Do You Speak Tech? The Pandemic Edition: The “New Normal”

pandemic do you speak tech the new normal i hope it's not normal for too long um but i do believe that this um this shift to online you know meetings and learning and working i do think that um well it may not be to the extent that it is now i i i do see this you know companies and educations and that taking advantage of uh the distance learning and of you know being able to get to customers and get to your students via online and just breaking down borders and that so i hope that even if you don't um you know even if you're not teaching online that there might be some some tips to help you out here and so yeah this was our last session that got rescheduled due to some tech issues so thank you so much for joining us and if you go to the erlc website they will have the recordings from the other sessions from february and march uh so yeah we're going to be exploring strategies for effective use of technology sort of three kind of buckets so enhancing online second language learning enhancing student or engaging students in the video chat because um that can sometimes be difficult how do you you know really know that they're actually engaged with the content and not just have their cameras off and not really you know paying attention in that and um how do you then take this all this learning that we've been doing online for at least the past year or longer how do we bring that back into the classroom when we can hopefully meet face-to-face and again so yeah we broke those into just three until we meet again so that enhancing online excuse me the second part can you uh hear me now engaging students and then when we meet again super quickly i work for isley the institute for innovation at second language education at edmonton public schools so we specialize in providing professional development um and you know doing research and creating resources and that for for second language educators i also volunteer for the second language intercultural council or slick with the alberta teachers association um who is partnering with uh the erlc edmonton regional learning consortium today to to present this series and i love edtech and i loved it before it was cool so we're going to be using pear deck today what i'm going to do is just sort of uh go get the things started here and so peer deck is a really neat application or website that allows you to have um kind of make your slide decks interactive so if you're already using google slides then um pear deck has a neat little add-on that'll actually show you sort of how it works here show you the the nuts and bolts of the kind of behind the curtain here a little bit um some districts or some divisions do have licenses so i know for example edmonton public schools has purchased a premium license for their teachers so do check that out um it's what we call a freemium so there are certain um certain questions or certain features that are free and then other ones you pay for the um you know to be able to use them they also have a website so actually uh i'm just gonna share my entire screen because i do end up kind of going back and forth um so if you're not using google slides that's totally cool you can create your slide decks within pear deck so you can go to the website and create them there um and i believe you can even upload powerpoints there's got to be a way to do that and so uh what i do though is i take slide decks or you know presentations that i already have and i just sort of trick them out with peer deck a little bit with the add-ons so you would go to add-ons and then you go to get add-ons and you search for pear deck and now since i already have it on here i'm just going to show you how oh there it is and it's installed um and so add-ons are kind of neat because they can um kind of just let you make your uh documents and things like that a little bit more tricked out is what i like to say and so we'll see here we've got um pair deck on the side now i can ask students a question so um this is me turning my slide deck into a pair deck so let's say if i wanted to ask you a question or insert a question i can just do that right here multiple choice and it's just working and what it's going to do is i can insert my choices here for abc so this is what my correct answers are going to be um and let's just say like i'm actually just going to say a b and c just to show you how it would work so this is me creating the answer key and all it's going to do to turn this slide deck into a question is it's going to add this thing on the bottom so this kind of signals to peer deck this is a multiple choice question and then on my my slide i would have obviously here i would have typed a question right for students now if i decide oh no i actually don't want to have this question here i can just delete it and then peer deck will no longer you know have that question so i can also have students answer with some text so multiple choice answer with a number a website and the drawing and dragging so the first three are the free and then the last three are the ones that you pay a little more for so what i'm going to do here what else is really neat is you can actually use um some pair deck questions and so we go right to their template library and they've got like beginning of the lesson during lesson end of lesson so kind of exit ticket things do now things and then these are sort of little transitions and reflections and things like that so i'll just show you quickly so as you come in and get settled follow these three instructions so they have some but you can obviously edit that slide right what did you learn from the homework type two things you already know about today's topic and so they've got some really super generic ones that you can kind of use for for anything and you can obviously you know change what it says right and i would just click on it and it's just gonna insert that slide into you know the next one down i'll just show you what that looks like because it's pretty slick there you go and then if i want i can just say you know how was the video that i started class with instead or whatever you know i wanted that to if i wanted something different than a homework assignment um and then they also have these critical thinking and i actually super love these super uh the social emotional learning and for you might think oh that's a little but um it's neat what's filling your bucket today and what's draining it and i think especially when you're working online with students to i don't know just have that you know a little pause to kind of think in that and re-center and and sort of be a little bit mindful can can can help a moment of silence uh stress check those kinds of things so what i'm going to do is just start the lesson and so their student paste and instructor page so student paste is if you were doing this like asynchronously so for example if you had students that were going to do the pair deck but at home on their own and so they're going through the slide maybe with a video or audio of you or maybe not if you're doing this with students like directly online then we're going to do the instructor paste which means that um as i advance on my slide it's going to advance for you as well so i'm going to do that instructor paste and what i will have you do i have to sign in [Music] and reauthorize just keep saying yes to everything i could i'm probably promising that my firstborn but peer deck is worth it here we go so it's going to join a code for us now if you would like to join you're going to go to joinpd.com and it's going to ask you for the code which is tqibgl so troubling quizzes instantly bother green lemons and i can even get you a link which i'm going to slap into the chat do students have to log in great question joe the last time i ran this it asked me do you want students to have to log in or not and i said not this time it didn't ask me which is kind of weird um but yes you can make it so that students don't have to log in with you know with credentials or have an account or anything like that um if you're using google for education you can use your google no problem you can use your google account as well so which is nice at all you know syncs up so yeah so this is i'm just going to you know go forward to the slide that we were on so it just is basically opening up my slides but in a different um like in the pear deck you know uh window i guess right talked about me so we're gonna try it uh not that one so how are you feeling today so this is a drawing answer or a drawing question which means that you would have students draw their answer which is pretty neat i'm just going to move this window [Music] here there we go um and it tells me i don't know if you can see us at the bottom it tells me no no responses whether i'm presenting um i can make the the code bigger if people need to see that i can even add a new prompt which is kind of cool so i have two responses so what's neat is i can go here to show responses and then i can actually bring those up to show uh to show the class and then so they can see um in real time everybody answering just as we're kind of waiting for it to kind of you know finish or whatever um at the bottom here i can also you know obviously close them but i can also lock the screens so that they're they're done they can't do anything else unlock it that's it it's pretty neat um and you can when you're done go here so this is a new type of question it's a dragging question yes so the dragging and the drawing are the two premium ones and um i'm not gonna lie pear deck is not cheap meaning it's about uh i want to see about it used to be about 10 to 14 a month which i find could be a little bit expensive but they have great pricing for districts and schools so if you get more than one person on then it's quite good um but you have the dragging and the drawing but if you're looking for just interactive slide decks to do kind of the typical uh number uh multiple choice and text then um those ones are free and so see i can see how many people are already on it and then i can go see their answers which is kind of cool and so this was a slide i made this slide and i just inserted you know three circles made a venn diagram um so online synchronous and face-to-face wow and when the other responses come in it's neat because on the dragging ones it will show them all kind of together so you can see all of the students where they answered sort of layered on top of each other which is pretty cool i just wanted to show you what uh kind of each of the you don't have to write anything super consequential but would you wonder about today's topic so these are the text ones and these ones would be free or part of the free and this was one of those slides that i actually grabbed from uh pair deck itself so um it was one that was already i one click that's all i had to do once i found it and it you know inserted everything uh kind of an interesting point that i would like to to make note of with the pear deck slides that you're inserting is that they're super inclusive so there's a lot of people of color people with disabilities and just sort of a range of people because um that can be a concern sometimes when you're using um you know apps that might have a lot of images and they just have a lot of people that look the same and that's too bad um and then so when we show the responses we would see like this and then you would you know if you have 30 40 kids you would have all of their little texts and i think i even like how um curious how the answers display yeah i like how they display kind of mimicking like a text like a you know an sms text or a phone text so i think that that could be super engaging for kids and you can kind of scroll down and and that kind of thing so yeah it's pretty neat um this was a draw anywhere but i'm just going to go for it i just wanted to show you some of the socio-emotional kind of slides here so what's filling your bucket today and what's draining it and so you can have students drawing and as you can see so this is you know one strategy for when you're doing online learning to really make sure that kids are like actually looking at each slide because you're physically moving them forward on their device and then every once in a while you're asking them to engage somehow right um so sometimes it doesn't even have to be a super curricular super deep question um it could even be you know the click template that you're getting from pear deck but it's just so you know you're kind of drawing them back in again and really grabbing their attention and just making that connection tighter to what you're doing online okay so that was uh just sort of one uh one idea is there a limit to number of presentations in the free version um i don't believe so i um like at the number of people attached to a presentation i haven't met one i've had up to 50 or so but i would have to check that out i could check that out after i'm sure it's got to be on there um i'm sure it's a difference whether you pay or not how many people you can have and then for the number of presentations um i'm not sure oh the number of presentations you can make i don't believe so let's just check and so these would be in canadian dollars just because i'm in canada um so here free it doesn't say that there was any i think there used to be but now they just um so it used to be the free version you could only make so many presentations but you had access to all of the features and i think now you don't have access to all of the features right so you have some of the questions and not all of them and then yeah the custom one is if you're doing for a whole um school or for a division then you'll want to get a quote and like i said edmonton public so our public district here they do um offer that and i'm just going to double check that i didn't forget anything here and we're good so it telling you meet again you know what i'm just gonna keep it in here because it's a nice little um i don't have a whole lot of um how do you say uh more interaction things for you to do um but i do have some oh i know what i wanted to show you i wanted to show you at the bottom here it just adds in this is a peer deck draggable slide and to edit the type of question go back to ask students a question in the paradex sidebar so just also changes your notes a little bit just to let you know you know how to use that slide as well there we go so until we met again enhancing online second language learning um so it can be quite difficult when you're with students online like how do you really keep them engaged and keep them you know whether you're doing online learning with regards to posting things on a learning management system that they're working on um or if you're also uh you know doing things via video like a synchronous or asynchronous learning either way um some of these strategies will hopefully help now some of these are also could have been plugged into that you know how to engage students with the video chat so just keep that in mind um the next section is a little bit shorter because it's very specific to to video chat in itself so our first uh kind of topic we're going to talk about is communication so the multiple platforms so whether you're using a learning management system um that could be you know google classroom or whatever it is um you know that's definitely gonna help you with the communication piece we're gonna speak a little bit to that in a minute and then we're gonna talk about regular check-ins and feedback so how you can do regular check-ins and how to um you know how to physically how to give formula formative feedback to kids so some examples google classroom we had a session on google classroom a while ago so if you're looking for that you can go to the erlc or email me and i will uh get you the the video to that uh here at edmonton public we also have school zone some of you might be using d2l or moodle whatever that may be so think about really organizing mindfully and i linked in here a specific slide or section of slides so whenever i'm talking about something here today that links to something we talked about before instead of talking too much about it i am gonna direct you back there um but we talked about getting organized so just being mindful about how you're organizing your content you don't want students to show up and have these recordings on youtube too thank you very much joe or jill for for um for sharing those you know just being mindful that what you're doing with your um with what you're posting isn't just you know sort of a random a random catch bag of of of links or of activities right you want to have it really what you're doing or what's the most important you want to have that first so your frequent links if you have a textbook or a you know a specific site that you use a lot you're going to have that rate at the top um the current learning as well right at the top so this week this is what we're learning you're going to have that rate you know right when students log in so they see that first but you are going to have the past learning extension activities remedial activities you know organized but under that and then really separate your learning and your emerging announcements so for example on google classroom you might want to put the learning so your units your activities that kind of thing um you put that all in the classwork section and you leave the front stream just for announcements um otherwise that stream can just again become really jumbled and you want students to know that when they get to you know that announcement page that that's where they're going to get those announcements so just you know really keep um you know keep in mind when you're organizing your google classroom or your school zone or whatever you're doing that you're um keeping it simple for kids you don't want them to get lost in a bunch of links so regular check-ins one way to do this is um you know a google form you can do a socrative and just sort of have a little daily survey where you're asking them you know how are you feeling today and those kinds of things i've actually got some questions on the next slide here's some types of questions that you might be able to ask students um but you could uh also have a peer deck so we showed you those socio-emotional learning uh slides but you could maybe to pick two or three of those that you're going to start every class with or create your own um or have a personal portfolio so i have an example here i'm going to actually share the link with you and this is where we've got some sort of examples of questions that you can ask just taking a second you go i'm gonna double check the sharing settings while you're doing that because there's always one thing that we forget to [Music] okay so doing a daily check-in with your students it's sort of the digital equivalent of meeting them at the door and shaking their hand and just you know checking in with them so i think this is a really powerful way to again keep them connected and engaged with what you're learning online because they see that you still care you know um and then also um you can get a lot of information from these kinds of things from these check-ins uh so there's an instruction totally if you need to make a copy of this you can change it do whatever you want so here's some how are you feeling today text your image um i'm tired but otherwise i'm doing well is there anything you'd like to share with me um i really like the video quiz can i help you with anything and do you have anything you need to work on today um and so you know just sort of you know they might just see here oh i just need the link to this or that and that's a really um big barrier for the student for them to be able to learn and a really small one for you to break down right so and then on the last i had sort of a reflection page or you know if you wanted them to write a a bigger reflection you could give them questions here and just sort of every day when they go here i made there's a check-in or a reflection slide so if you wanted to change the questions or whatever um and you can have the students they have their own um but it's you know shared everyone has their own copy in google classroom so you can obviously see them and i think it could be helpful for them to see the progression of their learning so every day you're adding a new slide um and to just kind of see the student response to the how are you feeling slide is it viewed yes so only by the teacher um do you mean in so on this the check-in survey this one would be uh just the teacher because this is a slideshow that's only shared with the teacher so you would for example post it on google classroom is make a copy for each student now with pear deck if we were to do one of those slides before that had the uh you know draw how you're feeling today or whatever if you decide to show the answers then yes um then you're showing them to everybody so you uh might want to you know before you share your screen just you know double check that that's a really great question so yeah it's a little check-in survey if you want to make a copy it's kind of like a little portfolio for students and then there's some examples of questions that you could use if you so choose so to change that you go into view master um and then you can actually change the the questions you can change the backgrounds whatever whatever kind of you would like to do with that uh oh and then virtual office hours if you're ever looking to set up a virtual office hours if you create a google form that says for example a multiple choice question where you have the little time slots and then you use choice eliminator eliminator which is an add-on and what that does is anytime a student chooses a time slot then it takes it out for the next student to choose it so they can't choose it um so it's like them reserving that slot and the slot gets taken away for the next person um and so you could you know if you have a one hour every week where you're available to meet on google meet with students and have them you know pick little ten minute ten minute time frames or whatever okay stress check i just thought i'd throw this in here to see how you're feeling so far with regards to uh our learning today so my stress is at a zero is sort of i'm in a good space i can focus um five something's bothering me but i can still focus well there's the doorbell but this isn't my house i'm not answering and i can't manage my motions or behaviors right now and we go to born pretty good that's awesome i wouldn't be offended if you're not feeling that greedy so formative feedback so we all know that and you know the research is quite clear that when students get feedback and uh you know the sooner the better and you know feedback that is targeted that they learn better right so we want to also have you know when we have so many students as language teachers we often have large classes where we have many classes and so providing that feedback in a timely manner can be really difficult um one way to do that is to automate when it's appropriate so if it's a simple matter of you know yes or no right or wrong then you can do that in google forms in paradox they get their their little summary docs so if you just want them to um you know say that oh you said c but it was a the right answer then they can they can get that information quite quickly um using technology using whatever student response system that you're that you're using what you want to put some more time into is creating rubrics um and creating those criteria with students so that when you've got a larger task that's going to have you know a more in-depth evaluation that that rubric and those comments are really going to give some deep feedback to your students um and if you're spending a lot of time creating the criteria think about ways of creating those criteria so that they can apply to different projects so for example if um i'm teaching uh spanish in a classroom i'm often going to be doing projects that have like an oral interaction piece or conversational piece and probably a written piece um obviously you would you're also doing reading assessments and you're doing you know presenting your oral oral production speaking assessments and things like that but for the most part a lot of my projects are going to have oral interaction conversation and written piece so when i'm creating the criteria with students you know in the beginning of the year we're going to focus not on this specific project whatever the specific project is but looking at it from this is an oral interaction and a written piece so how are we going to you know create criteria that are going to meet um many different types of oral interactions and written pieces um and i think that's great for students too to really think about what makes up the language right and that metacognition about you know what is a conversation and things like that and then when you're doing comments in student docs um i mean personally i'm a fast typer but i still can't type as fast as i can speak and so with moat or kaizena so two different um extensions slash add-ons um you can leave voice comments and so what that looks like i actually have moat on this computer and so if i let's pretend that i had students uh in this survey and i wanted to i'm tired but over well overall i think that's supposed to say i'm doing well and let's say i wanted to add a comment so i would right click and say comment and then i can just click this little button here um or hold it if i want to make a little notebook which is the comment kind of goes outside um but i can add a voice comment right here okay it's going to make me go through all of the things first so i'm not going to worry about it this time um but it's also super easy to do from your tablet or your phone and so um adding and kaizena same thing and it's all up here i can access it and so this is the add-on version of mode um which means that it's again like kind of tricks out google slides and google docs so yeah and i think too that um sometimes students don't read our comments but if it's a voice comment and they can hear you um i think that can you know make a bit of a difference sometimes so another way to keep students engaged when you're working with them online is to bring in as much authenticity and choice as you can so uh talking about authenticity first when we talk about authentic input um we're talking about what people who are speaking that language like what native speakers of that language um would be listening to reading writing and you know what kind of media are spanish-speaking people in south america and in spain what are they listening what are they watching on youtube um what social media you know what um instagram accounts are really popular or which singers can we follow from the from the target language on social media um looking at target language blogs news sites television shows all of these things are so easily available online and many many many of them for free and with the regards to tv a lot of times if you have a streaming service for your own personal use at home um there will be international um and you know uh international series and and movies and things in all different types of language i'm watching a really interesting french tv show right now from france another thing to do is crowdsource from facebook teacher groups and crowdsource from your students so uh when i'm talking about students um it could be in general so when you have students who are finished uh you know an activity early it could be an early um an early finisher activity to go find some french singers or go find me some chinese speaking bloggers or whatever it might be um the other thing is i know that here in uh canada and alberta when we're teaching for example french is a second language or spanish as a second language or whatever language you're you're teaching punjabi you would probably have students in that classroom who have advanced language proficiency maybe they came from a spanish bilingual program or a chinese bilingual program um maybe it's uh this person moved from a francophone country whatever the case may be and so those students are like little nuggets of cultural gold that you need to mine in your classroom and so you're gonna pick their brains for um you know appropriate um yet authentic singers tv shows um funny videos on youtube that kind of thing uh and then from facebook so for example we have uh a french second language teachers in alberta um group that you could go and you know what singers do your students listen to um or what tv shows are popular in in this in this language and so check out facebook for some teacher groups um and in the language that you're you're teaching or for example the uh there's a google classroom for mfl teachers um so modern foreign language teachers um and there's a little bit you know uh you just ask other people the last thing i'm going to say is this thinking outside the box so here i link to a little bit on youtube uh sort of that section from the fourth series where we talk about youtube so if you want to check that out that's going to be in there um social media there's uh that whole presentation uh we had some great ideas for uh i hope some great ideas for um how to engage with social media and kind of faking creating social media posts um so how can you get that engagement without some of the um without some of the more you know uh unsavory parts of social media or some of the more dangerous parts with students online and then thinking outside the box i put this here because sometimes there's these little nuggets of websites or apps that you might find that you might not think that it has a lot of um a lot of linguistic input um but you might be able to get a lot of engagement and actually get some cultural input from that so i put this here there's two websites that i'll um bring to specific websites i'll bring to your attention and then i'll also point out that you can search for traffic cams um live traffic cams in in many cities around the world so window swap is kind of cool uh it's a website that uh opens up a window to a random place in the world and so uh it can be just sort of neat as a writing prompt just a way to get students kind of out of um the classroom uh i mean there's so many colors and objects and things that you can talk about in different weather patterns and you know there's uh i can just see endless possibilities with regards to windows swap and how you could use that in the classroom and then drive and lesson is kind of cool it's um where people have their dash cams on and there's the local radio so you can like drive through the streets of paris and listen to some local radio uh play a game of i spy yeah writing props what do you see what would you do if you lived here um describe the weather um it could be what do you think is going to happen next um who do you think lives here describe the person who lives here what are they doing right now because you sometimes you can see animals coming in and out of the windows and so you know there can be some different things that you can do and just sort of get some different cultural input in there okay now with regards to choice this is a huge one and i think it seems um like a lot more difficult than it has to be sometimes so um first of all why choice is a little bit about why choice is so important and it's going to come down to a lot of the principles in udl or universal design for learning so allowing students to choose the format in which they're going to demonstrate their learning is not only a powerful tool for increasing engagement but it's also going to um make sure that they're choosing a format that is kind of best suited to their learning um and really going to do geoguesser oh thank you another good set i'm actually going to add that into the slideshow afterwards um so it enables you to easily adapt the expectations for students who might be working above grade level or maybe they're working below grade level um without drawing attention to it too too much so uh you might have for example a a project that you have in mind and maybe you can give students a choice in three or four different ways that they can present the written content oh this is my move-it app that's actually uh a hidden um hint for later so i'll comment and show you later um so for example maybe um you have different templates and maybe one of the templates has a lot less writing that's required and you might be able to you know kind of suggest that template to a student who is struggling and so they're you know you're not bringing it up that oh look the student has to get like the simple project um it's just that all students have the choice of doing you know these four different projects and i always used to add at the end or if you have another great idea come you know come tell me and then also having multiple formats is a little bit selfish because it saves you from having to mark 350 of the exact same thing so projects and then the the criteria again when students are have a choice in how they're being evaluated so when you're co-creating the criteria with them they feel like they have a lot more ownership in that um and not only do they understand the criteria better because you've spent quite a bit of time discussing it in class and and you know co-creating them um but they really can take um ownership in that learning and feel like they um have had some choice in that right even though we all know that as teachers when you're co-creating criteria with students you're kind of guiding them in the direction that you need them to go right another choice uh that you can leave students that's super easy is the choice in conversation topics so maybe at the beginning or part way through or at the end of your online lesson um and then again in your face-to-face lessons you give students like five minutes to go meet in breakout rooms um online or in little groups uh once we get back to you know no more pandemic and have them you know just talk about whatever you want i've linked here a little uh resource uh that is actually a video series and one of them is about um where various authentic conversations classroom routines and so this is really neat because it's a teacher that she uh did this in her classroom in junior high and she had sort of a little book that she would you know give students some sentence starters in that and um they were just had their conversations um what i would find super difficult there is like how do you start and so what's great is uh the teacher in this video shows you how to implement that routine and then how you kind of build on it and get students to the point where they can speak for like 10-15 minutes just on their own um all in their target language about topics that they're choosing um and i mean isn't that you know when the students like so if we can just like talk in spanish for 45 minutes and we don't have to learn anything like yes exactly so i keep going to the okay products of learning um so we talked about in our last uh session about social media copycats and so i think that there um but another thing i wanted to show you is choice boards so this is actually a hint here or a double tip because one it's a tip of here's a choice board and and you know think about using this for other things and then the second is if you teach french this uh many musical was pretty amazing let me tell you just two minutes about this and if you teach french as a second language you need to do musical many next year um basically the um there's some teachers in the united states and they pick 16 french songs and then they have them go up um against each other every week um and students vote on the winner and then there's you know a big winner at the end um a bunch of these legit french-speaking pop stars have done like live streams with students um the students um you'll see here uh on the choice board that uh some of the choices are for example you know leave a youtube comment and the um the singers are like writing back to them they're sending them private messages back just saying you know thank you for listening to my song so this is a choice board basically the students would start here view the playlist which is up here all the songs and compete complete your bracket there's a whole website with more instructions on that um and then to create oh sorry make a copy of this document and put your name in the type then they're going to complete as many of the squares as they like but at least six so i like how they say that instead of just saying complete as at least six squares they say first complete as many as you'd like and then add in at least six and then when you're done a square so for example this one um you just make it green so we're just going to go up and grab the bucket and we've already made a green meaning that i finished it and so when the students each student gets their own choice for it when you upload it to for example google classroom it would be um you know make a copy for each student um i took out the password here because this was the the actual flipgrid for the many music cat um but yeah and so the kids just and this one's kind of a fancy looking one but it can literally just be like 9 or 12 squares however many spares and you kind of put a little task in each square and the kids pick their own and so they're doing some writing some listening some a little bit of everything it's kind of a neat way to to just uh you know give them some choice and like i said not mark um like 400 instagram what's this one oh so they have to like uh just write a message or like a comment on youtube but i don't want to read like 400 comments on youtube you know what i mean um i'd like to you know a youtube comment and then i can read a twitter one and then i can you know they're a little bit different otherwise it gets boring um and then extension activities so i don't know if you've seen these bitmoji classrooms they're kind of all the rage this year um but a neat idea might be to have students make their own bitmoji classroom uh another idea is to you have the bitmoji classroom and each um so they're made in google slides i'm just going to show you one and explain that way and it looks like a classroom or a room you could have it outside and you're just going to insert images that have a transparent background and then you link them to things so this one i linked to idelo you could very easily as well link this to a google doc and then in the google doc it says go to this website um you know do this activity or you know you might have some more instructions to it so if you think that just the link isn't you know sufficient enough and then link to a google doc that then tells them what to do this one was to drive and listen um this one is to a french uh radio coffee break friendship podcast and things like that so um it can be as simple as when you're asking students to uh do extension activities or if you have some extra time and they can actually choose what they're doing or you can make a sort of project out of um you know complete find four things in the classroom to do um and then you know write about it here or you can also have students make their own uh bitmoji classrooms or um have you know each student add one thing to your classroom that kind of thing so just giving them some choice is really going to engage them and then again it's that kind of automatic differentiation as well it's just one an easy way to differentiate instead of um you know instead of specifically choosing you know the students doing this project this one's doing this one and everything else any questions or anything that you'd like to pass or not well that's time embed audio into google slides yeah using won't and then you replace the image with a bitmoji i was just going to say yeah i think that's a really nice idea um it was an idea i picked up from the emoji craze for educators facebook group which is incredible um you can insert audio into google slides right click the loudspeaker icon and click replace image and then you can choose say a bitmoji character and then you could record your voice say uh giving like a clue in the target language and then the idea is that um the students then have to work out what the answer is based on some uh clue in the um in the room so you have like multiple rooms set up like a type of scavenger hunt which is quite fun it's almost like a bitmoji classroom breakout room yeah exactly yeah but it's nice because it means you click on the bitmoji and then you hear the audio so it's the the emoji becomes the uh prompt image to run the audio yeah that's perfect yeah and you can get your bitmojis with the app too or with the extension i need to add them in so if the shell and ramona weren't here last time then that's look i changed it back to english figured out how it was in french for a while i've discovered a really cool um uh way of uh recording the screen and turning into an animated gif called um gif cap.dev so i made a animated gif showing how to change the language of the emoji chrome extension and then saved it as an animated gif which is quite cool oh perfect i love gifs but for the um for little tech tutorials because a short short tutorial is great if you can show me in a gif then that's like that's the 60 million dollar figure i'd really recommend checking out gift cap.dev i'll put it in the chat as well so our next uh thing here so we talked a little bit we talked about uh communication choice authenticity uh next was collaboration so keeping those kids engaged in line um it's you know in class we can do group tasks we can have them get into little group conversations or trios or you know pairs whatever we want and online it can be a little bit more difficult um made a lot easier with breakout rooms through zoom and through google meets um but there are um you know you can also do more than just have them kind of go to breakout rooms and talk uh get them actually learning together and creating something together so uh in number two session number two we talked a little bit about group learning tasks um so i'm just going to link that there and just let you know that it's there for you to look at if you decide that you would like some ideas on some group learning tasks one thing that i like to keep in mind when i'm doing a group task so i'm just going to kind of cycle through these and let you read it as i'm talking here a little bit um but one thing to keep in mind when you're doing a group learning test is how you're going to assess this so if it is a summative assessment you need to make sure that you can like single out the kids to be able to to mark them right um so for example something like this um where they were creating this uh poem together i wouldn't do this as a summative mark or as a mark that actually counts as we say um because i don't know who wrote what right and so there's no way for me to be able to to be sure that um you know the students are getting marked for what they actually can do um in in language whereas if i'm doing a class visual dictionary i can see what each kid is doing but again that's not really a summative kind of assignment right um oops sorry it just uh i'm plugged back in there so um some other things that you could do for example if you did um a video uh if students are working on videos together um so like a lip sync video they could do like that selfie cam jam so um like i think it's the bare naked ladies where they did uh like each one of them are in different places in canada and they do selfie videos of them singing along to song or lip syncing to a song and then it all comes together in kind of a grid um but that's the kind of uh a metaphor for the the group projects that are perfect for for summative marks because you can see each kid doing their own thing and so you can easily kind of mark that person but at the same time they're creating a product together and they're collaborating um and they're you know meeting to come up with a theme and you know how are we gonna make this things like that um another idea might be for example that um like a zombie apocalypse survival task and they have to come up with a playlist of motivational music and they have to come up with this and that and so they're creating this product but then at the end each student is going to um you know have their own little reflection or their own instruction manual or something like that that that's what's the sum of the mark is going to be so you're really going to take advantage of all those collaborative apps so especially google drive you're looking at docs slides jamboard all of that petlet is pretty good flipgrid is my new favorite that's um where students can upload like selfie videos um and images and stuff to to you know kind of it sort of mimics like a like an instagram feed it's kind of neat so um if you let's check our time here i've actually got quite a bit of radon schedules so why don't we do i'm gonna open up padlet and flipgrid but i'm going to suggest that you try flipgrid i think we've done a padlet in a couple other sessions with the same people and so so again you can join with google or microsoft which is great because i've noticed a lot of school districts are kind of either using google or microsoft so they've kind of you know really nailed down those uh educational ones so um i've done most of this from my phone um and it was pretty slick it was pretty easy um [Music] and so this was just the first i just put a you know uh easy one of message of positivity um and you can add responses in here and so here's a selfie video that i added and you know each person would add their own little video but they can also add text and things um you can like it um and then you can have kids so not only are they creating the videos you've got kind of a spoken or oral production kind of task but you've also got them um watching other students videos you've got that listening piece and then you can have them go commenting so you've got a written piece um once the comments get going then they're going to be reading other comments before they're they're writing theirs and so you can really um stretch that engagement quite far and i think that i feel like students would like really engage with flipbrid it's a pretty cool little thing that you can do now the only thing is even if you are if you as i was talking you recorded a response and you submitted it it takes about two or three minutes to get loaded in i'm going to refresh just in case but the last time i did it it took me so it's just sorry about that so yeah it won't uh it takes a few minutes to log in so i won't worry about it now but yeah if you get a chance definitely check out flipgrid and uh you know have students you know create those kinds of um you know create things together answering uh assignments so each student has their own like video response but then they're going and responding back and forth and so they're really you know getting that kind of social interaction a little bit so engaging students online another way is to re the gamification so again super effective in a face-to-face um setting but now that we're online we're going to think about how can we take some of those classroom games that the kids already know they already know the rules they already know how to play that how do i just like online affy it and make it so that um we can play this game on zoom or on google meet or you know however we're meeting online so you might have new rules so for example like you can't disturb your parents who are working from home or you can't you know uh leave the house or whatever that might be some examples of easy ones uh bingo charades scavenger hunt go bring me something that's blue and show it to your you know show it at the camera that kind of thing um super easy to do and you're just bringing it online and if especially if you've played the games in class right so they already know the rules and the only extra piece that you're adding on is the you know how do we play this online kind of an idea student response systems so when we're looking at you know bringing a kahoot a pair deck a padlet uh google um maybe not google form that's really game so proud of uh especially if you do the space race type um you know get some competition get some games and it's really just gonna kind of up a little bit so we can all ask kids to just pick abcd or like fill in the blank or write you know write the right response here or whatever but if you're all of a sudden turning that into a kit or a kahoot or a socratic um it just makes it that much more interactive and that much more engaging for them right so there's the link there to there uh and then check out online breakout edu rooms so i'm a big fan of breakout rooms i don't know if um these are popular everywhere so the breakout room breakout edu started is literally a box and it's got uh it's closed with like six different locks and in order to unlock the locks you have to like figure out some clues and it could be things posted around the classroom or whatever it may be um and it comes from the idea of the you know that breakout room um phenomenon where you meet with friends and they lock you in a room and you have to like find clues to figure out how to get out of this room um and so this uh this teacher james sanders um who's you know worked at the white house and things with regards to educational technology he uh created these breakout boxes and now um and not just since the pandemic even before but now it's even more is we have digital breakout boxes so for example it might be a um a google form and you have to answer like five questions and the questions are you know it might just be what is the first code and you have to you know go through a website um or go through a slide deck or something like that to kind of find these clues or go through a bitmoji classroom to find these clues that are going to give you the correct answers so uh this is the sandbox for breakout um what's really cool is you can uh just uh like you can filter by subject and i highly suggest the holiday ones um the foreign language there's only one that says it's foreign language but the english reading like a lot of these are very adaptable to a foreign language if you can do a little bit of translating and at least give you some ideas right grade levels and that kind of thing and so just open up maybe a star wars one and so um this one i might have to of course i take one that needs something else on entry there we go in a series of puzzles and so um if this one would be great for english as a foreign language it doesn't look like it's one that you're going to be able to translate of course i picked one that happened to be on deck toys uh but any of the sites ones or the google forms ones super super super easy to change and yes just a note about it being in for chron the simplest um breakout like online breakout edus um are just a simple google form um and then for example a bitmoji classroom or a google slides or google images that's got some things linked and that's all it is so for example students would go to the google classroom and i would know that um or the i would go to the bitmoji classroom and i know that when i hover on a specific oops i'm trying to get back to my presentation when i hover over a specific thing a link comes up when i click on that um it takes me to a website and there might be you know four five six seven somewhere on the website and i know that that's gotta be a code right so yeah check out breakout rooms if you've ever done the breakout boxes um the the online versions are pretty neat so what other games can you think of that you do in class that you'd be able to um do online so we had the example of like bingo or charades but what other games can you think of that you could do online and and or so if you can't think of a specific game can you think of another rule um for when you're playing online that you would need to you know let students know so we talked about the last one was for example um you know if you're doing the scavenger hunt bring me something that's blue um you're not gonna have students you know interrupt their parents who are working or their you know siblings for maybe doing some online learning and so this is just a paradigm rate your answer or in the chat as well that's totally cool you don't have to join the peer deck any other games or rules that you can think of that might translate nicely to online oh bingo using jamboard in the key language that would be great that's a great that's great idea yeah jamboard's pretty neat that's a new one that came out right after the pandemic and it was sort of just perfectly timed wasn't it you could also have a with if you with a paradigm drawing question or with um like google drawings if you don't have uh the peridek premium um i'm thinking with aboriginal languages you could have students like and if you're saying something they have to write it out and then they share their uh share their screen with you so you could see it but on paradigm they would be able to see it right away yeah near pod as well that's a good one thank you for bringing that up yeah and same with you know where you're describing something in the target language and maybe they're drawing what what they hear um it's a pretty easy game that you can do chen yali oh thank you thank you joe so shared some webinars with some things [Music] i also um kind of like those chain games kind of things so um where you might have a question or even an exit slip and um so you might have them answering some kind of a question or you know tell me your favorite this or that or whatever it might be tell me what you think of what we learned today whatever and yeah you pick one student or you have the first student in the chat to put in their name um gets to go next and so it's kind of gives them a little bit of competition because they want to get get in there you don't want to wait too late because you can't repeat the kid the kids before you so you don't want to be last and have you know 40 good sentences taken away from you um but at the same time they can choose when they're ready and so that can be helped oh making a breakout room with jamie oh thank you very much i'm just going to click on it to show you what that looks like yeah that looks just like you right now that's awesome oh and a french teacher too which is great we have a lot of french teachers here in canada so demonstrate a variety of ways she uses genealogy to gamify her language lessons perfect yeah so a little more investment a little more time investment but so worth it right because um not only do you get a lot of bang for your bucks you get a lot of learning out of it from out of it from students um but that's also something that you can reuse right over and over and over again um and so uh you know it does take a little bit of time to make them and that's where i would suggest that you maybe partner up with some teachers in your school or in your division that um you know if everybody makes one then all of a sudden you've got five or six great governments we're going to talk a little bit about um specifically video chat so we you know all of the kind of strategies that we talked about before are going to apply for video chat but especially in a video chat or only in a video chat uh we really want to be uh very cognizant of routines of course but have your video chat routine so for example i think we've all gotten used to the i could tell that you participants already know about the you know you mute when you join a call with a lot of people um the whole you know what are you going to do when you want students to ask a question so for example for me i prefer people just put them in the chat whenever they have a question some people prefer that students wait until a specific time or you might want them to click that raise your hand and have them ask the question um but you know kind of figure out what your routines are and um and make the the or what your video routines are and just really enforce those and then your classroom routines again online afide so oh thank you very much so just sharing some um some links in here and do you mind joe if i put those links in the slideshow after in your uh link to your you know share by joel that's okay thank you very much so yeah your classroom routines what can you onlinify so for example in my classroom i always used to start with a do now so they would come in and they would write uh like the i can statement in the target language and the date and then we have like a little activity would do um a lot of times halfway through i would stop for a little movement break and then at the end of the class i always had an exit slip and so i'm gonna i'm would keep those you know kind of three anchoring activities i would keep those routines even when you move online um just so that students sort of still know what to expect it's a little bit of that familiar um and then routines what's great about routines is you don't have to explain the instructions all the time right because the kids know the how to do it you're just changing the question or changing the thing right um give students lots and lots and lots of interaction time and we're going to talk a little bit more about that in depth here in just a few seconds and after we talk a little bit more about routines and we're going to talk about flipping time oh and uh the hidden one that custom cursor for chrome is great for video lessons because you can get the big flash key cursor it's a little hard to hard to miss so why routines uh i don't know but students are it's kind of like hurting bunnies sometimes right and so whenever you can get a routine in there it's really going to make a huge difference with regards to how they engage and just being able to especially um like heard them from between transitions right so you want to establish those routines and then really reinforce them all the time the consistency is key um and it's kind of the hardest thing sometimes i think to oh right i have to do the exists of today or whatever it might be think about what routines are going to make the video chat run smoothly and then which classroom routines you want to modify we talked about that so the reason i had to speak um the other thing is the timer for the activity so there's the online stopwatch has got a lot of really neat ones um and just that you want to kind of display a time whenever you have students going off into a breakup room or going to think about an activity or you know doing something that you want to give them a time frame and then present your screen with the stopwatch so that they can you know be aware and visually have that visual cue as to when it's when um the activity is going to be finished uh camera on or off so that is going to be your decision do you want students to have their camera on or off uh another idea is to maybe have a custom background based on the current topic it's just a little way to kind of get them a little more engaged and again giving them a little bit of choice um and they get to be silly within some parameters kind of right and so that can uh get the sillies out right are there any other video chats or routines that you've used um so for example raising the hand to speak you just put them right into the chat you don't have to put them into peer deck um you know how do you how do you handle having so many students when you're chatting with them on video i personally like i don't i'm not a huge fan of the raise hand because i seem to like miss it um so i always would use the chat more just because i like having the having everything right there and then i can acknowledge to the student that like i've seen your question that i'm going to answer at this time so starting in the session with an attendance question as the teacher start that student ask students yeah so is it sort of that chain like you ask the question to one person they answer it and they like ball and tell the next person and so on and so on or you know whoever is ready next goes next or yeah that's a go ahead rochelle oh yeah i was just gonna say yeah that's what i mean i've just with second language learning obviously trying to get them not just to be able to answer questions but to ask the questions too and it just keeps run on their toes because they don't know who's gonna call on who next so yeah yeah that's one of the things that i've been doing and i guess i'll be doing again tomorrow since we just got pushed online yeah our whole uh edmonton public school 7-12 is going online for those who aren't uh in our school division we just found that out today and with the attendance thing because i always worry that if you do the like um each person ball and tells the next that there'll be somebody who might get missed but when you're doing it attendance like nobody wants to be missed right because then it's they says that they're not there and they they get the auto call from the school saying you know or the parents get the auto call saying that they were absent so that's a that's a great strategy yeah and i always have my list beside me so i just check off who's gone like when we get to the end some kids go well who's left and so i say well call on george and yeah yeah because they forget who's been called on but at least they can get a few in oh for sure yeah and then i always used to do the two you can't repeat the person before you because otherwise they would just like say whatever the person before them good is there any other video chat routines that you found super helpful in a second language setting or in a working with kids setting like when i'm working with adults most of them have their cameras off and like that's totally fine i think if i was working with kids i would want to see their faces okay so we talked about so those daily routines bring those in resource format so keep those the same now is not the time to revamp how all of your stuff is going to look right so maybe your components that that sort of idea of the style guide so how you're writing um you know you kind of we all kind of have our own style with when we're creating our own teacher created resources and so try and keep some of those the same when you're um going online just so that students um have some of that familiarity right pictionary charades scavenger hunt bingo we talked about but also the slideshow games so jeopardy so there's jeopardy labs it has is a a website that has free templates so you can create your own or find jeopardy games and then they're all just housed on this website it's super easy another one is slides carnival so slides carnival which i use for my slide deck so these beautiful green slide decks are all from slides carnival thank you slice carnival um but they also have a jeopardy um presentation background and so you would it tells you here how to edit and there you go and then each question here you write the answer and then and then it tells you which one and so it's pretty cool it all just uh there you go uh the next one that i thought was pretty cool is monsters and dinosaurs now this is a link to a so uh this guy's super helpful with regards to his uh youtube channel has got a lot of great um uh things to uh like tips and tricks for for online uh teaching this one was about top five apps to make virtual lessons interactive um and so he does this uh game where it's monsters and dinosaurs and i'm just gonna go forward here so we can see what it looks like so basically um he has two slides one slide there you go so one slide so these might have questions or whatever it is um and so the kids would you know say i want a1 and you click it and the little square goes away and there's either a monster or a dinosaur or an egg in there and so it just depends on how many uh points they get so this actually you don't have to make anything like you don't have to write in questions or anything i'm just looking for his here it is and his monsters and dinosaurs um and all that happens is when i would click a square the square disappears and like i said there's a monster a dinosaur or whatever and each one is different points and so he explains that in his game um i believe it's like you get one point zero points you skip a turn or whatever it is and so he would play that game where you would like orally just you know ask students a question in the game and you're presenting your screen um and then the the monsters and dinosaurs uh template is just for the points and so i like that because you don't have to create a new thing every time you can just like oh we're at the end of class okay i'm just going to ask you know what's uh what color is this and you hold up something and you know the first kit to answer and then they pick um you know b5 and that depends how many points they have um so just super super easy and we kind of talked about that already so breakout rooms if you're using google me but zoom just has breakout rooms on its own which is pretty neat um and so i put in some links there for some tutorials of how to use them with google me there's a little more you have to do like you have to create the rooms and stuff and then um but the extension here is a great help for for making the breakout rooms happen um there's just a little bit more than with zoom you kind of click and say i want to break it room i want five of them and then it like shows them all in there and that's it so serial conversations like rochelle um uh mentioned the sort of ask and volunteer answer kind of thing so the teacher starts by asking a student the question uh the student answers and then they ask the question to a different student and so they're volunteering the next student and everyone kind of has to listen all the time because you don't know when it's going to be your turn and then a flip grader palette or a shared slideshow um so that some ways to do some interactions um but more of a writing way so maybe um with padlet or a shared slideshow you can have students post um some kind of writing thing um and then they're gonna go look at everyone else's in the slideshow and kind of comment in the in the notes section in that so we've talked about that a few times throughout the series so i'll talk too much more and then really thinking about when you're in the video chat you want to be um flipping that time and so what do we mean by that let's take a look so we're flipping um what we mean by classroom flip or why why are we going to classroom flip let's just you know why are we going to flip our um flip the uh delivery of materials um so accessibility by giving the content to the students all the time they have that accessible to them 24 7. right you're breaking down those barriers between the classroom and home um and really bringing the language home with them and bringing that learning literally home with them they can access it whenever it's convenient for them so whenever their parents and their siblings aren't also using the wi-fi and all of the devices in the house or whatever it may be that idea of differentiation so students aren't forced to engage with the content at your pace as a teacher but they can engage with it at their own pace they can watch and re-watch the video they can actually slow it down if it's on youtube that kind of thing and so they can really like make that content work for them authenticity so watching a video for learning like that's how people are learning now even pre-covet like kids are watching videos on their devices all the time that's kind of their mo and so they're really comfortable learning um online and watching videos online and so why not just give them that right it's more it's it's authentic so don't feel too bad the processing time so in a traditional classroom you'd present some content and then you would have the kids like engage with it right away whereas if you're getting them that content presented at home in a video they can have a little more processing time to kind of like noodle on it before they're coming into the classroom and being expected to like do something with this and when i see coming into the classroom um obviously online right and then that's going to allow you to like maximize that video chat time so that the little time that you do have with them face to face on video is really going to be um super targeted and you're going to have the kids uh using the language or your students using language at that time doing something communicative so what are we flipping in a traditional classroom you would have that sort of um like those lower level blooms taxonomy of the like i'm presenting some information and seeing if you can kind of understand it we have that in class and then we give them these projects to do at home for homework but when we're flipping we're actually sort of doing the opposite so in for homework we're going to give them the watch this video so you can know it a little bit and understand so do some practice activities and then when we're face to face that's when we're really going to apply the learning and you know evaluate analyze create and really you know get in deep and do um things that students are going to need more support with right because they don't need a lot of support to just sit there and listen like to just receive content and maybe do some practice what they really need the support with is all of this higher order thinking right so before you might deliver the content in class and then they're applying the learning as homework whereas in a flipped classroom the content is delivered as homework on a video or you know a reading or whatever it might be and then they're applying the learning in class whether that be online or face-to-face don't flip everything right now you're gonna start small curate some content you're going to create some little video lessons you're not going to try and make them perfect right you're going to find youtube videos whenever possible that is going to teach the content so that you don't have to create your own video you're going to look for podcasts websites blogs um and those you know all kind of digital content that you can kind of curate and keep um to be able to give students that as they're you know uh receiving the content and learning piece and then teach them how to watch a video for learning right they're great at watching funny cat videos but watching it with an intention to learn and to like take um take precise notes or notes that are actually going to help them learn um is really uh more difficult for them and they really need our help with that and so you're gonna have to spend a little bit of time teaching them how to watch a video um and also how to navigate your process so what is your kind of routine going to be i'm going to give you a video and then we're going to do this um you're going to watch a video and maybe it's going to be with an ed puzzle so you can kind of get that you know understanding as well and see if they've understood the content and then how are you going to keep them accountable so like we said maybe having an ed puzzle maybe they have a reflection or wondering you're not just posting a video and assuming that kids are going to like watch this video and that's it right how do you know that they've previewed the content before they get to your class so you really have to have uh even something as simple as they have to market done in the google classroom you know that they've at least opened the link you know what i mean um but hopefully we're going a little bit further and they have to you know show completed work upon um you know when they get to the google get into the online classroom you they have to show you some notes they you know we might actually have questions like a socrata but kahoot or whatever and then during the lesson that's when you're going to be working with them talking with them in breakout rooms having them collaborate together on some kind of a project um having them have group conversations or whole class conversations right um where you're gonna give them you know those projects that they're working on collaborative tasks um they can bring up all of their questions and concerns you can bring up your questions and concerns but really all of that stuff that you can't do without the teacher that's what we're gonna do in the classroom um and in the classroom i mean online obviously but that's what we're doing when we're actually live with students all of that passive stuff can happen before right just in the last five minutes here i wanted to touch on hopefully someday we can go back to learning face to face um i'm uh i'm kind of getting zoomed out uh with all of this online everything and i think it'll be really nice and we can be back in our classrooms with our students but then how we can't just really pick up where we left off right like we've had this at least a year and a half maybe two years of sort of this um weird in between different kind of learning and we're all figuring out what we're doing and so what do we do now that we're back face to face um so i want you to keep in mind it's basically three main questions what did they learn what did they miss and how are we going to fill in these gaps that's uh it basically boils down to that so what did they learn what kind of language activities are students doing online a lot of right now you're doing writing and reading and listening and they're doing uh maybe some prepared speech so that um you know or not so much the oral interactions but the you know i've prepared something to say or a presentation in that um and then again yeah lots of reading and writing if um the teacher was able to find some ways to do listening activities um you know by videos or whether it be edpuzzle or google form or some kind of you know question and that and so what did they miss obviously oops sorry so what did we learn um ask them very simply just ask them have them do a self-assessment maybe use this to efr or the common european framework of reference um so it's kind of you know i could do this with the language and really see where do they think they are what did they learn during all of this time online uh have them do a language passport or portfolio so they can you know really dig into what they learned um and then check out if you'd like to check out the community of targets this is sort of a neat little thing again on the edmonton public schools um i'm gonna see if i can't find so this was we took our alberta program of studies and married it with the um married it with the cefr and so you'll see for each grade there's sort of just a here's the 10 things or so that each student should be able to to be able to do um at that grade level uh and so one way to use these is to simply have your students use it as a self-assessment so maybe they color in green everything they can do on their own and color and yellow everything they can do with support um and leave blank the things they can't do yet and so they can actually just uh you know color that in double click you can do um an entity on a pdf or you can double click into the drawing if you're in edmonton public schools you actually get the get this off of connect and you can double click in here and they can change the change the drawings right they would each make them copy and then what did they miss lots of interactions and conversations so we need to give them those so much more conversations of their own choosing a lot more difficult to do um in the video chats because um i think a lot of teachers are keeping the class together and it's a lot more difficult to or you know it can be more stressful to send kids out into these little breakout rooms and stuff and then all these tasks that have them walking and talking and moving around the classroom um they didn't get a lot of that this year so that's and they didn't get a lot of fun either so these are what we're going to bring in next year right we also have to worry about like not making our students hate the language they've had a year of only online learning um and so i do think this real life tasks and the fun part is going to be super important next year um when we do see our students live again that we just you know help them find the love for that love for the language again because i think some of it can be lost and so how do we fill those gaps um the self-paced learning so that flip model will actually carry nicely into the face to face again so where you have students um you know maybe watching some videos or doing some of the lower level learning at home and then in school is going to be stations um they're going to be having conversations moving around having fun and actually using the language right having some groups peer tutoring is all really going to help fill in those gaps right and give students as many opportunities for conversations as you can that's the next year is going to be a year of interactions i hope so i mean we all you know fly swap ball toss chain games all of those kinds of things we've all done the you know the speed dating conversations or serial conversations uh the musical mini conversations is one where you might um uh uh you like it play some music and the students are walking around and then when you stop the music they pick a partner and they have to they have to uh you know uh have a conversation for until the music starts again that kind of thing um and sharing circles so um if you check out um the alberta teachers association has some great information on how to conduct a sharing circle i'm actually going to link that into there um i'm not going to search right now because i want to make sure that i get the right link but a sharing circle is a kind of an um a great way for students to sit around and talk and share what they've learned and it can be really personal it's also an indigenous way of you know conversing and sharing in that and so i think that bringing that into the classroom is super important i think we get stuck too much in the like just in rows and and things like that and so um a sharing circle is a nice way just to to change that a little bit and really intimate and brings those classes together to interact okay if you don't want to draw you can also put into the chat but i just wanted to show you more again to show you uh with pear deck a nice little end of the activity or end of the lesson activity slide that's already ready um from from peer deck and so students can draw or type in things that they learned from that lesson um if you would like to uh have a go at it with the peer deck please go for it don't uh but don't feel obligated but also type into the chat um but it's a nice little again a nice way to just gather what what the students have have learned from your lesson right and a quick little a quick little snapshot right now the last thing i want to say about pear deck is that when students are done um they each get you can give them a resume or like a summary and they get um it's a google doc that has like a screenshot of each slide and then like you answered this over the right answer was this if you had put in an answer key and so that's a nice little feedback for them and pretty instant and automated and yeah pretty easy so i'm just going to thank you to slice carnival again