Results for "process"

Multiple stories and sentiments were generously shared by 4/4 Beyond Buzzwords: Ungrading workshop participants (thank you for your vulnerability and candor) about the varied ways in which students react to, and make assumption / inferences about their instructors, after the employment of ungrading and ungrading-inspired practices.

This article (linked below) "Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors" By Chavella Pittman and Thomas J. Tobin in The Chron...

Multiple stories and sentiments were generously shared by 4/4 Beyond Buzzwords: Ungrading workshop participants (thank you for your vulnerability and candor) about the varied ways in which students react to, and make assumption / inferences about their instructors, after the employment of ungrading and ungrading-inspired practices.

This article (linked below) "Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors" By Chavella Pittman and Thomas J. Tobin in The Chronicle of Higher Education on FEBRUARY 7, 2022 will likely be of interest to you. Starting out by recognizing / acknowledging the power held by some identities (core, chosen, and given) but not by others, complicates the idea that all educators have the same "power and authority" to give up/share to increase learners' sense of ownership and agency in the classroom. ""What if you have neither the institutional authority (a full-time or tenure-track job) nor the dominant-culture identity (by virtue of your race, gender, and/or ability) that usually go hand in hand with being treated as a respected, powerful presence in the college classroom?... In urging faculty members to adopt inclusive teaching practices, we need to start asking if they actually can — and at what cost, " say Pittman and Tobin.

Take-aways shared in this piece include:
1. Understand that your classroom choices may unintentionally affect or undercut a colleague
2. Discuss in your department the issue of bias in students' rating of teaching
3. Respect the variability among your colleagues, as well as among your students
4. Find trained help

"Share your stories, experiences, and thought processes as you negotiate your instructor role in the classroom..." iteach.msu.edu is one space where we can continue to help "normalize the conversation about instructor identity and status as a necessary element in the adoption of inclusive design and teaching practices".

https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors

"Grief is the normal response of sorrow, heartache, and confusion that comes from losing someone or something important to you. Grief can also be a common human response after a disaster or other traumatic event. This tip sheet contains information about grief, the grieving process, and what happens when the process is interrupted and complicated or traumatic grief occurs. It also offers tips and resources for coping with both types of grief."

"Tips for Survivors: COPING WITH GRIEF AFTER A...

"Grief is the normal response of sorrow, heartache, and confusion that comes from losing someone or something important to you. Grief can also be a common human response after a disaster or other traumatic event. This tip sheet contains information about grief, the grieving process, and what happens when the process is interrupted and complicated or traumatic grief occurs. It also offers tips and resources for coping with both types of grief."

"Tips for Survivors: COPING WITH GRIEF AFTER A DISASTER OR TRAUMATIC EVENT" a 4-page PDF from the Substance Abuse and Mental Health Services Administration (SAMHSA) is attached.

This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.

There are important engagements between peer-educator and instructor-educator before and after the actual learning session observation. Check out the attachment (.docx, 86KB) to review this process and the considerations of each "step".

There are important engagements between peer-educator and instructor-educator before and after the actual learning session observation. Check out the attachment (.docx, 86KB) to review this process and the considerations of each "step".

It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.

Click the attachment below to download a copy of the Peer-Educator Dialogue Protocol (.docx, 41KB).

It is important to note that the peer-educator dialogue should be an iterative process of lifelong learning and practice improvement. These are tools aimed at helping educators learn with and from one another. How an instructor-educator utilizes or shares the feedback provided in through this dialogue process is completely up to them.

Click the attachment below to download a copy of the Peer-Educator Dialogue Protocol (.docx, 41KB).

John Spencer
The Shift from Engaging Students to Empowering Learners -- https://www.youtube.com/watch?v=BYBJQ5rIFjA&t=13s
10 Ways to Empower Students with Choice -- https://www.youtube.com/watch?v=L08wNizulOY&t=12s
Empowering Students to Own the Assessment Process -- https://www.youtube.com/watch?v=8WxvVgXC_NY&t=84s

The New EdTech Classroom
Hybrid Teaching? Use These Programs! -- https://www.youtube.com/watch?v=n2eASibkQYM&t=66s

In Person and Remote at the Same Time...

John Spencer
The Shift from Engaging Students to Empowering Learners -- https://www.youtube.com/watch?v=BYBJQ5rIFjA&t=13s
10 Ways to Empower Students with Choice -- https://www.youtube.com/watch?v=L08wNizulOY&t=12s
Empowering Students to Own the Assessment Process -- https://www.youtube.com/watch?v=8WxvVgXC_NY&t=84s

The New EdTech Classroom
Hybrid Teaching? Use These Programs! -- https://www.youtube.com/watch?v=n2eASibkQYM&t=66s

In Person and Remote at the Same Time? No Problem! -- https://www.youtube.com/watch?v=mFRLzQVxa6Q

Since we ran out of time to discuss the creative rubric examples today, I've posted links below. Please take a look and consider sharing your thoughts, or your own examples of rubrics you use to evaluate creative work, as a comment on this post!
- GJS

Creative Thinking VALUE Rubric (from AACU): https://teaching.berkeley.edu/sites/default/files/value_rubric_packet.pdf

Creativity Process & Product (from OECD): https://www.oecd.org/education/class-friendly-assessment-rubric-creativity...

Since we ran out of time to discuss the creative rubric examples today, I've posted links below. Please take a look and consider sharing your thoughts, or your own examples of rubrics you use to evaluate creative work, as a comment on this post!
- GJS

Creative Thinking VALUE Rubric (from AACU): https://teaching.berkeley.edu/sites/default/files/value_rubric_packet.pdf

Creativity Process & Product (from OECD): https://www.oecd.org/education/class-friendly-assessment-rubric-creativity.pdf

Co-Creating Rubrics with Students (from UC Boulder): https://www.colorado.edu/center/teaching-learning/teaching-resources/assessment/assessing-student-learning/rubrics/co-creating-rubrics-students

Hope this is the right place to share this:

10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Tradit...

Hope this is the right place to share this:

10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)

Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)

Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)

Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)

Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video


Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.

If ever you have utilized a collaborative approach in your courses, you might be familiar with the following. Sometime just after the middle of the semester, a student contacts you complaining about various problems and/or people within their team during the first nine or ten weeks of the term. Typically, it is clear from the language of such emails that these young adults want someone else to step in and address the litany of issues described. Yet a large part of student-centered learning...

If ever you have utilized a collaborative approach in your courses, you might be familiar with the following. Sometime just after the middle of the semester, a student contacts you complaining about various problems and/or people within their team during the first nine or ten weeks of the term. Typically, it is clear from the language of such emails that these young adults want someone else to step in and address the litany of issues described. Yet a large part of student-centered learning is providing young minds with the tools necessary to help them navigate our courses with a reasonable amount of success as well as the skills necessary for our students to address any related interpersonal challenges. For many undergraduates in 2022, learning to manage the latter, in particular, is one area where guidance is often necessary. Here is the language I now use to provide helpful suggestions that keep students in the driver's seat without helicoptering in to the rescue myself:


Thank you for your email X. Your frustration is certainly understandable. The issue(s) you describe are something that the entire team should address together in order to determine a concrete and efficient way forward. Communication, problem solving, conflict resolution, and revision of team work habits or processes are all part of effective collaboration.

With that in mind, take a proactive approach to the points outlined in your email. That means ALL of you should collaborate to identify the exact problems hindering the team. A passive ‘wait and see’ approach will not change the situation. Neither will a round of strident text messages or email back and forth between team members. What will help is for all team members to prioritize a meeting in real time plus their direct involvement in making concrete decisions to improve the dynamic and move ahead in the most efficient way possible.

Whether your team meets online or face to face, have an honest yet civil discussion to determine and implement the changes team members deem necessary. This is not easy, but it is vital for improving the situation. Positive change in a team setting comes through strategic, organized, and well-executed plans with specific goals identified and carried out in an orderly manner.

Beginning this sort of conversation might feel uncomfortable, but it is necessary. Contact your other team members right away. Arrange a meeting in real time to pinpoint and address the ongoing issues within the team. Brief explainer videos, part of each course module, provide tips for effective collaboration, but here are three for review that are most relevant:

https://www.youtube.com/watch?v=UDX61xCHN74&t=58s

https://www.youtube.com/watch?v=BghSivQlhVY

https://www.youtube.com/watch?v=OIuTi83L0vE


It is also beneficial for the entire team to revisit its list of values developed early in the semester plus the specific member roles determined at that point. These tasks were part of Week Three team activities when weekly collaboration began. Likewise, have a look again at your collective responses to questions on the team assessment worksheets, part of the collaborative work for Week Six and Week 11. On those, your team took stock of its processes and work habits followng completion of Project #1 and Project #2. Your team also identified collective steps it could take to improve collaboration as part of that work.

Keep in mind that active collaboration to address team issues is solid practice for life in the globalized digital economy of the 21st century where 'teams' are the norm. In most fields now, no single person is responsible for project research, development, and completion. Cohesive teamwork is the name of the game.

Careful attention to the guidance above will help your team have a productive discussion, pull together, and move forward more effectively in the time remaining this semester. Your student learning team is in the driver’s seat and has the power to do this.

Kind Regards,

Prof. Y



Keep in mind that the intent is to guide and empower young adults in navigating their own lives. The language offered above might be too forthright for some, but it gets to the heart of the matter and communicates to students that their interpersonal issues are something they must learn to handle now if they have not already done so. After all, the adult world following graduation is not that far off, and we do our students no favors by taking care of their problems for them.

The language presented works for individual queries but can also be sent to the entire student learning team as a reminder with appropriate changes made. If this idea sounds like something you might like to try yourself, feel free to tailor the reply above to your own needs.

My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education c...

My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.

Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.

But there might be another way.

In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.

For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.

For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:

1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.

2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.

3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.


Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.

Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:

Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic

Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) a Digital Flipbook OR Podcast

Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) an Interactive E-Poster OR Digital Scrapbook.

Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.

If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.

Takk skal dere ha!

Just stumbled upon an interesting article on using Bloom's Revised Taxonomy to design our assignments and foster critical thinking skills among student in the process. I've attached the pdf here for anyone who might like to read it more closely.

Just stumbled upon an interesting article on using Bloom's Revised Taxonomy to design our assignments and foster critical thinking skills among student in the process. I've attached the pdf here for anyone who might like to read it more closely.

My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education c...

My background in Scandinavian languages and literature keeps rearing its head in various ways after many years. Specifically,when it comes to folklore, magical tales, and perilous journeys toward maturation. In a way, I have become a pedagogical Ashland, of sorts, since coming to MSU in 2015. My journey, an ongoing quest if you will, has been in trying to find that one magical key, which will unlock the enchanted door to greater student interest and involvement in their general education course requirements.

Those of us who teach these courses know that, too often, many students view gen. ed. requirements as hoops to jump through. Something they must satisfy to graduate. Subjects that, they feel, have little to do with the real world, their intended majors, or envisioned careers. Scheduling and convenience more than genuine interest seem to be the determining factor for many students when they choose to enroll in such courses. Put the head down, muddle through, and get it done with as little effort as possible.

But there might be another way.

In my own ongoing quest to motivate and engage the students in my various IAH courses more effectively, I have come back to Bloom's Taxonomy again and again since first learning about it in the 2016-2017 Walter and Pauline Adams Academy cohort. More specifically, it is Bloom's Digital Taxonomy, revised by various scholars for use with 21st century students who exist in an increasingly digital world, that has been especially useful when it comes to designing assessments for my students.

For those who are interested, there are all kinds of sources online -- journal article pdfs, infographics, Youtube explainer videos, etc. -- that will be informative and helpful for anyone who might be interested in learning more. Just search for 'Bloom's Digital Taxonomy' on Google. It's that easy.

For my specific IAH courses, I organize my students into permanent student learning teams early each semester and ask them to create three collaborative projects (including a team reflection). These are due at the end of Week Five, Week 10, and Week 14. Right now, the projects include:

1) A TV Newscast/Talkshow Article Review Video in which teams are ask to locate, report on, review, and evaluate two recent journal articles pertinent to material read or viewed during the first few weeks of the course.

2) A Readers' Guide Digital Flipbook (using Flipsnack) that reviews and evaluates the usefulness of two books, two more recent journal articles, and two blogs or websites on gender and sexuality OR race and ethnicity within the context of specific course materials read or viewed during roughly the middle third of the course.

3) An Academic Poster (due at the end of Week 14) in which student teams revisit course materials and themes related to gender, sexuality, race, ethnicity, class, and identity. In addition, students are asked to examine issues of power, marginalization, disparity, equity, etc. in those same sources and look at how these same issues affect our own societies/cultures of origin in the real world. Finally, student teams (in course as diverse as Film Noir of the 1940s and 50s, Horror Cinema, and the upcoming Contemporary Scandinavian and Nordic Authors) are asked to propose realistic, concrete solutions to the social problems facing us.


Anecdotally, student feedback has been largely very favorable so far. Based on remarks in their team reflections this semester (Fall 2021), students report that they enjoy these collaborative, creative projects and feel like they have considerable leeway to shape what their teams develop. Moreover, they also feel that they are learning quite a bit about the material presented as well as valuable 21st century employability skills in the process. Where their all important assignment grades are concerned, student learning teams in my courses are meeting or exceeding expectations with the work they have produced for the first two of three team projects this semester according to the grading rubrics currently in use.

Beginning in Spring 2022, I plan to give my student teams even more agency in choosing how they are assessed and will provide two possible options for each of the three collaborative projects. Right not, these will probably include:

Project #1 (Recent Journal Article Review and Evaluation)-- Powtoon Animated TV Newscast OR Infographic

Project #2 -- (Review and Evaluation of Digital Sources on Gender and Sexuality OR Race and Ethnicty in our specific course materials) Flipbook OR Podcast

Project #3 -- (Power, Marginality, Disparity, Equity in Course Materials and Real World of 21st Century Problem-Solving) Electronic Poster OR Digital Scrapbook.

Through collaborative projects like these, I am attempting to motivate and engage the students in my IAH courses more effectively, help them to think more actively and critically about the material presented as well as the various social issues that continue to plague our world, and provide them with ample opportunity to cultivate essential skills that will enable their full participation in the globalized world and economy of the 21st century. Bloom's (Revised) Digital Taxonomy, among other resources, continues to facilitate my evolving thought about how best to reach late Gen Y and Gen Z students within a general education context.

If anyone would like to talk more about all of this, offer constructive feedback, or anything else, just drop me a line. I am always looking for those magic beans that will increase student motivation and engagement, and eager to learn more along the way. Bloom's Digital Taxonomy has certainly been one of my three magical helpers in the quest to to do that.

After attending a learning community yesterday afternoon (and looking at MSU's online guidelines) on diversity, equity, and inclusion, I took a stab at putting together a two-minute Doodly video on the subject but pitched to the students in my courses. I've embedded it within the Week Six module of each course since part of student teamwork next week will be assessing their team dynamic, habits, and processes in the completion of Project #1, which teams are turning in on Friday, October 1st....

After attending a learning community yesterday afternoon (and looking at MSU's online guidelines) on diversity, equity, and inclusion, I took a stab at putting together a two-minute Doodly video on the subject but pitched to the students in my courses. I've embedded it within the Week Six module of each course since part of student teamwork next week will be assessing their team dynamic, habits, and processes in the completion of Project #1, which teams are turning in on Friday, October 1st. Invariably, there will be a few teams who had interpersonal and/or work habit problems due to procrastination, poor planning, or weak organization. I've tried to use very basic DEI guidelines/definitions as a way to help teams think about their approach and improve collaboration for the latter 2/3 of the semester. See what you think. I hope I am not missing the point somehow. Here's the link: https://www.youtube.com/watch?v=UDX61xCHN74