 OTAN Outreach and Technical Assistance Network. We're going to show you Alvin. We're going to use Alvin to find some order factors. We're going to investigate the learner factors. We're going to determine how you can use this tool for your students and your faculty. And we're going to look at it in small groups and I guess we'll put the people on the line. So, yeah, by the end of this, you'll see what we think is just a fascinating tool for adult educators. And if you saw the plenary session this morning about how important it is that we have our students along this tool, I'll be back. Let's go ahead and come on. Hi Alvin, is everyone here in the physical room? Are you teachers? Yes. And so how about those of you joining by Zoom? Can you share in the chat, are you a teacher or administrator or something else? So, I am sometimes an administrative role, but I'm also an administrative role. And for you teachers, are you sometimes observed? And for Steve or anybody who's an administrator, you observe the time. And so in my experience as both, you know, I love to integrate technology, but I know the research too. And on the other hand, when I'm observing evaluations of teachers, they know that I like to integrate technology. So they have that in their mind that I need to do something great with technology. Honestly, I've seen some really stuff that did not fit, did not fit. And maybe you've experienced this part, you know, early on, you know, we got speaking so excited by a new tool, I'm going to try this out on Monday. And the students are just like, what is this about? How does this fit with my lesson? So the beauty of this, you are teaching and you're going to be evaluated and you want to use technology, connecting it to your research. So if you're an administrator, or you're doing any coaching or mentoring of other faculty, of other instructors, you can help them out. Just as an anecdote, for example, my son is in middle school. You know, when they come to, you know, close to the winter break, teachers are pretty burned out, or they're kind of done. So it was like the Thursday before the winter break. So what did you do in school today? Oh, we did like ten cahoots. Oh, really? Okay, what was that like about your son? No, it was a brand of stuff. And that's why we're such adults. It's fun technology. Engage them. It needs to be rooted in what works, fitting with our lessons. So that is the beauty of this website. So should we go ahead and let's put this in the chat. If you have two devices, you can just open up your camera on your device, point it at the QR code. We're going to be having you use the site shortly, not just yet. And we have a short version here. I'll try to put this in my hand. I'm not with your phone or type in bit.ly or slash tdlsalvn. And so we'll be going to that site in a moment, but just have that ready. You can come back to this if you missed this, but you're going to be using the site shortly. And it's kind of hard to find because there is a version that's like 80 to 12. So I have this QR code for you, and if you scan this QR code, it should bring up a tool called Mentimeter where you can answer this question, which you cannot see use Alvin to find learner factors. What are some factors do you think for a learner. Let me know if the QR code is working. And it brings up the question. What are some critical learner factors. Like, I can't see, well, I have to wear my glasses. And if I forget my glasses, I can't really engage with this lesson or some students. It doesn't matter for you. Some of my morning programs are elderly. I don't want to use that we're saying factors. You can also kind of think of maybe barriers, barriers that adults bring that literacy background education, children work. There are so many right let's put them on the table. I don't recognize this. Bring it up, but I'll show on the, this is making a word cloud. And, and the larger the word, the more people said really large right now are childcare and time emotional trauma. The learner factors that Alvin talks about. So there are critical ones, their background, and that's what you put that in physical well being trauma with it there safety sleep social support or something. Well, and then we have social and emotional learning. And that's your emotion your sense of belonging this early resonating with me because the primary that we just watched which was so fantastic how important that is. So we have stereotypes, threats, social awareness, then we have what we call cognition, which is sometimes people only think that cognition is important but there's all this other stuff. And so we have memory, metacognition reasoning short term memory long term memory these are all learner factors and the last one is. The last one I'm going to give you a problem. Oh, sorry. It's here. I can get this going away. Yeah, adult literacy. And that's the thing for communication numeracy foundational reading skills, disciplinary literacy so literacy was in there and a lot of this when we talked about learner factors I saw a lot of social and emotional learning so we're really well aware and I saw a lot of learner background, but I think I saw less of us put down the information from cognition and adult literacy, but they're also really important factors. I want to ask you if there's anything on here that is something you're not aware of or you're not sure what the term means, is there a couple that are not always very frequently used to kind of academic. Like, for example, is, is everyone aware of stereotype threat. Oops, I touched it can go back stereotype threat comes from the work of. We think of the same Claude steel. And I've seen this in my program with some of the ESL learners. But this is with students belong to a certain group. And they come to our classes. And they feel that maybe their class or their instructors are judging them by the dominant stereotype for that group. Okay, and their mind gets so clouded with these thoughts of like, Oh, they think I'm like that, but they cannot perform well in class. And so this just a quick example, pretty much all of our adult programs, you know, when students come to register, they're filling out a form that asks what kind of questions age. What else address address, which they may not have demographic. Yes, former, you know, level of education, previous schooling. And so I've had students in my ESL program, they come in, and they have in their mind. Oh, I have minimal education. And they, they start with that and they're filling out this form and that starts clouding their, their ability to even focus on the assessment the placement exam. So that that can be really difficult, but there are great, great ways to break that and you're going to see if that's something that you, you know, have with your students age sometimes. They come in thinking, Oh, I'm too old to do this. Right. So that's a really interesting one. And then the only other one that I sometimes folks don't always know what that means is metacognition. Does everybody know what that means. So, yes, like thinking about your learning. So we do that. For example, when we're teaching students reading skills, we do the read and think aloud, but having students reflect on their learning. So we need to give more of that because there's not enough time usually for reflection, but it's research shows very valuable and important. Let's find out if there's any questions for us. Any questions from the. Okay. So you say inhibition. Can you think inhibition a little bit at all? I think of that, especially for this again, I'm a language teacher, but this could be across the board. When students, they're feeling like, I don't want to raise my hand and, you know, be wrong. And then that's so humiliating. And, you know, so that that comes into practice too, and how we give feedback to students, you know, when their answer is not quite right. And we don't want to say when that's not right. But in keeping encouraging them to participate. So a lot of times students just feel very reserved because they want to save face. They're not willing to put risk. So that's about, you know, creating that really comfortable environment in our classroom and they'll be more. They'll be less inhibited to take risks. Here we go. Okay. So I think we went through all of this. This is just, this is what it looks like on Alvin when you go to the factors. They have all these different factors. What we really like about this is that it gives you a factor and then it gives you a teaching tool, and then it gives you the research behind that teaching. Yeah, and just one point here. When you're exploring this tool, we feel that you can look at strategies connected to learner factors, but we feel that it's best to start with learner factors. We've been working with some teachers and of course we're teaching for OTAN called best. Building an ed tech strategy toolkit. We have teachers go through this. And just for an example, one teacher said, well, oh my gosh, there are so many learner factors. You really need to think about the major factors for the majority of your class, but then you can go back and you see other one student who's just really struggling. Then you can go back to this and kind of differentiate the instruction by looking at specific. But you should start with the factors and then go to the strategies rather than the reverse. It's a little bit more effective. Okay, here we go. I mean, this is another major activity and this time we're going to be looking at the, well, let me get there. You're going to see the same thing. Otherwise, it should be the same QR code as before. I'm going to skip to the next slide. So if you have a second device like a phone or a tablet with a camera, if you just want to point it at the QR code and it should open in your browser and answer that question and just a minute and just to kind of clarify what we mean by learner strategies kind of like what kind of activities do you do in the classroom. And I'll give you an example for it then for me. It's really important I teach totally online right now. And so it's really important for me to check in with my students during the class and to check in with them, all the time. I want to know where they're at mentally and emotionally. So I use a lot of check in and I do different things with check in sometimes I use meant to meet her as a tool for check in sometimes I use Google Horms as a tool for check in. But I'm always checking in on my students because I don't see it really. They're actually, I don't tell them to put the camera on because I feel that's a privacy issue. I see the little boxes and in order for me to know how they're feeling I do a lot of check in so that's one of the strategies that I use as a check in. So that's an example. So go ahead and let's see what's coming up here. So you get the question, what are some learner strategies that you use in your classroom. Now mine's still stuck on the past question. Let me see what. Let me try this. We're still learning strategies that usually pressure right. Yes. Should be what are some learners strategies that you use in your classroom and my example. Yeah, so I had to hit present. This is a cool tool meant to meter that you can use with your students to. And I'm seeing. We're doing this. Yeah, that would work. Okay. I don't see any answers. Yeah. There we go. Now it's coming. My unfamiliar words, including breaking down word parts, interviews, dialogues, hands on practice. I'll show you guys over here. This is what it looks like. This was not a word cloud. This one is just open ended answers. There's no participation in conversational tools to increase confidence and accountability, hands in practice, hands on practice, checking in verbally with students with comments on their assignments in Google classroom. And I often get responses and have conversations through Google classroom or email. So verbally checking in the vocabulary words specific skills interviews and dialogues. activities. How do you decide on those activities? You were just trained on some different activities, right? So the beauty of this is you're connecting the learner factors with some strategies, strategies based research, right, research. Adult research for adults. That's the beauty of this. Okay, so we'll go ahead and move on. And this is, this is really great if you're like, you know, students like routines, though if you have this set routine that's working, keep that. And if you see, well, this is, I need to, you know, I need to spice it up. I need to try something new to meet the needs of my students. There are more than 74 strategies here. So you can browse that just the strategies alone, just to get ideas for different things that maybe you haven't tried before in your classroom, but then really focusing on your learner factor their needs. So if you go from the factors, and the site is interactive, it will hook you up with strategies specific to those learner factors. And if you make an account with the site you can actually save those strategies and those the research that you find into your account so that you come back to them later. Yeah, it's completely free. There is no, it's through digital promise, which is a massive federal grant. And so it is a tool that you can use with yourself or your teachers and your students in order to make yourself know that what you're doing is based on research, not just maybe it work. I wanted to show really quick before we have you do some hands on and a demo by Susan is here we are, you can see that there's the about tab right over here. We again we think it's best to start with the learner factors. And there are three different themes you can see the theme one adults need a variety of 21st century foundational skills. So the literacy, then theme to adults need to see the benefits of learning tasks to fully engage. So making sure everything you're teaching at your explicit about how this is related to their needs and their goals and relevant to their lives. So theme three, engaging in lifelong learning activities is interconnected with general well being which is kind of come to be known as the cell, social emotional learning that you know, I never thought it was coming to it. Because I had heard about it in 12, but working with some of my students there are. There's a lot of trauma right now, if you've noticed and so how can we give them that physical but also emotional well being and feel welcome and comfort comforted in our classrooms. So what you do is just to have a quick look. Can you do that. Yeah. So, again, what you do is you start with the factors. I'm going to call it in. We have the Ukrainian refugees. Yeah, yeah. Yep. Susan, you're going to have to see if it's how it works. Yeah, I can do this though. Okay, can you do that. And then, can you go up please and go ahead to factors that yeah. I think it works better to touch. I think so too, because this is. Thank you. And so look at all those factors so basically let's see someone said, what did someone say earlier, inhibition, just as an example. So if we go there. To inhibition. It gives us a good definition what is inhibition and, you know, look at how that is connected to all those other factors. Someone might be in a habit, have some inhibition because they're just tired. Yeah, it's a good night's sleep. Maybe they're in a class adult secondary class and they're the only second language learner. So it could be something like primary language. So there, you know, it shows the connections to the other factors but then when you go ahead and go down a bit. I like that it shows that inhibition actually has two different levels you have the behavior level and the cognitive cognitive level and I would never have thought about it in that way, unless I had looked at Elvin. And then so what you do is you go down and you see specific strategies just for that factor. And then when you choose one strategy, for example, okay let's choose. I want to choose check in because that's her favorite. Very effective though. Here's the really wonderful thing it tells you how to do this, but also it gives you a list of many different research studies and resources, look at all those and examples. So if you're being observed sometime and you know you do this lesson and you're telling your supervisor hey this is what you're going to see. Well, I'm going to use this technology because I looked at my learner factors and they have this certain factor, and the research says that this is a strategy I should use with this is the technology that serves that purpose and it clearly gives you what's what's an example and what is research so that you can and although a lot of it is using employers and workplaces for adults because a lot of adults are in workplaces, you can apply the workplace as your classroom because for many students that is their workplace. So the things that they say about workplace could be said about. This. Yeah. There we go. Okay, go ahead. So there's an article for example. Of course magazine. Okay, can we go back. Okay, over here. Of course, I vertically challenged people. The research that they're going to present isn't always open source research so the website itself is open source but sometimes you'll come across research is not necessarily open source. It's not usually paywall. They have they you know if that's what you mean like sometimes I want to look in an article is New York Times I need a subscription. No, with all the other research there is open to you. I'm not sure what you mean by open like what I mean is if you want to turn around and share it in a slideshow you still need to get credit. You need to give credit to the original. And we're going to say this because we're doing a thing on AI later on. Predating over crediting is not a problem. So should we go back to the slides. Okay, yeah. I'll do this part. Okay, that's another factor by the way. The term compactly enabled. Okay. That's a good one. Okay, so this was an example because I love check ins. So this I think we went over this already because we did show it online but yeah, so this is an example of the different pieces I think we go to the next slide. So, and then I think we already went through this too, right. Well, this is where we're going to now, because I just want to demonstrate a little bit what we're going to give you about 15 minutes to explore the tool on your own. So, Susan, for you. This is one of the major learner factors right now Susan is teaching students in Afghanistan. Yeah, I'm teaching. I'm teaching a writing class, I have 30 students in my writing class, and they are, I don't, I teach totally remotely. And so what I have been doing is using Alvin to give me a lot of social and emotional learning ideas because these students are incredibly traumatized 90% of them are women. And they make me every day that they have a place to go to get an education as you know Afghanistan is the only country in the world that permits education to women. So, yeah, so I use the check it like I said before I use so many check ins I'm checking I only get to teach them live once a week because they don't have enough electricity to come every day. So I use a sync for asynchronous, and then once a week I get to meet them, and we have a class, and most of the time when I'm in the class with them, and I'm checking in on how they're feeling how they're doing, getting them to communicate with me as a human because I don't think they get very much of that. So I spend a lot of time on social emotional learning and Alvin has been instrumental in me, giving me ideas of things that I can do. So what Susan would probably look for going to the factors is something related to trauma or something right she would go into the factors. Let's go back there. And let's go to the win from there, she would find the strategies. See if I want to do adverse experiences, for example. I would read about it. And I would look at the main idea of which is interpersonal and not interpersonal, which would be the things that are. This is hard. And then, and then here are the tools that we can use. And so I do actually do do a lot of annotating I have a, I don't know, it's a paid tool that I use on campus called perusal. And I do have students to read it what's really cool about as you can bring in different reading levels so I can go to New Zealand and take in a low level of medium level and a high level of put them all in perusal group by students based on what level they need, and they can annotate, and they can have a discussion about the article. So I do a lot of annotating I think you could buy do something like that and Google with an article and have different students go to a different URL and have them annotate at their level. So I do a lot of that. I try to work on building empathy, but not with me and then with them. And the way I work on the building of empathy is I have them using a WhatsApp group. And I'm in the group, and it's just amazing to see how much they help each other because their morning is my night. So when they're asking questions for me. I'm sleeping. So, but I wake up in the morning I go to my WhatsApp and I see this was a question and another student answered it and every question is almost always answered by the time I wake up. And then I just answer I respond and I say, yes, it's due Saturday at 830. And just to make sure that they know that they have the right answer. So yeah, it's WhatsApp is way I build some empathy with them. And I do a lot of annotating. And so what I would what I did to find this out is when I went to Alvin, I said okay let me see where are some ideas for building empathy. And here they are active listening, motivating adult learners using empathy so I used some of these examples to help me formulate the best way for me to handle that and that's why I think it's a power. Yeah, so now go where to the start. Okay, can you do it. Yeah, okay. Okay, so this is what we want you to do. Was everybody able to open the site on your device. Okay, just go back to that chat. And then anybody having a problem with anything. So the link there, bit.ly forward slash Alvin is a link to a spreadsheet that we're going to have you use not yet. Not yet. What we want to do is first on your own. Let me actually go back to slide. Kind of how Susan just demonstrated there thinking about some the major factor, one or two factors of your class your learners, your school, I guess if you're an administrator, and go to Alvin. Start with the factors, take a few minutes to click on the factor, see what strategies, browse a few strategies, look at one or two pieces of the research that you will see at the bottom of the page, and just kind of take a, we're going to say 15 minutes to explore on your own. And then we're going to be having you contribute to a spreadsheet so that we can share some information together. So any questions before we give you a few minutes to explore on your own. Yeah, just take some time because it's very meaty. And just take some time and see, you know, just get kind of used to it. You want them to be here on us. No, they need to be at the, they need to have the link. We'll go back for a second. It is right there. Yeah, so that they can go to the QR code code or the link. Yes. You're on zoom. Well, they want to do that. Yeah. Well, the chat right here. But I didn't have to get the link probably without going out. Here. Sorry. One second. I'm going to go back to the chat for y'all. One second. Back to the main page. It comes in the chapter. So just, you'll see it in the chat. It's on inhibition. If you can just click on factors to get to the main factors that would be best. Yeah, but yeah, it's on inhibition. So just to get to the main factors. Do a nice job with color coming. Yes. So forever just came in. Welcome. Right on time. I'm going to put the link in the chat or go to bit. They won't have a chat. Tdls. Alvin. Okay. Yeah, every time somebody comes in, they don't have the chat. And this is a, this is totally three website open source website. Only three. Yeah. So K-12 can use it as well. They have a K-12 version. It's a different version for K-12. Yeah. So the instructions are to click on the factors tab. For the Alvin. Then select maybe the major factor one or two, but just start with the major factor for your learners. Then explore a couple of the strategies. And as we go to a strategy, then. Look at one or two pieces of the research. You don't have to read and follow the research links, but just kind of. We'll give you about 10. Yeah. I saw the K-12. So if I go back here. Right. If you want to find the K-12. Yeah. And then I'll also have social emotional learning and all that. Now it shows math. I think there's more. No. Okay. We'll try. The instructions. Maybe go. Out. I don't think I can. Okay. So it's not. To go to. Or slash T D L S Alvin. Or open your phone and point it at the QR code with your camera. On. And think of the major factor. Or factors to would be best. The major factor. Or factors to would be best. The major factor or factors that influence your students learning. Okay. Select a factor. What it says. Then go down to strategies on the same page and select one or two strategies. It's usually good to look at something you don't know about. So you can kind of broaden your toolkit. And then you can kind of read what the strategy is. And at the bottom of each strategy. There are links of resources and research. So. We'll take about seven or so more, more minutes to do this. Select one of the pieces of research or resources there and just skim it. As you will just kind of explore the site. I hope you can hear it better now. Okay. I don't mean this one. The right one. No, no. I don't know. The first semester, no math. The first semester, I don't know. Okay. Yeah, and this semester, I think more women are smaller. That's the last semester. So they're getting out. I don't know. It is. It is. And that you haven't been to the cake. I don't know a lot about the K-12. Yeah. That's just ideas, but it actually feels like it. Right. Yeah. Yeah. And there is research, you know, adult debt is like. Oh, yeah. Yeah. So how many. Five more minutes and then we're going to do a group activity. Yeah. So we have 18 people online. So should we make three breakout rooms? Sure. Yeah, they're asking for the link. So we're going to put it in the chart. We're going to put you guys into breakout rooms in just a second. So you can talk about this is just like working on your own. And then you're going to think pair shares. What it is. The spreadsheet link as soon as we put you into breakout rooms. Yeah. So just. Just take a couple more minutes to explore the site. And then you're going to be doing. I'll make the break. Activity. Oh, I can't make them. And I hear that from earlier. Oh, right. I'm out of here. You know, I'm not. For co-hosts. Make this risk computer. Okay. Sure. So let me see. We have to do it here. No. No here. Which computer is this one? Okay. Okay. Actually, it's going to be Michelle. Michelle is Michelle. She's going to log in right now. Okay. Because we have to make you a co-host or we can't make the breakout rooms. I mean, we could probably do it here. But. Oh, there it goes. Click on it for sure. She's lodging in right now. Okay. I'm going to make the breakout. Okay. We have 15 people. So shall we do three people in a room? Okay. We'll make five breakout. Sign automatically. Okay. I can create on my. I'll do it. Yes. This. The host. I have to let you in. Okay. One second. The waiting room is disabled. Yeah. The waiting room is disabled. Yeah. The waiting room is disabled. So I don't know why you can't get in. Hmm. Turn off. Yeah. And then I can make this computer is already. And I believe. But I don't even see this computer here. I don't even see that computer. This one is the host. I don't see anybody who's a co-host. Yeah. I don't see how to do it right now. I don't know how to make a co-host. Yeah. I don't see your computer. Cynthia King. Oh, Cynthia. Okay. Yeah. Cynthia King. She should be in there. Oh, there she is. Okay. Let me make this person. Yes. Okay. Now. Good. This is so much easier to do. Online. Okay. Okay. So let's, let's give you, um, hopefully you had a little glimpse. Okay. So. Um, don't leave. Don't leave. You can just put in the chat. I'm listening. If you prefer not to participate and zoom in the breakup. Okay. Let me see if I can move this just a little bit. To this side. Let me just move. Okay. So here's what we're going to do. This a little bit. Yeah. See, I'm getting the hang of it. Hey. Yeah. Oh, no. I got a little overconfident there. Okay. So, um, Let me go forward here in the slides. Can you help me? Yeah. You're just going to slide. Yeah. Okay. Yeah. Okay. Yeah. I'm going to go back over there. Okay. I'm going to slide over your way back. Here we come. This is what we're going to be doing for an activity. So hopefully you had a little chance. Let, let me just show you go back. Oh, I'm going back. Yeah. Okay. So you had a little chance to explore. Hopefully one factor and at least one strategy. So we're going to partner you all up. Obviously it looks like you too. We made good partners. Okay. Yeah. Yeah. Let's see. Steve, would you mind? Sure. Over there. Okay. And we're going to put you into break out rooms. And we're going to be putting the spreadsheet in the chat in a moment. And this is what you're going to do. You're going to talk to your. To your. Group members. You know, say what and where you are teaching or your administrator, what your goal is. And then. What you're going to do is just say, well, my, my learner's making factor is like, and just in my quick time of exploring Alvin, I found this strategy. Okay. And then once you kind of talk through it, what we'd like you to do as you're able in your groups, we'll be sharing the spreadsheet in the chat. And you're going to work together. So if Susan and I are working together, maybe I'll just go with her check in since she loves the check in so much, we can just use hers or maybe I can convince her, Hey, but you thought about this strategy. So together we're going to enter. Some information for the, the two of us. Okay. And so on this spreadsheet, you're going to think of one. You're not yet. You're going to summarize. You know, what the research, maybe just one piece of research, what it said, why this is a great strategy for learners with this particular factor. And then this, since this is a technology summit. You all, I'm sure use technology. So what is a technology tool that you could use to implement that strategy in your classroom. So let us show you not yet, Susan. I know she's really excited. I'm going to open this spreadsheet just to show you what you'll be expected to do after you have a little chat. Okay. That's a little exit. Let me just close it for now. Okay. So this is what you're going to do. And this is maybe the wrong one because it doesn't have our, so this is what you're going to do. You're going to work together. There it is. So you can see that Susan, she kind of wanted to be on independent and that is a learner factor. And she put in, she found this strategy. She teaches vocabulary quite a bit to her English language learners. So her strategy is explicit instruction with vocabulary. She put the hyperlink to where she found that. If you are able to do that on this spreadsheet, that would be great. But if you want to just type it out, that would be fine. And then she just copied and pasted. Why? An instructor would use that strategy. I think actually she didn't copy. She kind of put it into her own words. Then she thought, okay, what do I use now? And maybe what is something I've heard about that would really fit with this. And so she thought, Hey, using a KWL is everybody familiar with that? K is what? What I already know. What I want to learn. And what I learned. So when she's introducing some vocabulary, she brings up that KWL. Hey, we're going to be talking about, you know, words for job application. Here are some words. What else do you know? What do you want to know afterwards? Her other one was a reflection Google form. So we won't, we won't go to those actual sites, but she had students kind of, they are able though. So you can go there and sit down. You're in your groups. Correct me if I'm wrong. This was kind of to reflect on what they had learned as well. Correct. We had vocabulary. I haven't used the vocabulary. And then do you want to talk about your pilot wall? Yeah. And then the pilot wall is my favorite activity. That's why it's highlighted in yellow. Is that I have the students actually take the vocabulary and they have to do something with it. They have to find a picture that illustrates it, write a sentence and comment on other people's work on tablet. And so that's what we did. I had, it was amazing. I did with low beginning ESL students at the time. And they were doing adjectives. And they had the best time commenting on each other's photos. It was their English language skills. Incrementally went up when they were having these free discussions with each other on the tablet wall. And then when they talked to me there, they have no language. Right. But when they were discussing each other's photos, they did have language and it was amazing to me to see that. So that was a tool. The highlighted one is a tool that I think I use the most. And then you can see she put just like a one sentence explanation of why she chose. This I cut and paste. Why she chose that tool. So then my example is the next row down. And how many of you teach writing? Nope. Teaching writing is really tough. And actually that one is not mine. So what I wanted to do, I know that it's so important to have students read each other's work. Modeling peer review. It takes up a lot of time. I know I always have a lot of time, but I know that they need that. So I decided to try to incorporate more peer review. And instead of just them talking or by hand, filling out a form, why not just use again a Google form where they're, they're working together and they're filling out a Google form. What, you know, not really correcting grammar of their classmates because they're not linguistic experts, but giving a sentence about what was the best part of this writing, what part they didn't understand or want to know more about and what questions they have. And so you can see I did with the Google form. I can also do that in canvas. If you use canvas, you can create collaborations and peer review as students are submitting that one. And then also, I can use rubrics because honestly, it's hard to stay honest with and be objective when you're looking at students writing over time. And I see someone who started very low. And they've made some progress, but they're still, you want to give them 100% when really they're not quite there yet. So that, that is the other tool. In canvas, I can put in a rubric, but also I can just put a link to the rubric in there. If they're using Google docs, for example. So I want to read everything. A little bit verbose about why I chose that tool, but hopefully you get the idea. Thank you, Selma for highlighting on the screen. What to do. So we're going to go ahead and put this link. Let me just in the chat. There's no more thing is that Christy and I actually tried our three tools out in class to choose the one that we like the best. And you're not going to be able to do that obviously because you're here. So you can do that later. You know, try out all three tools that you guys talked about and then decide which one you like the best and you can go back in and highlight it later because the spreadsheet will still be there. So I'm going to put this link in the chat. So if everybody who's in zoom, if you can click on that link now. To have that open. We're going to be putting you into breakout rooms. I'm going to go back to the slide show for the folks who are here physically in the room. So that they can open up the slide show, right? Okay. Okay. I got to do the break. Okay. Okay. Back to the slides really quick. Okay. Okay. So for those of you right here. There it is. And we can share it in the breakout room. It's in the breakout room already. Okay. So are the instructions clear? Do you have any questions first before we give you some time to work with them? Or in breakout rooms. Questions from in the chat. Questions so far. Okay. So if you are in zoom, if there's someone from your team who can kind of, when you get to your breakout rooms, quickly introduce yourself, say what more you teach. And if there's someone from your group who's in zoom, I'm not really sure, but that would be great. And I think we can share this slide to the breakout rooms. Okay. So let's do that. All right, everybody. So we're going to give you about 20 minutes or so for this activity. So when you're ready, say hello. They're in your breakout rooms if you're in zoom. And we'll walk around here in the classroom. Any questions from the breakouts? Please just press on the help button. And we'll try to come to your breakout rooms. Okay. And then I'm going to go here to new share. And I'm going to share this right here. And I'm going to share it to the breakout rooms. So everybody should be able to see it. I'm going to share this right here. And I'm going to share it to the breakout rooms. So everybody should be able to see it. Okay. Let's see this. Sammy. I'm going to tell him. I said, don't go down in right now. You're not far from us. I'm, um, you're waiting. Okay. Yeah. Yeah. We're going. Yeah. So if you're coming down. Yeah. We're going to share this right here. Did you know there's a lot of room. I'm going to share. Yeah. Yeah. We're going. Yeah. So if you're coming down. The room. Right. And I'm a teacher. Okay. Okay. Yeah. Yeah. Yeah. Exactly. Are you too much? I am. I am so happy. I'm so happy. I am, I am somebody getting my. I'm going to come down first. Yeah, I'm down there. Right now, it must be, it must be a big credential. I think it's gotten better. I've heard over the year before prior. Yeah. Racially and disability-wide. So it's in person. Yeah, I am. Sorry, I just learned the way I process things. Okay, so Francis goes there. So there's two rooms of three. One room of two and the other person. Yeah. Okay, let's see. Yeah. I think she's gone. I think she's gone. But everybody's there's nobody. That'll kind of help me. No, no, no, no, no, no, no, no, no. Okay. Okay. Yeah. Yeah. You guys are like. Yeah. No, we're trying to start one. you guys have that advantage that there is a library. So you have somebody that used to be a student at the bottom of your class, a lawyer, so I guess they just love it. Core killer created what she's done. Wow, thank you. Thanks. So she's used to get her current school. Mine? She's back in her room. So that was cool. In one of those high-grade schools. Okay. We're running out of time. So she's got it. Not acting. Yeah. Secondary like that. Yeah. Yeah, I can put her in room. So I have to. Move to. Okay. Oh, that would be. She. Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, Oh, I did, but she's not here. Yeah. Yeah. You're going to see. Yeah. I think. We'd be willing to. Class regardless. Yeah. Because it's not. It's okay. Yeah. But. Make it bigger. It goes so well. And she needs to train people. Then there has to be a little bit. Yeah. Well, she gets that. She can become a trainer or a trainer. Also from the funding. Because you got all these things. Well, which. Yeah. She's just like. Yeah. So what did you find on the. So what did you find on the. So what did you find on the. So what did you find on the. So what did you find on the. So one of the biggest things that. Our students have a hard time with is actually the competition, especially on our. Higher level when they're transitioning from. Last level of itself to the first level of G. Okay. So we kind of give them like a bridge. Okay. And so when they transition, it's always a competition. Right. It's difficult for them to write. Yeah. Yeah. So. Yeah. And we kind of like each of them. So we have. Basic level. They start writing like sentences and levels. And paragraphs. But once they get into the GD, they gotta. Learn how to write. Yeah. Yeah. But. Break it down. So I think this composition. Is chunking. I really liked. Because I just give you. Actually give you something that. That's simple. It's. Easy. But you can print it out. People in each of them. And. Yeah. The keywords. From the text. Yeah. What's the theme of the text? Okay. My other. The things that I like. Is. I always use tools. Yeah. Right. So. Putting here. They could put. Here. But they put. Keywords that they want to use. Leave it as a basal sentence. Okay. So the way I would use it is I would have just. And just have them right there. Okay. Okay. Let's start again. Who would like to share out. Maybe from David Rosen Katrina. Barbara layman from your group. Would one of you just shared a couple of sentences. What you discussed in your group. I think that would need to be to Katrina. Okay. Okay. Okay. Okay. Okay. All right. We, we chose. Growth minds. We chose the long-term memory. And develop. We talked about. Developing a growth mindset and how we would do that. And we talked about it. We talked about discussion boards and. And. Vision boards. And creating. We, we, we video the group. Group projects. So we know that students have all of the, like this experience and background that they have been storing for years and years. And it helps to. To acknowledge that and call upon their previous learning and their previous experiences. And, and that helps them to, if they're using their current language to, to discuss or their, their current skills. To accomplish something in the present. They're likely to remember it. And so group. We chose discussion boards because teachers can share their goals and. Jam boards or vision boards can help students present. Their goals and. And. Their vision for growth. Right. Thank you. Let's hear from Elizabeth. Josh and Corey. It looks like Elizabeth's on camera and ready to speak for your. I'm calling on my friends here. Sorry about that. Yes, Christy. You know how hard it is to shut me up. Right. So we discussed a few different strategies, but the one we chose to put into the chart was the competency based learning and assessments. You know, we understand that. Learners need a growth mindset to, oh, I'm sorry, we were addressing inhibition. The idea that students might be reluctant to try new things. If they know it's kind of a one and done approach that they only get one chance. And if they get it wrong, they get a low score. I mean, I personally really like this method of grading because I think it, it's the students learn more and it's much better for their confidence. So it, you know, we Google, sorry, I use Google docs in the Google classroom setting to do this. This is actually the strategy that I talked about. So this, because it's outcomes based, then students really need to know what their goal is. They need to know, okay, I need to write three paragraphs. I need to cover these things. My teacher is looking for these qualities in my writing. And as we go back and forth, you know, I can, they can submit a first draft and make comments on it. I make comments on it. I return it to them and I make it clear to them, you get a lot of chances. I'm not worried about the due date. I'm not a college professor. I don't have to care about due dates very much. I'm like, okay, try and get it done before the end of the semester. Okay. I'm working also with people maybe who haven't had a lot of formal education. And so they may feel very nervous about doing something as academic as writing. So I'm very much trying to make it a cooperative effort where the student can come to understand that I'm more like a partner, a collaborator in trying to help them understand better how to write and how to write well. And I mean, I've had students, I had one particular student a few years ago who literally, I think she went through eight drafts because she wanted everything to be perfect. She wanted every comma correct. She was there for it. Right. So competency based learning for me has been a really positive tool in my classroom strategy, I should say. Okay, so now we have the in person people who'd like to come up and you have to stand where I am. Thank you. So right about fair is good. You can see yourself there. So we were looking at the self regulation. And so that is the ability to regulate your behaviors and emotional responses. And it was really interesting to find out that that is on a limited capacity basis. It runs out quickly based on the task and based on the day. And so one of the things we were looking at to help with that was goal setting and that works really well with things like chunking. And so you break it up into manageable achievable goals. And there's a lot of different ways you can go about doing that. My favorite one would be sort of considered the big rock approach. We come up with a big rock goal that you wanted more long term. And then you record your progress towards that each week. So each week you would come up with like, how are you moving that rock up the hill? You would come up with like, how are you moving that rock up the hill, but you made some progress. And then you choose what you're going to do next week. And on every week, you kind of review backwards and see, Hey, how much progress did I make? How successful was I this week? What am I going to do next week? That way you don't have to beat yourself up. If you only put a little bit of effort in, maybe it was a tough week and you didn't have a lot of settle in. Yeah. And so the jam boards, the vision boards, those worked very well for that. And then just having some sort of journaling platform is very helpful. And that can even be like a group discussion thing to bring in some outside, you know, peer review on that as well. Thank you. Awesome. Thank you. Yeah. Can I stand here or does it? Oh, yes. There you are. Can you guys hear me? Yeah. Okay. I think they can. So we actually chose. Composition, mainly because of writing is something that's I'm a para educator. I'm not a teacher. But a lot of things that I've noticed is that like somebody mentioned, it's difficult for. To try. And so using the composition tool, we found chunking. And what we really like about the website is the templates. So there's a pre-made template and you can kind of tailor it to how you want to teach your style. So we actually read a book called Enrique's journey and one of the classes for GD, which is about the story of a 17 year old who comes from Honduras. And he just tells his whole story as an immigrant. So I really like this tool because you can actually use three or four of the different aspects in one. Teaching style or to really hit or target for different areas. So as I was thinking about it, we just by doing that, we can use some belonging. We can do hearing and we can do composition. Those three things in just that one activity. And then you can tailor it and change it and, you know, have them write their own experiences and use that template to break down their sentences to create their essay. So I thought that was really cool. And that's why we really like these, the store. I'm sorry. Don't say you're not a teacher. I'm an educator. I'm an educator. I always say I'm an educator, but it's not a credential teacher. We'll put it that way. I don't have to use a paper yet. Thank you. Is here. No, you have to see yourself in the little square there. Oh, we're the same. Yeah. All right. So in my group, we were really looking at motivation. You know, our adult learners, they're typically more motivated than, you know, those in K through 12 for different reasons, but they face a lot of different barriers. And so in my group, we were talking about, you know, building kind of like a community building culture. And finding ways that they can still connect, you know, even if they cannot make it to school. And so, you know, we were looking at, you know, some of the tools that we used to, you know, some of them are official through our like LMS is, but on the side, we can use a tool like what's up where, you know, it's like a more casual space where, you know, students can talk to each other if they miss class, you know, teacher can just post, Hey, this is what we do. You know, so that they can still maintain that contact, not lose out, you know, if they're facing some sort of barrier that day. And I also shared that in my class, I teach how to use the Google tools. And so I am heavy on using Google chat and Google spaces. So that way at the same time, you know, students are engaging with technology and also, you know, we're being able to, you know, communicate in the different kinds of digital spaces. Thank you. Wow. I am with this whole group. And the fact that we actually completed the session. Your knowledge of the album is just increased so much as you walk in the store where you probably didn't know what was at all. I'm surprised that people even came with this. What's up. Yeah. So we wanted a little mystery there. Who is this album person? Is this someone I should know this like equivalent to Elon Musk or who is he? But I just like, yeah. Your short little presentation in the short amount of time you spent on this site. Very impressive. So hopefully you can go back to your agency and present this album. So I'm going to go back to that. I'm going to go back to that. So hopefully you can go back to your agency and present this to your teacher. Because I think it's an amazing tool. We do so many things to me. You know, sometimes like, I don't know why I did that. I just felt right. But then you have the research to back you up. If you ever questions or you again, or observed or you do an observation, you have that research basis as well. And I might just add that if you don't find research to back you up, you can go back to your agency. So I think the research you're looking for to support the technique and make your own research because they will, they revise this tool quite often looking for more research and your research might actually get into the album. Yeah. In research, you know, it's scary. I'm like, oh, I don't, I'm not a numbers person. It can be just classroom action based research. It can be doing a pre and post survey of your students after you've implemented a new strategy with any effect tool. It can be doing a pre and post survey of your students after you've implemented a new strategy with any effect tool. So if you're looking at all of tons of data, you can just be something small and then present it. Maybe next year. So if you have any questions, we have one more minute. I just want to do a little shameless advertising as Christie and I teach a class called best, which is building an ed type of strategy toolkit. And what you do is you actually take Alvin and some other tools from the class and then bring them back and we talk about your experience and reflect on it and you get a nice certificate from OTAN. So we're going to be teaching this class in the beginning of fall, September, September, September-ish. Yeah. So are you members of OTAN? Yeah. Okay. Cause you will get an announcement about the class, but if you're not members of OTAN, you need to let us know. We'll put you on a list so we make sure you get the announcement because it's a really fun class. We have two classes that OTAN teaches. One is called best and the other one is called tips. We call it best tips. So after you take the best class, you take your two routines that you developed in the best class and then you put them into a full blown lesson plan in the tips class. So it's a really good combination of classes and that comes in the mid-fall after a finishing best. So, you know, our time is up that maybe as you walk away or during lunch or tonight before you go to sleep, you can think about, hmm, how am I going to put this Elvin into you? So I want to make Elvin my friend. And thinking about the benefits and strengths of the tool, I think you got a good glimpse into that. I mean, you could get lost in that site. Really? There's so much there. And thinking about your next steps, I really think you should share this Elvin to, you know, have Elvin be friends with other people. Yeah. So, excuse the interruption. Oh, good morning. Oh, lunch is now being served in room 203. This is the same room you visited this morning for coffee and pastry. A very important note, if you have not registered or checked in, please do so before getting lunch. Your event batch will be required. Please go to the counseling center, which is located adjacent to the shop. Thank you. Thank you. Sorry, y'all. You can have your virtual lunch now, but I think that's the signal that they want us to wrap up. So. Bye.