Johnny Griffith: Experimental classroom is nice and neat, and the equipment works very well. Easy to operate. The sound in the classroom is absolutely terrific. The class was watching portions of Macbeth, and we all felt we could hear individual rain drops and horse hooves as they fell. A great experience.
Charlie Terry: Wonderful space; great balance/blend of a Harkness setting and a spacious and convenient room. Plenty of room, but cozy space as well.
Kayoko Tazawa: It is great that multiple students can record their speech at the same time. We can be very efficient.
Christine Robinson: The big screen is like having the "Little Theater" back - i.e., it's close by and provides great viewing & with the table right there, we can move directly to discussion when/if that's part of the class. Thumbs up!
Michelle Dionne: The students seemed to me less stressed about writing on a computer (vs. in-class booklets). Comparing the writing to the in-class work done in Winter term (not on computers), I'd say the students wrote more and the papers are more organized, and certainly easier to read.
Becky Moore: I have tried the computer lab twice. Once I had 330s write English translations of poems in languages that they lived in at home or studied here at school. They saved these to LionsDen and then came into the lab and sent them to the computer. I was logged onto that was attached to the big tv screen. Vi was there the whole time to be sure all technology worked. We sat around the big table and faced the screen where we looked at various translations and I moused changes on my computer that the students were making. I could have had one of them running the mouse and another time I might. I wanted the screen to have the option of hanging vertically instead of horizontally so that we could see more of the text at once. I also was quite aware of the attention that we were all paying to the screen rather than to each other's faces -- a structure that I still wonder about in this arrangement.
For a second class I reserved fat block, assigned re-reading the 40 pages of TRANSLATIONS that the 330s had done so far, and then had them write on the computers for the full fat block. They had open books, notes, electronic data bases for o.e.d. and the Bible, as well as spell and grammar check. They had to think for 15 minutes before they could start writing and then wrote a p.s. in the last five minutes as well as printed out their pieces -- automatically double sided on the lab printer. I was pleased to see the level of specific writing that cited text well and posed questions and explored them. Several students commented that they had never done an in-class and that they found it hard while others said they had done some before and liked the intensity of focus.
Charlie Terry: Wonderful space; great balance/blend of a Harkness setting and a spacious and convenient room. Plenty of room, but cozy space as well.
Kayoko Tazawa: It is great that multiple students can record their speech at the same time. We can be very efficient.
Christine Robinson: The big screen is like having the "Little Theater" back - i.e., it's close by and provides great viewing & with the table right there, we can move directly to discussion when/if that's part of the class. Thumbs up!
Michelle Dionne: The students seemed to me less stressed about writing on a computer (vs. in-class booklets). Comparing the writing to the in-class work done in Winter term (not on computers), I'd say the students wrote more and the papers are more organized, and certainly easier to read.
Becky Moore: I have tried the computer lab twice. Once I had 330s write English translations of poems in languages that they lived in at home or studied here at school. They saved these to LionsDen and then came into the lab and sent them to the computer. I was logged onto that was attached to the big tv screen. Vi was there the whole time to be sure all technology worked. We sat around the big table and faced the screen where we looked at various translations and I moused changes on my computer that the students were making. I could have had one of them running the mouse and another time I might. I wanted the screen to have the option of hanging vertically instead of horizontally so that we could see more of the text at once. I also was quite aware of the attention that we were all paying to the screen rather than to each other's faces -- a structure that I still wonder about in this arrangement.
For a second class I reserved fat block, assigned re-reading the 40 pages of TRANSLATIONS that the 330s had done so far, and then had them write on the computers for the full fat block. They had open books, notes, electronic data bases for o.e.d. and the Bible, as well as spell and grammar check. They had to think for 15 minutes before they could start writing and then wrote a p.s. in the last five minutes as well as printed out their pieces -- automatically double sided on the lab printer. I was pleased to see the level of specific writing that cited text well and posed questions and explored them. Several students commented that they had never done an in-class and that they found it hard while others said they had done some before and liked the intensity of focus.
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