DMiC Developing assessment exemplars

We have had a lot of questions about how assessment works within the DMiC pedagogy.

What we discussed today is why are are assessing?
We assess for our teaching to know what we need to do. To identify gaps and see student needs. We also must consider what we are collecting with each assessment and how that will be used in our teaching.

When we assess we find gaps in what we have taught and what has been learnt and this allows us to adapt our teaching a find next steps for ourselves and our learners. We also need to be aware of how these assessment impacts on our awareness of students ability, needs and helps us to report to parents.

What does assessment involve?
We are using evidence to make decision for many different reasons. We also have to communicate the evidence that we find from assessment for parents, boards, government and of course our learners. This communication is for different purposes both summative and formative for kids that is setting goals for themselves a long side their teacher.

Aim:
Our aim for assessment is to create some exemplar that allow use to moderate the understanding across the school. We need to have exemplars that work for us and our school. We want to know the learning trajectory for our kids.

In order to create these exemplars we needed to first have unit plans, learning outcomes based on curriculum elaborations, a learning trajectory and assessing the learning.

Students can set goals for themselves for the unit and they can self assess these goals. This could be based on the use of a few problems in the area and creating a list of goals which students could select from. The amount of goals and how this works would depend the students, their needs and how the teacher scaffolds the goal setting.

The aim is the push the individual accountability.

The exemplar tasks could include open questions that ask for all of students knowledge of a question.
Write and draw everything that you know about one half and one quarter?
Heather says she can prove 3/5 is the same as 6/10
Can you show some different ways she might do this?
What other fractions are the same? Can you prove they are the same in at least three different ways?
Can you put the fractions in order from smallest to biggest:
2/3 3/4 5/10 3/9
Show how you know.

The aim of a DMiC lesson is to touch on many levels so that students can show what they know and see the possibility of them extending beyond their year level or below their year level.

We are creating a trajectory and learning outcomes for patterns and relationships:

Co-Teaching a privilege and an honour

As teachers we are always so focused on student learning. Our inquiry focuses on the needs of the children and how we can address these. We are always looking at, talking about and using data to support make sure we are doing all we can to support students learning.

I have blogged about this a lot, so this blog post will be different.

I wanted to reflect on some of the big changes that have happened for me over the last 3 years and what impact they have had on how I teach and particularly how I teach with others.

2016: This was a year of new for me, a year of intense learning with MDTA, working in a shared space with 2 other teachers and of course learning to teach and learn using digital technologies to enhance learning. This year was huge but in the all the learning I took in so much but didn't nessairly have time to process it all and see just how far I had come. 

2017: This year was still very busy but I see it as the year of time. Of course I am a teacher so there is never enough time but this year I worked in a single cell class and had time to apply to skills I had learnt and had time to process the huge amount of skills I had learnt and really find out who I am as a teacher. 

2018: This year I feel like a co-teacher! I feel that within our two teacher space we work as almost one. Sharing everything, asking questions and most of all learning together and from each others. It is strange how much you can learn in three years. But I know that my journey this given me the skills, passion and ability to co-teach and learn. 

What I believe are the key things to co-teaching: 

• Know who you are as the teacher. 
• Know what you bring. 
• Notice the what your co-teacher brings
• Take every chance to learn
• Take every chance to teach together and have a shared voice. 
• Be honest and open, ask questions and discuss issues. 

This year I am privileged to work with a Chrissy who has a passion and eye for art. As a result of our Co-teaching I have become an art teacher and my passion for teaching art has grown. I hope that you have the chance to Co-teach and learn together with the wonderful teachers around you. Even if they are not in the class with you every day make the most of what they bring because we are stronger together. 

CoL Meeting Rebecca Jessen

Rebecca Jessen- Planning and predicting: THEORY is everything.

So far we have work alongside a number of people to develop Theories.
-What language learning is going to go on in their heads.
-What is going to happen in my classroom program to make the learning happen.
-What am I going to do.

If we consider Dolphins as the model for what we are doing as Inquiry. We can only see the Dolphins (Learning) when they pop out of the water. Our theories should allow us to know where the Dolphins will pop out. But we know in reality the Dolphins always pop out not where you expect them to.

Now is the time to lift the game on what is working. It is about looking at each children and revisiting the theory in relation to each child. Why did it work better for some learners then others.

You only know if something works in a particular situation is by TRYING it out. 

Planning 

Where is the mismatch between what was planned and what actually happened. What did they kids think I did. 

Implementation

What it boils down to: 

1  - Figure out the students’ strengths and needs 

2 - Use the existing research base to plan something different that is likely to use strengths to meet the need

3 -DO the different thing

4-Which engages the students in a different way of learning

5-Which results in learning.

I had a great discussion with Rebecca about what I am doing how it is work and what conflicts are happening for me in my inquiry. 

-We talked about stepping it up by making the activities more focused. 

-videoing and analysing discussion

-Planning more closely at the language. 

-Providing discussion scaffolds. 

- Providing texts that support mathematical language. 

-2 Week cycles of analysis. 

I have a lot of ramp up this term and I am so excited to Ramp it up and see what We (My learners, Myself and of course you). 

Col Meeting

As we launch into the second after of the year we must again consider what makes learning, teaching, children and teachers successful in education and life.

One of the things we need to remember is that one of the Pou that holds importance is that teachers and in fact I believes students should be evaluative. They are evaluative through evaluating ourselves, our practice and success based on the success of our learners.

As we learn it is important to remember that we are influences and we must with care and love support each other as teachers and inquiries to be great teacher, because great teachers make children learn.

What do we need in Term 3?
Term three is an amazing time as we are for the most part settled as a class and the pressures from wider school activities (Fiafia, production, School wide testing).

If it is not visible it failed. We are aiming to crank up learning this term and our Manaiakalani goal of visibility  is so important. It makes it possible for all Adults involved with a children to crank up learning together supporting a bigger shift for our beautiful learners who are pushing themselves as much as we push them in there learning.

We have been talking about Language and the importance of language. Language learning is at time taught in a boring way. We need to make learning exciting.

We must also remember that importance of the language of learning and the language of success. We have a large group of children who speak G.I Cheechee because their first language is not English, Tongan etc.

As we spend more time in this community we learn the language G.I Cheechee and then when we are tired you speak it to the kids. We must remember we need to build the language of success. One way is to repeat it back to them.

The cultural history of our children no so far back there is a history of language amounts of language being produced.

We know that to accelerate students need to:
-Finish work
-Get feedback
-Have scaffolding
-Have scaffolding removed and gain independence.
-Publishing

So how?
This is a question I always have and I want you to consider it with me. Russell talked about connecting language to the known environment. Do our kids know the correct word for the things they involve every day. It may be that there is a problem in the community that the learners can take charge of. Twice a week is the magic number. We need to make sure we see kids twice.

Blogging Twice a week in the the summer holidays show high gains, so we need to do this in our classrooms.

Pulling it all Together

As I reflect back on my inquiry so far this year I am very aware of the way that it is may little bits and I am still struggling to find the trend that pulls them all together.

As a result I wanted to go back to the problem and think about it along side the the bits and pieces I have been doing in class.

This Image shows where I am at currently with my inquiry. I now believe I need to change my project to focus more on the language and making that rewindable for the learners as that will have more impact for the people who count the most the KIDS!

Northland Digital Fluency Intensive

Today I was privileged to spend the day with the wonderful people at the Northland Digital fluency Intensive. We talked about the importance of CONNECT and how we can gain so much by connecting with others and build on and learning from each other.

If we are all paddling the Waka the same way we can achieve great things.

I really enjoyed sharing this will these wonderful teachers who I hope to stay connected with for a long time.


Throughout the day we worked on sites and I shared this presentation with them.

It was so wonderful seeing them take all we had talked about and achieve their goals on their class sites. I am starting to see some wonderful visible learning and great thinking about why they are using their sites and what they want to do next.

I feel so humbled having watched and helped these teachers tackle their site problems and find creative and clever solutions that make their site easier to use for their students.

Creativity Empowers Learning

This term our Manaiakalani focus across the cluster is on create and more specifically how creativity empowers learning.

To start off term to with a bang Ms Eadie and I applied these principles to our first week of term. We wanted learners to create to see the different simple machines and focus at play. We thought carefully about each tasking making sure we were using the senses to engage the learners brains.

Throughout this immersion which took place over a number of day with students working in small groups. Learners created physically and digital. Here are some examples of the activities they engaged in.

Art
We had three activities that I could call art activities however I they were also about thinking, folding and testing ideas.

1. Paper plane, a tried and true way of examining focuses and motion.

2. Marble run piece, Each student design their own piece which would later become a large marble run on our classroom wall.

3. Simple machines, learners thought carefully about what pathways in their brains might look like if depicted by a range of interacting simple machines.

Building
We had three activities I would call building. These were all very different from each other.

1. Creating ramps for car. This was a very open task and different group made very different things. They explored how different slopes could change the speed of the car.

2. iPad building task. These were Apps design to provide simple machines that student could put in different orders to explore how movement occurred.

3. Marble run, students used the pieces to construct their own towers and test them to see how the marble moved.

Movement, well there was movement in all our activities. In the art activities through learners hand and arms. In the building tasks moving around to find the material and creating with them. The last task was design to be a movement task.

1. Ten Pin bowling, students engaged in ten pin bowling aiming to use their bodies to throw the ball and hit the pins. It was great to see lots of creative thinking about the best way to bowl the ball.

Coding Fun and Frustration

This year I wanted to take on coding as one of the tool and a lenses that I used to address the issue of Mathematical reasoning and language that my learners were facing. In term one I looked at coding 'theory' with my kids. I did this through using the CS unplugged tasks and adapting them for Explain Everything on students iPads.

This term we have begun using scratch and first thing I noticed was the problem solving. Student in my class knew what they wanted to happen but they found that when they pressed run what they had coded was not what they expected. This lead to a lot of great questions and talk in my classroom as learner drew on the skills of others or tackled the problem on their own.

Well there was a lot of talk reflecting back I am skill concerned about the quality of the talk. I think for my next lesson on coding I want to draw on some of the ideas Dr Jannie van Hees shared with us and scaffold specific vocabulary which we will continue to build in our cries for help and frustration as we solve our coding challenges.

Assessment of and for learning

Thank you very much to the wonderful Angela Moala who shared with me her response to what Dr Aaron Wilsons shared with us last week. This is my response and I am very grateful for Angela's suggestion and structure which has really helped me to clarify my ideas in response to the importance of assessment in inquiry.

Formative assessment in teaching as inquiry

As we engage in inquiry is to keep our eyes on the prize and be very aware of our inquiry question and theory of outcome. What do you want to achieve? 

Often we see research that is unclear as to the exactly changed in practice and for learners as research describes things in wishy washy terms. We need to very aware of capturing (recording) what we are doing and having informal and formal ways of assessing and monitoring this. 

In inquiry you make lots and lots of choices, changes and moves if you don't record these they are lost and we can not learn from nor can others. Ask the kids to monitor your changes in practice they should be learning a long side you and part of the inquiry process. 

You want to be able to say able that the changes you have made have with in reason been the factors that have impacted upon learning. 

We want to use repeated measures, this might be before, during and after. They should be formative and summative. The Everyday moves are important they inform next steps. Capture and monitor learners and learning.

There is a place for formal check points these would be formalised data. By setting a date you are making sure that you are doing these check points and making sure you capture it. 

You might use a checkpoint to check on of the smaller skills that you are focusing on. 

The information that you are collecting for this should fall out naturally from the intervention. 

Don't forget the kids. Student voice is key. 

Language in Abundance-Dr Jannie van Hees

We know that language come in the forms of spoken and written. We must remember that both forms of language are important. We make sure our learners are exposed to a number of novel text that engage learners in a new meaningful vocabulary and grammar structures.

We are talking about Optimising Learning Conditions of Language.

Students need others language available to them. Students trying out language.
We often get a lot of language from children and this is coming at the expense of others providing meaningful language that then limits what they can draw on.

All the things we know we have learnt from others. We have had loads of exposure to language and to the knew. We need to gift them new in noticing ways. We often dig and dig into students prior knowledge we need to shift our focus to build. We should be gifting 60/40 extracting.

These are the three key ideas in building language learning.

Focus 1: Optimising learning and interactional conditions.
Focus 2: Elaborative style to pedagogical responses.
Focus 3: Scaffolding Learners to become effective conversationalists.
Focus 4: Planning, Preparing, Providing

We as teachers need to make sure these three focuses are active in this learning. We need to catch the learners and make sure that engagement is happening. We can go this through more and more peer sharing.

I believe that this is something that I have to do more of. We need to have high expectations.

The learner has to make responsibility as well they have to be attending. They have to put in the effort.

We want to make sure that students see and feel they are support each others learning.

Before engaging learners in video content you may remind them of the learner conditions Notice and Focus and tell them to caught what you can. When using video a lot of the language is not always noticed. Providing a transcript and using multimodal and foregrounding the language and they are involved in the language.

Learn Ready

We have talked a lot this term already about what we want long term for the children we teach. We have to look at what they need to get a job and we believe that learn ready kids become employment ready adults.

We are seeing in our community more people going into employment and higher education. We have to remember that family makes a huge difference but so does school and we need to keep working reflecting and developing why we can make a difference.

The most recent PISA test of 15 year olds over the world looked into this question. What school practices made a difference for learners.

"Students who perform at Level 3 begin to demonstrate the ability to construct the meaning of a text and form a detailed understanding from multiple independent pieces of information when reading, can work with proportional relationships and engage in basic interpretation and reasoning when solving mathematics problems; and they can handle unfamiliar topics in science.

Resilience is therefore intended to capture the capacity of an individual to gain the set of skills and competencies that are essential to fully participate in society and have good chances to succeed in the labour market." 

To read more check out Russell Burt's amazing slides.

Transformational leadership

We all have to be leaders holding a shared vision.

Learn Ready kids become…... 
Explain Ready learners, become...
Employment Ready young people...

Our kids have great brains. They have an outstanding capacity to learn. We have to be critical players and expect that best because We can learn together. 

GAFE Making a Classroom Site

Hi all,

here is the presentation Danni Stone and I created for the GAFE Summit in Auckland this year. Sorry for the delay in sharing but I wanted to blog it with the video I promised at the session explaining how to make a timetable for your site.


I hope that these ideas and the video are helpful to all on a journey to creating a Google site for their Classroom.

Here is a video that will help you if you are creating a timetable for your classroom site. 

GAFE-Ignite Session

The Auckland Summit finished with four wonderful people they each shared a five minute presentation to inspire and provoke.

Dorothy Burt-Creativity Empowers Learning
We are entering an interesting time in education in New Zealand. Our government is throwing some things in the bin with nation standards and charter schools being the big ones. Once again we are reviewing education and exploring equity with the focus again being on access to learning for all.

Before you get to excited we should look back at the education of our past by Educators such as Elwyn Richardson. We can't just plan for our learners mind....Our young people learn through creating and doing. It can get noisy and messy but that is learning. Being creative pushes you beyond your comfort zone. So plan for creativity.

You can be part of the conversation about what tomorrows school will look like in our country, bring your voice to to the table for our kids.

Anthony Speranza-Hope, anthsperanza.com/disruptedu

Anthony has sought to give hope to others that positive change in education is happening. When we talk about what a good learner is teacher think one way but perhaps their actions say something different. You have heard it before our kids think they need to "listen, sit, behaviour'. Are we practicing and are the children learning what we believe and value.

Why do children in our schools want to "check out" and do youtube. We need to start unpacking the why, do they want to check out.

What is the learning we want for our learners:

• Motivation
• Content 
• Skills

Here it goes again the theme of this GAFE. We Need To Take Risks!
This book is a adult picture book on leadership. I think I will be checking it out.

When will the extraordinary become ordinary? 

Dorothy Apelu-Supporting students to become better with writing using blogs.

Dorothy shared how in our cluster we have one uniting factor across our cluster. As her year nines arrived they talked about their learning journey and how they had be writing. Students were worried about housing. They all took on projects around the house and and share these on their blogs and at a cluster wide presentation.

Dorothy talked about connecting what had happened in year 8 and built on these strategies. They used quadblogging  to build their writing and connected this to Solo and the Tamaki way of learning. By connecting with a local MP students saw their voices creating change.

So CONNECT, with where your students are coming from, connect with their blogs and their past to help accelerate learning for their future!

Stuart Kelly-In the classroom, I am...

• Aptitude
• Attitude 
• Altitude

Stuart asked us to consider who we are in the classroom. We are a teacher, student, a learner. I the classroom I am me. In the classroom I am We. 

Session 6: Digital Storytelling but How?

Adobe spark is a great way of making videos. We started the session by exploring it. It does have apps for Ipads.

Lindsay Wesner Blog

What makes a good story? What do you think?
This is what we came up with:
-Structure
-Emotion
-Relatable
-Characters you connect with
-Humour

Structure is one of the thing that is kind of challenging. Have you heard of the Story Spine:



Have you ever heard of a six word story. Six words can break you hard, make you laugh, make you cry or put a smile on your face. But six words can tell a story. This could be a great idea for kids who struggle to write long stories.

Here is my six word story. Note this is a story I made about my life. Not for the kids. 

GAFE Keynote Day 2: Once upon our time Part 2

Lindsey said when she first heard about computational thinking and coding, she thought you do that I will do my thing until she saw this.

I think you should see it too.

This is why coding is important. It is helping people to solve problems in their way. They hold power and can make real difference in their lives and the lives of others. It starts with just one step.

It is not about the language of coding it is about solve a problem, about changing their world. 

What if I ask my learners to solve a problem that really bugged them. Work towards solving it or even solving it.

What Lindsey did was she got some colleagues together and did some cross-curriculum learning. Being at the point of change, at conflict and thinking, What will this look like? There are barriers like in any conflicts.

Some of these barriers are:

• Time

You will never regret investing time in things that really matter. When you see that lightbulb moment for that learner who has not had a lightbulb moment in years. We also need to think about what teacher are doing that the learners should be doing. 

• Curriculum

We often think "I have covered that" but did your learners engage with it. 

• Fear

The other barriers can all be brought back to fear. Fear of what others think, Fear of change. But you can strap on your shark fin and move towards the fear.

 

The cross curriculum unit was based on the book the hunger games. They had one big question in four learning areas:

How can we stop South Africa from becoming like Panam or Nazi Germany?

Lindsey ended with this statement and it stood out to me. Berlin does not choose to hid their history, their pain, their war. They know it is part of their process. 

If we take our: 

Vision for the education we want to achieve. What does it look like when we give out learners storie and the space to solve these problem. 

You are not alone. We have EACH OTHER.  You are not learning alone. So connect, make friends and learn from them. 

We have our stories. My story can add value to who we are as educators and who our learners are. 

Every Story Matters! Your Story Matters!

GAFE Keynote Day 2: Once upon our time Part 1

Once upon our time by Lindsey Wesner

Lindsey began by telling us her story. She talked about how she wanted to travel and be a teacher. She talked about how she loved school and all was going really well until they (the school) decided to introduce computers. This clever girl was then faced with a problem that she didn't know much about computers. She used her smarts and sat next to some who did for the test. 

She became a teacher in a world where chalkboards and worksheets were the norm. Then she became faced with the same problem she had faced as a child technology and this time she was the teacher and there was no other child to sit next to.  

One day she faced a problem, the biggest problem, while not really. Her dogs ears would get wet in it's water bowl, until she gave the dog a different bowl. 

This taught her to Question! Just because we have alway done it one way doesn't mean it is right. She said to herself BE BRAVE! and set a goal to try one new thing each day. She said "if I am honest about this bravery, most day I was just pretending". 

This lead to Magic:

• Students tackling real world problems.
• Students not wanting to leave the class
• Students being passionate

To do this she had to be outside her comfort zone and yes this is uncomfortable. But we have to put ourselves there to be at the intersection between, Education, Technology and Passion. 

Innovation is change that unlocks new value- Jamie Notter

If she stand at this point of conflict and we don't change we miss out on value. 

So what is your story:

• What are your battle? 
• How will our continue story?
• How are you unlocking new value? 

In this age of technology and specifically social media we document our lives on a daily basis. So what would happen if we give our students meaning experience and document these. How can we leverage this culture of digital documentation? 

Lindsey had a task for her learners to the task to create a viral video to show relationships. These teenage boys created  movie that almost brought me to tears. She said that these kids definitely had a story to tell.

Listening to Lindsey talking made me think how am I pushing the big positive stories of my classroom. 

We all have stories and these are worth telling!

GAFE Demo Slam

What is a Demo Slam? 

This is when a range of presenter have 3mins to share their ideas and we vote of who our favourite is.

Today's Demo Slam highlights: 

YouTube Live:
You can now live stream using youtube. I won't be doing this but I know we have used it for large school events including our school Fiafia. You use the camera icon.













Fiddling with Google Doc URLs:

• If you change the word edit to copy. 
• You can change to the word edit to preview to see the doc. 
• To make a Template you go-template/preview. 
• To make a PDF-Format=pdf. 
• Link to copy with comments- Copy/?copyComments

Bitsbox:

You can build an app in Bitbox. You can use simple script the create simple games in Bitbox using the stamps. He made a sheep  that said brrrrr and we all played it on our phones.  

Making a Map to show country Data:

You data about countries you can insert a chart that shows the data on a map. 

Assessment 

Digital assessment to save time. Chrome extension called check mark. This allows you to add common comments easily. You can also have a list of comments in Keep and import them into the doc. You can also save images in Google keep and use these for feedback. 

Session 4: We Cracked the Code

We Cracked the Code-Baruk Jacob and Angela Gattung

This presentation is about collaboration and connecting community program and schools.
They worked together to figure out what the schools wanted and how this would work.

The MAKER-Y program
is a portable range of kits that come into schools these are around Robics and 3D printing. The coaches help to start of the teachers. The Libraries put in time to money and time to build the kits and lessons plans.

This started with students engaging with the Robot using a remote. They quickly learnt the their was limitation to what they could do with the remote and this prompted them to learn code.


They used drawing software to create their names and and print these using 3D printer. The pilot lead of data that suggested that students self-efficacy and confidence had raisen as a result of this program.


When the coaching start they partnered with the AUT program and Masters students took on the coaching they had a lot of technical skills.

This has changed this year with the the drop out of these Masters students. Baruk has taken on this role.

After talking about it we had a turn. This is my Tinkercad creation.

This innovation is continually evolving. 

GAFE Session 3: iExplore at Ormiston

iExplore-Is a 20% time where students are focusing on their on passion lead iExplore projects. It is meant to be the thing that keeps them coming to school EVERY day.

The idea is when students are engaged in their own progress they will be building their 21st Century skills.

Design thinking
I have been doing design thinking myself in my teacher inquiry and this is what Ormiston is doing for their iExplore time.

The process involves:

• Identifying a need or opportunity to solve a problem
• Learning about the problem and people affected
• Brainstorming lots of potential solutions
• Making a prototype
• Getting feedback
• Modifying the prototype
• Repeating this process several times.

Students who were here talked about their passion project being how to teach others Empathy. They created video and other content to help others. 

Example:

Problem:

How to get the children tidying up the classroom faster. 

Why is it a problem:

So that we don’t waste as much time at the end of the day.

The Five Whys.. 

I have talked about the five whys in my own Inquiry. This is where as a buddy you as five why questions about the problem. 

 For this they used a clear grid and worked in pairs. A why question might be why does it take so long to tidy up? this might lead to the answer students are talking. Why are they talking etc. 

I find it interesting they are using this design thinking process with kids. I know it has been successful for me as a adult. I would like to try this with my kids. 

Half of the time is spent on thinking about the problem and the thinking behind it. It is a long game and the thing they create is not as important as the process. 

Empathy profile-Empathy is at the heart of the design thinking process. The learners have to put themselves in the shoes of the person/people whose actions you are trying to change. 

This is the template they use: 

The children would go in the middle of this template. Then around the outside I would be identifying why the children mess around instead of tidying up and what motivates them to do this. 

Student then act as the person in their profile this helps them to connect and understand the problem. 

We use HOW MIGHT WE..... Question in inquiry. You can have a whole lesson on questions. Writing good questions is an important part of the learning for our kids. It is so important that the question is specific and answerable. Big question don't help our learners. 

How might we speed up the process of tidying so we can save time in our day?

They then publish their problems with a picture of themself and print them to put in the wall. 

 Remember: Fall in Love with the Problem NOT the solution. 

It is about always bring the focus back to the problem. Having the problem visible helps to the kids to keep coming back to your problems. 

Crazy 8's

In this activity, is like the crazy 8s you can see in this blog post. They say that they give them 40 sec for each square. You can give them ideas if they get really stuck. 

Once they focus on one or some idea form a plan and get feedback on your storyboard. 

They then list every single step they are going to take on a post it note. Then they put it in order of what they are going to do. They students who do this well had a much more successful process. 

They begin prototyping. Revising their prototype and considering how this will look in its finished form. They get feedback from others to help them develop their prototype. 

They then think how will be share our project? 

Feedback-They have their feedback grid which they use to get feedback on their project. 

One of the great things I have noticed about this process is the huge amount of feedback.