So many online resources

I have been surfing around the web during my extended illness and I have found no shortage of very cool internet sites that offer interesting services to teachers and students alike:

delicious: online bookmarking
glogster: interactive poster creation
animoto: slideshows (and you can apply for an education membership)
edmodo: kind of like facebook for the classroom
twitter: a great way to update others about classroom news or to receive great tips about education

I am curious to know if it's possible to use facebook for education without the friend thing happening. I don't want to be able to see student profiles, but since most of them are on facebook anyway, perhaps it could be used just to remind them about homework? Few seem to have a definitive answer for this question.

Web-based resources

The Elevation podcast produced by Ryan Ewaskiw and other TVDSB employees has provided so many awesome resources. Check out Bitstrips for schools and xtranormal.com for some very cool options for student projects.

On another note, great to work with Barrie again, this time with a focus on action research. The only problem is that every time I attend a meeting with him, he reminds me how bloody complex our job is. So many things to remember and think about!

Academic Controversy crashes and burns (sort of)

I tried Academic Controversy with my three grade 10 classes over the past couple of days, with mixed results. I first showed them the process using a couple of hot-button topics like school uniforms and banning cell phones if you are under 20 years of age. The students did well with these topics and things went relatively smoothly, though it always surprises me how little some people can come up with when given the opportunity to discuss things that actually have meaning to them. I guess I can't assume everyone actually likes to talk about things; many are very happy copying things and taking everything at face value.

Next I had them debate Mackenzie King's decision to turn away the SS St. Louis that was carrying 900 Jewish refugees in 1939. Our community is NOT a multi-cultural one, and I couldn't get over the complete lack of emotion that went along with the "debate"...I put it in quotations because there really wasn't one.

One thing that students seemed to dislike about Academic Controversy was the amount of restrictions that were placed on them. It seemed like there was no momentum with the arguments and students just read them like an accepted list of facts. When they actually had time to participate in open discussion, few had anything to say. I guess that I had set my expectations too high when I thought that students would bring some emotion to the debate. There was such apathy!

Please let me know if you have used Academic Controversy in your classes, and if so, how it went. Can it be modified and/or improved? I don't want to give up on this supposedly "powerful" strategy just yet.

Using crostics to assess understanding

I think I might have posted about this strategy in the past, but I just used it with my classes recently and was reminded of how effective it can be. Choose a topic from your curriculum (I used the word "Hitler")and, after students have studied content, have them work in pairs to identify words or phrases for each letter in the word that have direct connections to the word. Here is an example created by one of my Grade 10 pairs:

H= hatred for Jewish people
I= I will put Germans back to work
T= terrorized people (or took away rights)
L= led Germany into war again
E= everyone seemed to believe him
R= revenge motivated him (referring to Treaty of Versailles)

I first read about this strategy in one of Paul Vermette's books. It can easily be inserted into a lesson to check for understanding. Cheers.

Not sure how to title this one...

March Break is underway and none too soon! The students were antsy, and I think the staff might have been a bit too (wink wink). A veteran teacher once told me that once the dandelions start growing, students stop thinking and working. I have seen evidence of truth in this statement, so I am going to try extra hard to slow that process. There aren't any dandelions yet, but I can already see some students falling off the tracks. Our Student Success Teacher has done a great job of setting up a safety net of sorts to help kids turn in work when they are really struggling in one or more courses. Our school's use of in-school suspensions has yielded far more positive results than the 3-day out-of-school holiday that many students actually strive for.

On a personal note, students in all of my classes have adapted well to working in cooperative teams. I returned to rows for a few days because independent projects were being done; I could actually see the relief in a few students' faces when they saw that teams were not in effect on those days. That fact is, there are some students who love working in groups, and there are some who don't. While I know that collaboration is an important skill to develop, I also know that independent work is something that many students struggle with. I will continue to change things up depending on the lesson. Besides, even when rows exist, Think Pair Share and appointment schedules work really well for quick small group discussion.

The last thing to note that I am happy about is the new course culminating activity we are piloting for our grade 10 academic history students this semester. It is based on the National History Day contest in the states, and it is highly differentiated. I will report on our challenges and triumphs with this task as the semester goes on. Until next time.

Student Talk

The post below is copied from a newsletter I receive and frequently forward to the II Conference on First Class. The originial author, Don Mesibov is a pre-service education teacher in New York State.


"Recently, a student wrote in his journal: "I have always been nervous about speaking in front of anyone, even my fellow students in school. This class was different. We were so relaxed and everyone spoke so often that by the end of the semester I was a lot less fearful about speaking and often spoke in front of 24 students and the teacher without giving it a thought."

As you can expect, I was thrilled to read this because I make a conscious effort to nurture a classroom environment that encourages every student to speak, speak often and speak intelligently.

Here are some of my strategies:

1. Every student speaks in front of the class as least once each class, often as many as five or six times. Students speak during a five minute opening activity which accesses prior knowledge, grabs attention and motivates students to want to learn what we are about to study. There is also a closure activity that gives me a chance to learn a little more about what has "stuck" with the students during the lesson. At least one of these activities, often both, requires an individual response from each student with the instruction that the response be confined to ten seconds or less. Occasionally I will pose the question to students in groups of three or four and ask for a reporter to share a 30 second response after allowing a few minutes for group discussion.

2. Rarely do I put a student on the spot to answer, in front of the entire class, a question that has a right or wrong answer. Much more often I will ask for perceptions or I will request opinions with sound rationale. For instance, I would not ask a student to name the 17th president of the United States. I am more likely to ask why students think politicians sometimes take bribes, or I might ask them to look at a list of the Bill of Rights and tell me which they think is the most important and, in 10 seconds, why.

I have to weigh the importance of whatever objective I might have by putting a student on the spot for an answer he might discover is wrong against the priority I want to give toward creating a non-threatening environment that encourages discussion. (I might throw a "right or wrong" question out to the entire class and let volunteers offer responses.)

3. Often I will pose a question that can be answered with a brief response and ask students to write down their answers before I request verbal sharing. People are more comfortable sharing something they have thought about and written down than something to which they have to respond, in front of everyone, spontaneously.

4. If students engage in several activities with the same group I may insist that they rotate reporters so that different students speak for the group each time. This has the same effect as having students write their responses first. When the group agrees on a response, the reporter doesn’t feel the same pressure as when he has to create his own response and risk being wrong in front of the larger audience.
5. Students dialogue in pairs or small groups (never larger than four to a group) anywhere from a quarter of the time spent during a class period to the entire class. I believe that creating situations where students are speaking in small groups contributes to their comfort level when asked to address the entire class.

6. I have frequent small group presentations to the rest of the class. At these times, no student in the group has a lot of presenting to do, but each student does some and this seems to be much easier for them than to be assigned to solo in front of the class.

In one class last week, every student spoke at least three times, even if it was just to give a ten second response to a question. Students worked in small groups much of the time and many students spoke in front of the entire class at least another two or three times as groups reported progress, results, and responses.

When I matriculated from kindergarten to 12th grade and then through college, students rarely spoke in front of the entire class. If we did, it was often when we were embarrassed by a teacher trying to see if we knew an answer or it was the once or twice a year we had to do a solo presentation with our grade riding on it. In other words, most of the time that I was called upon to speak publicly, in school, it was a pressurized situation (for me, at least). No wonder the biggest fear of many people of my generation is public speaking."

Interesting reflections. Thanks, Don.

ENGAGING Survey

Our faculty study group selected Paul Vermette's book, "Engaging Teens in Their Own Learning: 8 Keys to Success," as our primary resource for professional development. I created the survey below to help teachers determine where there stand with regard to the ENGAGING model. Feel free to give it a try.

If you are interested in obtaining copies of the book, it is available from http://www.eyeoneducation.com/; Dr. Vermette is very accessible via email, and would really appreciate feedback about the book.

ENGAGING click the word to go to the survey...the password is "engaging"

DON'T WORRY IF YOU GET A WARNING ABOUT THE SITE'S SECURITY CERTIFICATE...IT'S LEGIT!

Cheers.

Stepping Out PD

Today I had the chance to attend the Stepping Out PD session that was run by Karen Greenham on behalf of Student Pathways for Success. Karen did a great job facilitating despite not having the course books at her disposal. The session introduced me to some really interesting ideas as far as preparing kids for reading and viewing activities. It also reminded me of things that I knew previously, but have not used in some time. The main strategies that I plan to implement in the near future, if not tomorrow are:

-Question generation (where the students, not the teacher, generate the questions)
-anticipate guides
-foldables
-word wall
-"they say, I say"

One of the things I liked best about the session was that Karen gave us a chance to actually experience the strategies instead of just telling us about them. We were also given ample talk time to think of how we could apply any given strategy to our own classes. I was sad to hear, though, that Marie Chambers is retiring in January. She will definitely be missed!

I will create some postings to describe my use of the above strategies in the near future.

Working the Room Revisited

On numerous occasions, I have referred to the work of Paul Vermette, Don Mesibov, Pat Flynn and Mike Smith from NY State. They have published several books about the importance and benefits of constructivist, student-centred learning. In addition to giving students the chance to construct their own meaning about a topic (which they will do anyway), teachers are free to work the room to intervene in a spontaneous fashion with students. A spontaneous intervention is one that the teacher has not planned, but that is extremely valuable for students. Instead of sitting a his or her desk, the teacher wanders around and observes groups or individuals working. He or she can pose questions, read student answers and offer suggestions, apply low-level "bumps" (see Bennett and Smilanich), etc. Once we retire to the desk, students are less likely to be productive; their level of concern drops. They are masters at looking busy...we have all had the student who looks as though he or she is making notes or reading and when we pass by, they quickly flip their page to conceal a note to a friend or the doodle of the day/hour/minute. The more we work the room, the less chance a student has to get off task.

Here are two examples from one class today:

Grade 10 history students were completing a very "Where's Waldo" type of question and answer sheet that dealt with the Canada's position at the end of WWI. I made sure to actually read each student's work as they worked to make sure they were on the right track and that they answered all parts of a question (some questions asked for a whopping two pieces of info!). Quite often I will walk by and casually observe students and intervene if they are off task or if they have a question. Today, I was able to help 3 students with one question alone, just by passing by and scanning their work. After seeing their difficulty with the question, I made sure that I checked everyone's and sure enough, others had the same error, missing info. Spontaneous intervention-productive result.

When working the room, the teacher also has a chance to interact with students who are less likely to raise their hand and answer in front of the class, or ask a question in front of the class. Today as I passed by a student, she quietly asked "Why was more independence important for Canada? How would that make us stronger?" I sat down and gave her an analogy that I had used before in a similar situation. I asked her what many teens desire from their parents when they are at or around her age, and she answered "responsibility." I was able to draw parallels between a teenager's quest for independence and Canada's quest for the same thing, which really helped to clear things up for her.

The point that Vermette et al. continually make is that humans (and especially teens) quickly discard information that they view as meaningless or unnecessary. Even if we have explained it to the class, it doesn't always sink in at the time. On numerous occasions I had touched on the importance of our new independence, but until that time today, this student did not see it as necessary info. I believe she was very genuine when I asked if she better understood things after our chat and she replied "Yeah, a lot."

Working the room leads to better student understanding and fewer management headaches for teachers.

Involving more students...really simple stuff

There are a number of things that we can do to improve the chances that kids are engaged in our classes. The ones I will describe here involve no preparation on your part, and no extra resources.

The q and a session that I referred to in another post is a teacher favourite--let's see what they think/remember about content x. As I said, you will have the regulars whose hands go up on a consistent basis while the others (who might actually know the answer too!) let them take the spotlight. Very little thinking is done by those who are not called upon by the teacher.

Solution: Paired Discussion (lots of other names too!)

Determine how you want the pairs set up. I have had tremendous success with the "appointment schedule" method; I do not advocate for letting students pick their own team members on a regular basis. Don't just tell them to talk it over. Instead, have them number off. Give them a method to determine numbers. I like to use the birthdays, because then they can engage in a conversation with each other that involves something they should know about for sure! Example: "Whichever partner is older is person 1, the baby of the group is person 2." Even this kind of easy conversation puts a smile on many students' faces, and they can function more effectively in groups as a result (teambuilding). Now ask them the question and give them some think time. I suggest having them write their ideas down for more accountability. Once their think time is done, tell them that before you have them share their ideas with the class, they will have a chance to rehearse or to see what someone else wrote. Tell them which person in the pair (1 or 2) will speak first, then let them talk. Once that is done, you have every right to call on anyone in the class. I tell them I don't want to see hands in advance, so their "level of concern" (Is he going to pick me?) stays high. Of course kids can get off topic in their discussions, but you have done alot to make sure that they are thinking and engaged. When I choose a student, I will say something like: "Sarah, what did you and Don come up with?" Early in the semester, I tell students that I ask questions that way for a reason: Sarah can blame Don if it's not a great answer, or she can take all the glory if it's a great answer. Then I start choosing students randomly.

Consider how much information we expect students to remember/learn. We need to give them time to process. When creating your lesson plans, build in time for student talk (think pair share, round robin, etc). We are so content driven, but what good is that when we're the only ones who know the content at the end of the day. Plan to "cover" less, but have them talk/write/draw about it more. Of course, you need to become adept at working the room for all this to work. As they talk, you walk and listen...this provides ample opportunities to intervene and explain something or clarify a concept. You can also guage students' understanding without putting anyone on the spot.

Follow-up to Sunday's Post

Okay, part 2. So many of the tactics and strategies that we come across are ones that are either unappealing, or they just don't seem applicable to our classes. Many teachers feel comfortable teaching as they were taught--some variation of the Socratic dialogue in which they attempt to "extract" information from the learner. Lately there has been the misconception that lecture/Socratic-type lessons are improper ways to teach. My response to that is that each can be a valuable part of the student's classroom experience, as long as we somehow involve them in that experience. Many books describe a lecture as an attempt by the teacher to pour knowledge from his or her head into the learners' heads--I said it, and therefore they are learning it. The reality is that very few people out there, adults included, can learn effectively this way, especially when there is no context for the learning. We quickly discard information that we feel is unimportant and irrelevant; therefore, if a lecture is given, make it part of a larger task that students are working on. The lecture should be framed in such a way that they see the information presented as valuable and usable. That's just one way to make lecture/Socratic dialogue more effective. I'll elaborate on my second suggestion in a day or so.

Keeping it simple...asking questions effectively

After flipping through a book like Beyond Monet or Models of Teaching, teachers might feel pretty overwhelmed. There are so many things that can be done for students that will increase their chances of learning any given content. It sounds cliche, but yes, we need to engage them as much as possible. One of the most common parts of any class is the q and a session that inevitably develops. The usual recipe is very close to the scene from Ferris Buehler's Day Off in which the teacher poses a question, and then upon seeing no hands, follows up with "Anyone? Anyone?" He concludes by answering the question himself. In our classes, there are sometimes no hands, but usually there are between 2 and 4 "regulars" who seem keen to give any question a try. The other students sit patiently and wait with their hands down, rarely making eye contact, because they are sure that the regulars will attempt the question. The teacher looks around and sees the regulars as saviours of his or her Socratic "discussion." These kids get the answer or not, and the teacher is given the opportunity to correct or praise that student while the others have the opportunity to sit with their brains off and resting. There are countless things we, as teachers, can do to avoid this common pitfall. If even a handful of these are done, our classes become more effective, and that's without integrating complex things like Mind Maps, concept maps, other graphic organizers, Creative Controversy and performance tasks.

Okay, it's Sunday night and I like to pretend I have a life. This post is an intro to a much more involved post that will follow later this week. The blog is back. Stay tuned.

A lesson from today (success!)

My locally developed history class has had some difficulty with the course content so far. Today, I decided to challenge them to raise the bar as far as what they accomplish in class and how hard they work. They were very successful with this lesson; here is how it went:

1. Students wrote the word "ROARING" vertically in their notes and tried to associate each letter with a term or phrase that related to some aspect of the Roaring Twenties. I wrote their ideas on the Smartboard. This was an excellent way to access prior knowledge (I use it quite a bit in all courses).

2. We reviewed the fact that the Twenties are called roaring because they were "exciting, fast-paced, and loud" for many Canadians. I told them that we were going to see if all groups in this country would describe the twenties as roaring based on their experiences. We were going to focus on immigrants and Aboriginal people.

3. We used an anticipation guide last week, so I thought it would be good to use one again. The kids remembered how they work, so I didn't have to do much up-front instruction.

4. Next, I put the students into pairs. Each person was responsible for filling in a 5ws+H chart for his or her topic, then they would teach the information to their partner. After the research was done, I had the students move their desks so they were face to face. I also told them that they had to refer to their peer teacher as "Mr." or "Miss" just to keep things authentic. This added some fun to the process. As the students taught each other I circulated and intervened when necessary. I was able to have several quick but meaningful conversations with students as they interacted with each other.

This class went by so quickly, and I was very impressed by how they stayed on task. Their level of concern went up immediately when they knew that they would be partly responsible for their partner's learning. We didn't quite finish the entire lesson, but we are in a great position to start tomorrow's class.

We will return to the anticipation guide and then I will probably have them write a response to the prompt: Did the twenties roar for everyone?

The Benefit of Seeing Strategies in Action during PD

I have had the opportunity to attend several sessions run by either Spencer Kagan, his wife, Laurie, or one of his certified trainers, and highly encourage teachers who are interested in cooperative and active learning to do so. The next time he is in Canada is in May of 08. There is more information availabe at http://www.glacie.ca/. Anyway, each time I have attended one of those sessions, I pick up so many things that can be added to virtually any lesson at any time. Here is an example from today.

The students in my grade 10 applied history class have been given editorial cartoons that deal with the day's topic since we began the unit on WW2. Sometimes they are hard to decode, but they are a great invitation for critical thinking. Today I showed them the cartoon you see posted along with this message, as well as several questions that would help them decode the puzzle (the cartoon). They had think time to generate their own answers and were told not to share any thoughts at that time. At this point I was thinking "I can use Think Pair Share or Rally Robin, but I want to incorporate some movement to keep things going." Luckily, I saw a structure used at Jeff Dane's Win Win Discipline session on the last system PD Day that fit the bill perfectly.

Students had to remain totally silent and line up from youngest to oldest. They could not write anything down or mouth the dates, only gestures could be used. It gave them a chance to get out of their desks and we shared a good laugh at the same time as they did simple charades to help their classmates figure out which way to go. Once they were in line, we checked for accuracy, then, starting with the old person, they turned to their left and that person became their partner. Partners then moved to a set of desks and they compared answers. I made them thank each other for sharing, which sometimes seems silly, but usually makes them smile (plus it's just polite!), then I called on students to help decode the puzzle. It didn't take much extra time, but it certainly energized the class.

Teacher Talk, Episode 3

Here are some activities/structures being used by teachers at Parkside:

1. Jigsaw (career studies)
2. Presenting/Reviewing content in the form of a game (French)
3. Inside-Outside Circle for content review (social science)
4. Round Robin and Pairs Check (science)
5. Providing simple costumes for kids when reading Shakespeare aloud
6. Reading stories, scripts aloud, with students adding sound effects (English for both)
7. Reviewing content using "Find the Fiction" (geography)

Such a great variety. Most, if not all of the above can be used in any class/curriculum area. Thanks for sharing these ideas.

Cooperative Learning...an ongoing adventure/learning experience

The system-wide PD day provided me with another renewal of enthusiasm with regard to using CL in the classroom. Jeff Dane from Kagan spoke to us about the Win Win Discipline program. He modelled CL and management structures, and had us try them and role play. It's so easy to insert the structures into every and any lesson. The one thing that he did remind me of, which I often push to the side, is the importance of teambuilding. I went back to the classroom on Monday and began something called the "Monday Morning Meeting," in which student teams participated in a teambuilding activity, then we discussed some current events. This activity was used in both my grade 12 College and grade 10 Applied history classes. Students in both classes responded very well to it.

Several teachers at our school have agreed to learn and become expert in one CL structure per month for the school year. We chose "Rally Robin" and "Round Robin" first. Once kids see the structures used in different classrooms in different subject, they become experts too. We have 5 departments represented, and will likely increase our membership once fall sports come to a close.

Understanding vs. Coverage (video link)

This video is interesting. It sheds light on the misconception that just because we, as teachers, mention or cover something, doesn't mean that students necessarily learn anything. What's more important: mentioning the entire curriculum, or selecting the most important concepts and skills, and designing activities that will allow students to truly understand, not just remember?

Roland Case Video

Concept Mapping: Step-by-step

Copied from my posting on First Class:


One of the most challenging graphic organizers for kids to learn to use is the Concept Map. I have tried many different methods of teaching/introducing the maps to kids, but today I found one that really worked. Keep in mind that this was a 3U American History class and that a handful of kids had done Concept Maps for me last year.
After they completed a reading and various Bloom's-based activities related to American colonization, I had them pair up and review their notes. As a pair, they had to decide on the 15 most important terms that they thought they should remember about the topic of colonization. I walked around and eavesdropped, but did not offer any suggestions. I gave them about 5 minutes for that step.
Next, I called on 16 different kids to provide me with a term that their partnership had selected and noted them on the board. Then the pairs had to obtain the following materials:
2 pairs of scissors
1 half sheet of chart paper
1 piece of coloured paper (8.5X11)
I had them fold the paper until they had 16 equal rectangles that they could cut out. At this point, I had not even mentioned the words "concept map." Each partner was instructed to write down either words from their list or words from the board on their blue slips. They could not have any more than 15 slips. Next, I had them write "colonization" in large letters at the top of their chart paper (turned landscape). The groups then had to lay out all the blue slips and arrange them so that words that had strong connections were close together, but also so that the space was efficiently used.
Again, I circulated, and this time I intervened to offer some grouping suggestions and to remind them about using the entire sheet of paper. Once they were satisfied with the placement of their slips, they were told that the slips were "placeholders" and that they should remove slips one at a time and write the words directly onto the chart paper. Once the slips were disposed of (we managed to control the mess) I modelled how to draw arrows between the words that were connected and then how to add linking words and phrases. I set them loose trying to make connections on their own. I was very impressed by how complex the words and phrases they used were. The pairs also did a very good job at contributing to the task.
We ran short on time; tomorrow I will have them do something like a gallery walk to compare their maps. I did, however, have them write in their history journals what they liked and disliked about the making of the maps. It was only at that point that I told them what they had created. I had a look at the maps and they are some of the best first attempts I have seen so far.
Sorry that was so long-winded, but this method really seemed to work. Next time I will spend very little time explaining map construction. The plan is to have them do another one next week at the latest. Let me know if you have any other ideas for teaching kids how to concept map.
Cheers.

Moving a school forward

The use of instructionally powerful techniques to coin a phrase is truly powerful and it is the powerful teacher that makes a difference with kids. I believe that we must move more than one teacher into powerful teaching practices to strengthen the school as whole. In essence, we need to get people thinking as school teachers and not classroom teachers. We have a responsibility to all kids in the school.


Motivation of staff is key. Trust and courage coupled with wisdom make a difference and it is the leadership at the school that plays the biggest role.

I am interested in moving schools forward and wondered what others think about issues such as the staff room dialogue, teachers that refuse to try a strategy new to them, etc.

Thoughts?

II Newsletter Issue 4

In this issue:

Adding movement to increase engagement/memory

So many kids that we see each day are kinesthetic learners who thrive in classes like drama, tech, and phys. ed., but struggle in math, English, history, etc. The question is how do we attend to this particular intelligence? In the previous post I mentioned the Kagan workshop that was held last October. During that workshop, we were taught the 5 things that a brain needs in order to function better. The way we were taught was through gestures--assigning a body movement/position to a concept. I can hear eyes rolling already. Many of you are thinking "Oh I can't wait to see the kinds of gestures my 2P class can come up with!" I was skeptical at first too, but decided to give it a try after hearing about Tim Evenden's success with his classes. Tim gave me the okay to mention him by name because he loves to receive feedback about his teaching strategies.

Tim decided to teach one gesture for each cause of the Great Depression, something that kids often have trouble remembering. There are 6 causes in total, and the gestures are very simple. When we did our Action Research reports, he said that even as the kids wrote their test, he observed them doing the gesture at their desk then writing the answer. Their recall was great. Other classes responded very well to this strategy, and some even went so far as to create their own gestures for topics, something that requires even higher-level thinking.

I decided to try the Depression causes activity. I skipped a step and had them create their own gestures after showing them the first one. It was one of those classes when more than one kid said "That period went by really fast." To top it off, it was last period on a Friday!

I have heard of many other examples of incorporating movement into classrooms. If the kids do a reflective activity or create something on their own, have them get out of their desks and look at other students' work. Young kids can actully become manipulatives in math. Take things further and conduct role plays and dramatizations. Many cooperative strategies can be used to get more oxygen to students' brains. Once you become comfortable with a handful, you can used them spontaneously when you see kids yawning. Try to think of content that is important, but that kids often struggle to remember. Can you apply a gesture activity to it?

Thanks, Tim for sharing your success with others. If any of you have cool ideas and want them shared, I would be happy to put them into this forum. Your name doesn't need to appear (and I won't steal credit for the idea!).