 OTAN, Outreach and Technical Assistance Network. Can you all hear me well? Yeah, it's very good sound. Thank you. Wonderful. Thank you, Brian. Thank you for sharing that with me. Good morning. My name is Mariana Sova, and welcome to the liquid syllabus presentation. I prepared this with my colleague, Hillary Sherman, but unfortunately she's not here today. She's not feeling well. I think all these viruses going around. So both Hillary and I worked on these presentations, so I hope you will get to learn something new or maybe refresh some of your ideas. This liquid syllabus, if you don't know what it is, we're going to walk through it and learn why it's such a great, crucial, equitable tool to try to reach all our students. So thank you for being here today. Oh, I'm sorry. I will talk quickly through the slides so you can use the QR code on the board or the link. If you'd like to access the presentation, I'll show that at the end too for the late commerce. So let me know if they're working. I tested them and they were working. So hopefully they are working for you as well. We have only one in person activity here. Ellie who is actually monitoring the chat. So if you have questions, you're welcome to put them there or we're a very small group. So you're welcome to address the question. Just let us know. And I'm new and I'm happy to answer to the best of my abilities. Right. So thank you. So let's do a little word map. If you could either scan the QR code or go to mentee.com. And we have a voting code there. And if you can answer two questions, I'll go ahead and start this in a moment. Yes. So there are two questions. What does an equity minded syllabus look like? And I'm a two one format or tools to use to create your liquid syllabus. So I'll start these voting tool here in a moment. Good morning. Ladies. No. Thank you for being here. You're able to see that. Please let me know if things are working well. May I see the QR code again, please? Yes. Thank you. Good morning. Thank you so much. Is it working? Yes. I'm sorry, we had this QR code here for my in-person FDs. This one may not work. We did it this while back from Google slide. So I have the updated one there. So I'll go back there to share with you. Thank you. Thank you so much. Is it working? Yes. Thank you so much. Thank you. This one too. Thank you. Oh, you know, I'm sorry. We had this QR code here for my in-person FDs. I'm sorry, I have no QR code. And this one there. I'll go back there to share with you. And I didn't get to print again, you know. So I'm sorry. But you know, for the red, you could take notes. How is the Mentimeter going? Good. Good. We work through space. Yes, but I think you can enter more. The way I chose it. So what does an equity minded syllabus look like? Consider the diversity facilitates learning. city facilitates learning. I love that. I see the word welcoming in the center. Friendly. It's hard to read right as I keep moving. Um, warm welcome from teacher, accessible, clear, encouraging, insure, unsure. Okay. Inviting, creative, scaffolded, attractive, I love that. Friendly, simple. Thank you. So let's see. Let me move to the second one. I can see all these different tools here. Okay. There's another question for you. What format or tools do you use to create your syllabus? Oh, let's see some of the results. Word, google sites, very good, source, canvas, this, I wonder how maybe you can share more how you use canvas to create your syllabus or maybe just the canvas. They have templates. Yeah, yeah, yeah. Yeah, yeah, canvas. Yeah, canvas, google docs. Okay. So a variety of tools here. All right. So we can cover some of them and you can share others that you use and how they work well with you or they may not work. Some of them have limitations, right? Okay. So thank you for sharing your ideas. So why do we do this with syllabus? Paying attention to quality or to equity. Obviously the latter one, right? I was reading how equality could work sometimes, right? If everybody started the same place and everybody has the same needs, but how often does that happen, right? And equity, I was thinking about Dr. Beteris when she was saying yesterday equity is shoes or fitting in shoes, right? Like if you give somebody the wrong pair of shoes, you're not doing any service to that person, right? So giving everyone what they need to be successful. And I think you're familiar with that image that is better than even explaining, right, what it is. I mentioned earlier how I created this presentation with my colleague, Hilary, but unfortunately she's not able to be here. We gathered a lot of these ideas from some of our F1 courses, specifically the Humanizing Online Curriculum or online, I'm sorry, course, with Michelle Pekenski-Brock and we were looking at some ideas of belonging versus fitting in. Like a lot of students feel like they need to fit in, right? They need to change who they are, their true self to fit in. That could be the humanizing and very stressful if that happens continuously, right? How about belonging? You belong here. I believe in you. You've got this really valuing students trying to meet their needs and stop assuming yeah who they are, that quote that says it is not uncommon for students to complain that faculty are unapproachable. While faculty complain that students are not being used, right? How often do we do that? Well, they're not coming to class. They don't care about my course, right? Such perceptions, especially one form at the start of the semester, can impact what students learn and how instructors teach. Therefore, it is critical that these perceptions are prevented if, of course, is to be successful. So why start with the syllabus? Because it creates that warm welcoming environment. And Michelle here was sharing how syllabi often send cues of distrust and hostility. You need to do this. Come to my office hours. These two, no more, right? But those positive relationships emerge from trust that the better talks about trust a lot yesterday. So you joined the session, right? So hopefully we'll get to meet all the objectives, recognizing the benefits of an equity-minded syllabus and other things that pretty much answered the question why. Identify equity levels and student success factors, reflect on identities, and create a class count in your syllabus. Incorporate equity and culturally relevant pedagogies in design and equity-minded syllabus. Obviously, some of you probably already have designed a syllabus using all those great tools, but hopefully you'll learn something new today, or maybe you'll refresh your mind on some of other ideas. Okay, thank you. What's your name? Francisco, I'm with LA Unified. Francisco, thank you. I can see that. LAUSD on your computer. Can you just break out with her? Yeah. Your students use their phones to access the phone. A lot of them, right? And based on this graph, they're more black and Hispanic students, percentages are higher for these students due to low income, maybe, or different disturbances that the society has caused for them, right? So we have to keep in mind when we design our syllabus who our students are. So why liquid syllabus? It's an online interactive tool. It's easy to edit. If it'd be longer when you first designed it, I was talking to Ellie earlier, I felt the same. I have to start from scratch again. Yet it's easy to edit. So you put more effort first and then it comes easy. It's tablet and phone friendly related to what we were discussing previously. It's accessible. You could use the old text, color contrast, good headings, subheadings. You can link it to Canvas and make it more visually appealing for your students, not just the link, right? You can reduce cognitive load by using tabs and pages, not everything in one. So nice design. And it creates a welcoming, caring environment. I'm going to play this video from Michelle. Let me make sure I have the sound shared. Yes, we do. It's a short video. I know what you're thinking. I have a syllabus and I've worked really hard on it. So why should I take the time to also create a liquid syllabus? And what does that mean anyway? After all, I already have my syllabus online in the form of a PDF. And I know all my students can access it in Canvas. But folks, the thing is when your syllabus is behind a login screen, it may be tough for students to get to it from their phone. And no matter how lovely it looks on a computer, reading it on a mobile device is tough. The information in that syllabus is important, right? The bottom line is when we use tools designed for print products, they don't result in mobile-friendly experiences. And that's not good for our students. How might things change if you used a website tool like Google Sites or WordPress to create a liquid version of your syllabus? For just a moment, imagine being a student. It's the start of your first semester in college and the week before class starts. You check your email and you get a friendly welcome message from your sociology instructor. It includes a button at the bottom to check the syllabus. You tap that button with your finger and instantly you go to a syllabus that's easy to read and experience with the swipe of your finger. And you also discover something pretty special at the top. Hi, scholars. My name is Katie Whitman-Conklin and I'm going to be your instructor this semester. A little bit about me. I lived in the Central Valley of California for a lot of years with my husband and children while he was stationed there with the Navy. And when he retired, we moved to Northern Idaho where we now live with our kids on a family ranch. You think to yourself, hey, I'm going to love this class. I can't wait to get started. But you know what? That's not the only benefit of a liquid syllabus. Since it lives on the web, it's shareable with a simple link. That means you can place that link in as many other places as you'd like. How about adding it next to your course description in your college's class schedule? Or on your profile page on your college website. Or a link on your own professional website. And you know what can really help promote your course and encourage more students to enroll? That's right. Share it on Twitter. When we design with web tools, we create mobile-friendly content that supports our students in so many ways. It also lets them know we care. So hopefully that says a lot even better than my sales and the future, right? I guess. Okay. So cultivating care can start right there, right? As Michelle was saying with that warm welcome. Syllabus is a great resource. We want students to know what we expect from them, but also we can set the tone of your class. First impressions matter, right? A lot of students, I think, based on research drop at the beginning of the class. And I don't remember the numbers, but they do, right? They don't feel a connection. They have busy lives. We teach adults, right? They're not school children that have to keep going, right? They have no choice. Perception of an instructor being approachable led to higher rates of motivation, engagement, and active involvement based on the research 2001. Not things may have fluctuated, right? A pandemic and everything else. But awarding and caring presence is what truly matters. I remember my daughter's school, I was saying, what makes this teacher so great? Because everybody was talking about this particular teacher and they said, she's just so sweet and caring. So yeah, you have the expertise. We all do. That's why we are in this profession. Yeah, that passion carries over. As I teach at Miracost, I wanted to show you a little bit on how equity looks like at our school. So if we go through the bullet points, it starts at the top, right? We have a new position of an inclusion, diversity and equity and accessibility officer. So this is a fairly new position. We started and this person is trying to be in different spaces and collaborate with different communities and make an impact on how students experiences at Miracost are. We also have a cultural competency, diversity, equity and cultural competency committee that puts together conferences and workshops for new full-time faculty when they come on board. We have a social justice and equity center. We also have some safe topics and equity online, different workshops that some of our faculty put together, district-wide webinars. We invite keynote speakers that address that equity piece. We got a lot of books during the pandemic. Again, how we can create more equitable inclusive spaces for our students. We redesigned the college mission and goals to faster that equity. And you see how it's coming down to in class, what do you do to ensure that equity piece is continuing, showing respect, value, acknowledging students, showing empathy, care and humility. Based on research, there are six main student success factors. Students can directly focus, nurtured, engage, connected and valued. I was talking to Ellie yesterday. She was the first person who walked in and we were talking about how we feel like our students are our children, right? We nurtured that. We value that. And I think the humility piece says so much to me, right? Really, really connecting with the students in the most genuine way. We saw that data about how many of our Black students, Latinx students use mobile phones, right? So how do we close those achievement gaps? We have to model what Miracoste striked to model. I'm not saying we're perfect, but we're making strides, right? Trying to meet the equity personal levels, right? We all have biases, stereotypes, privileges. So I have some links later on that are too different to Yale surveys of your biases. It's interesting to take those, to kind of reflect on yourself and try to be a more equitable instructor. At the institutional level, we just got the label of Hispanic serving institution. I'm so happy we finally, I shouldn't say label, right? But we've finally been recognized like that. And I think this should have happened so long ago. But again, we're making efforts into closing those achievement gaps and serving, being proud of serving all these students. And at a professional level, we are here to learn from each other, right? And learn about our experiences. And if I hear how you better serve your students, I want to go ahead and implement those ways too, because again, we come from a culture of care for our students, try our best to help them succeed. So a lot of times, identities may not be the same with the perspectives. Many times, we think of students as a risk. And Dr. Victor Rios is encouraging us to change that perspective from at risk to at promise. I really like his speech. I'll play a little bit of it. But basically, he shares how his teacher was there for him, no matter what. And he was not ready in the beginning by the teacher kept persisting. She showed a lot of caring respect, welcome him. The teacher listened to him. And he makes a point. My teacher cared about me and my culture. So again, valuing, nurturing, listening to our students, we don't know everything, right? We learn a lot of cultural aspects every single day. So empower your students, believing their potential so they can succeed. So Dr. Victor Rios, I'll let you play that video, but you will leisure because I don't want to take up too much of your time and allow time for discussion too. So Dr. Victor Rios is encouraging us to get rid of our deficit perspective in education. Everybody is here to succeed. We have students sometimes who are literate. That doesn't say that they cannot succeed. Value students' stories, cultures, and communities that the students bring in and provide resources. I'm sorry at the bottom. I can't see the quote there, but he says, when you teach from the heart, your mind will follow. And I think a lot of times that could be applied in different jobs that people may have. I remember working at the Marriott and I asked my mom, did you hide in me? I feel like I'm not really ready for this. And she said, you just have the passion of serving and helping people. So I said, oh, okay, all right. So I guess I could go forward. Again, from Dr. Victor Rios, the statement is, the teacher believed in me so much that she tricked me into believing in myself. It's, yeah, Christy got to give me eyes. What a powerful statement, right? And a lot, I think, how often your students feel like that, right? They come thinking, but I can't. I'm not sure how to present this. I don't speak enough. How do they say? My English is not very good. I'm like, you are level six. Yes, you have some. So again, changing that mindset, their mindset, and helping them to believe and gain that self-confidence, believing themselves. I think sometimes the adult education practitioners were the only positive force for students. And so they really left on to that. So I just, you know, sometimes I'm having a bad day. I just put that aside and tried to be there for them. And it's a challenge to manage all of that. But you have to watch this video. It's amazing if you haven't seen it. It's a great message. Yeah, I agree. Thank you for mentioning that, Christy. As you know, like some of our students actually come to school and that's the only place they can let their true self out, right? Share. And then they connect with us as Christ was saying, sometimes we're like their counselors, right? They trust us so much, but you have to build that relationship to get the trust, right? So again, comparing our assumptions sometimes with the realities, the availability of programs, equal students ability to access them, well, not for everybody, including for me. I grew up in Romania. I came here and the teacher was talking back then about Blackboard. And I was the only one with my hand up, and I was like, I don't know what Blackboard is. And everybody was looking at me. Luckily, I had enough language to speak about, but most students are not. They don't know about the support services programs we have. We have to bring them to let them know about what we have. Another assumption students will seek support if they need it. Well, not everybody, right? Or they may not know where to find it. And some students are reluctant to seek help, even when they know they need it. I had a student who last term said she came during break time to share with me. Thank you for sharing about the healthcare and especially mental health. Yeah, she said I was about to just quit school. And that was just day one of school that she already felt like she needs to come back because of the resources that we had. Another assumption providing general information and advice is sufficient to a student. Well, they need that personalized guidance from us. They need to build that relationship with us to move forward. So, Francisco is curious about the class pack. So, again, these are different pieces that answer the question why we need a liquid syllabus, how to work around equity and why equity is important. So, in my syllabus, I included this class pack. You will see the resources. I learned about this from different instructors. Now it depends what class you're taking, what level, right? So, some could be more elaborate. I teach level six. So, this has worked well with my students. My colleague who teaches level three reduced it a little bit. You can also have the students build this video. So, you may read something in advance and then re-edit your schedule. I like that idea. Students build it with you. And a lot of students do that as you talk to them in the beginning about community guidelines, right? And expectations. So, providing students with clear and unorganized scores, offering a variety of assignments, being present in the students' learning journey by giving them good feedback, timely feedback, I should say. Provide that supportive and safe environment, starting with a good syllabus, a warm, welcoming syllabus. Reach out to students if you see that they're not participating and, again, don't assume that they're not there because they don't want to be there, right? I will treat you with dignity and respect. I like to be, like, directly to the students. I will do this for you instead to the student that is, like, a little bit detached. And I love this one. I'm not, oh, sorry. I laugh with my students about this one. I will not be perfect. That's my favorite one. I tell my kids that too. So lovely. Can we not always laugh about it because I'm, like, sorry if you thought I'm super woman. I am not, right? And then later, there is a problem in Canvas. They cannot access the link. Or maybe I forgot to publish something that I thought I did. All those things, students feel more encouraged to tell me. They feel like they can approach me, right? And then you tell them, remember, I told you I was not perfect and we laugh about it throughout. So it's very important. So now the class back for the student. So basically I told the students what I, what do you expect from me? I should expect from you, right? So we want them to be active in our classes, communicate with us. Let me know, just as you let your boss know that you can't be at work. That's why I care about you. I need to know, right? Treating everybody with dignity and respect. Do your best and have patience with technology. My colleague here, Chris, always says give yourself grace, right? You'll need to have patience with technology. And with the experts, Ellie was saying how, like, she usually asks students who's more tech savvy, right? And then we get that help from them. And not only that, but they feel valued. They do. They really empower and help the teacher. We do like as adults, right? We all do that. We all like to be useful to others, right? And yeah, give yourself grace. It's okay to make mistakes. And here's this Francisco, like you want to add anything else to this. They usually feel like it's a lot, but some students sometimes, you know, as building that report, they add more. So Marianne, yes. Lois Rhodes is asking, may we plagiarize these packs? So, you know, usually educators are like that. They want to share because the more we can always paraphrase, right? Absolutely. And I think most of us edit those anyway for our own groups of students. Absolutely. Probably I want to use the word grace with my level two or so, right? They may say, like, what grace? Like, right, I don't know. Absolutely, yes. And you have access to my liquid syllabus so you can copy anything. You're welcome to. No copyright while they do that. So we already talked about this, right? Whose job is equity? Everybody's, right? I am part of the diversity, equity and cultural competence, comedian. Sometimes they just look at us like, we're the leaders. Well, I'm no expert. We all try to learn from others, read, inform ourselves. So it's everybody's responsibility. How do we join? Do you join? Oh, I can show you how you can join. Eventually have a little course. So you can probably join that. But it's always working progress, the Canvas course. Alpro has the equity, yes, modules coming out. They're piloting the online course. Good. Let me know. So how do we embrace students' culture and become culturally responsive, showing a lot of attributes of caring? We've already discussed about some of those attributes of respect, honor, integrity, making sure that the marginalized students are treated just as everybody else, right? Everyone has the potential to succeed. I don't just say it, but I believe in it. And students can connect with that, right? Teacher modeling these values to a patient being patient, persistent, and responsible. One of my favorite ones is this one from Geneva Gay. Teachers are tenacious in their efforts to make information taught more understandable to that. And also presenting the material in different modalities, right? And usually using multimedia and so on. Caring also prompts effort and achievement. Let the students know they're not alone. You're part of the journey. We are doing this, right? My favorite one is tell your story. Dr. Benners was talking about that, to be vulnerable. If you attended the keynote yesterday. I think sometimes it's harder to be vulnerable, but maybe have a little welcome video in your syllabus that talks a little bit about you. Katrina was hearing how she taught English in China, right? And then in Mexico too, right? Well, I was a student in Mexico. So it's just kind of like I've been a student. And the students can relate to that. And they understand that you, you know, you have a broader experience and being in different countries, being exposed to different cultures and developing their stories as well, right? So if we can pause for a moment and imagine you are a first generation student. You can close your eyes if you feel like. For me, it's like very touching to imagine all this. An African American or Black student. A Latinx student. An LGBTQA student. Financially insecure student. A student whose native language is not English, like me. I don't have to imagine that. A student with limited access to laptop, computer, but limited access to a smartphone. So again, that's why we're trying to create a liquid syllabus. A student with dyslexia and other cognitive differences. My colleague, Christy, taught me about this really great fund called Lexand. Maybe you can write it down. Is that okay, Christy? Lexand. You can also, well, you can write on the screen. But that's okay to write on the board. Yeah. And if you write on the screen, the people watching remotely can't see it anyway. So yeah. But do you? Oh, okay. We might. I'll show you how to do it. Yeah. So this fund, Lexand, is click the pin. And then I'll just leave it in red. And I'm going to write it down. Oh, thank you. Yeah. This is just quick and dirty. And so I'll go into another app. And then you just exit out. Thank you, Ryan, for giving us these machines. Thank you, Ryan. So now to be able to answer the whole situation. So that's one of the most beautiful funds, especially for students with dyslexia. There's quite a lot there. So I started doing that right away when I worked with Christy. So we've gotten your syllabus examining your syllabus from the student's perspective. What does it convey about the culture of loss? What is your perception of the instructor's teaching style? Do you feel the words? What are these structures that you choose towards teaching? Would you feel comfortable writing that word, that connection? These are my language. A lot of times when you're in your students, you see this the instructor role. But if you use the I and you, it's much more we. Yeah, we too. Yeah. Yeah. I will partner with Christy. Actually, yes, I have a slide on the language tool in what can sound more welcoming. So I think we kind of cover this, right? Looking at who are our students, basically. I remember in my last student at Cal State support office, our teacher kept emphasizing that. Think of who your students are. This is, no, this is the California community coaches. So this is data from 2019. We have a checklist at the end. But as you can tell, 67% are from non-white backgrounds, like a white variety, especially in California, right? So just knowing who our students are, the way we teach it. And I'm in a play like a movie. And yeah, I just want to add, especially here in this area, also have the refugees preceded them and they've their own horrendous problem. And they're so traumatized that they've seen something slightly the longer they take it in a way that you can't even imagine is their service to being in that way. It was a real challenge of dealing with this. I can even begin to add something else to keep me. Thank you. Yeah, I think a lot of our students, they come with a lot of trauma and they find the school just to save space. And that's it. And maybe not even that safe space. But in that meaning, counter with your teacher is harsh, then how can you continue going? And that's it. We also have to do this in the end of, sometimes I don't even know how to approach them. I just tell them. Okay, but that's right next to some people are saying, so just I'm not sure either. Is that when I think it's talk, maybe yeah, and I put a message that's everybody. Yeah, so several people are saying. Okay, thank you. Hopefully this is going to work well. This is a very short video. I'm just saying work well in the sense that we don't have any some issues. So this is more text than anything else. I tried to remove it, but then it keeps going. Hopefully the video is like, it was eye opening for me in so many ways, right? Especially when they show the arena of how many of these people cannot graduate for their class or fail and so on. I hope our Zoom stay, I hope our sound will be back to normal. Did anything stand out with you there? The whole thing that stands out for me in adult ed, every time I go to a conference like this, I see people mostly like myself. And the research shows that for students of color, when they can see faculty, like it's so great that you men are here, you know, men are not numerous in the educational profession. And men of color, when students see teachers like themselves, they feel more welcome and administrators and administrators all the way through. So I think if you ever have that power to be part of the hiring at your agency, you know, you don't just choose someone because of their base, but try to look for diversity in your staffing. Yeah, yeah, very good point. That's what we're trying to do at Miraclos Statue. Like that video reminded me of this reading festival author we had a couple of years ago, Michael Golden, who is a San Diego, who grew up homeless in San Diego. So he came to our school and he shared his story, how his counselor would tell him, well, you could choose construction, you could choose something that you'll bring your money right away. And he says, but I want, I want to continue my studies in the college, the high school counselor will basically put more hurdles in his way. Yeah, I just wanted to share when I was at University of Pennsylvania, I told my counselor that I was planning to go to law school, which I did potentially do. The counselor said, oh, you're too pretty. You should be an actress. Wow. The funny thing is I did actually become an actress. But that was, that was in the 60s. And that was the attitude of a pretty woman should not even think of using her brain. Thank you for sharing. Yeah. Yeah, absolutely. That that can impact someone. I don't know. Luckily, some of these people don't get stuck, but not everybody reacts the way the way you did or the way this author did eventually, you know, getting, getting a graduate degree from UCLA from LA UCLA. I couldn't say UCLA because I was at LA University at that time. All right, thank you. We're all in the University of LA. Oh, thank you for that. Thank you, Brian. So we were talking about some learners and some of us making great person impressions, conveying that good tone, information, expectations, acting students, local line and in campus. I don't know about your classes, one that we teach, but they have a variety. So it's just, it's just a very precise line. So you wanna keep them where they are. How do they manage their stress and mental stress, especially in this crazy moment? Giving students tips for study and using a lot of accessibility images. So here's a visual about that, right? If we think of office hours, what could be welcoming? What could be welcoming? We used to call them office hours. And they call them student hours. And give them flexibility, right? You could tell them, hey, this is my schedule. But you could also, that could be really nice. We can set up, morning, evening, afternoon, evening, evening, evening, evening, evening. I'm trying to reach them. Also, to design your assignments, right? And how you use the language to talk about your assignments, right? How do you welcome students to complete the assignment and giving them choices versus yes, you need what you need to do. That was just mentioned. And the participation you expect from your students, right? What do you expect them to do based on a variety of assignments you had, all going hand in hand, right? If the students have a video that they don't want to watch a video or they learn better from texts or a PowerPoint, so that's what I mean, yeah, right? And again, if you read that, it's just like a language of the time here. So they're different, as you said earlier, they're different ways to create these liquid syllabus, to basically focus on chunking, reducing that cognitive mode, using headings. And they're different phone friendly formats like WordPress, Wix, Libre, and Google Sites, there may be more. The WordPress usually is a steeper learning curve, you know, to pay. Wix and Libre are not so easy to navigate to the side of the screen, and it's user friendly. So that's why that's what I'm talking about. So getting a little bit more practical, not talking about it, but you have to apply it, right? That's what they say, work a lot. Right? So some of our tips, again, based on the equity course and humanizing online classes, this is not really about regarding how we teach. Again, if students can access some of us from their phones, and it's easy for me, right? The pictures, right? And then I said, oh, really, a lot of hard ones. We're doing the hike, right? Just more like, I'm not this person on a pedestal here, I'm at the same level. Well, you can create a nice video. If you feel like me, I'm going to switch again, right? I don't this part, it's a great tool for that. And if you need more instructions involved in that, basically, the pictures can be sliding. It's easy to record. Here, my colleague, the recruiter, welcome now for Level 1 class. Very basic, notice you have three sentences, but you can see the welcoming welcome. Welcome. Looking forward to. Thank you. Contact. I have questions, right? So you're going to see that. So we had a picture or a video, and next we had the book and message. Now we have that section about this course. Try to use a bulletin list. Answers to these questions in the bulletin list, right? We have kind of a syllabus checklist. But, you know, the important first information that you want students to remember. You get kind of standard speedy resources. What else? Having the teacher philosophy. And I also copy. Okay, so you're welcome to copy mine. Again, my colleague said that for Level 3, we shouldn't even know how to really work. She said, because students don't need numbers. Even my Level 6, I explained to them, this is what it means, and that's what we did. But it's basically a short narrative that says, and then comes the learning pack that consists of lights, so hopefully you get to adapt that to your class. I'm just copy of this. Equipment, minding, of course, policies, not just policies, right? Okay. Focusing on the asset based mindset. And you can just develop with your students, as you said. How many times do you still syllabus that text? Only text. Then OEI, do break, doesn't say that, right? Just make sure you use them well, obviously, and use them. Continuing with our ideas for a negative united syllabus, keep those short resources, present some family, relate them, explain to students about them. Obviously, use descriptive ways to ensure accessibility. I'm going to say, like a person's read person's story right there, I used to teach in person through pandemic. And usually we would get wives right about writing these sources. And I tried to keep them in my so I remember because we have, not only said help students, but I'm right. And I just posted it in my syllabus. But what happened later when there was a training, I felt embarrassed because she was talking, she said, when I was, my dad was teaching students for me. And the student was, we definitely had to report because I approached them. And I couldn't even remember it was years after or not years, but it was sometime in the past. So she said, she or it was fun. So by the student's trust, and I felt okay approaching friends. So I tried to apply that, you know, and that thought haunted me for some time. And I'm like, I want to do a better job. So including those support resources, have an inclusive statement. I copy that too. Okay, but I tried to modify and just try to use these. These are some of those from your across that this is the uprights. No, well, basically, it's rising solidarity and arm and students were undocumented can thrive to the safe space, the deck, and our students, the students driven by the staff and teacher support. So hopefully, I'm sure you've seen accessibility is a huge piece in a lot of sessions on accessibility that the Google sites do have that accessibility. You can create headings, subheadings, use descriptive links, embed files, use the bullet to the number less. It's very hard to read like a very dense text, right? Use videos with accurate caption so you can edit them and look to them or someone else. Think about that contrast. Well, there are a lot of pieces coming together there, but I try not to be convinced by right in those things. We can look at some sandballs. We have maybe just a minute here. This is my colleague's center. So Hillary teaches level three. That's both a message, just beautiful face, smiling, walking, class, important class information. This is a picture of our campus and she's still a student from their meeting. Let's look at the tabs, everyone, home course information. This is not like a long stream of information. So it's very easy to access nice buttons. Yes, this is done with Google sites. Yes. So buttons that link, and I can show you, or maybe I can't show you, but I'm supposed to stop in a moment. This is mine. You're welcome to check out, but if you click the preview, you can see how your syllabus will look on different device, electronic devices. So it's really nice to see like if the student access my syllabus, what does it look like? And the format is very well done. Instead of you don't transfer very well as you. So that's it. If you need to know how you could do this, basically go to Google sites. There are templates already done there for those. You can start from scratch. As I said, it's harder in the beginning, but then you get better at it, right? And see the preview, and you can insert pages here, right? You can add more pages, you can choose different themes, you can insert text blocks, images in bed, use your Google Drive. And these are very cool too, because you tell it how the layout is supposed to be just like the slides, right? So I don't want to go over this trouble, but hopefully it's looking new. Let me go back here so you can take it to the first slide. Yes, I was going to escape. So if you want the QR code again, there it is.