provides a tangible vision in The Single Best Idea for Reforming K-12 Education. Running a school like a factory is inhumane. In the mid 90’s I was teaching stateside. A huge shift in the use of standardized test scores blew my mind.

Previously, schools that demonstrated low scores were given funds. Test scores were valued for showing trends in groups (still a leading tool in this sense). One day, I was told in a meeting that things had changed, that if our students did well, we would get funds; teachers would get bonus checks. I raised serious brow. When I questioned the shift, the answer I received was something like this, “If you were going to invest in a factory, would you put your money in one that produced quality widgets in quantity or a factory that produced faulty, low quality widgets?”

Creative Commons licensed ( BY )

I didn’t flinch or hesitate in my response, “Children are not widgets.”


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