 My name is Carl Blyth, and I'm the director of Coral. That's how we pronounce it, Coral, which stands for the Center for OER and Language Learning, the Center for Open Educational Resources and Language Learning at the University of Texas at Austin. We have a large group of people here today, and I'm really excited by that. And because we've got a really interesting workshop prepared to you, prepared for you by Nina Wilson. Nina has a lot of experience in language teaching, and she has come to us now at the University of Texas. She's what we call a UTech professor. UTech is a program in the College of Liberal Arts that focuses on training pre-service teachers, and so Nina is in charge of our foreign language teachers. And today, of course, is going to be focusing on how to keep your students speaking, which of course is an enormous challenge now that we're moving to online. Remote education, how to keep them engaged within a proficiency framework. So let me just say that after the workshop is over, if you will come back to our website and have a look around, we have all kinds of OER, that is resources, free resources for language teaching. This is, of course, funded by the federal government, the US Department of Education. So I like to joke and say, you all are taxpayers, so you've already paid for all this stuff, so please use it. Okay, without further ado, let me get past things over to Nina, and we'll get this workshop going. Nina, take it away. Good morning, everybody. It's really weird that I can't see you, but I know you're there, because I see the number on the screen, and I've been scrolling through the names. It is an honor and a privilege, and it's very humbling to be here with you. I've already seen one of my favorite Spanish teachers on the list of names down there. Monica Mitre, I'm giving you a shout out. Thank you for being here. So let me just warn you that this is going to be very experiential. This is not going to be a sit and listen. We're going to jump in and do lots of things together. I am only one teacher on this panel of 75 teachers it looks like right now, which means that we have 75 different opportunities to get information from each other. So my goal is for all of us to share what we have, what we know our expertise, our twist, our creativity, so that every single person leaves with something that they didn't come with, but then that every single person is able to give something to someone else. So that's just the premise right off the bat. We are all going to be resident experts here and share our knowledge. I'm going to share with you some of the ways that I've been working with students and trying to adapt things to make it make sense online, because I know that this is our, at least the foreseeable future, our newest reality that's coming up. And so if you have other things that you would like to share in there, I'm going to I'm telling you right now we want to hear it all. We're going to get started with just a bunch of the stuff that you need to do to make sure that things run smoothly. So I'm going to go over some groundwork before we jump in. And I'll tell you, we're going to jump in real quick and it's going to go. We're going to we're going to do the nasty plunge. I see there are teachers in this room like straight up because y'all are already playing with the features and the stuff and the things because I see things on the screen and I don't know if I can get rid of that. Can you guys y'all know how to get rid of the things that are there right now? The name and the y'all are writing on there. I love it. So in the chat box, if you could give me A, B, C and D right now. Well, A, B and C and then it's just a number. So A is your name and where you're from. And then B, your favorite quarantine snack. And then C, what language and level you teach. And then on a scale of one to five, how are you right now? One being you're lucky I'm up. It's nine o'clock and there are no time limits right now because, you know, it's summer or are you at five? Fantabulous like, oh my gosh, this is my time morning is when I when I shine. So where are you right now? If you could put in the chat box, those four pieces of information. I would appreciate that. Let me see if I can see the chat suite. We got Houston in the house. Cheese yogurt. I love it. We have teachers. Yes, Nebraska ice cream. Oh, nice. Mixed nuts. Oh, man. I'm enjoying breakfast right now just through reading you guys comments. Whatever your daughter makes. Oh, my gosh. My daughter right now is a banana nut loaf expert because of covid. And that's been my French onion dip. She just discovered that yesterday. I love these sweet. Oh, my gosh, jerky. Oh, wow. We got born in Japan. That's super cool. Almonds, that's one of mine. I love it. German and ESL nice. OK, French, all the levels, cookies. Yes. This makes me excited. All right. So we got you tea in the house also peanut butter. These are making me laugh. I love it. OK. Nice, nice, nice. Wow, whoever that is, you type really fast because there was a lot of information that went by real fast. That was cool. All right. Keep going. Let's see ice cream. OK, ice cream. I think maybe the winner. That's the one I've seen the most. Sweet. Thank you for letting us know who's in the room and keep coming. We want to know who you are in order to make sure keep it. Keep it coming. Y'all have to stop because I'm going to go back and read these two. And we're going to potentially be talking about some of this information. So what you can expect, this is the three questions that I want your brain to focus in on as we engage in our day to day. So question number one, what are some strategies that we can use that can get even our most shy students talking so we can reach the shyest kid. Then we know that our verbose kid is taken care of too. So I want you to think about the strategies. That you can take from the things that we share that would do what work for your shyest kid. I'm going to ask also that as we're engaging that you have children in mind that when we're doing these that you think of particular kids that you teach or that you've taught and think of the ones that were reluctant learners. Think of the ones that you have a hard time grabbing. And I want you to think of activities that you could use for them specifically because if you have a kid in mind, it helps to know which which strategies you will want to take back to your practice. I'm aware that when I go to workshops, I never take every single thing because it doesn't mesh with my philosophy and what I need and what I'm looking for. So I am excited when I can take one or two things. And my goal for you is that you will leave with at least one or two new things that you can take and make a permanent part of your practice, at least until best practices change. The second thing it goes right into that is how can you decide if something is an effective proficiency building activity or practice or not? And those are some things that I hope that you will question what we do and not just do it because it's fun or it's cute or it looks great or that it feels time but that it actually meets and serves the need and the purpose for which you are using it. And so all of what we're going to do today, the backdrop comes from this book, How the Brain Learns and you guys got chapter eight in your pre information. And then the next question that we're going to ask, how can we use digital tools like right now we're using Zoom and how can we do this and enhance and motivate our communication online? And I don't have all the answers to all these. So I'm going to help that we answer these together today this morning. All right, y'all ready? All right, let's do it. Okay. So we've already done this agenda. So I'm going to, this is everything that's going to happen today. So we know the questions that we're going to settle in on. And these are, this is the way that we're going to try to attack that. We've already done our welcome and ritual, which was everybody's talking about where you are on a scale of one to five in your favorite quarantine snack. Y'all know what my love language is. It's food because that's where I zeroed in. And then also what language and levels you taught. So we've already done those two. We looked at the our focus questions. And now we're going to go over what's going to happen. So the next thing that's going to happen is when I talk about agreements, how we're going to function online this morning and this afternoon so that you have the optimal experience so that you get everything out of this, that you want to get out of it and that we get from each other. More than we bargained for actually. We're going to go over proficiency based activities. And we're going to get through as many as we possibly can, but I believe in quality, I'm quantity quality over quantity. So we'll stop wherever we stop. And if there are more that we don't necessarily get involved in our hands in, you'll have the instructions for them. And you are more than welcome to email me, call me, zoom me, and I'll be happy to go over them with you. If there are things on here that we don't get to that you're curious about. For each of the activities and strategies that we share today, we're going to have the exact same approach for all of them so that you can know what's going to come the whole way through. So the very first thing is I'm going to explain my rationale for this act for whatever activity it is. Then after that, I'm going to tell you how to do it. And then I'm going to push you out into a breakout room where you're going to actually do it. So you're going to be a student, you're going to be a learner. And I'm going to invite you not to skip that part of the learning. It'll be real tempting because you look at everything. I look at everything through a teacher's lens to not allow yourself to do that right off the bat, but just to experience it as a student would experience it so that you'll know what it feels like to be a student. And if it's something that you want to do. So we're going to take 10 minutes for each activity to engage in it, immerse in it, 10 straight minutes. And after 10 minutes of engaging, then we'll talk about the teacher lens of it and we'll stop. And we'll put on our teacher lens and start talking about what we liked, what we didn't like, what worked, what we did, what didn't work, where we could use it, a way to enhance it, ideas. And then we'll come back into the larger room and share. So I'll, the part, the green part, the experiential engaging and the black part, the debrief sharing, that's going to happen in the breakout room. So I'm going to push out a little notes, notice that says, okay, for the next, you know, three minutes, you're going to debrief and share your thoughts about this strategy. And that's where you're going to talk with your partner about what you thought about the strategy versus having immersed in it. And then we'll come back in the greater room and share it in the chat. And then we'll infuse technology tools throughout. And at the end, I have a couple of technology tools that we're definitely going to look at that I think are worth perusing. I know there's a gazillion tools out there. And I just don't think that you should use all of them. You should pick the ones that work best for your students and then hang on to those. So if you already have technology tools that you love, don't feel obligated to take the ones that you see here. And then optimistic closure at the end, I'm going to ask you what, what strategy, what tool, what you gained from today that, that you'll take with you or that you valued. And that's information for all of us, but it's definitely information for me because I'm still a learner myself and I want to know what's working and what you thought about it. So that's our day today. That's what we're going to do over and over. So these are the 18, 16, 16 different things that I'm hoping that we get a chance to engage in today. The first 12 are activities and the last four are tech tools. And we're going to go in this order. So you get a chance to experience all of these. And as language teachers, if you've been teaching for any amount of time, you've done some of these, several of these, and I'm hoping that we can get different twists on how to do them online. So I specifically chose strategies and activities that we could do virtually because I know that going into the fall, that's probably going to be where we land. So even though you've done these before, I want to invite you to practice doing them online so that you can give each other and me some more tips on how to make these even better than what we already know how to do. Okay. Hopefully I haven't lost anybody so far. I want, it's weird. I'm used to seeing faces. It's weird not seeing your faces. So here's what I need you to do. On your screen, if you hover over your name and I don't know what y'all are seeing, I do know that there's two ways that you can do this. You can either go to participants. And if you click on participants, you should be able to find your name. It should be at the top. And if you click on your own name, I want to say that it gives you the option. I'm sorry. Not on your name. Over where it says more. And if you're having a hard time finding that, can y'all let us know. In the chat box, but I want you to go to where it says rename. And rename yourself. And the way you're going to rename yourself. Is you're going to call yourself your first name. And then a dash. And then what language you teach. So I'm going to be Nina. Dash Spanish. And whatever level. So if it's one, two, three, four, if you could put those behind that as well. So I'm going to call myself your first name. Or if you could put those behind that as well. So I'm going to put Spanish in parentheses because that's what I taught for. Over 20 years in Austin ISD intentionally at the middle school level, because I wanted to work with the students who knew. The least amount to try to get them hooked and excited about learning. And then. So for 21 years, I taught, I should say that I taught in Austin ISD. I taught at two different schools for 12 years. I taught at a title one. Low SES, all the, all the stuff in all the things, school and work with students there. And they were phenomenal, awesome and wonderful. And I learned a tremendous amount. And for the last nine years of teaching kids, well, I taught at a school that was the polar opposite. With really high performers, really high achievers. And got a chance to see the difference between the two different schools in Austin ISD. So I really hope that you have a great opportunity to learn about that experience to you. And I will say that the strategies that I'm using today, I use with both populations successfully. I spent one year working in central office, working in professional learning before coming back to my alma moda to work with language teachers. To hopefully go back in and filtrate language classrooms with proficiency based instruction. And hopefully you see on my screen now that I am Nina. Dash Spanish. And I put that in parentheses because I'm teaching, I'm not teaching the language right now. I'm teaching how to teach, which is a little different. All right. I can't, can you all see if everybody's named? Let me look and see. Oh, I can see it now. I clicked on it. Thank you. Sweet. Armenian. All that is really cool. There are some really cool languages out there. I love this. Japanese, German. Excellent. Excellent. Excellent. Spanish, French. Wonderful. Awesome. This is going to help us with our grouping because what we're going to do is get you started. By connecting you with people who are teaching the same thing that you teach so that you can do this in your target language. Wow. We have sign language. I love it. This is awesome. There's Chinese, German, Arabic. This is amazing. I love it. Love it. Love it. So there's still about two or three people. We need to make sure that everybody has your language. If you don't, we're going to end up having to put you all together and hope that you're in the same language. All right. And if you're having a hard time figuring out how to do it, let us know so we can help you. So, we're going to start with our ground rules and you're listening to my voice for the longest amount of time that you're going to listen to it all day. Okay. After this, it's going to be mostly you talking to us. So. What we're going to do is make sure that unless you are actively speaking and I invite you to do that at any time. If you want to say something, you can unmute and talk. And I will stop talking and listening. I'm not going to interrupt you. I'm not going to interrupt you. Or you can just put in anything that you want to say in the chat. If you want, if you would like to share privately. Or out loud with all of us. So otherwise you're going to remain on mute so that we don't interrupt each other when we're in the main room. But when you get into your breakout, when you're with your partner, if you wouldn't mind turning on your camera so that it's, if it's possible, if you won't lose connection so that they can see your face when you're in that room. So that's important when speaking. And also unmute when you're in that room. The two that are in our talents are there intentionally, because this is what I use with students, not with adults, because I assume that adults are going to post appropriate content, but I remind students that even though the chat, you're privately chatting with someone. That private chat comes out when I print it out. So private isn't so private always on zoom. So that's a part of what we do as teachers. In breakout rooms, please be sure that the conversations remain on topic. There's a lot of stuff going on in the world. We're adults. And we have a lot of things going on in our own worlds. We're in our homes right now. I get it. I am in my house too. I've got two college now age, kiddos who are doing stuff. My husband's at work and we got two dogs. So I get there's distractions. But if you would make sure. That you are fully present in this time that we're together. That will help you to get what you need from this experience, as well as the person that you're going to be working with. And the larger group of us. We are going to take breaks every hour. We're going to get up and do something and move. We're not going to stay seated in front of the computer. I'm keenly aware of the time. Like I said, I taught middle school. So I want to stay true to making sure that we move. I encourage you even at your, at your work computer to get up and stretch every few moments that every night 20 or 30 minutes just to get your blood flowing. Now I'm going to ask you to talk to me one more time in the chat. And this is, this is just going to be how it goes because we're, we're virtual. And there's 77 of us. So we can't talk all together. However, I would like for you, if you wouldn't mind, if you would hear me, the last one, engage the way that you desire of your own students. This is one of the ones that is specifically for adults. And teachers. More than it is for the students. And so in workshops. I have to make myself remember to be the student. I have to make myself remember to be the student. I have to make myself remember to be the student that I want to teach, meaning I want to focus. I want to make sure that I'm practicing. I want to make sure that I'm there a hundred percent of the time. I want to know what are your. Norms, what are your agreements? What does that look like for you to engage the way you desire of your students? What does that mean? Can you impact that in the chat? Can you write what it is that you hope to do plan to do and hope that others will do as well? So if we could get a few. Responses in the chat of what that looks like one device at a time. Yes. I appreciate that. Respectful and on task and engaged a good listener. Yes. Yes. What you do. What you have to do plan to do it and then do it. Yes. Actively listen and participate. Yes. Make a community. Yes. Watch your airtime. Yes. I love these focus, engage, participate. I see engage a lot. So that's definitely one that we know that that's something that we want to hold on to take notes. Yes. Focus only on one screen. It's so easy to toggle. Please don't. Thank you. Yes. Stay driven. Yes. Make mistakes. I will model that quite often. I'm sure. Chris and don't be afraid to be embarrassed. Yes, all of that. Learn to enjoy listening to others. Yes, self-reflection, absolutely. We are all here to learn. There's not one of us that's perfect, not one. This is great. Participate, community building. I'm going to say that you get what you give, right? So if you want energy, you got to give energy. If you want excitement, you got to give it. If you want information, then be willing to give it too, which is why I'm here because I want lots of information. So I'm going to, as Carl reminded me earlier, share with y'all so that I can share with y'all have as well. Prepare for class by completing assigned readings. That is funny because I'm wondering how many people read that chapter eight. I'm not putting anybody on the spot. It's okay. Okay. All right, sweet. Raise. Let's see. Use your language. I got it. I love it. So when y'all go into those breakout rooms, again, I'm encouraging you. Use your target language. Use it, use it, use it. All right. So I'm going to talk away from this screen, but y'all keep it coming, okay? But I'm going to give you a place that we're going to capture our thoughts collectively outside of the chat room so that we can also have this information beyond today. Okay. So y'all saw the book, How the Brain Learns. If you've not read this book, it is a must read. I feel so strongly about this book. I feel about as strongly about it as I do Harry Wong's First Days of School. And that's like one of the books that I've read like over 20 times and I'm not exaggerating. I read it every single year and I find new stuff out and I remind myself of stuff and it affirms things. How can we teach if we don't know about the brain and how it learns best? And so this book is teacher friendly. It does a phenomenal job of giving you just enough sciencey information that you understand what it is that you're doing, but enough practical pedagogical strategies that you could actually apply what you're reading. And then it gives you practitioner's corner with strategies, practical activities that you can try and use. So I can't recommend this book enough. It's the one text that I require from my pre-service teachers to read and it's the resource that they tell me that they go back to. They don't sell this back. They don't put it on the shelf. It is actively used and there's so much good information from how to structure 90 minute block schedule every other day courses to optimize it to peak times and off times and all the good stuff. And some of the things I won't perfectly model it's because I'm a work in progress, but I keep going back to this book and failing forward. So I invite you to do that as well. And that's why we pulled out chapter eight. It's just lesson planning. Y'all saw anyone who's a study Madeline Hunter, you recognize that right away, but that's the structure that we're going to work from. So these are my, I'm sharing this with you because I'm about to ask you to share with me the things that you can assume about me as a teacher. This is my, I'm going to air quote philosophy. I believe that what we know about the brain and from research, it matters into how we plan and it should influence what we do in our classrooms. So just because I've done a strategy a lot, a lot doesn't mean that it's a good one. I have to have a reason behind it and it has to mesh with what we know about how the brain learns, which is what I just said. Just because I've done it before, just because I was, I learned it and this is how I was in class or in school doesn't mean it's a quality strategy. And so I'm going to ask you to be real critical of the strategies that you're using. I do that, I'm doing that too. So I'm saying this to you as I'm saying it to myself. This is one of the ones that is important to say out loud to my students and make sure that they know why they want to be in my, in our class. Like students usually say that they want to be there because they want to speak. Well, the only way to speak is to speak. And so it doesn't matter how poorly, how wonderfully, how amazing is if they're going to speak, they have to speak. The more students are talking, the better. So right now, right now, I'm talking, so I'm getting the most out of this because you're listening and you're not going to remember most of what I'm saying, which is why we have some stuff on the screen too so that you're able to see it. But they have to be engaged and they have to be the ones talking and they have to be the ones using the language in order for them to be able to utilize it and take it with them. Whoops. There we go. We all have a lot to continue learning and we're better in community than we are in isolation. So that's why you're here and that's why we're all here so that we learn together. And that's why I'm going to push you out into breakout rooms and not just talk through these activities because we, we all continue learning when we do so in community. And students, y'all know this, they typically take our classes because they want to use the language. Typically outside of Latin, they never, they almost never walk in and say, I want to be a proficient writer of whatever this language is or I want to be a proficient reader. They usually want to be a speaker and a listener. And so we have to honor that. I mean, obviously we want them to read and write as well. But if we hook them with the speaking, then, then we can balance them out with the reading and the writing. This is a big part of teaching for me. And it's one of the things that how the brain learns helped me to realize is that who I am, me as a black woman teaching Spanish impacts how students learn my language and how they view and see me. And if I know that, then I can use it to my benefit. And one of the things that I've used that knowing who I am in the space that I'm in is by saying, this isn't my first language. I had to learn this. And because I'm able to do it, I can tell you what the pitfalls are for a non-native speaker. And I'll be able to share with you how I was able to do it. And then you can share back with me. And it makes it accessible to them. So knowing who I am helps me to impact my learner's outcomes. And then the other thing is that we are not isolated. Everything that we do is a part of the grander world. I hate using the phrase, the real world, because this is it. Like, this isn't a fake one. And so all the stuff and things that are happening in the world are relevant to our classrooms and should be a part of it because it impacts our kiddos. So equity doesn't just happen automatically. Teaching is so intentional. And so if I want my struggling learner to get stuff out of the lesson as much as my highest performer, it's not going to just automatically happen. I have to intentionally plan to make that happen. So these are things that you can assume about me as a practitioner. And these are based out of what I've extracted, extrapolated from how the brain learns. So I'd like to know now why you're here and what your philosophy is. And so I am going to grab this link right here. And I'm going to ask you to, where's my chat? There it is. I'm going to ask you to share by going into this padlet. And there is the link. So if you will either split your screen or toggle over, I'm going to stop sharing my screen. There you are. Now I see your faces. Okay, this makes me happy. All right. If you will toggle over to the padlet and start responding, the way you respond, if you are not familiar with the padlet, let me share the screen again so that I can model that. So this is what the padlet looks like. I see you. All you do is you click on that plus button, you type in whatever you want to say. And I have it so that it is anonymous. And then you click away from it and it saves it. Okay. So you can start adding whatever it is that you want to add. I'm going to be quiet for the next four minutes. And in that time, you are going to share the answer to these three questions. 25 or less, what's your philosophy? If you and your students are y'all at 90%, which is what Actful requires or suggests that we do as a recommendation for language, if you're not, what are the barriers? And then what specifically do you want to gain? What would you feel like today was worth your time if we accomplished it? If you could put that in this padlet and you should be able to see it populating if you refresh yours. All right. And I am going to, okay, good. Good, good, good. So as y'all are doing that, I'm going to stop sharing that, but you can still see it on your own screens so that I can see you. Go for it. Oh, sorry. Yeah, I put this in the chat, but just a reminder for everyone that we're giving CPE credits out based on whether you introduce yourself in the chat at the beginning and then send a message at the end. So please, if you haven't, if you want CPE credits and you haven't done so already, introduce yourself in the chat. Thank you. All right. I still see people typing in there. Great, great, great. And we are just, we are at 10 o'clock or as pretty close to 10, we're going to take a break because that'll be an hour in and I want to make sure that I honor the fact that we are humans and need to stretch. All right, you should still be filling in and reading. Y'all, so another thing with the, I'm talking while y'all are writing, I apologize for doing that, with the patlet that you're completing right now. When you see something that someone has said and it resonates with you, there's a little heart that you'll see at the bottom of their comment. Feel free to click it and that just shows them that you also agree with what they said or it resonates with you as well. Nice. I'm reading your comments. Go for it. I don't see the patlet. Uh-oh. Do you have the link front? Did you get the link out of the chat box? Do you see it? Yes. Okay, perfect. Thanks for letting us know. All right, we'll take about one more minute, y'all. Would the people who've just joined recently please change your name to your first name and your language? Thank you. How do we read the padlet so that we can see other people's comments? If you refresh the page, then you'll see the new ones pop up and then if you'll hover over, right below the title. So the very first comment that's made and then just toggle up, like scroll up. Tell me if that works for you. Not sure how to... How do you refresh? I'm going to share my screen. Okay, got it. I'm going to share my screen so that you can see what I see. Right here, can you see my mouse? Okay, if I click that, that's refreshing my screen. And now as the comments come up, I can hover over it and just move up. There's a... Are you able to do that? Can you see? Let me know if you're with me. Okay, I'm with you, but now I'm off of the screen. Sorry. All good. Copies of the slides or... Yes. Yeah, I think you'll have access to all this once it's over. All right, thank you. I'm on the phone and I don't see the little plus sign to start adding the comments. So I am only allowed to write comments on other people. Gotcha. And I'm not the expert on how to use it on from a phone. So if anyone else knows how to do it from a phone, feel free to chime in. Sorry, can you repeat what was the problem with your phone? I am on my phone too. I couldn't connect with a computer. Thank you. But I see the poplet and I see everybody's comments below each of the three questions, but it doesn't show me the sign plus that is showing on the desktop to start adding my own comment. I was only able to do on the first one when nobody wrote anything. But once everybody's comments were showing on, it disappeared. Oh, it's at the very bottom. So I wonder if you have to scroll to the very bottom to be able to do it. You did and it's not there. Try switching your orientation on the phone. That's what I had to do. Nice. Flip orientation and then try to scroll up. Did that work? Checking. If that worked, thank you, Rona. I am writing that down. My first tip of the day, I appreciate it. It actually got worse because now I got worse because now I barely see the comments. I'll eventually switch into my computer when I'm able to. I understand. Yeah. So I don't know. That's something that we'll have to explore. So that's good to know. Yeah, because I'm seeing that poplet doesn't really have a mobile friendly website. So it's not something you want to use if your students are using mobile devices. Yes. Are you using a browser or? She's using her phone. I don't know, but she's using an app. There is an app for the padlet. Gotcha. No, I don't have an app. You're just straight in the website. Straight in Chrome. Yes. Gotcha. Thank you for saying that, Natalie. There is a padlet app that you can use. All right, y'all. We are going to move. I'm going to use that information to help me. And I've already seen a lot of what I wanted to see. And it looks like in that some of you guys are exactly where I was. I saw some comments about level one and 90% being out of reach. And I'm going to tell you that I felt that way until I was able to do it. And it's doable. It is absolutely doable. And I can say so by experience. So and I want to share with you some strategies to hopefully some of these will be strategies that you can use to get to 90, even in level one. And then I saw that the bulk of you want to leave with something new. Absolutely. So that's the goal too. And the only way that's going to happen is if all of us are sharing and not just me, because I'm going to share with you what I know, but I know there's a lot of other ideas in the in the space. And I'm going to encourage us to put all of that together. So we've got I'm aware of the time we've got 20 minutes before our first break. So I want to get us into our first activity before we move. And we have to have 10 minutes to talk about it. And then five minutes to debrief it. So we may be a little bit after that. Okay, so we're starting with info gap. And so an info gap is let me actually let me do this. We play the slide so that it makes it make sense. So an info info gap is when you have students working interdependently, meaning I can't do my work by myself. I absolutely have to have my partner. There's no there's no wiggle room because you have my answers. And you can't do your work without me because I have your answers. And so this is an example of an info gap. It can be used for grammatical structures. It can be used for repetitive information but can also be used for higher level speaking, which is what we're going to do today. Everything that I'm giving you today is going to be in English because that's the common language that we all have. But I want you to picture what it would look like when we get to the five minute debrief with your partner of what you would do in your target language at your level. So here, can you guys see my mouse? Yes. Okay, beautiful. So here are the questions that the student and in our case, we're going to be the students right now that the students have to answer and the responses are here. So my partner has to look at the pictures below to answer my questions. They will speak to me and then I will write what I hear them say. So this is a combo speaking, listening, reading and writing activity. So I have pictures here and these are based on what my students are asking. I mean my partner is asking me. With this activity, this is a real one that I use with students from UTCH and so it'll say what book is Professor Koike writing and they'll have to look down here and she's writing. I don't know what kind of book that was, but the requirements are that they have to, they have to speak in sentences even though we know that we speak in fragments, but we know how to speak in sentences. So my requirement is always 100% of the time you must speak in sentences, you must write in sentences even though, like I said, we are able to have conversations in fragments. No English is used when I'm doing this in my classroom because I want to have 100% target language. So that's why the pictures are there to represent whatever it is I want them to say. It could be pieces of art which is what we're going to use. So if I wanted to practice vocabulary, I would have the same structure over and over with different words that with different vocabulary down here. Like if we were doing food, for example, I would have a bunch of different people in their favorite foods from a survey that I had done with them. So I'd have someone say peanut butter, so I would have your pizza peanut butter up here and your name underneath it. I would have someone else whatever they said they liked and their name underneath it. And the question over and over would be, what does Michelle like to eat? What does Halinka like to eat? And so the vocabulary is what they will be working on if that makes sense. All right, so you'll take turns asking these pre-populated questions. You're about to do this, so I need to make sure that you understand how to do it. You're going to take turns asking questions. Your partner is going to use their picture to answer your questions and you're going to write what they tell you. Your partner is going to ask you questions about your picture. You're going to tell them answers and they're going to write what you say. Now this C-U-P-S is what I use to support what the language arts teachers were doing on my campus for sentences. They use cups which stood for capitalization, utilization, punctuation, and spelling. And so that was my way of supporting, like I said, the language arts teachers when I had students write in sentences, they had to go back and make sure that the first letter was capital, that the sentence made sense, punctuation was on point. Believe it or not, students wouldn't write, I know y'all believe this, they wouldn't put periods at the ends of their sentences or the inverted question marks or the acid marks. And if you're going to be a writer, those things matter and then spelling. All right, so that's how you do it and why you do it. Those are the two structures that I said that I was going to share with you guys. And then I'm going to push you out in just a moment. You are going to be pushed out, but before you get pushed out into your group, you will need to either split your screen or because you're going to have to share. You're going to have to share your screen because you're going to need to access that document. And you're going to get the one that says info gap. And before you leave, we're going to share our screen so that you can see it. And only look at yours. Do not look at your partners. I gave you both, but please don't look at your partners. Look at just the one that you have. And I'm trying to maneuver this so that I can see. Okay, perfect. All right. So this is, so one partner is going to be the panda and the other partner is going to be the detective. So let's work on the detective's point of view. Again, only look at yours. Don't look at your partners to be true to the activity. Okay. So if I were the detective and I need someone I can only see Carl, Michelle, Beatrice, Halinka, and Maria, can I get one of y'all to humor me and work with me on this one? Thank you, Carl. I will humor you. I appreciate it, Carl. All right. So I am working with Carl. And so this is my question, Carl. Who is this person? Carl is going to look at the bottom his and tell me who it is. Who is this? And there's no right answer, by the way. Right. Um, this is a middle aged woman of color. So on my line, I am going to write, this is a middle aged woman of color. And then Carl is going to ask me his question. Who should visit here? And I'm going to answer him by my picture. And I'm going to say, well, everybody should visit here. And so Carl is going to write that on his paper. Okay. Are there any questions about how this activity goes? Is there anyone who's had any issue accessing? Nina? Hi. I just had a quick question about when you post these questions to your students, do you post them in the target language? Absolutely. Nothing is in English. Okay. Thank you. Yeah. Nothing is in English. We're only using English today because it's our common language. Thank you for clarifying that, Blanca. And I have a question too. How do you explain the activity? Do you model it first? Everything that I'm doing, what I just did with you is exactly what I would do with students. No different. All right, y'all ready? If you have any issues when we push you out, because you're going to do this for any of you about, I think about five minutes to do the activity. And then another three minutes to talk about what you like and don't like about it, how it'll work and how it wouldn't work. And then we'll come back as a big group and talk through it. Is that cool? All right. If you get in your breakout room and you're having any issues at all, there's a help button. If you press that button, it alerts us. And so we can come in and help you. All right. Who said they have a question? You're going to be connected with a person, hopefully, who is the same language as you. And so if you can do it in your target language, that would be better. Sorry, I have a quick question. So how do you ask your students to not to look at other people, the partners handouts when? Oh, I wouldn't give it to them. They wouldn't have it. I'm giving you everything because I want you to have access to all of it, but they wouldn't have it. Right. You'd have access to A and B would have access to B. Yeah. I understand. The interior Zoom class, so you pregroup the people and certain people will only have one part of the information. Right. So you can, so if I were pushing this out to you in a classroom, I would have a folder designated just for my A's and you would only have stuff for A's. And then I would have a folder designated for my B's and you would only have access to my B's. I see. So during the Zoom class, when it's in the breakout room, you have to group them manually, not automatically, right? So make sure it's not A with A. A must be with B. Yes. Thank you very much. No problem. All right, Alex, I think we're ready. I'm sorry. Wait, wait, wait. No, no, no, no, no. Go, go, go, go. I'm only able to do the view on the Google Doc. I can't write on it. And I was just trying to figure out how to go and get the edit access. I don't know if anyone else is having that problem, but I can't type on it. I have problems, too. I don't, I don't see the document. I have no access to any of what you're talking about. Maybe because it's a shared document, we have to download it and then in your own computer, then you can edit it. Download it. Make a copy. Let me see. If you give me, yeah, make a copy. I was going to say, I can go to, I downloaded it and I have it in my desktop. Sweet. If you downloaded it. What did you get it from? I don't see it. From a link from the chat. Yeah, in the chat. So if you, yeah, thank you for putting it in the chat. If you get it out of the chat, then you can force a copy. I should. Thank you. Yes, that works. Yeah, I didn't realize that. Appreciate that. If people are having problems, can't they just write on a piece of paper? They can view it, but write your answers down. We're all troubleshooting here. Absolutely, you can. In this area, you don't have to type on the Google Doc. You can just go through and write it down on the piece of paper. And I'm going to hold on real quickly. Wait. I don't know if it's going to. Nina, I had a question. Uh-huh. So talking about, you know, you say you only give the A people A and the B people B, but when we're in an actual classroom again, you know, I've tried to do this and they just look at each other's and copy. I'm going to show you, I'll show you how to, how to, how to deal with that. There's a, there's a couple of things that I'm going to talk about with that. And we'll talk about that when we get back to the, when we get back, I want you guys to go experience it, talk it through with each other, and then we're going to come back. Um, and I promise you, Cheryl, I want to get to that because that matters. All right. Are y'all ready? Okay. How do we know who we are? Because again, I go there. You're going to decide when your partners, when you get in your room, good question. You're going to decide who's the detective and who's the panda. And then the detector should only look at the detector's paper and panda, only panda. So about five minutes to take questions, thoughts, um, variations, ideas, just unmute and um, put whatever you'd like to into the space. Um, or the chat. Somebody said, same with Google Meets. Absolutely. Google Meets does this. WebEx does this. Big Blue Button does this. Um, same, same, same thing from all of them. I just want to say, can you hear me, Nina? Uh-huh. Sure. Can, Lorraine. Um, I love, I've done things like this before, but I'd never thought to use with student information. I love that you gave that, their name and their favorite food or sport because it's so easy to use with the very beginners, which is who I teach middle school also. So great. They can practice their questions and their answers multiple times and the whole class grade. And it's really cool when you use students because they, they start to learn about each other. But when they see their names pop up, their faces are priceless. It's awesome. They're like, I'm on here. And you know, I would just warn you to keep a list of whose names you've used for what activities so that you rotate and use all of them because if you forget a kid, it can be equally damaging. Hey, Nina, we talked about the importance of certain location in our group. How oftentimes you give like an info gap activity to beginners and they get stuck on one word and they can't do anything else. And so maybe that it's important to kind of prep them to think beyond or not to think too literally or get get in the box. Yeah. And part of the reason why I love that you brought that up, Carl, part of the reason why you'll see that I chose art for this one and questions that can't be answered. Like what time is it? Who knows? Exactly. I mean, literally I taught my taught my students to lie lie. It's the one time you get to do it free without any issue. Practice with saying what you can say and get good at it. And we're going to do a lot of circumlocution activities and they all play into each other. They all play into each other. Yeah, I think it helps helps them deal with ambiguity too. And there's a lot of ambiguity in language. So just go with it. Don't don't expect there's a one right right or good answer. Absolutely. Nina question. Yes. Doing this activity on zoom. How are you able as a facilitator to like jump into different groups? I was able to jump into different rooms. I popped in and scared a couple of people. And in a classroom, it's smaller. But I'll tell you when I have done activities where I want kids to practice and I want to know how they're doing. All I have to do is ask that once you get into a breakout room, you have the capability to record your screen. And so I asked the students, when they're in the breakout room, decide who's going to be the recorder. They have to record that screen and then send it to me. So I have evidence that they're actually doing what I've asked them to do in that breakout room. I wanted to just say I like this because one of the challenges with zoom, it's it was easier with the kids that I had been teaching in person. And then we switched to zoom. But for new students, we started a new class where it was strictly online. And I don't know those students. And it's a lot harder to kind of build the community because they don't know each other and they're not as comfortable with me or each other. So because this really makes you sort of each person's going to answer this a little bit differently based on who they are, it helps you know the person. Yeah. Absolutely. You're going to see that all the stuff that we do, not all of it, but much of it is going to be about community building. And I don't care what level it is, level one, all the way up, community building matters. It's Maslow. We've got to have our basic stuff met. We've got to feel safe. We've got to feel like people know us before we feel trusting enough to learn. And so a lot of this is going to be about community building. Nina, have you ever done this at an even simpler level where you give the students to help begin their answers Yeah. Well, that's where if I were doing this with a very low level, right? I'll give you the first one that I do. The first one that I do is, is the don de s I have a map and I have people's names on a map. So the don de s Jose, right? And then Jose is este Puerto Rico. They just have to look on the map and see the information. So it's at that very basic level where everything is there. They just have to put it together. And so that's when I'm practicing structures. So yes, you can do it from the very basic level all the way up to abstract. This is Helinka. Sometimes forget to tell Maslow that it's best if they can alternate like they have to alternate. Yeah, because sometimes you run out of time and then one of the partners doesn't get to do anything. But sometimes they forget it. And sometimes I just let them go on just to not break out totally that the flow of activity. Yeah. It's always important to alternate always, always, always, always with these kinds of things because you need to practice the speaking as much as the listening. I will create if I saw the need during the activity to have maybe a bank of words and sentence stem of a support for the students because it was easy with my partner to get distracted and looking at the artwork. And we lost track if we were responding in complete sentences or not. We were sowing to the, you know, examining the artwork and trying to figure responses. So midway through, we figured that out. And I think that that piece of accountability of having that reminder of the sense and the work and will be a good help. Excellent. Excellent. All right. Now remember. Yeah. Other question. Can you explain to us how you are able to give different handouts to each student in the break room and make sure that the other one doesn't have access so that they can, they don't have each other answers. So if I'm, if, so if, if, if I were doing this true to form, I would have a link for person A and a link for person B. And I would tell you only click on your link. That's it. It's just not complicated. Try to keep it as simple as possible. So you have no way to know if they clicked on the other one too. No. I mean, if they did, though, yeah, if they did, then I mean, they did, but I'm going to trust my students to do what I'm asking them to do. And if, and over time, you know, your kids pop into the room and see what they're doing and they're recording their screens. Like there's a lot, there's a lot of accountability, but there's a lot of trust and that trust goes always. It's, I'm trusting them because, again, part of this is why are you doing this? Like, what is the point of this? Like, why were we doing this? What was the purpose of this activity? Could you do this by yourself? Absolutely. Do you need someone else? No. So why do we do it in community? And making them tell you why and why are we only speaking the target language? Why are we doing that? Making them tell you the why gives them accountability to stick with it. I think the why gets lost in the instruction sometimes. All right, y'all. It is 1014. Last question before we break. Can you have a question for you? All right. In terms of level ones, they've never done this info gap activity. You're trying to reduce this activity. You say you're always in target language. How do you explain this activity to complete novices in the target language so that they understand what they're supposed to do? Model, model, model. Yes. So that they totally, they can't miss the body language. And if you remember, even before we broke out, we did one together, right? And so each time, I'm going to pick a different person to do the, to model with me. You'll see, I'm going to show you a video clip in a second so that you can see what it looks like for real, for real, because it's, this is not an authentic environment. So you can see it. And I know what I'm going to show you is me in a classroom with students. And I know we're online, but it's the concept of how to be able to do this stuff in the target language. Well, just before you showed us, you know, for many of us, this is the new authentic environment. We're not going to college. We are not going back to teaching face to face. So we really just have to start beginning to think that this is how we're going to do it. Yeah, me too. I'm living in that reality. And here's it. Here's the truth. None of us has done this before. So that's why we're all here, because we're all going to be learning how to do this and how to do it well, because we want to do right by our students. And full disclosure, like I am out of the, I'm in the classroom, but out of the classroom, this coming fall, I'm borrowing a classroom, I'm going to be working with a peer so that I can experience this to K-12. I need to know what it feels like. I need to know what my students are doing who are pre-service teachers. So I'm going to be, you know, doing teaching both my pre-service teachers, but also teaching K-12 students so that I know what works and what doesn't better. So when we do this again next year, I'll have a whole different set of things that worked and didn't work. And like I said, we're going to fail forward. Yeah. Well, I'm just concerned about the TPR. You know, the visual is such a, such a big thing and having the props in the classroom and with online learning, that's kind of, you know, how do you prepare for that? And how do you, how do you convey that? I appreciate that. We're going to model a bunch of stuff. And hopefully by the time it's all said and done, we'll all leave with some strategies that make, that make that part a lot better. Perfect. I appreciate that. And so y'all saw the cycle. That's what it's going to look like. Share what you like, what concerns you have, tech or no tech, and then ways to utilize it. So that was our first trial. And we did it with that activity because I've been using that one forever. So I would like to share that there are different ways to use speaking, proficiency, building tasks in class. And I'm not going to belabor going through this, but just to say that some things are contrived intentionally. And then some things are more authentic intentionally. And I think it takes a bit of both of them to become proficient speakers. So some things are going to be guided practice, which is more teacher-ish. And then some things are going to be communicative, which is more what you're going to experience in an authentic environment. And I think you need a combination of both to become a proficient speaker. All right, so let me move on. So I just want to put that out there. So the next thing that we're going to talk about is a picture is worth a thousand words. And this is one of the ones where I'll show you what it looks like in practice. Everybody's done this before. And online, it's going to look much like what we just did, except this time. You'll see that these feel similar, and they are, and the setup is similar. And it's weird that when you call something a different name, it feels different to students. And I don't know why that is, but it is. So this one is called a picture is worth a thousand words, but you'll see the similarities. So this one is great for free speech. And it's a great place to use authentic art and things that are going on in their world. And so select two similar pieces of artwork or whatever it is that they are studying a topic, typically, we study topics. I know that one of the the things in the last text that I use had great, great art. And so I will take the art and I will get my colleagues art and I would use those and you'll see how I use them in a second. So display them outside of the classroom. This is if you're in person. So these instructions are for in person. Display them outside of the classroom on a wall. Students work in pairs. One goes and views it and comes back and describes it only using their target language. And they cannot touch their partner's paper. Their partner has to ask them questions, and they can go back as many times as they want. And then their partner draws what they see. After time is up, you display it so they can see how well they did. Now online it's the same as what we just did with the info gap. It's the same thing except this one is there's no structure. So this is what you would build up to. This isn't something that you would do right out the gate. So this is what it looks like in real time. And I think it starts about 12 seconds. And this one is again, this is brick and mortar. So this isn't online, but and this is where let me pause recording if I can. So that's what that looks like in a real setting in brick and mortar. But for us, it's going to look like it did just a few minutes ago. We're going to push out to a room. You're going to need the one that says a picture is worth a thousand words. You'll need that document. And you'll notice that you have some help in the box to help you if you run out of things to ask. But you should be asking things that you want to ask first to find out what you want to find out first. And then you're going to draw. Now this time when you're in your breakout room, I'll be quiet and give you guys a chance to locate a picture is worth a thousand words. Got it? Okay. Thank you, Margarita. So you give me the thumbs up. All right. I'm waiting to see if you guys got it. By the way, down at the bottom of your screen, if you're on a laptop, you see reactions, you can give a thumbs up to let me know if you've got, if you're if you're with me as well. So once you get to a picture is worth a thousand words, you and your partner are going to decide who's going to be which one and only look at yours. Can we give you the link? Whoever put the link in there, the first for this other one, can you guys share that? Perfect. Sarah says it's right above. Thank you, Sarah. Okay. So you're going to do this same thing. You're going to, one person's going to be one, one person's going to be the other, and you're going to describe it. Asking the questions that you want to ask. Don't feel like you're, you have to ask anything that's on that screen on the page. Ask your questions, draw. And then after about three minutes, you're going to switch. And then after that, you'll talk about what you get, what your thoughts are. Cool. All right. You are going to be pushed. Oh, I'm sorry. If you want to do this on the screen, you can. What you would do is, and this is only if you want to try it on the screen, you could share your screen and draw on the screen. And so if you shared your screen, you could use, I want to say that you, let me see, the same thing. There's a, there's a one that says, there's a thing that says annotate. If you click annotate, it gives you a bunch of options to choose. You can choose the one that says draw, and you can draw directly on your screen. So go to annotate and then draw. On your screen. So I am going to ask that you share what were your thoughts, what's your concerns, tech, not to tech ways to utilize this. Oh, this is Tara. It was very fun to do. I think I drew second. So I think it was a little bit less pressure than the first to be the first person drawing. But once you get over the fact that it's not going to, perhaps it's not going to be vango quality. I think it was just fun. Roni, you were about to share. Yeah, I think this is such a great way to incorporate humor. It would probably be something I do in the beginning just to get everybody's attention and relax everybody. They're laughing, have them feel good, do some sort of, you know, sort of disarm them in terms of like the tension. And yeah, and I never thought it before as like a warmup type thing. But for me, for my little ones, I think this would be a great warmup. Sweet, sweet, sweet, sweet. That makes me excited to hear. I'll introduce that in class and what's really fun is to compare then the pictures and then the original. I also use that for me as a diagnostic tool. What is it that they could not express? I can see that either about the drawing or going around listening. And I often ask the students afterwards, what word or words did you really feel you needed to know because you really could not figure out a certain communication for that. But students really have fun when they do it. And what I love is how the questions keep flowing because they really want to try to get more details. So it's not just a description. It's also a good exercise to formulate questions. Nice. Did anyone else have a different way that you? Oh, okay. Oh, sweet. Here, Nina. Someone put Sarah put in the chat. I was like, perfect. All right. So how to, so if you had any issues with how to draw on the screen, Sarah just dropped the link of how to do that in the chat. Amazing. Thank you. Thank you, Sarah. Nina, on our break, this is Sandy. On our breakout session, I was talking, I was saying that at least like for me, I am a terrible drawer and I would have done stickman. So I say, I would give the opportunity to take the students into their different learning style. And those who don't feel comfortable drawing, I could give them the option to ride, make a chart and outlined or something so that not everybody feels left. Whoever doesn't like drawing doesn't feel left out. Sweet. I like it. I like it. I will share with you how I get my students to draw regardless of their ability because I suck at drawing. Just put that out there. I really do. There are two types of art that remain in our mind. Really good art and really bad art. So either way, you're covered. You'll help the person remember because the purpose of the art, if we think about our why is to help us remember and think about what it is that we're saying and see if the person is able to get it. I love it. All right. Are we ready to move? It was great. You wanted to, I saw your hand go upright when we get ready to move. Thank you, Nina. I was going to say you can, for those of us that teach multiple levels, this is also something that I could have like my higher levels, like record themselves and then use that with the lower levels. And then it's like a dual whammy of like you're getting your older kids or your higher, you know, along the spectrum of students. And then, you know, it feels more authentic too. And it would be really neat to see them kind of have some kind of like competition or like, you know, friendly, like who can stump what class. And I could just see at least my students really, you know, getting really excited and wanting to do that. I love what you said for multiple reasons, all the stuff you just said. And in addition to that, when we give kids an authentic audience who's going to look at their work and do something with it, their level of engagement increases. So if I say you're doing this, because some, a lower level student is going to have to try to draw what they hear you say, they take a different approach to their engagement than if I just say, hey, you're turning this into me. So I love that for a lot of reasons. Can you hear me? I'm sorry. Yeah. Another idea would be to within the same class. I love the comment before about adding humor to the whole exercise. You could actually pass on your drawings to the next group, and they one person has to describe what they see from the drawing of the person before, which of course, creates a totally new picture. So in the end, it's like a telephone game and drawing and writing. So the next group would have to write down what they think the picture is about. And then the next group, again, would have to draw what has been written. Oh, I like that pretty, pretty fun game that you can do in language classes. That telephone. Absolutely. I love that. That's awesome. Yes. Yes. Yes. And yes. Thank you for sharing these ideas. This is exactly what we want. One more. One more. All right. Lydia. Hi. I'm Lydia. I just wanted to ask you, you know, I totally agree with all the comments that people have, have already shared with us. And the question I have for you is, will you be able to share this document with us with the different activities that you are presenting to us now? I believe you guys are getting this whole PowerPoint at the end. Yes. Oh, great. Okay. Oh, great. Yes. Great. Thanks. I really appreciate it. Oh, no problem. Okay. So we are going to move on. And I hope that when you're doing this, you're thinking of a bunch of ways that you can do this with your kiddos. Because that's really the point. And then sharing stuff that like y'all are doing, that I can also take and use with mine. Because the whole point of sharing is so that we give and get. All right. So next that we're going to do, oh yeah, we got, is battleship. And I don't know how many of you guys are already familiar with battleship. It's one of the things that you can do online. We are going to use it. A lot of people use it, or the way I originally learned to use it was with verb constructions to help students with forming sentences using verb constructions. So on this side, there would be a list of pronouns or subjects. And then up here would be verbs or tenses, depending on how you would do it. And then you would have the kids fill in their ships. If you are already familiar with how to play battleship, it's the same. It's not different except you're using whatever you're teaching from. If you aren't familiar with teaching battleship, then I'm going to explain it. But then I'm going to ask for some help. Because this one is one of those ones where I would like to see if what I said is what you heard. So you're going to create ships. And I'm going to give myself an annotation spotlight. There we go. So right, whoops, didn't want to do that yet. So right here, it tells you how many ships that we need. So we're going to make four ships. We're going to make four, four spaces, three of three spaces, two of two spaces and then one. The only rule for this ship for me is that they can't be diagonal or they can't crash. So if I wanted to make four spaces, I would pick any four spaces that go together. So let's say I chose these four, then I would draw my ship there. So this is my four, one, two, three, four spaces, one, two, three, two, and then one. So I have my spaces, right? Now, if I were having my kids do sentence construction instead of just drawing boxes, they would have words in here. So if this were, let's say yo, which is a subject I in Spanish, and this was bailar, then here they were right, bailo, because yo with bailar is bailo. So they would be forming a sentence. I can't use this to grade to see if they understand how to make a sentence in Spanish. So you can do this multiple ways. It could be, like I said, it could be tenses as well, like present, past, whatever. So they form their ship. Their partner forms their ship. Now they need two, because what they're going to do is alternate saying the coordinates where they think their partnership is. I make my students speak in sentences. So if I were getting them to practice verb constructions, then I would have them say yo, bailo. They would have to say that. They could not say bailar because I want them to form sentences. And that would be their why at the beginning. We're practicing making sentences. And their partner would either say that, and I would give them all of the words that they needed, like barco hundido, like you suck my ship, or you hit me or you missed me. I would give them those words. So on this handout so that they could stay in the target language while they're playing. So for us, we're going to practice. And you would mark. So let's say that I am playing with my partner. This is how I keep up with what I've said from my partner's board. I put marks in here as if I had already talked to my partner. And I said a red t-shirt. And my partner is like, ah, you hit me. I would put an x to let myself know I hit his ship. And then my partner went and I would tell them if they hit me or not. And I don't have to do anything more than, you know, mark if they hit me. And then I'd say to my partner, what about a blue tennis shoe? If my partner says nope, then I put another mark, some symbol to let me know that I didn't hit anything. My goal is to sink all of my partnerships before my partner sinks my ship. Okay. You can use the same things. You can use your, I mean, you can, you don't want to have your screen to where your partner can see it because you don't want to see where they mark, where you've marked your ships, but you're going to have your split screen or however you've been able to manage with the first activity that we did. You're going to play this with your partner. You're going to draw a four, a three, a two, and a one. And then you're going to alternate with your partner, trying to find their ships by saying the color and the item. Now in Spanish, this matters because you don't just say a blue t-shirt. There's an order to it. And that's what I'm getting them to practice with this particular activity. So there's method behind the madness. And so we would model that. All right, I'm going to stop share. I've explained what to do. Are there questions about anything before you go back into your breakout rooms to practice it? None? Okay. If you have questions, ask me. We're going to take about six minutes to play. And then I'm going to, this time I promise, I didn't last time, but this time I promise I'm going to push out a warning to tell you, now start talking about how you would do this activity or if you like it and what you would use it for. All right. And we're going to our rooms. All right. It looks like everybody's back. All right. So here is our debrief. Y'all, what were your thoughts? What could be better? If it's not something you want to use? Cool. How lost? Carlos lost. We ended, Jody and I ended up tied. So that was nice. I think one of the, one of the nicest things about this one is that it was definitely the easiest in terms of accessibility and speed at getting started, because you could prepare your table in all sorts of different ways. As long as you know what you're doing and keep track of it, it works well. And then we said to each other that we could also add some other elements you discussed using it for verbs. We could even add in different verbs dealing with clothing along that, you know, along with it and then have them conjugate verbs along with mentioning the colors if they're a little bit more advanced. So I really, I really enjoyed it. Sweet. I like that. I'm taking that. Thank you. I have used this a lot before in my face to face classes. And what I like about it is the versatility of being able to use it for basically every and any topic. And especially for I was commenting in our inner group that it's good for repeating structures. And so many times students get used to talking for verb conjugations. They're used to talking a lot about first person singular. And this one, if you're on the left, you put all of the verbs in infinitive and on the top, you put all of the different pronouns, then they get to practice that control practice, but at the same time in a little bit of a fun way. I liked the possibility that it offered for not just pair work, but I could see that you could do this in a small group as well. And so you can break out of the pairs and have larger groups and have the game kind of a little bit faster and be a little bit more dramatic. Oh my gosh, Michelle, I've been doing this game for all this time. And I hadn't thought of that sort of like bingo almost, right? Yeah. Thank you. I had a question about what you all are doing. If students are shaky on their conjugation, like, should you have a higher level student be the third person overseeing it? If since you can't necessarily get to all the kids to monitor? There are 70s 80 experts here. So my voice is not the only one here. Who wants to respond to that? I can respond. This is Lorraine. I teach Spanish one and two at a middle school. I think this is definitely activity that you would play to reinforce what you've already taught, first of all. And then I love the video of your classroom because there is text everywhere and I saw that you had the pronouns and the endings right there on the board. So I would definitely have something available to them to refer to. I wouldn't expect this to be like a test unless that was the purpose of the activity. Nice. Ditto what Lorraine said. Ditto and then also, I think it depends on your purpose. So you were saying earlier that your focus was really on the idea of adjectival agreement. And so una falda azul, una blusa blanca. And so if your focus is really on the verbs, then I think I'd make sure to have a structure in place so that they could check their accuracy in some way with that as they're practicing. But if your focus isn't really on verbs, then maybe you don't really care what kind of mistakes they're making with those verbs. This is Juliette for French and I've used this a lot with the verbs as an end. And it's amazing how they know, they self-correct each other. This is something that they've already learned. And so I'm always impressed that one of them tells them, you know, they do in two, sometimes I do two in two. So the more people you have, the more they're able to help each other. But they're the best teachers. This is something that they know and it's really just a fun way to, like an exit ticket, end of class. This is their self-correcting. Sweet. I've also done small groups and one person's assigned to be the teacher. So they'll have their book or whatever accessible to the answers. And then they can switch, take turns being the teacher and they like that. Stephen was asking if you could use real battleship games so they can be hand on and then letters and numbers would correspond to numbers on the board. If you were, if you were, if the focus is practice and letters and numbers and absolutely, if you can use the authentic material itself, that's better. Yes. So yes, absolutely you can. All right. Have we exhausted this one? Are we ready to move or is there another comment before we move? It looks like Tina had her hand raised. I'm not sure if she has a question. Okay. Tina, where's Tina? I didn't really have a question so much as just a notice that at least in my case none of my students had printers. And so to mark on something like this to actually build the battleships and remember where they are, they would have had to do that on a copy of this. And we already saw what a difficulty we had trying to make copies of things. So even before you get to the point where you can do this activity, students already need to be trained and how to access and then make personal copies of handouts. So that's always been built into the, at least when you're, when you are beginning to use these sort of things, obviously later on, you can just say make a copy for yourself and then they do. I'm going to share with you, other people probably want to chime in, but there are, there are tools that you can use to write straight on the document online. One that I know for certain that I've used and it's pretty user friendly, it's called CAME, K-A-M-I. It's like a, but it has like 120 day free use and then you have to pay for it. But there is InVision, I-N-V-I-S-L-N. These are all tools that you can pull up the document and write straight on the document where you don't have to have anything else. Now, if it's something where it's paired practice like what we're doing, they'll have to have some tools that they can write on it, but if it's not, then they can use the white board. Also, it was just that the students need to, you got to invest the time in that. I mean, I teach 100% in the target language when I teach EOSL. And I just always underestimate the amount of time and effort it's going to take to get them to that point. Yeah. I agree with that. Thank you, Tina, for putting that in the space. We definitely have to teach them some tools to be able to write directly on those, on those documents. Yep. And there's a lot of people putting things in the chat. CAME is, yes, CAME is awesome. And it's easy. It's so user friendly. So that's, that's helpful. Oh, yeah, yeah, yeah. Someone is commenting about if you were practicing letters versus if you weren't using content, if you were just using letters and numbers. Yes. Okay. We are moving on. So we've exhausted that one. And you guys have thought of different ways. I've gotten some ideas written down on my paper. So thank you for sharing. Let's see. Partner predictions. This one is probably one of the ones that I like as far as team building is concerned. You're going to think about your partner. I'm going to stop sharing because we don't need this for this one. That one is just there for a placeholder. So you're going to, you're going to need to access this document. And one of your, one of your partners is going to be the first one and one is going to be the second one. I'm going to access my document so I can look at it while you are looking at it. So it's called partner predictions. And this can be anything, any questions. So I want you to try, I think this is a word that, wait, I have it on my computer as a word document, but you guys have it in Google, right? You can highlight directly on this one. So even though this one is somewhat speaking, it's mostly listening and it focuses on the comprehension part. So you can ask any questions that you want to ask. It's a would you rather. That's all it is. So you're going to predict right before you ask this question, you're going to predict which one your partner is going to say and you're going to highlight it in one color. And then after your partner answers, if you get it right, you leave it. If you get it wrong, you're going to change the color. So by the end, you know if you've guessed your partner's responses, how many you've guessed right and how many wrong. So who has it pulled up already? Is there anybody who already has it pulled up? All right, Karen, would you mind being my partner? You have to unmute. Yeah. Okay, perfect. So Karen, you're going to be the first document and I'm going to be the second one. And I am looking at you, Karen. And because of who you are, I'm going to choose this one. Okay, so Karen, I'm going to you want to go first? You want me to go first? You can go. Okay, would you rather be able to talk with animals or speak all human languages? Speak all human languages. I know, Karen, well, I got that right. All right, your turn to ask me. You're number one. Okay, I'm picking. Okay. What am I going to say? Okay, would you rather have a moderate detention or have a parent teacher conference after school? I would always say parent teacher conference. Detention sucks. I was thinking of you as a student and I thought you might prefer the moderate detention. Okay. I love it. But that's what you're going to do. You're just going to go back and forth and see how well you know your partner and who knows whom better. Okay. And then just keep track. That's it. So you highlighted it one color and so if you get it right, you leave it. If you get it wrong, you change that color. Oh, so is this in the target language? It would be, yes. And I would give them things that we're practicing. Like when we did foods, it was, are you more like a banana or a pickle? Are you more like a hamburger or a sandwich? It would be like that. And then they would choose. Which do you like more? Like there's different ways that you could do it. All right. Are we getting settled with making sure everybody has the activity before we move? All right. I see thumbs up. I'm about to send you in the breakout room. We'll take about three minutes on this one, four minutes at the max. And then we'll come back. I didn't have a question. Yes, ma'am. Okay. So if you're doing this and assume I think that at school, I mean, definitely we have to trust our students, right? That they're doing right. One idea that I love it is that they will record their, their screen to talk and then they will send that video to me. But if you have, will be easier that everyone will have like only one sheet and then you ask both the same questions, or would you prefer to have like sending a group A and group B? Because I feel like, you know, that with the old printer and doing this and that, they can just. Yeah. And I'll give you, it depends on your purpose. And there's not a right or wrong answer to that. I'll tell you my reason. The reason I give you different questions is for comprehension. I don't want you to know what question you're being asked. Because in the conversation, you're not going to have a preprinted set of questions when a person is talking to you. And I want you to get used to having to listen for the response and to listen to what they're asking versus being able to read and comprehend because it's two different skills. Okay. So it just depends. If you're okay with it being more of a reading comprehension than a listening comprehension, that's fine. But know that that's what it is when you're doing it, right? So if I give it to you, I literally can use this activity as a reading comprehension. And that would be, everybody gets the same questions. So then I'm just checking to see if you understood it. Perfect. What is this activity? It's partner predictions. Partner predictions. Thank you. This is Sandy. I have a question. Have you used this activity with beginners and what content would you have and how would you use it? So once again, so I taught levels one and two, the duration of my career. So everything I'm showing you was with beginners. So there isn't a thing that I'm showing you right now that I haven't done with the kiddos. That's what we, this is what we did. Now we built up to it and we used whatever we were studying at that time as our content. So again, my questions for them in Spanish would have been more relative to what we were learning at the time. So if I were teaching them colors, it would have been, are you blue or are you purple? Are you wearing green or are you wearing black? You know, it would have been questions that they could answer and understand and along whatever topic we were covering. And it would have been something that I had gotten. You know how you ask them questions at the beginning of the year about themselves and you find that information about them? This is the kind of stuff I ask them. So I have some knowledge about who they are ahead of time. I don't know if that answered you, Cindy. No, I get it. It's not only the with your, with your router, rather, but it's like anything, anything, not just that structure of what you're rather. I got it. Absolutely. Yeah. And actually, I would like to share a variation of this. It doesn't have, this is Blanca, by the way, this is not like Blanca. There we go. Oh, okay. So I got you. So it takes the whole idea of where the partner has to guess, but I think as an anticipatory said, it might be fun to do something like involve the whole class where I've done, would you rather, and you ask like really silly, funny questions, and then they moved to one side of the room, if they would rather do this, and then they moved the other, they seem to kind of enjoy that too. You can't do it too long, because it can get a little while, but it was fun trying this in class. Yep. Love it. Nina, I really like the activity. I think it's, I don't, I, all of these things, I'm like, why didn't I think of that? And I really think that it's very simple, but I think you could use it at all levels. And it serves a dual purpose of having them speak the language and get to know each other better. And it would be really fun if you had some innovative pairing, like something I experimented with this this year was having my kids make a grid. They had to work with every single other person in the class, and they couldn't work with someone again until they'd worked with everybody else. And it was good because that way they really got to know each other and you had classroom community. So by the time we had the shutdown, they knew each other really well. Now it might be a little harder to do that, but I think that these things are really going to help us. I love that. I love, we're kindred spirits, Kelly. When you said you have them work with everybody, that's, that's a no, like you, that's a, you have to do that. That's the only way to build community. I love that. And it could be any, like the sky is the limit, your, our creativity is the limit. You can make this whatever you want it to be, whatever level you need it to be. Stephanie? Yeah, just a little on a, on a different level. We have lots of international students. So this exercise would also be fun about integrating cultural information. So you can ask things like, you know, do you and your country ride bikes more than cars or are there more cars than bikes or do people walk or, you know, to kind of integrate information on, on the country, on the spaces where they live, on the ways they do things and so forth. Oh my God, I love that. I love that. Or even from regional, you know, regional differences. I love each other's living styles, houses, apartments, transportation, schooling, anything. Sweet. Thank you. I'm taking all these ideas with me. I hope you guys are snagging some as well. Okay. Students can ask the teacher questions. Oh, I always work with my kids. Yes. And they love feeling like they can predict and know. And then here was a caveat that I would say, because you'd have the kid that says, well, what if they lie? Well, you should know them well enough to know if they're going to lie or not. That, that would be my, my go-to response. And then as you were saying earlier, Nina, it doesn't matter if you lie or not because the whole point of using the target language and using the structure you want to use. So I keep on reminding my students, sometimes they ask me, am I supposed to talk about, it doesn't matter. Just use the language. Especially when you ask them stuff like personal information. I'm like, I don't want your phone number. Like I'm not calling you tonight. Just make up some stuff. Yeah, we just want to know that you can produce this information if you have to. So yeah. I think I want to contribute an idea. This could be a good activity to bridge home and school now that they're everybody. Yes. And maybe have the students create their own questions. Yes. And about their families or maybe interview their group and the family. Everybody, every member of the family and then come up with like the majority of my family. What do they, do they reply to each of them? I love that. I love that. Okay. This is about to be good. Y'all wait till next year. It's going to be really good. I'm taking a lot of this with me. Okay. Did we, all right. So we got through partner predictions. We are right on track to finish. Oh wait. That's ahead of time. So we're going to do partner predictions. We're ahead of time. Okay. I'm not going to be, I'm not going to prolong it. Where are we? Yeah. Okay. So for lunch, we're going to take an additional like 10 minutes for this. You're going to need to write this. Oh, you know what? I need to put this in the, in the, in the, what do you call it? In the chat box. Why is it not letting me? There we go. Oh, what just happened? I stopped sharing my screen. No, I want to share the screen, but I want to drop the link in the chat box so that you guys can have that. So if you've never used Flipgrid, you are going to love this. It does require, so if you're not comfortable making an account, I totally understand that, but it does require that you make an account. And you're going, it gives you the opportunity to leave a 90 second response. Okay. And as the teacher Flipgrid is, I've never had to pay for it. And I think it's still free, but Flipgrid is just a video opportunity. When you go here, it'll prompt you to do all the stuff and all the things. Say it again. Bibi, were you talking to me? No, I have used it myself, but we do have to pay for it in the district. So the district pays for it and we are able to use it. Sweet. Okay. So I'm not sure how I, I'm not sure how I'm not paying for it, but I'm not paying for it. I don't recall that I pay at all. Yeah, I don't, maybe it's because a lot of people went free over COVID. Maybe that that's the case. Who was saying something? In Flipgrid for many years already, that maybe three or four years and I've never paid. What I have done is when the year's over, sometimes I save a couple of videos, but otherwise I refresh. Just reuse it. Exactly, but I never have paid. So if you, if you, if you've never used Flipgrid, try it. I'm just going to encourage you to try it and we'll look at this again at the end. So it's not something that we're going to do right, right now as a thing. It's a lunch and learn. So you're going to record your video and then you'll, you'll start to see kind of how it plays out. This is a thank you to the 70 folks who are here because we're in this together and we're making this happen together. I appreciate the different strategies that we're using that you guys have chimed in and I had never thought to do. I've already written down and this is my, these are my notes and I've already written down several things that I'm going to modify myself. So thank you guys for sharing with me as well. And I want to pause and put that in the space on purpose because I know how the brain learns, right? And so input, input, input without processing time, without thinking and reflecting on what you've done and you'll forget it. Even if you think it was really great and awesome and wonderful, you'll forget what that information was. It's like me, I used to, I grew up going to church. My mom was a church musician and we would be in church and the, and the message would go forth and you'd be like, Oh my God, that was so inspirational. And then you get home and someone would say, Oh, what do they talk about? And you're like, Yeah, I don't know. I don't remember. But it was really good. It was really good. I do remember that. And I don't want this to be like that. I want this to be something that you take with you and that you can apply to remembering a kid that you want to work with a specific type of student and an activity that you know was going to benefit that student. That's what I want from this is that you will see little human faces as you're doing these activities with us. Okay, so we are going to move on and I'm going to share my screen again. And this next one is very much like the first one. The next two that you guys do are going to be, uh oh, I can't screen share. Let me just try and try and change that. Okay. Thank you, Alex. Do you see me? I can't see. How do I, how do I allow you to do that? When you go, I think you go to screen share right beside it. And I think when you click that, it gives you the ability to allow Yeah, the green share screen. Try that. Is that working? Bingo. Awesome. Thank you. All right. So we are going to move to right here. All right, so we've done info gap. And, and like I said, I want to hear someone, anybody, if you can explain what you remember about info gap before we move, and then I'm going to ask someone else to explain pictures of work worth a thousand words. Someone else to explain battleship and someone else to explain partner predictions. You have one minute or less for your explanation, a different person for each one. I love it. Who just did that was perfect. That's exactly why we're doing this is where one, one student has one set of information and other student have different information. And then they have to ask each other questions to get the other person's information. Sweet pictures worth a thousand words. And this one, you get a picture each and you had to ask different questions in order to draw that picture based on the answers that your partner gives you. Sweet. And then battleship. I would do the battleship is like a bingo game. So you guess, and then like to, and then do the battles with the another pair by making the many glids, many grids. And then the reason I can say this is because I had a chance to explain to my pair. So if it works to explain to somebody, thank you. Thank you. I've never heard anyone call it like a bingo game, but it certainly is like, wow, that's a good way to explain it. Okay. What about partner predictions? I can do that. You, you predict what your partner will say by asking questions, thematically becoming anything from clothes to colors to grammatical structures, like anything food. And you ask the question, the other person has to in their mind think about the answer that the person will probably give and then later double check whether that answer was the way that it was predicted or not. All right. So now we are ready for connecting the dots. So connecting the dots is, I formally called it four square, but it makes sense to call it connecting the dots because four square is a game that confuse my kids because you play it with the ball outside. And anyway, so you're going to have a portion of a statement. And there's going to be four people in each of the groups that we do now. And each person, the big thing you want to do is make sure that you're on the same number that that's important. So everybody has to be on number one at the same time. But you have your own paper. And so you're going to say your portion, you all say it aloud. And a different person needs to help figure out what the full statement is at the end. So the biggest thing that I want you to take away when you get ready to do this is to make sure that if you are a that you go first, figuring out what the full statement is and with the help of your group and sharing it back with them, then number two, B should be the person to help try to figure out what the sentence is with the help of their group. And then B will be responsible for saying it back to the group. And then C will be responsible for number three. And then D will be responsible for number four. Even though you're all having your own papers, I want a different person responsible for each one as the lead for that one, figuring it out with the group. Now, I just took on a teacher hat and did the explanation exactly how I would with my students. So you would know how I'm trying to distribute the work, the workloads. Because when I put you in a group, what I don't want is my strongest student to do all the work. That's what I don't want. I want everybody equally participating. And so in this one, it's one of the ones where I would group this one. Once I got to know my students better by ability, because I want I want strong students working with strong students so that they each have those have those same personality types working together. And my struggling students, I want them working together because they'll be able to figure it out if they're able to if they're given the chance and the time to do so. So you will see this in a second. And I'm going to also say that before we start this one, there are so many different ways you can do this with so many different things you can teach all kinds of stuff with it. And as you start doing it, hopefully it'll make sense to you. So you're going to need to access your connecting the dots handout. I'll give you a chance to get that connecting the dots. Yeah, once you find that, let me stop share. Stuff keeps moving on my screen. There we go. Okay, once you access connect the dots, when you get in your group, the very first thing I want you to do is alphabetical by first name that will determine who's ABC and D. So alphabetical by first name, first person is a second person's B third person's C and the last person is D. The letter is at the bottom middle of your sheet and connecting the dots only look at your letter do not look at the other ones. Thank you, Sarah. I think you just dropped the link in the chat box. So if you don't have that folder, you can grab it. Are there any questions before we Oh, you know what, no, we're not going to push you out just yet. I'm going to share the screen so that you can see it. And we do one together before I release you to try it on your own. Let me see. All right, there we go. And there we go. Sorry, I'll have several screens open and I'm managing them. I think that's it. Okay, so I need can y'all see my screen? Mm hmm. And what do you see putting it all together? Yes. Okay, beautiful. Okay, so I need an A, B, a C and a D volunteer to help me. I'll be B for BB. Okay, BB is B. Who's A? Joanna will be A. Who said A? Joanna. Joanna's A. Who's C? Kelly is C. Kelly, can you unmute for me? And then who's D? I'll be D. Never mind. I'm D. Okay, so A, yours says the number one says? Each. B. BB, B, A, not. Number one. Oh, yes. Sorry. No, that's why we're modeling. That's good. Thank you. Number three. I mean, sorry. Not number three. Letter C. Is the central? No. Number one, C. My bad. Each. Sorry, sorry. No. You're C. Oh, my bad. Okay, finally got it. I can't read it because of the way it is in my Google doc. Look at the screen. Brain. Brain, thank you. And then I'm D. And so mine says unique. So letter A, help us figure out what this sentence is. Each brain is unique. Beautiful. Do we all agree? Yes. Okay, so on our line, we are going to write each brain is unique. Got it. Cool. For number one. And all of us are going to be on number one. And that's critical because if it's, if you're not on the same one, it's not going to work. Cool. Yeah. All right. You are going to be in quads. And this one, you have to do in English. Otherwise, I don't think it's going to make that much sense. But you can figure, and so we'll take about five minutes of practice time and then a chance for you guys after that five minutes, do the activity for five minutes. And then after that five minutes, then we'll come back to I'll send you an alert that you need to start talking about how you use it and different things that you would do with it. And I'll give you more than a minute this time, we're going to take eight full minutes. So I'm going to take five minutes to just practice it and then three minutes to talk about it. We discovered that it's interesting that some things can be homophones and you may not understand certain words if they are not grammatically explained. Maybe the students could give a shout out or something and would have to recognize those as, for instance, was the case in the brain's working memory. It was confusing because I was number D and I thought about brains and plural rather than apostrophe. Yeah, apostrophe. So that was an interesting observation. That's good though, right? Because then, well, for English, it forces you to understand that punctuation matters. So for me, when I'm using this particular activity, I'm looking at structure and I'm putting things that are common mistakes with structure together so that I can help them practice it in a way that they figure out how it's supposed to go. So like describing in Spanish, right? So if I'm saying something as simple as the blue cat is running, they have to know how to structurally format that in a way that it makes sense in Spanish. So I would do that also with negation. You got to know where words go and I would intentionally isolate those so that they can process that as a group and talk about it together so that it makes sense to them. So that's how I've used it and I don't know how other people have processed this activity. Now that you all have all done it, we've got 75 experts. What are your thoughts about it? My first thought was that I'm very visual and even though English is my first language, just hearing the words didn't work for me. I found myself scrolling through multiple times because I needed to see it. And so we talked about maybe having the words written on note cards and each person has their note card still. So when I say it, you could go around just saying it first. But then if you're stuck, then y'all could lay the note cards down and work on arranging it into the correct order. Give me more. I am a Spanish teacher in a dual language program. So for us, one of the activities or one of the teachings that we have to do is the contrastive analysis of the language. And so I see this activity and I think it was in the activity with the battleship being great resources to compare and contrast the parts of languages of the English and the Spanish that are similar or different. Any other thoughts? I'm not. So these y'all know with language, we're not originators of almost anything. We just take it and make it and tweak it until it fits what we need. So you're not hurting my feelings if this is something that it doesn't fit or doesn't make sense to you because I didn't make it like it's not my original. I think it would be fun in German because students hate the idea that in German, the verb is always last no matter how long the sentence. So you could make it actually humorous, you know, with humor somehow and have the one that kind of ends up with the verb shout out, you know, particularly loud or something so that you can hear how you listen to a lot of things before the verb shows up. So you could make it also fun. That's awesome. We could use proverbs or popular sayings or fanis and whatever would you do or you could even use a song lyric if you want to, you know, use the chorus of a song or something that could lead up to something, another something bigger. I would say that this is a great pre-reading activity. It's really, really good as a pre-reading. And further, we were in the same group that we had trouble or not trouble, but we this kind of goes to, so in Russian, you can do things in different order and so there isn't a definite order like you can, so a student may not learn a beginning to the end and we did that with number five where we were confused by the apostrophe s, maybe I was, and we did instead of the brain's working memory has a limited capacity, we did the brain has a limited capacity for working memory. If it works, did you use all the words? We added some. Yeah. You added some. Really? We cheated. I'll just add, we just made it our own activity. Bigger beavers. I love it. But no, the same is true in Spanish and in English too, like you can say the same phrase multiple ways and it begs that too, like that needs to be something that people know there's not one right way to say something. That's important to know. Like language isn't going to be this structured, perfect little thing. It gets mushed around and it has the same meaning different ways and that's a part of it too. I teach pronunciation to high level English speakers and I do something similar but it'd be really great. You can populate it with ED endings, different sounds that they have trouble with and just remembering the words in the order, even if it's the same order with different endings, it's very challenging even for advanced learners. I have two questions. Okay, so when we compare sentences, of course we have a bit of an advantage but I mean learners, language learners will not all have the same sentence sometimes. So how do you want the discussion to go? I mean, do they try to send a target language? Because they have to explain to each other what they think this is better than the other version. Right, right. So there's 90, there's 90-10 and 10 can be in English, right? And so the work that they're producing, this is their thinking and their writing. So I'm not, this isn't a target language 100% thing that they would do. Definitely not at the lower level because they are expressing their thoughts and thinking about their thoughts but they're producing the structure that I want them to produce in the target language. Gosh, it was something else I was going to say about that and it just slipped me. Okay. Tell me your question again. Okay. I was asking when the students should finish putting their sentences together, there'll be discrepancies. Yes, yes. Okay, so that's the other part. They can agree to disagree. You have your own paper. You write what you think. You write what you think is right. I write what I think is right. No love lost and we've had a discussion. That's why four pieces of paper instead of one. Right, great. And my other question was when I looked at the slide at the very end, it says once you've completed the task together, determine what these statements are and where they come from. What do you buy, where they come from? Who knows where these statements came from? Okay, like they have to imagine. Nope, these statements came from somewhere. All right. So yeah, okay. Yeah. What if it is something totally new? I mean, they know all the words but they've never seen those statements. Then I wouldn't put those. I mean, you adjusted to whatever you needed to say or be like, I gave you something so that when you finished it, you still had something else to do. Sure, Sandra, challenging because I'm more visual and then I can do it if I do it some of the two times. But how can I explain this activity to Spanish one students? Because that's my challenge in the classroom to try to explain in Spanish because a lot of times I have to do it at the end in English because they don't get it. And again, there's experts all over this room. So you guys make sure you chime in too. Okay. Online, I can't answer that because it's going to be new for me too. I'm going to try it and see what happens. But in person, I am physically acting things out and then we model the very first one together. And then I do thumbs up, thumbs to the side, thumbs down. Where are you? I get a kid to explain it back using the target language the best they can. Then I do another check to see where they are. And I check on my thumbs to the side of my thumbs down, then I will get them started. And then I'll go and check in with my kiddos who were thumbs to the side of thumbs down. But if I here's what I know about me as an English, as an as a non native Spanish speaker, if you give me the opportunity to hear it in English and I know it's coming, I'm not listening to your Spanish. I'm being honest with you. I'm waiting for the English. And if you tell me there's an out, I'm going to take it every time. And I'm going to push back and push back because learning a language is uncomfortable. It's challenging. You won't always understand every single word and they need to know that that's a part of it. That's what it feels like. And that's normal. It's totally okay. Do you get the gist in the big picture? Can you watch other people because that's a part of language learning too? Can you figure out what you're supposed to do by looking at what somebody else is doing? That's culture. Those are all teachable moments that are part of the instruction as to why it should be in the target language, because they have to pick that stuff up. And my goal is that I could drop my kids off in a Latin American country, in a Spanish speaking place, and walk away from them and they won't die. That's my goal. And so as long as they can communicate and say what I need them to say, even if it's not perfect, I'm good with that. But I got to give them practice being uncomfortable. They have to learn what that feels like. And I will stop in class and say, okay, y'all, how many of you that was extremely uncomfortable and difficult? Raise your hand. And they'll do this and I'll say, look around the room. You're not alone. This is how it's supposed to feel. It's hard. And then we move on. So yeah. Okay. Yeah, this is it. Okay. I got that. Yeah. And as far as like the not breaking your target language, it's critical, y'all, that when you read how the brain learns, you'll, you'll understand how important it is that your brain stays in that mode. Because when you start thinking in Spanish, you start thinking in Spanish, and that's what we want them to do. We don't want them to think in Spanish and then translate to the other, well, in whatever the target language is, and then translate to something else, and then translate back, we want to eliminate that by giving them target language, target language, because there's some things I don't even know in English, because it wasn't presented to me that way. And I love it that way. But if there are things that I don't, that I can't get to in Spanish until I go through English, because I learned it that way. And I'll give you the example of the alphabet, right? So if I give you, if I just picked my own kids, what comes first? Let's see, M or K, right? And you have to sit there and go through the alphabet song before you can figure out which one comes first, right? And it's because that's the pattern that you learned, and you got to figure it out. But if I ask you what comes first, six or nine, well, you know the values of those and they're just, they're just a part of you. And you know nine is higher. I just know. And it's because you're not necessarily stuck to that pattern. Anyway, that's my explanation. That's how I make it make sense in my brain. Okay, thank you. Thank you. Sounds like I'm not going to ask any more question that three minute explanation was way too long. I apologize for that long explanation. I promise I won't talk that much. Any other thoughts before we move to the next activity? Thank you for bringing that into our space, Sandra. I feel that this is not an activity that you will try with your Spanish one, not in the first trimester, perhaps is something that builds up. So you will do more simple activities, but still using the target language. I was going to say that this is a second trimester activity in my head for Spanish one, because they have to have some understanding of the language as well as not Spanish, but understanding how the language is put together in English alone. So I feel that this is an activity you could use for more advanced level Spanish to perhaps three and the Spanish ones, we just going to keep it simple. You could definitely. I used it with one, like I said, to teach when I was trying to teach structures, but also if I'm teaching them how to write and I need them to do specific things, this will be one of the activities that I would follow up a real active, we went crazy in the classroom and we needed something kind of calming, but still interactive, like forming sentences and forming questions and making sure that they knew where punctuation went, that kind of thing. That's something that they could use this for too. But I have a question Nina. Sure. Saying I didn't a little bit of what Baby just said. I agree and I part and disagree at the same time because I teach Spanish one and I have done activities similar to this one. But what I have done and I have a group only with three kids. I always like to work with the group of three no more than that. But and then I just give them words, simple words and simple sentences. Yes. I'll say the house is big. So yes, we can put it together. Where's the noun or blue house? Yes, big. Right. I mean, but the beauty for this activity is that we can modify it to all the different levels. You can go to AP to, I mean, from Spanish one to AP. That's a beauty, I think. Right. And it can be used for different things, right? Like I could have asked you guys to now that you have these sentences, do something with it, like use this to tell a story, put it in an order. I could ask you to draw a picture based on what you now have. Like there's so many uses once you have the information that you can have them springboard from. Thank you for saying that. Okay. I wanted to say about that. I've actually used on scrambling a sentence. I've actually used it on Kahoot before. Like a couple of years ago, you actually can. You don't necessarily have to do it this way. I've used it on Kahoot where I would get my students to work in partners, either of two or three, just one computer and you give like an A, B, and C choice and you put them together. I don't know if it's called Kahoot Jumbo or Kahoot Puzzle, but they have something like that where you can do it on the screen together and you have to be able to move like where the noun goes, the adjective. Like if I say the sun is yellow, the sun would be like letter A is this B and yellow is letter C, but they're all mixed up and you get to make the sentence. You don't necessarily have to put a capital like letter for the sun, right? But I've used it that way before. Oh, I didn't know Kahoot had to do that feature. I'll be playing with it right after this. Thank you. You can do that on Quizlet as well. Yeah. Yeah, Quizlet, yes. Can you do that on Quizlet as well? Sweet. That's what I was saying for those of those who were in my group. I told them I have an ABC block and this is what I was talking about, what she just said, that I have a lot of sense that I've broken up into A, Bs and Cs and they do those all the time. Love that. So you use Quizlet. So Quizlet has that feature. Which version of what? If you have Quizlet live. Yeah. I start with A and B and once they have put those two together then you can add the C and we'll put the parts that they put together with A and B then we'll add C and then we eventually we'll add the D. You have to break it up. You can't do it all at one time. We can't do A. Oh, okay. Got it. But it does give you the pieces like that. Sort of how she's saying, they break the sentence and you're the one who creates it. So for one option I would put the sun. So they wouldn't be like, at least for level one. For the higher level, yes. Oh, so they're only okay. So it's still the normal functions. Okay, I thought that you were able to, oh, got it. I understand now. No, you can't. You can. It's like a puzzle. It's that's why I don't remember if it's called cahoo jumbo or cahoo. It's a cahoo parole, cahoo jumbo. Okay. I did it with ordinal numbers. So I had like grouping the numbers to teach time. So through 12. So I would have a certain number. And they had to put them in order and you can so you can do that on who you can designate which ones come first, second, third, four. So a grouping. Okay, it's one of the yeah, I'm gonna be clear with that. Who said $3 a month? Oh, never mind. Okay, it's a cahoo jumbo is under the cahoo parole. So you can do you can play the game, but you have to pay $3 a month. It's not okay. Okay. Yeah, that's what I was saying. I think it's a paid feature to do the jumbo. Got it. Okay, that's why I don't know about it. Jam boards. Anybody use that? Jam boards. You can post sticky notes and write whatever you want. I did words with definitions and everybody can get on and manipulate them and put them in order, whatever. It's really fun. Sweet. Word associations, but you could do the sentences, you know. What's that call again? I have you write that in the chat. Yeah, I did. Jam boards. Thank you, Karen. It's a Google suite. I have been set for the discussion. Yeah, it's part of the Google suite, but I can I have also used it for live discussions with the kids that I post a question and they will have to use their sticky notes to respond and to group them to come up with a theme and things like that. And this is why you get 70 educators together right here. It's very accessible. My students just clicked on it and they were in it just like the one you initially gave us. Sweet. Yeah, it's one of the few things that I used online that the students didn't have any problems with. Jam boards. You don't have to sign in. Okay. All right. Jam board it is. If it's a part of Google, then it should be free, right? Yeah. It is free. I mean, they also sell a multi-thousand dollar piece of hardware that you can use with it, but that's not necessary to own. So. Wow. Okay. All right. Thank you for those tools and tips. I grabbed some more there. I'll be using jam boards and I'm going to look into I'm still curious about this Kahoot. You guys have me curious. I want to look at it. See what it does. I'm sure they have a free off a free trial that I can try out. Okay. And so now we're moving. Where are we? Into where were we? We just did four clues. Oh, no, we did. We did connect the dots. We haven't done four clues. Okay. So four clues. You'll access this in just a moment to same thing. This these are four. These are quad activities. So with four clues, you'll, you will have one of four clues. And so for this one, I really, really liked this because it taught something that would help my students become better writers later. And it was setting them up for Spanish three, Spanish four and level one. And that is what the syllables because in Spanish, you have dip thongs and they have to know which vowels do that and produce one syllable versus two. And this is one way to naturally have that happen without a big old long huge grammar lesson. And they become really good at it. But when they are learning like, for example, rules to when and when not to use an accent mark, they already know how to count syllables. And it's just it's another thing to make life easier for them. So a colleague of mine shared this with me years ago and I have used it since to introduce vocabulary. So whenever I've introduced something that we're going to be learning, they would get a list of just what we're going to learn those those the list of words that we're going to use. And then this is how they would figure out what those words are with pictures. So they'd have the word in like a picture. And then this tells them more information so that they could figure out what the word actually is. And they would tell me what they think the English is because I want to make sure that they get the right the right stuff to begin with to work from. So syllables is the first section. Let's see if that goes away. Yeah. So there's going to be two syllables. One of the things that I learned real early on is never to start with the real letter of the actual word because then they wouldn't do any of the other work. They would just go down the list and see what starts with X what starts with B what starts whatever. And they would fill it in and not have had to think through. So I started doing begins with using the definite or indefinite articles. So the chair or a whatever or whatever the they have to go together. So you'll have a bunch of the same letters at the beginning here. And then whatever it ends with. And then you have a clue. Now the thing about this is no one person has all four of these. All four of you have one of these and they're randomly scattered throughout everybody's paper. The only thing that the students are required to write is what they think the word is in English and then what the word is in the target language. And they already have the target language there. So right now I'm just seeing if they understand this is comprehension. Do you understand. So if I tell you it's two syllables it begins with a letter F and it ends with a letter C. In this activity we are about to engage in together right now. What is it. It's the activity we're about to engage in right now. Two syllables. So the answer would be four clues. Right. And so you're right there. Does that make sense. Yes. No. Except that you wouldn't have all of this. I'm looking at faces but I'm only looking at like four faces. So y'all four. Y'all don't know who you are. So everybody thank you Karen. Have to let me know if that makes sense to you. All right. So that ends with C. Oh did I say it ends with C. My bad. I lied. It ends with S. I got that wrong. So that's why y'all were looking like that. So that's one of my. I was also stuck on that you said it's a word. But so would it actually be a word rather than something like two separate words like four clues. Oh it's going to always be more than one word because it's going to have the definite or indefinite article before it. Oh sorry I missed that part. Okay sorry about that. No no no no no. That's a good question. Yeah that just means I didn't explain it well. Okay who had a question. I heard someone say Nina. I'm going to go for it. You said that they already know the target language word like they already had it. Yeah I've given them a list of this is what we're going to learn with pictures beside it. Do they have a list of the words and the picture that matches the word. That matches the four clues that they're going to be given. They have the list of the words in Spanish and the pictures in there those two are already matched up. Yes. Okay thank you. That's their vocabulary list. Now I'm going back and making sure they understand what they are. Okay thank you. And so I'm doing it this way on purpose because I'm going to ask them to do lots and lots of circumlocution and I'm showing them an initial way to circumlocute each of these words by how I'm writing it like how I'm explaining it if that makes sense. Let me see I pulled up there it is what you guys see because you're going to use your reading so hopefully you have that. Am I pulling up the right thing? Yeah okay yes so y'all this is what you guys received in the um reading for the homework it was in the the planning guide that you received with it told you like the order of events for the day and all that stuff and it gave you a link to this. We're going to all the things that you are going to use from your for clues is going to come from here. So those of you who um finished all of the four square all the I'm not the connecting the dots it came from here those statements came from here so for clues what we're doing right now it's going to be one of these things is what I'm describing from daily lesson design let me make sure I think it's the daily lesson design or else it's the parts of lesson cycle one through nine it's parts of the lesson cycle okay so then it's the parts of the lesson cycle all right so you'll want to look at this page and they're not numbers so oh yes they are it told me page six and seven so if you have access to that it'll make it a lot easier but you you know these things already from lesson design you know independent practice check for understanding modeling input purpose it's all the stuff that we use to lesson plan with okay so that is what we're going to practice when you go into your room and if you have any questions before we go to the room thank you they just dropped it in the chat box so you have six and seven there uh seria awesome and you are going to give each other the part of the clue that you have and just like four square and four square just like connecting the dots you have a b c and d so when you get in there the same way whoever's a is a b c and d you share just your parts and the only thing that you're responsible for is figuring out what it's describing okay it looks like we're back it took time to figure that one out yeah that one that one takes time to figure out it does um okay thoughts about it how it could be used not used structured what are your thoughts about um that one I think for me the syllables portion really throw it because I was thinking of one word versus so maybe we wrote in their uh number words then that might be more helpful and so I think we were trying to figure out that portion um the syllables the syllables that was more like to me that was kind of what confused me once we've gone beyond that and understood that it wasn't referring to syllables per se but like the amount of words that we were going to see um for me essentially the clue really helped me um knowing what was that referring to what we were doing we were also doing a reading comprehension because we were supposed to look at the reading and I think we both were all all the members of our team were thinking about how would I apply this in class would I work with a short reading uh about a short story or information on newspaper news report or a grammar explanation how to use it in class so we were thinking in both channels as a student as a teacher Nina you know what I would you consider in doing in Spanish creating a column that says articles articles articles articles and then just and that way you can say that the word a sample has two syllables so you're looking you're now honed in on the the vocabulary word and you're still acknowledging that there there's an article that goes with it I mean you cannot not have an article in Spanish would that work um you can try it and see like literally try it and see I'm doing these things with you guys that I've already used with my kiddos so they've gotten used to the structure and they have rolled with it and they you're seeing this with brand new eyes if you haven't done it before right so you'll want to do something that makes sense if you're going to use it to you I would say play with stuff play with all this stuff like I I'm not using exactly the way that it was shown to me either thank you any other thoughts the last I was going to mention that again this always brings to mind how much longer something takes the first time you do it and I never ever build in enough time as you were mentioning giving us enough time it would have been enough time if we had done it before and we knew we could dive into it but the the almost need to double the amount of time for an activity the first time absolutely that's a great point Tina absolutely the first time you do anything it takes longer and the point of these I hope you guys know is not for you to finish them like I've tried to make it to where it's impossible for you to finish in the time that I give you so that you're not just kind of sitting there who's about to say something I thought I saw somebody's but I feel like this is where they start going into their native language you know like it falls apart when they get confused yeah so some of the things I've done is I've like had them outside the hut you can like speak English out there to like try to mull it over but like how do you handle that I mean how did you handle that if that happened in your class trying to do this this is just they're writing the word in English there's nothing else that's going to be in English for this activity because everything that they need is genuinely it's already provided to them in the target language like literally the only thing that's doing is thinking that's it they're having to think and pick out parts of what they're reading to help give them clues as to what the word could be or what it is that they're trying to find but like if they speak start speaking in English and debating it do you just just keep talking to them in Spanish or and you just look at them and listen so so and part of this is the structure of how you set up your room and the expectations and all that I didn't I didn't have issues with my kids speaking English because that was the culture of our class that when you walk in this room the reason you're in here is because you want to speak Spanish and so while we're here we're going to speak Spanish together and then when you go out you can speak English because you're going to hear it the whole time like you're never and I would ask them when you leave how often do you do you speak this language outside of the room and they would tell me most of them they didn't and I would say okay so what if I told you in that you're going to speak and become really good at speaking if you only do it 90 minutes every other day how good are you going to be and they know that they're not going to be phenomenal right and so we talk about so we've got to maximize this time because we don't have enough time to begin with so that culture is set in addition to that so they know the why behind each activity but in addition to that I have a system set up to where it rewards Spanish production and I use class dojo for that to make it visible whenever we're doing anything in Spanish they get credit for having spoken the only way they lose points there's no way to lose for messing up for making a mistake for speaking incorrectly the only way they lose points on dojo is if they speak English and you cannot get those points back so that's that's a that's a built-in part of my culture I want you to and the more you speak in Spanish the more points you get the more it offsets if you do happen to slip and speak English and get points taken away like if you only talk two times and one of those is in English you're going to have a 50 and dojo figures that out like it does the percentages but if you talk 12 times and only one of those is in English then your grade is going to be you know a 90 something it does that so those are different things that I've done and also in in my in my physical room not here but in my physical room I have a a sign on the wall that says hablamos español on one side and on the other one it says English is cool or you say permitting in glass right so when I need them to know that okay we can do a hodgepodge of whatever because this is our 10% time then whatever you speak is fine but the minute I flip that over there is no English in the room at all ever even when people come to the door to talk to me to do whatever I'm still thinking I'm breaking mortar I would speak in the target language I wouldn't even break you know with administration I would always speak just Spanish and people knew that and honored it so it has to be a to me I call it a sacred space like this is our Spanish zone um and we honor that so I don't know if that helps Rana but that's oh yeah yeah yeah definitely thank you yeah I think again if you are if you're a non-native speaker and you and you give me an out I'm taking it every time if I can speak English I will because it's comfortable and I'm my my English is here and my my second language is way down here and I know I want it to be here but it's not it's got to get there and we've got to teach them that it's okay to not have all the words right now you know show just asked in the chat how practical class dojo is when you've got a hundred odd students to keep track of when do you input the data and does it take long it doesn't because you can do all of them at one time you can assign groups um and you can give points to groups at a time it's it's not it's not uh it's definitely feasible yeah what is it I want to say in my classroom I used it in my classroom if I can contribute you have to set it up you have to create your classes I had six classes and I set up my six classes you have to enter the name of each of your students in the class and then I connected with the parents so that the parent I could post a work for the parents to see or even some like pictures of the kids interacting in the classroom and telling them what we're learning I was I also used it for behavior because it gives you that that that uh pickpability um it's marketed that way that's I'm a big proponent of not making behavior public just because it doesn't make a public it really is about like counting counting the points and you know go on the positive side um so you set up the the the uh what do you want to give points for and and then I will use it for the end of the I don't know six weeks of the the grading period to have celebrations you know most of the time but I have used it in elementary school and it was used to document you know part of the behavior which I don't agree but that's how it was used but in in middle school I have used it mostly for you know give like good points to groups or to individual students that have celebrations at the end of the six weeks yeah it's a great way to make learning visible and I it's marketed for behavior and I don't believe in making behavior visible I just don't I think that shames kids and that's not what we want to do um and so I use it only to promote speaking the target language and it's purely for that did you speak did you contribute to your group in speaking and like I said the only way you lose points for me is if you spoke English that's it and then the points go away and so they can see if they spoke English or if they spoke Spanish and I use it as a uh a quiz speaking grade at the end so it counted as a grade for their speaking because it was one way that I kept track of who was talking and especially when I have like competitions speaking competitions and someone wins like you get extra dojo points for winning because that means that you spoke more it doesn't make the the the individuals public in any ways only the the part that is exposed to the whole class which is mostly the pictures but then the rest is individual even the texting with the parents and everything yes individually managed right right I love the part where you can send videos to parents that's that's pretty cool like you can get a snippet of their kid doing stuff in class and then send it to them do you track this during the class then like are you filling out this up while you're in the class teaching I don't quite understand is it something that as they're when they're broken out into groups then you're kind of recording whether or not they're speaking in the language or not yep I'm walking brick and mortar I'm walking through the aisles and yes I have my phone in my hand because it syncs to your phone too um and I'm just yeah tapping kids points and putting them on the screen yep yep yeah the phone makes it a very good tool to go around and use it and it really is a no brainer you just push the button and I also use it for randomly called people to participate absolutely they love when I project it in the screen and they can see all the little monsters those dojos are awesome yeah yep all right I'm moving us on because we're at two o'clock and I want to make sure that we get the most in the here's possible we are at where are we current slide charades oh charades and Pictionary are going to go fast because they're pretty much everybody knows how to do this um but I do want to I do want us to engage in it just so that you can um see what it feels like to be on the learner end of it virtually um okay so with charades you guys all know how to place charades right you take a word or words and you physically act them out and then everybody in the group has to guess what that word is um and to keep it moving two guesses per person per word like if I'm acting out a specific word you only get two guesses before you're you're not able to guess and then whoever guesses the most after you know a certain amount of time is our new actor or actress and I say that it's on 314 is what we're using and I'm trying to go back to that page in my book the ones that we just uh finished daily lesson design back to our um reading there are nine let's see three eight there are eight different options that they talk about for ways to instruct and those are the ones that I wanted us to use for um charades this is actually um whoever just brought up clash dojo this is actually from my class dojo like I pulled this from there um and so I'm gonna charades looks like in the class for about 15 seconds and then after that we're gonna do uh the next one and we're gonna do both of them at the same time it'll make sense in just a moment it looks like in the classroom setting and one person is acting the entire time and uh um everybody else is the guesser and you're guessing from a finite set of terms that we're working on so for us we're using direct teaching demonstration concept attainment socratic method those things and you're going to be acting one person acts it out the other three are trying to guess what it is um and after a certain amount of time whoever has the most guesses becomes the next actor are you all ready which which um which page of which terms are we supposed to use on my printout it's page five yeah is it okay it's on five thank you i'm a fairly lesson plan it's right it's a design a daily lesson design that's what it is yes so we're gonna do this one fast because I know y'all know how to do charades but I want you to see what it feels like as a student all right we're going to our breakout rooms and we're only going to be in there for a hot second so the person whose first name was the last in the alphabet is going to be our actor we're only going to act for about two minutes and then we'll talk Dulce talk to us talk to us about your group I walked into one group and I saw eating that was awesome I walked into a group y'all hear me it was it was hilarious too we really enjoyed it but it was hard too all of us took a turn because we couldn't guess the words I think we only guessed one one was guess and I even made fun of it I said like ah you probably just said it was right so it feels bad but it was like wow like I'm trying to do this it's like no it's not working but it was a good game it was tough yes it was tough I'm the one who put that it felt like if I was trying to do AP English words not because of the terminology that was advanced but trying to find gestures that would go with the words that's why I was like wow who else engaged who else engaged I know we had three people watching and only one acting so give me I want one more actor Angela's comment we cheated a little bit to be honest we ended up taking turns because one person didn't want to do all the acting but we we did fairly well but I think we left the hardest to last and didn't end up doing those so we kind of went out in that sense nice so I acted and it was definitely like a stretch to think really that was some cognitive work there to figure out try to relate something that I was doing to something that they wouldn't be able to guess even remotely that's you just nailed the ring why I put that in here because I think we forget that the simplicity of something can be really rigorous what we're doing with our students I can ask you to do charades which is a piece of cake but you've got to embody and understand what you're trying to act out and then I am tricking the rest of you into looking back into your resources because I bet you all of you were looking I bet you all of you were looking back at your notes trying to figure out what it was being depicted right so I'm killing a bunch of birds with one stone with such a simple simple strategy that we we tend to say oh this is for kids is a kids game no this is cognitive stretching it's really hard to act something out and get someone to guess what you're doing and you have to totally understand it any other thoughts yes sandy here we were discussing a little bit in our group how the difference between the activities that are for communication and the activities that are for engagement yes where it's difficult sometimes to get this um and we felt that I felt like what my students might feel sometimes but it's difficult to get the students engaged sometimes when they feel like it's an activity for the activity state yes and it had been at least I had been feeling like a little bit like that for the some of the activities where it's not something that the students are actually going to do outside of the classroom many times it just makes me reflect on like to make it for them to to realize that this is not just because I want them to practice and I thought it was right right it's the why right it's the why behind I love that you brought that up because that matters for everything so if I'm getting you to practice a concept why like this is leading up to what like it needs to an end because kids aren't really good at um long term you know waiting for something and then the distant future their immediate gratification is serious so it needs to be a payoff pretty soon so you're learning this real quickly right now so that we'll be able to engage in this in a second it has to be that quick yeah I love that you brought that up so where you put which of these things you use and which ones you you know decide to infuse that definitely needs to be a consideration is it just to fill time are they going to see the point of it is it doesn't matter to the kid I love it I'd like to add something I um I'm the learning specialist at a school so I work with a lot of kids with language processing differences and what I like about this is that you have the actor has to make it multi sensory so that helps move into long term memory it also is a practice for retrieval and since you're if you're in a group you're not only trying to retrieve the word you're also an act in it and and I like that because sometimes with just like with jeopardy or some kind of whole class things the kids with the slower retrieval are just not going to participate so this was um this is a fun way to do it in a multi sensory way thank you for bringing that up thank you for saying that absolutely absolutely I think sometimes again we we sleep on these because they're so simple and they're such uh something that you would you would see normally in an elementary class but the cool thing is we don't stop learning that way because we're older um we just get too cool all right um Pictionary is the exact same thing except that I would tell you to write on your screen um and so you would do the same thing except instead of acting you would have that screen up and we've already done that part of it so I'm not going to have us engage in that one if you guys are okay with that because literally it would be the same thing you draw the concept except you're using your screen um and I want to make sure that we get to as many as we can I may come back to Pictionary if y'all want to do that though heads up is the next one that we're going to use so um heads up no um gestures are allowed in heads up it's the complete opposite of charades so charades is all gestures heads up is all language so you can't act anything out so it is vocabulary building and it's teaching them circumlocution um and so using the same exact words that you just finished acting you're going to do heads up with that so your job is to get your partner to figure out what it is you are um discussing or describing without using that word and again I have um give me a second I think I have a three minute video um of this one so in in person um I would have the students generate generate a list of their most challenging or easiest or whatever they want um of what we're learning and they can't let anyone see what they're doing and I would have them switch and they will put this on top of their head so that it's generally heads up so let's say that I'm playing against Tara I see your year on my screen first so I'm playing with Tara so I hand Tara my card and she can't look at it she gets mine and I have her card on top of my head so she sees what she wrote and she's describing it to me I see what I wrote and I'm describing it to her obviously that doesn't work virtually um so virtually what you would just it would just be you keep your own words and describe it to your partner so it's not on your head it's just in front of you that's the only difference okay so you'll describe uh a component of the lesson um the person that's guessing has to guess whatever it is that's being described and you only get three guesses so if you're wrong three times you're that one goes away like you can't guess that one and then you alternate on this one um so this one you go it this one I don't want you to talk for the entire realm it as it says I want you to alternate I'm going to show you what it looks like in in person um I've done it both ways where you talk for the full time and then the other person talks for the full time they try to beat how many you got um and I've also done it where they alternate I like alternating I think a little better for this one this is four minutes I may not let it go the whole time but I want you to see what it looks like in a classroom the classroom sorry I thought y'all were here in the whole time thank you for whoever that was that said something you're sitting there looking at some kids on the screen okay so you are going to describe do you understand how it goes you can't high five each other yes you can you can still have five on the screen so once you figure once one person just describes it and the other someone in the group figures it out that person high fives and just keep going so this one wow so this one isn't four this one is in pairs so we'll have two people going for one and then two people going for the other but stay in the same room so you guys can kind of see how it goes cool can I have a quick I ask a question um of your students do I understand correctly that so you and I are playing together that I make my list of vocabulary and then I hand it to you so I'm guessing words that I already wrote down is that right no this is if we were doing heads up so in I called it heads up because it's like the heads up game where you have the heads you have something on your head so in order for it to be heads up I had them put their list their partner's list on their head got it so you're looking at the one that you wrote but because we're virtual I'm doing the same thing but virtually you have your own list thank you cool all right high five yeah no I was just I'm just trying to think here this is kind of and maybe I've maybe this is what I think it's kind of assumes that well one that they practiced with these words already they're not brand new to be able since they're not having anything to refer to right and then what happens though too is like and there's always going to be people like what do you do if you're your partner and they don't know any of the words they haven't studied they haven't done anything and they just don't they can't play because they don't know the work I love that you brought that up I love that you brought that up because that's this isn't this isn't a write out of this shoot activity this isn't what I'm going to do right out the back this is after we've we've gone through these you're comfortable with them we've done some four clues with them we've done all kinds of other stuff and we've even practiced this in like a four group so that you can get some ideas on how to circumlocute like you got to have vocabulary and that's got to be built up over time so when you get to the point where you're able to then do it on your own as a pair you've practiced it a few times already so this is something like right now we're in fours so I wouldn't I wouldn't do this in a off the shoot in a in a uh a group of four with one kid talking I would have them practice a bunch of different ways before I would send them off to to practice by themselves it's a great point yeah yeah so this isn't the beginning of the first time they've seen these words kind of thing unless you've got native speakers and they know it and they just need they have language and they just need to be able to pick the word but if you have non-native speakers who don't have language they've got to build up to being able to do this now I will say though they have to be familiar with the vocabulary they do have access to the list because I'm thinking of the first time that I did this activity with my kids was very early on and we were doing opposites and they were able to do that like it's not tall and then they could say it's short it's not fat they could say thin it's not whatever they could say that so they were able to do it pretty early on with really simple front phrases but it has to be something that they are set up to be able to describe and talk about yeah we're going to get to um you said you wanted to show Ed Pelzival what about flip produce something I've been really interested in doing and working with because that seems to be every that's like everybody's mentioning flip grid so I did my little thing at lunch but um are we going to have a chance to just work with that at all we're going to have a chance to debrief it's it's nothing that's the thing it's nothing that you um I want to know what people do to use it because all I've done is use it as like a listening activity and then like private chat so look at that's what we're going to do so you'll look at what your partner did and then you'll send them like a private chat based on what they said and what you have in comment or whatever um and I want some more ideas have did you see it when you went back did you see it could you see what other people had posted yeah I mean I didn't click on it but I mean I saw everybody's picture like yeah like they're when you see their picture like right now literally you could go back into it and click on any person and you can hear them talking whatever they said and I have the option then to respond like I would respond in the same way it'd be like a video of me talking and responding so it's like a back and forth back and forth like that you can do the response as far as I've been able to tell is I've only seen the written response I haven't I think you because I think our our actual our ASL teacher is the one who showed it to us and it was kind of towards the end of the end we just I just didn't have a chance to play around with it but I know that he has used it as like a back and forth kind of thing video wise for him obviously with the you know with ASL he's he uses the videos a lot and he really really likes it yeah that's why I'm I'm doing this one legit because I want I want ideas I have used it but um honestly has been all the time as a kind of end of unit assessment after we explore a topic of whatever and then I'm going to give them like an unknown so a lot of the words of the language that we studied they know but they don't know they are known so say that we're talking about I don't know health health fitness and then I started this gift in a scenario and then they can't prepare the answer and then I use it as a way of assessment essentially what did they learn there's an unknown portion because again in our district they wanted to be proficiency based versus performance and so they are poor they have practiced many of these language that what they have in practice is the scenario and then I use that um to you could use it in many ways um I used it essentially to assess what they do and then I could do a personalized feedback either by a video or by writing I'm curious yeah this year I'm going to change three and three to one in one thing that I've discovered is that I don't like it I don't like this I think like everyone else this year I'm very much in my living room I find it very difficult to create the mismo es imposible crear el mismo ambiente de un calor no sé cómo voy a ser empezando con alumnos que no conozco sin embargo voy a escoger de cosas de tecnología que puedo usar y nada hacer lo mejor que pueda y es lo único que puedo doing its thing back there um I let me see can you guys hear me okay beautiful I want to make sure that I hit the things that are important um and relevant for what you want to so I want to make sure that we pause and do that and I'm looking at the time and we've got about 30 minutes uh 25 minutes and so I know flip grid was one of the ones that's important so um I do want to make sure that we honor and do that so I just pulled up the flip grid you guys saw and Monica thank you for allowing me to do that even though you didn't allow me to just put you on put it on the spot but I want to know how people use your flip grid um I've used it a lot um first many years but I've also used it for a pen paddle project okay so I think a lot of us used it for interpersonal conversations we can get little duos or the easy way to get the kids to do videos but it's also a way we can safely and kind of anonymously do pen pal another culture because it's it's a little time consuming on the front end you have to set up flips that are only accessible to the kids you're pairing but nicely you can just print out the QR code and hand it to the kid and keep a copy for yourself so all they have to do is press on it you know with their phone and pull up their grid oh the time consuming part you know find your partner get the permission slips okay parents on board with you make your pairings it's a really cool way and it's a natural way that they talk to each other anyway by chatting and sending videos back and forth and and for uh we don't have to worry so much about um the time between the different schools and I've also done it where my kids are speaking in French to them their kids are speaking in English to us vice versa you agree like I work with a partner teacher and we decide what our themes are going to be in which way they're going to do it one year we did Thanksgiving because her kids wanted to know about Thanksgiving why a lot of internationals in Houston so I had them kind of break up in little groups and the internationals who didn't really celebrate would say okay well we're from here here and here and we don't do it so this is what we do and so you can have them do group videos to their penthouse I've had my ap classes be responsible for doing like the school video introducing the entire school because oh wow they're easier to kind of send out into the world without worrying about what they're doing and then they'll produce a video um the other thing I've had them do with this pen pal exchange is that the the pen pal is the end viewer of a product video that they can upload so when I've had them do like restaurant reviews and I've the pen pal class has been the end user of these reviews and then I could set up a google forms survey to get some feedback about like what restaurants would they want to go eat at and which video did they think was the best and so you know I like that project on my level but then they have an end user telling them okay I want to go to this restaurant but that video was really awesome and so there's lots of ways you can use it as a pen pal keeping the anonymity because they're not exchanging anything but first names and you have to do all of the FERPA stuff and keep it really closed down nobody can get into it except for me the pen pal teacher and the penthouse and that code is capped between us um it's moderated so it's really shut down don't open it until you see that it's okay to send to the other but once when you do that the kids even my not particularly high performing kids are like when are we gonna get another video from our penthouse yeah making it real making yeah and also feeling like um even if I would notice that kids who are pretty good but they kind of casually do everything they can just do it as quickly as possible to get it over with but if they would just push one extra level you could see that this could be a real linguist that you have sitting there and then because the end user is some charming person in France or wherever they're they're upping their game because I'm not the audience right that makes sense so there's so many wonderful things you can do it on the pen pal level it's complicated to set up once you get it set up and you have a good pen pal group that you like we work well together it's really cool for the kids back and forth and it's a safe way to do that so yeah and uh I would have what I what I was gonna do with you guys is literally base level because I that's this is what I need um was to have you look for your partners pen pal pen pal look for your partners flip grid and watch what they had to say and then have like a private chat conversation with them based on what you heard them say um that's that's my level of of use in so far but I love the pen pal idea I'm taking that any other uh suggestions on how you guys use flip grid because it was one of the things lots of people said they used um I went Nina I use I use flip grid this past um nine weeks online and it was a an assessment and I provided the reward for them they had to call up their friend on their cell phone so they're videotaping themselves from flip grid and they're as they're recording themselves and basically they just invited a friend to lunch they provided them two dates in case they couldn't make the first one so they identified themselves hi this is Norma hey Charlie what are you doing on Saturday would you like to go with me to the mall at 6 30 or 7 30 all right give me a call back bye and so they videotape themselves on their cell phone because you know they they they they're everywhere with a cell phone they never leave it put their cell phone down so it was a perfect way to model the language the vocabulary and meet the rubric sweet I like it I like it okay so the sky is the limit again and I'm going to be playing with this this is one of the tools that I'm committed to trying to play with this year um and find more uses for so I love the idea of back and forth I hadn't set up individual ones that's something that I'm definitely going to look into instead of having one big huge flip grid for an entire class having paired flip grids where it's just in between two people I really like those approaches so I'll be using that you guys are welcome to go back to this one and you can see everyone from our class who's inputted their flip grids and what they said um about themselves I do want you guys to um know about Voki Voki is really interesting because it's uh and this is a workaround that um we found because of COVID my students really really really liked Voki because and when I say my students it's a paid app but they have free a free trial and so I've been using the free the free version of it because of um Zoom because I'm able to record from Zoom I don't need to necessarily go the extra part and and do anything to do what I needed to do with it for my students so Voki allows students to be able to talk or it can read what's been written and they don't have to use their faces they use an avatar that they get to create so if you're going to use Voki with kids I would suggest giving this to them to do on their own time because it's a time sucker because they'll start having fun with it and they won't want to um stop playing with it to do the other parts okay so this is a quick one minute blurb about Voki with me using Voki the sound is interesting because I called in from my phone so I wanted you to see what it sounded like from the phone but you can do it directly into the computer or you can type in a message and Voki itself will read for you so this is what this is my avatar that I created okay and pause right there right here when you click on this little boy he gives you a plethora of ethnicities and genders to choose from so you don't have to just have some one image it could be anybody and and there are also celebrities in there so you'll see George Washington and you'll see Barack Obama um here you get to choose what outfit you want them to wear here you get to choose what background you want them to have and then here you get to choose the colors of those backgrounds and then here you get to decide how you want it to be um verbalized by Voki so you can decide if you want it to be verbalized with um your voice or if you want to write something in a panel in the target language and then have it speak you can also choose where you want it to speak from so if I want someone from Argentina because I want to hear that uh accent I can choose Argentina if I want someone from Costa Rica I can choose Costa Rica and it has tons of different it has lots of languages I taught um I'm trying to think which language wasn't in there almost there were at least 30 languages uh registered in Voki that you could choose from the most the most um typical and common ones are in there and then there's lots of less commonly spoken languages in there as well so it's a tool that I would strongly strongly strongly suggest playing around with it all I did was record this from Zoom so I clicked record and I had you know called in my Voki did my Voki and then I stopped so I was able to record what I did otherwise it goes away once you close the screen if you don't have the paid version so what I want to do is um pause and give you about four or five minutes offline to just kind of look at it and for many questions that we can talk about together so I want you to actually like sorry I should be talking in the mic right now I would like for you to pull up another tab um and play with Voki for about five minutes and then come back and let's talk about what you saw now you can get lost with Voki because there's so much to it and there's so many elements and it's so many layers and that's what we want your students to do we want them to get lost with it and then they start producing language and it gives you an opportunity to either hear them or it gives you an opportunity to have them write something and have an avatar produce it so you have no faces so we don't have to worry about FERPA at all when it comes to Voki and it's one of the things that I like about it any comments or questions in about a minute before we move from Voki I just wanted to give you a chance to get in it to make you want to get in it we talked about the work around Nina and do you have the students do the same thing or do you have them sign up for the free account or do you just have them record from their screen just have them record from their screen now because I mean there's no point in doing extra stuff if we don't have to right okay great thanks um I'm not sure I understand the Voki yet I was trying to watch the introductory videos so do you type something in the avatar speaks it or do you speak something and then the avatar speaks it for you both that's the beauty of Voki you can do either one you choose where they have to do one or the other you can you can set your expectations for what they're what you tell them to do and your instructions okay but but I couldn't actually control what they're saying it you can see it yeah because if it's if it's spoken that um text stays in that box and it just talks it while it's sitting right there on the side of the box and if it's if they spoke it then there wouldn't be text right right Nina would you use this for assessment can you use it for someone because my guess with this is that the children will be reading their answers versus producing the language spontaneously they don't necessarily have to be reading the language you can push them out into a breakout room after they've had a chance to experience you know how to get to it quickly and what to do and have them do give them a time limit and bring them back so that you know that they're actually producing it and not just reading something it can be spontaneous yeah you know what Nina I was going to ask how different is it from flip grid but flip grid doesn't this flip grid have a breakout session or class this to me it's it's on a whole different level from flip grid because you are able to do so much more with it when you start playing around with all the layers and all the features you'll start uncovering how much more and um it's not like it's not your face at all so it would be worth if your school could purchase it for you I mean you know out of your department funds I would say play with it and make that determination yeah play with it and make that determination all right so I'm looking at the time it's 255 and I want to honor y'all's time I'm not going to keep you longer um fly swatter game and I'm going to put a link for ed puzzle it's like vokie and any other uh tech tool um you it's it's what ed puzzle is is you can pull from any video anywhere youtube anything that you have on your computer any video from anywhere you throw it in ed puzzle and it allows you to stop it and put questions in there interactive things that the students do um and you can even use it as an assessment so that's what ed puzzle is um and I'm going to throw in the chat for you to um look at on your at your leisure you can pull this out at any time um well you have pulled out before we go but you can look at it at any time um the one that I have prepared for us that's the ed puzzle that I have for us but I do want to honor that um there was someone who wanted to do fly swatter game online because that's something that we all um almost everybody I know who teaches languages uses so there's tons of them already made yes thank you for saying that monica that was worth saying definitely you don't have to go recreate the wheel okay with matamos gas our fly swatter game um the way use it will y'all know how you play it I'm going to tell you how I play it I play it so that it's it's all target language so we use the same words that we would have used before so we would have used like um the direct teach or um demonstration concept attainment all those things that we've been using those same phrases I would have you let me stop you would go into a breakout room and what you would do is share your screen and the way you would share your screen is you would share a white board instead of just your regular screen and all of you would can y'all see my screen like what I'm doing right now can you see this okay so what you would do is select text and then pick a place on your screen a place here and then a place there and then you put your um that you have the students write whatever word they're going to have on the screen and then you have them select where is it draw where did it go I know I want format because format is important because they all need a different color there it is it's uh draw there it is so draw I'm going to pick the the square and then format I choose what color I am and whoever is playing flash water game with me one person is going to describe or circum low cute with whatever is on the screen and then whoever encircles the right word first wins that round and then I can just undo it and you can tell who the winner is by who puts their their square around it first did that make sense you know someone was asking if this was in zoom but the whiteboard tool is from zoom right yeah this whiteboard tool is from zoom and zoom is I mean zoom is I don't know if schools are allowing everybody to use zoom but that's the one that we've all been been using but yeah this is a white board feature in zoom I know the same feature is that just on that main board this is just it is a part of when I share my whiteboard it pops up it's it's the how do you get to whiteboard though when you share I see okay yeah the minute you share your screen you have the option to pull up that white board and so that's there and the kids can they can circum low cute so I'm describing the word in Spanish I'm describing describing and the my my group members are trying to be the first one too and whatever you land on first that's what you get um and then we play rounds of two out of three and then then whoever won two out of three they get to describe the next part so you can do this even just with basic vocabulary words too uh-huh you can do anything you can throw pictures in there you can throw whatever you want in there and play foster art again with it yeah great thank you mm-hmm all right that is I think that's our time it is 259 and you guys have been with us this whole time and engaged and I can't tell you how much I appreciate all the sharing um the one ask that I have before you go is you would tell me what one thing are you taking back what is one thing that you're taking back and Sarah just dropped a survey link in there but I want to know what one thing you're taking back and thank y'all thank y'all for being here and if you have any questions about any of the stuff and any of the things um let me know I'm always here and um I love talking to teachers because as much as uh you give um you also get so thank you okay thank you for everything thank you guys are awesome thank you for hanging out for an entire day on zoom