 OTAN, Outreach and Technical Assistance Network. My name is Barry Bukin. I am an instructional technology teacher advisor for the Division of Adult and Career Education of the Los Angeles Unified School District. I'm very happy and fortunate to have that particular position that I've had it for a few years now. It's an out of classroom position. All of our adult, our major adult schools have this position now. And our role is to assist teachers in implementing technology from the instructional standpoint. Fortunately, we also have other people who help teachers with the technical end of things and they help me as well. So as I said, you know, we're very fortunate to have this position. We have other people who help us with the technical end of things and our focus is helping the teachers, you know, in the division use technology instructionally. And my other major role is for OTAN, a subject matter expert, meaning not only do I do these webinars, but hopefully sometime soon we'll be cleared to do face-to-face presentations in schools again. But of course, you know, only when that's verified as being safe. But I hope that starts to happen again sometime soon. So let's review the objective for today. Students will be able to demonstrate to their ESL, AB and academic students several separate projects using Microsoft PowerPoint and Excel with the idea that by so doing, they'll be practicing vocabulary, grammar, or, you know, making sure that you know as the teacher that they have some mastery of content. Something that I'm going to demonstrate is with the Office Suite, but they all are virtually, they're all also, you know, able to be done using the Google apps. So it may just require some minor adaptation or clicking on something a little bit different. But basically the project ideas are all going to be transferable. We talked in the first session briefly about adapting projects to online instruction. And so hopefully, you know, we'll just cover that really, really briefly here. But what this image is showing you is that something that I used to do on a single piece of paper as a Word document in a face-to-face classroom, you know, now that we're using learning management systems or other ways to communicate, you know, with our teachers, sorry, with our students, you know, you can, what we want to do is try to explore, you know, is a piece of paper project, you know, in Word, the best way to make use of the current tools that we have. So in the particular project that I talked about last week was something that I called about me and basically students, you know, would write a paragraph or two paragraphs, depending on their level, about themselves and that would go into a Word document. So in terms of adapting that, you know, in my LMS, the one that we use at LA Unified Schoology, you know, there's a little bio page. And so instead of making this project or doing this project as a Word document, it's very easily adaptable to the learning management system because you could just have students, you know, fill out that bio page and adding their photo and it really serves the same purpose. But again, it's, you know, making use of the tools that we have. Same thing goes for, you know, presenting the instructions and samples. In the face-to-face setting, you could just, you know, hold it up in front of, you know, hold up your piece of paper, hold up your document in front of the students and stand in front of the students and chat with them about, you know, what to do. So, you know, every instructor has to, you know, make some decisions about what are the best ways to demonstrate projects for your students. So I do want to review this one project from last week for a couple of reasons. One, I think it's just a great, great project. It's a lot of fun. Students really get a kick out of it. It's very, very flexible, you know, no matter what level or course you're teaching, you know, you can adapt what you tell students to include in their presentation. And again, it can be done in a multiple way, multiple ways on a single slide or in this case multiple slides so that the conversation, you know, appears sequentially. And also, it gives an opportunity for students to practice using their voice and by recording the selection. So real quickly, let me just run through the four slides of this particular one. And I'm not sure if you can hear the voicing on that, but that was a student voice. Okay, so just let's just take a quick moment here and ask if there aren't any participants today who were in the webinar last week, maybe in the chat if you could let us know if you tried it out and how it went. And then, Anthony, if you could keep an eye on that and then share that with us if there are any responses, if anybody who was here last week actually tried this project out with their students. I'm going to continue while Anthony takes care of the chat. So anyway, I'm going to go, the other thing is that during the session last week, the question was asked, well, how do you record your voice? So I will talk about that in our next project and you can practice as well. If you weren't here last week and this project interests you and you're not sure or you don't know how to make the little speech balloons, if there's time at the end of today's presentation, I'll be happy to review the actual steps for making those little speech balloons. So the first project that I will talk about a little bit more in depth today is, I used to just call this PowerPoint Grammar. But in truth, you can do all sorts of things with it, PowerPoint vocabulary, PowerPoint storytelling. And again, the beauty of this project is it's so easily adaptable. To all levels and to all topics, you give the students a chance to reinforce selected vocabulary, selected grammar, or particular content. And basically what it is is a multiple slide presentation where the students demonstrate that they understand or can use the particular grammar point or include the vocabulary appropriately. So let me go ahead and share a particular example of this. Let's see if we can get this. So let me expand that. OK, so this is the Sente project from a few years ago, but all about modals. You can see them. But what I want to do is I want to play this as well so that you can get the full impact of having student voices. When I was young, I could train very fast. All bodies must be citizens of the United States. May I use your laptop? That way they might change very soon. So in any case, I think that you can see that given the students the opportunity to insert their voices into a project just as a lot of interest to the project. But then also you can really work with that particular student on pronunciation and then they can go back and try to improve it. And if they save their projects as versions and with dates of even, then it's very easy for them to see their improvement and that's a nice added benefit. You can see in that one this student obviously has a little bit more experience using the computer and using PowerPoint. You know, they had some transitions, you know, and there's a lot of a lot of text. But again, even lower level students can can really make use of this. So what I'd like to do now is review or talk a little bit about recording narration in PowerPoint. So the first thing in this actually happened with me as I was preparing for this particular webinar, you have to check the microphone level and make sure that the computer laptop is set up to to record voice. The particular laptop I'm using now is actually a new laptop for me from the received from the school and I actually hadn't really used it for you know, recording in a PowerPoint and I it took me several tries wondering why don't I have any sound when I when I'm doing this narration to realize that the micro the level of the recording on the microphone was like set to zero. So that's just one thing that I personally had to remember to check the microphone level and so we're going to go over this with an actual PowerPoint. But basically there's only a couple of steps, select slideshow, record slideshow and then you just have a choice. Select start recording from the beginning or start recording from the current slide. So let me go ahead and do that. I'll show you how that's done. Trying to grab my doesn't seem to want to grab. Let's I'm trying to move move my desired PowerPoint over to the other screen. So I may have to stop the share and see if I can do that. There we go. Let me resume the share. OK, so right here, for example, we're looking at a very basic four slide presentation. You know, the idea of something like this would be to show that the student is aware of some of the simple, you know, grammar transformations, you know, in this case from past tense, OK, to present continuous to maybe a negative declaration. OK, so that was the idea. I think I may have a duplicate there. That's quite OK. Let's get rid of one of them. That's how I gave me an extra one instead of students used iPads, students used iPads to study in class. Let's see if we can delete that slide. There we go. Yeah, we'll delete that. I may have hit the wrong menu item. So students used iPads. Students are using iPads and students students don't use desktop computers. So very, very simple. If you do start from the beginning, OK, under slide show. OK, there's a button record the slide show. And you do have two options. Start recording from the beginning. Start recording from current slide. And typically, you know, you may want to encourage them to try this just right from the beginning, see if they can do the whole thing. But what you do when you click that is you do want to make sure that both are selected slide and animation timings and then narrations, ink and laser pointer. That's the narration one. That's where it records your sound. OK, and all you're going to do is click on start recording. And you see up in the upper left hand corner, the little recording menu. So the students start speaking. Students used iPads to study in class. OK, so then you go to the next one and it's still recording. Students are using iPads to study in class. Students don't use desktop computers to study in class. And then what happens is when you get to the last slide, the recording stops. So now you can go back and play it and hopefully we'll get the sound on this. So we want to and notice also that you can see here on the left side. You have the little indication that something, you know, a new transition has happened. So let's play it from the beginning and, you know, through the magic of Zoom and webinars, hopefully everything will work OK. And you see up in the upper left hand corner, the little recording menu. So the students start speaking. Students used iPads to study in class. OK, so then you go to the next one and it's still recording. Students are using iPads to study in class. Students don't use desktop computers to study in class. OK, so obviously I spoke, you know, I had some extra some extra words in there, so I may want to fix that. OK, so that's where the other menu item comes in. Where you can just, you know, if your students are really unhappy with everything, they can just do it all, you know, completely over and start recording from the beginning. And what happens is it just starts all over again. You can, however, also choose start recording from a current slide. Now, I used to get really confused about this. So let's say, for example, it's the slide number two that you have to fix. So you first obviously you want to highlight it. And then I would do the start recording from the current slide. And I I would get frustrated because it would actually would record everything. Like it would finish slide number two and then expect me to start on slide number three because what it does is it records from the current slide to the end of the slideshow, which could mean that slide number three or slide number four or five were fine, but you ended up erasing them. So after a little bit of, you know, frustration with that particular issue, it occurred to me that probably the best thing to do would just be to duplicate that slide. And the reason I do that is just so I don't. You know, I still have the original if I needed to, if I, you know, if I messed up. So I would just duplicate that one slide. And then move that slide to the end. See, so now when I record from the end. It's the last slide, so it only records that last slide. So I go back to slide show. Record slide show, start recording from the current slide. So now it's only going to record. I'm only going to be asked to record my voice for the last slide. And again, I keep both checked. Students are using iPads to study in class. So that's it. That's the last slide. Now what I can do is I can move that last slide up. OK, when I check it, so let me start from the beginning and you see up in the upper left hand corner, the little recording menu. So the students start speaking. Students used iPads to study in class. OK, so then. Students are using iPads to study in class. You go to the next one and it's still recording. OK, so we know now that slide number two is OK. I can delete slide number three. And now slide number two is good. So the other way to do that is you could also just move the slide. So remember slide number one had all of that extra information. So I'm going to move it down to the bottom, record slide show, start recording from current slide. Accept both checkmarks and start recording. Students used iPads to study in class. So there we go. Now I can move it back up to the top and let's see how our presentation looks or sounds from the beginning. Students used iPads to study in class. Students are using iPads to study in class. Students don't use desktop computers to study in class. OK, so let me stop there and just ask. Have you are you trying this on your own? If this is a new technique, I suggest that you do. And again, you can, you know, the most I think the most useful tip for your students is if they're going to do this, move that slide that you want to fix down to the last row or, you know, make a do-it-yourself. Duplicate of the original move that down to the last row and then, you know, replace it. But that will be a very, very helpful to students when they're trying to fix particular things also during the correction phase. You know, if you said, oh, you know what? I think you need to work on your present your pronunciation under slide number four, that they only have to fix slide number four. They don't have to fix all the other slides. So if you if you want to go ahead, take a minute and enter into the chat any comment that you may have about whether or not I should repeat the steps one more time or whether or not we, you know, if you've tried it yourself for the first time and found that it works and you're having any issues with it or if we can move on. OK, well, I'm not seeing any comments or Anthony, not stopping me, let's move ahead. Very, you did get a comment, very clear explanation. So. Oh, good. Well, but that also means I can move ahead. So thank you very much for that. And I will say it took me a long time to figure out the little trick of moving the slide down to the the bottom of the row of slides or the list of slides. So that will really save you a lot of time. Let me get rid of this one here. Do I want to save that? No, let's see. OK. So a next very, very basic project that works out really, really well in. PowerPoint. But of course, is it, you know, if you don't if you feel like your students aren't, you know, ready for PowerPoint, it can also be done as a single document or even a single slide. But this was just basically an interview project for, you know, lower level students to, you know, get in the habit or, you know, get practice with asking questions. And so I just called it the interview project and basically, you know, you're just instructing your students to interview somebody else and then, you know, take some pictures while they're doing that so that they have, you know, something to populate the slides with and, you know, have a little bit of text. And so I'm not going to go into, you know, great detail about how to do this because, you know, if your students can do the other PowerPoint, you know, by the time, you know, if you've introduced in a previous project, you know, the basic ideas of using PowerPoint, inserting text or inserting an image, then, you know, technically, this is no different than that. It's just an idea of how you could use PowerPoint to, you know, give your students an opportunity for, you know, writing a little bit about a topic that is of interest. And, you know, that topic is, you know, the people in their class or people in their family, you know, where they somebody that they can ask questions about. Let me just show you how that works. Or let's see if I can grab the actual presentation here. And so again, you can see it a little bit more clearly. And again, that is the interview project. OK, so next up was something I called the daily activities project. And this is, you know, is like was the first introduction for my students to using Excel. And, you know, a lot of times even, you know, my colleagues, teachers that I work with have very little awareness of how to use Excel. But I always reassure both the students and the colleagues that, you know, to do this project, you're not using, you know, any of the really complex features of Excel. But let me go ahead and show show an actual student, another student example. So this is a was intermediate low class, a title slide, the actual chart and then a paragraph to go with it. So this is what that actually looks like in Excel. And for this one, I am going to run through it so that you can see what it is that you actually have to do. OK, so you have you can decide, you know, with your particular students, how much of this you want to, you know, how complicated you want to make it, how much of the the ways that you can change these things can. You know, how many different ways are to change this to make it a little bit more complex and so I'm just going to delete that so we can go ahead and show you how to how to do that. Let's see, I want to highlight it and just delete it. OK, so basically that entire chart is created by only two columns. OK, so you need one column, column A is going to be the different activities. So you could work, you know, depending again on your students, you know, either they can come up with these categories or you can talk about it first and you can give them some a list of suggested categories. So the first is just a list of different categories. OK, and so you could think of other things as well. I guess now we could say Zoom meetings. You know, how and then, you know, the time, you know, how many hours a day or how many minutes a day. So, you know, you can certainly add those. It seems like I'm doing a lot right now a day. OK. And that's it. Two columns. The first column are the the topics. Second column is just the numbers. And it's just a very simple, you know, process. You click on the first the first item. Drag down and over. To highlight everything. OK. And then basically all you want to do is insert a table or create a table. So you're in some sector table. A minute. So I insert menu. You see a lot of pre-formatted or little icons relate all different types of charts. So in this particular case, just select the pie chart, insert a pie chart. And then they give you some samples. OK. For this particular project, you know, that 3D pie is really nice. And, you know, your students can, you know, as they roll, as you roll the mouse over it, you know, you can see the options. But basically for this, it's either going to be the straight pie chart in two dimensions or the 3D. So let's pick the 3D one, because visually it's very interesting. And it it populates it. And then you can enlarge it. Also, and then notice across the top now, you have a lot of variations. OK. So what are the differences? Well, you know, this is visual and then they have the, you know, the titles down at the bottom. OK. And but you don't really see anything. So, you know, maybe you want to change it, you know, so you can see this one. You can the the labels move up to the pot to the chart itself. And then so you can let your students, you know, let them pick which one they think is the most interesting or the most dramatic to get their information. OK. Now, once they've selected, you know, a lot of these items are, you know, movable. So if this is getting a little bit too crowded, you can show them, you know, you just click on it. The item you want and you can move it. So there's quite a few things that you can do and you can let the students, you know, experiment with that. But the idea is, you know, once they're done, they have this becomes an image. All they have to do to get it into the PowerPoint is click on it. And then. Let me do it again. I move my mouse right. Click on it and you get the copy. And so you can just copy that. And it's very easy then for students to because they've already worked with PowerPoint in a previous project to go into their PowerPoint and just drop that image into the slide. This will come in handy in a future project because we'll be making the same type of idea. But instead of making a pie chart, making a bar graph, OK. But it's all the same. And again, that's another, you know, key to making this work with your students. Start out with simpler projects and scaffold the skills up so that, you know, in the they make use of skills they learned in the previous project in a future project. Any questions about this particular task and the other nice thing about this is like it's sort of live. So let's say what else am I doing now? That sort of daily activities that maybe I didn't do pre pre working from home. I can't even think of one. OK. Well, house was good house cleaning and we'll make that. One point five. OK. So just do it. It's so easy to to fix. So now it's got the house cleaning. And we want to again go to insert, pick the pie chart. And, you know, so I once you show students this, it, you know, they can easily, you know, make those changes themselves. OK. So that's the daily activities pie chart. And again, you know, when they go to the get back to the the PowerPoint, so, you know, again, they also have the option, as we just saw before, of recording their voice for this. So the next major project that I want to talk about is something that I call the the research project. This was much more substantial than any of the other projects. And for quite a few reasons. And so it was always like, you know, a culminating project of the semester. And basically what it involved was that students had to do research about an actual hypothesis or, you know, some topic that they felt was interesting or important because I was an ESL teacher and I wanted to make sure that their projects actually involved speaking. And so the idea was they would have to talk with other people in the class or in the community to get to gather their data. And then the culmination would be to share that data the results of their research with an audience. Let me show you what that would be in practice. So I have a few samples. So favorite country that most of the students would like to visit. And so what they did was they went around to other students in the class and asked them, you know, what's your favorite country? Now, notice this is a two, two actual classes together. Mr. Butchko and myself worked on these as a as a group project. And part of the reason for that is when I used to do this in my own class where they would get to do the research, create their PowerPoint presentation and then present to the class of their buddies. I noticed I was an intermediate level class and I noticed that my students could do the presentation and ask if the audience had any questions. But my students were not able to formulate questions very well about what they just heard. But let me show you why that's important. So so this was, for example, the results of that particular question asking students, you know, what country they would most like to visit. So there's those are the results. And then, you know, the next part of their presentation was, do you have any questions? See, and at that point, the audience, the people listening to the presentation were supposed to, you know, ask some questions about what they just heard. So in any case, I I found that my students at my level had difficulty asking questions about what they heard. So after struggling with that for a while, it finally occurred to me that, you know, maybe I should ask a higher level class to be the audience. And so that's what I that's what I used to do is I would invite level five and level six classes into our classroom to be the audience for my level three students who were giving the presentations because by level five and level six, they were much more able to listen to the presentation and then formulate a question. And then, of course, that as if you thought my students or your students will be nervous presenting to the people in their own class, you know, look how nervous they get when they're presenting to people from another class. So that as an extra component of the whole presentation process. Anyway, then there was a thank you slide at the end. So basically, you were typically looking at four slides. I just want to run through, if you don't mind, a few more samples just so you can see the variety. What are the favorite cakes of the students? Who are in Mr. Bucking's class on Friday, March 30th, two thousand and seven in this particular case. And what I love about this one is the insertion of the photos of the actual different cake styles into the into the chart. And I'll go over how that's done. That may be something that you haven't seen before. And again, different students, you know, could, you know, make their PowerPoint, you know, a little bit more interesting, depending on their own skills. Just to give you, again, some the way things you know, the way students, you know, make these projects their own. So in this particular student group of students, you know, much more complex than the other students because they actually had three locations where they did this research. And I think, you know, these were restaurants where that student, either their family owned or where she worked, but actually do the research in different locations. So I thought that was, you know, again, worth sharing and then a combination. I have one more. And again, just to show you how students really take this project and elaborate on it. And again, and this is the type of thing where I don't know, as an English teacher, as an ESL teacher, you know, I didn't go into all of these things about, you know, doing transitions and, you know, letting things appear, you know, by clicking. These these are all skills that they brought to this particular project because, you know, as an ESL teacher, you know, my goal is to teach them PowerPoint. My goal is to teach English, but students always had a way of adding to their own skills to the projects. So let me show you one before I go into the how to do this. So this is an actual photo of students in my rather cramped classroom back then doing the actual presentation. And, you know, this was a great opportunity for for me as the teacher to introduce presentation skills, which could come in handy when, you know, in future employment or in future settings, in this particular case, the the student sitting in front of the laptop is part of the team. And so that student is controlling the presentation, causing the slides to advance. And, of course, they worked on it. And then the woman standing next to him was doing the presentation. And, you know, showing students how to use a laser pointer in that situation was very, you know, a big part of it, where to stand. You know, do you the obvious the first inclination of most students was to stand facing the the screen so that, you know, they could see what was on the screen. And so, you know, this is a great opportunity to demonstrate how a presenter working in front of a classroom or an audience would be able to have to pivot back and forth between looking at the screen and looking at the audience. So a lot of real good opportunities for presentation skills. OK, so let's take a look at an actual chart and then see again how it's done. So the first thing that you may notice is that it's really the same structure as the pie chart. All of it is done on two columns. The first column is your topic. And the second column is your is your number, your data. What I what I really like about this one is just that the topic was was so was clever. Let me just enlarge it so you can see it better. And the data is so clear and logical. But it basically is how many gummy bears are in a package, you know, from eight twenty to nine a.m. on October 31st. Now, of course, this one I let this one slide because there's not a lot of actual English involved in terms of doing research. All this student had to do was count the gummy bears in the package. But I really, really liked it because they, you know, it's it's so obvious. I mean, it's almost like a linear progression. So I really, I really like this one. Here's another one again. OK, so again, so this is the same one we're looking at. Oops, let me undo that. I didn't grab the whole slide. I want to move that over, make it a little bit larger. So this is the one with the different cars. But what I wanted to do now is to show you how to insert the actual photos into the the chart. So you create the chart simply by doing the same thing we did with the pie chart, you highlight the two columns under insert. Instead of picking the pie chart, the students just pick the column chart. And there's so many different variations here. But basically just went with the first one. But there's a lot of things you can do with the actual columns. So the first time you click on one of these on a column, if you notice, it selects every column. So you can see the little blue dots for every column. OK, the second time. You click on a column, it selects only that column. So in this case, it's only the Honda column. It's only the Toyota column. OK, now the other thing, actually, let me go ahead. I'm going to delete. Well, let's let's let's just move this over. Maybe we'll make a new one. OK, so I select my. My my first column. And the first thing you may notice is that the the bars are much narrower. So that's the first thing that if you're going to if you want to insert a photo, you actually need more space. So the way you work with that is you when the first time you click, it's called the series. All of the columns is the series. OK, move that over. OK, and so what you can do is when you click on the series, you can change the series. OK, so by right clicking, you get a menu and you can say format data series. OK, so I'm not sure if you can see this way over on the right. You get a the menu for that. And what we're looking at is the one that says gap with. Let me just make sure you can see that. Yeah, I think you can. OK, so gap with is the space between the columns. And there's a slider. So as you increase the width, the columns get narrower, but as you decrease the width, the columns get wider. See, and so for this particular project, you'd want to make them. You wouldn't want to make them all the way. You need a little bit of space between them. So there you go. OK, so what I said before was. The first time you click the entire series is highlighted the second time. Only one, and so now what we want to do is we again, we want to just change that one. So you right click on it and you can get a menu. For that particular column and, you know, the first thing you may want to do is maybe just change a color, say so you you could have a different color. Of a column. OK, but one of the options is picture. OK, so if you click on picture, it's going to ask you where you where you're going to get the picture from. Well, they could go on the Internet and it draw directly from the Internet. In this case, I have a few photos that I've already saved. So, you know, you could show them either find the picture first, save it on your computer or go right to the image search and look for it. So I do have some photos in my already save for this particular project. A little bit of looking around first. Here we are on the webinars and today is March 16th and I have a pictures for projects. So I've already saved a bunch of pictures. So there's my Honda. And I'll select the picture you want and insert it. And boom, right there into the into the column. Here's my Chevrolet. Click on it one time so you that column is highlighted. Right click, select your fill. And select a picture instead of a color. Look for the file. Do that again. Sorry for this long, boring trip. And there's the Chevy. And it goes right into it. So obviously, you know, more rectangular, more well, square or columns, you know, cause less distortion, but you get the idea. But if you remember the the picture from the or the the cake slide, it was very, very effective. One more to share. Again, same idea this time, though. Again, this was for, you know, what TV channels do people watch? The students felt in this case that the pie chart was a better example or a better way to display the data. OK, so I saw that there was a question about how do the students gather research? So before we finish up, let me just talk a little bit about that two particular things. As I mentioned, because I knew that students would be doing presentations to the class or to other people, this is in this particular project. I asked that students after they were in partners. And this is this was a great team project that they had to come and ask me first and clear with getting approval on their particular project topic before they started work. And the reason for that was avoiding duplication. So I would keep a list and say, OK, this team was working on, you know, what's the favorite color this team is working on? What's the, you know, the favorite food? And that way, when it came time to presentations, we wouldn't see the same presentation three or four times. And the second thing I did was make sure that except for that one about the gummy bears was to make sure that students had to actually ask a question and not do something visually. So like, you know, what what color hair or what color shirt wouldn't work because they could just look and gather their data that way. And so I did always make sure that the information they were collecting required them to actually ask and answer a question. And then truth is, for for most of these classes, I also actually had to demonstrate a data collection, which for the most part, you meant walking around the classroom, you know, with a clipboard or a notebook and a piece of paper. And then I would just have them, you know, like, list the topics on that piece of paper. And sometimes there was an other, you know, if they obviously because they couldn't list every single car, but they could list the most popular cars and then list other. And then just using hash marks, you know, they didn't really have to collect student names. But, you know, as they, you know, everybody who. Selected, you know, Toyota, they just have a hash mark and then at count of the hash marks. And the way I would actually do that many times, I had, you know, counting students as every five minutes as they came into the classroom. You know, if your classrooms are your physical classes or were like mine, what I would actually do is, you know, from eight o'clock, you know, when the class started, I'd write up on the board a number, you know, with hashtags, hash marks of how many students were actually in the class at eight o'clock, eight o'five, eight, ten. And so I demonstrated, you know, collecting data and then converting that data to, you know, numerical data and then plotting, you know, maybe as a line graph or, you know, the number of students in the classroom at a particular time. So I hope that answers the question about how students actually collected data, of course, in a hybrid situation, you know, you would have to, you know, work with students about how they would do that, you know, in breakout rooms and check, you know, through chat, through email collecting the data. So that actually brings me to the end of the projects that I wanted to share with you today. Is there anybody who would like to see how the speech balloons are created? I can do that quickly before we conclude for today. Gary, while we're waiting for that answer, there was another question. Can you give us a sense? Anthony, if you can help me to see if there are any more questions. Any more questions? Yes. Barry, can you hear me? Barry? Barry, can you hear me? Anthony, anything yet? Or should we just move to the conclusion? Barry, can you hear me? Well, I am not hearing Anthony. Maybe you're speaking, but for some reason I'm not hearing anything. But I can look at the chat now. Barry, can you hear me? It's odd that I lost the sound. Hold on a moment. Oh, it looks like it's muted for some reason. Barry? Now, there we go. Barry, can you hear me? I can. Somehow I muted myself on the headset. There we go. OK, no worries. You can tell me, have I been speaking into the void with nobody hearing me for the last 20 minutes? No, no, no. We can hear you just fine. OK, yeah. There was a question before we ask about specific projects again. So can you give us a sense how long these projects take? Obviously, the research one is a lot more involved than the previous ones that you showed. But can you give us a sense like how long you know, it would take you to do that kind of initial PowerPoint project or the initial Excel project and then the research project? You know, that's a sort of a dynamic situation because the more you do projects with students, then the subsequent projects happen faster. And of course, you know, not I very rarely got a hundred percent completion on every single project. So so there is that. But, you know, if you and I will say that back in the day, a lot of these my my classes were. I'm going to cringe when I say this, they were four hour long classes when back in the, you know, when we had that luxury. So yes, there were, you know, I could devote an hour of class time or an hour and a half of class time, you know, for for work on projects. So again, you know, we have a new situation. But, you know, I would expect that, you know, you will always have some students in the class who, you know, even in lower levels, you know, by the time you finish explaining what to do, they're like your teacher, I finished my project, you know. And then there are others who it will take a long time. And then again, with the projects, you know, especially if it involves writing, it's not just the project, it's the writing. And so there's a lot of, you know, let's first draft, second draft, third draft. You know, so it's really hard to say, but, you know, to give a hard and fast number. But, you know, I would probably look at, you know, two weeks, you know, by the, you know, from the time you start to, you know, explain what it is that students are going to do. And, you know, give student work time, you know, whether it was in class or now, you know, out of class time when they could work on these projects. And then you start to see in the first week or so, you start to see some of your students, you know, turning them in and completing them and then, you know, others follow along. And as I said, some people, you know, some students never finish them for one reason or or another. That the the research project at the end, though, I would give typically I would give at least three weeks before the end of the semester to get students working on them. And there were some other things involved, you know, the coordination with the other classes and then actual presentations, you know, you know, how many presentations could could I do or could students do, you know, in a row with, you know, when they were actually doing the presentation. So you want to make sure you leave enough time so that all of the students who have completed the projects can can do the presentations. I hope that answers the question. So it sounds it seems like there's not a need to review the speech balloons or the call outs, and that's quite OK. So what I will do is I notice that there are some questions now that I can see the questions and answers about notes available and listen to the presentation from last week. Anthony, I think that sort of fits into falls into what your explanation about even though some of these are recorded, getting them into viewable fashion or viewable form with all of the accommodations for accessibility takes some time. I will, though, work with OTAN to share the presentation. And I guess what we can do is go back for the first week's for the first week's presentation and and share the slides only from that. You know, by for everybody who know. Or was in the first presentation. Very, there was there's another Q&A question or or yeah, question. So do you happen to have like a list of your project ideas somewhere that you might be able to share with folks? You've given us some some of the different examples. You have any kind of list like that? I would have to to put it together. Many years ago, I used to write a column. I don't know. Some of you may be familiar with an ESL magazine called American Language Review, and I used to write a monthly column for them. So I think I had about 20 or 30 different projects, but it's been a while. I can suggest coming back next week for several more projects. How's that? And Barry, a question just popped up in the chat from Joyce. Could you review the steps on how to can you review the steps on how to insert column data into pie charts slash charts? OK, let me go ahead and find. Uh, we'll just go ahead. Am I still sharing or yeah, OK, good. OK, so I'll just let's just just create one. OK, so we'll just start from a blank workbook. So this is happening live. So we'll see what we'll see what happens. So again, for all of these projects, you're really only dealing with two columns. OK, and I would show students some of these things, for example, making the column a little bit wider for, you know, the the names. But let's say it's, for example, is, you know, favorite desserts. OK, so the first thing is you just, you know, get your list of desserts. So I'm thinking chocolate cake. Chocolate pie, chocolate mousse. You see where this is going? Uh, what else can we have chocolate? What else is chocolate chocolate tiramisu that tiramisu? What else can we make out of chocolate chocolate shake? OK, so out of my class, you know, let's say 14 people said chocolate cake is their favorite. Five people said chocolate pie. Two people said chocolate mousse tiramisu. Actually nine. Oh, my. And then chocolate shakes was, let's say. Four or three, three is good enough. OK, so there you go. You've got two columns and the first one is the subject. Second one is the number. OK. Basically, all it is is highlighting everything, both columns and insert. And then you have different types of charts. So if it's a pie chart, you click on that and you select it. And it's all automatic. Now, this particular one doesn't feature the numbers. But you, you know, pick another one. OK, that one doesn't have numbers. So that one has numbers, but notice the numbers are in percentages. See. So you just go through them and see which one best fits your needs. I was pretty sure that one of them may actually have values. So let's see if you click on the plus there, it includes the labels and the legend and the chart title. You deselected. It disappears. Yeah, so there we go. I think that's just is that just the numbers, right? So whatever I did there, see now instead of a percentage, five is the the number. OK, so if you don't like that one, you want to change the chart type. There's an actual menu item right there. So we'll go back to the the column. And pick a column and say OK. And then it changes. And again, you have different, different styles. And you know, you can let your students, you know, explore here if you want about the different types of. Oh, thanks. Thanks. I see that Elaine reminded reminded me of chocolate ice cream. Yeah, of course. How could I forget that? But anyway, there it is. Does that help Joyce? I hope so. Yeah, yes. Yeah. Joyce said yes. OK, perfect. Anything else? Yeah, that's what I was going to ask folks. If we did have any other questions for Barry, if you want Barry to show you again, any of the project steps that he did. Now's the time. You can go ahead and pop it in the chat with a Q&A. Either way, we'll get to it. I will work with Anthony and with Melinda Holt to make the the two presentations available. I think we can email those out, correct? Yeah, typically, Barry, what we do is we we get them on to our COVID-19 page, but we can we can look at some other options as well. Barry, actually, I did have a question, I think. So again, you were saying sometimes the students, they generate the chart in Excel, but they want to display it in a PowerPoint slide. So is it simply to just copy that chart? Yeah, let's let's do that over to PowerPoint. Just paste it or do you have a better way to do that? No, that's that's the way I would do it. Let's get over to a PowerPoint that I have open here. OK, so this is the speech balloon one, but it doesn't matter. We'll just add a new slide, a new blank slide. OK, so over here in the you just highlighting, you know, you click anywhere on the complete chart. OK, so that it's the complete chart is highlighted. I'm going to try to do without moving the mouse. There we go. Just copy it. Come on over to the PowerPoint and just paste it. So you're most, you know, even even the, you know, beginning high students once that's demonstrated can do it. The idea of those, they do have to make sure that the chart is complete the way they want it over in the Excel before they paste it because you're pasting it like as a picture. So if there's something wrong here, like and what would happen like I would see their PowerPoint and I'd catch like a spelling error or something here, they have to go back into the Excel to fix it and then, you know, recopy and repaste. And Barry, another another chat question here. So remind us again back in the Excel. So you right now you had your list of five desserts, right? The cake pie, mousse, tiramisu and the shake. But then you're like, Oh, I forgot to add the ice cream and the doughnuts. So how do I add that data and then get an updated chart that will have the new the new data? OK, so that's so. If you've made the chart once, I don't know if you saw what I did. I changed the existing data. And did you notice how the the that part was live? The chocolate cake went from 14 down to 10. OK, and and so if I think even if I do the spelling, chocolate shakes right away, that becomes chocolate shakes over here. But if you have to, I think if you have to add a whole new category. So, Barry, you're saying the current table is dynamic with the data that you've already listed, but now now we're adding more data to it. Right. So I think I think I may have misdated that the very first time. So you do have to just highlight it again and just draw the chart again. Insert your your chart and just see. So now you have the chocolate ice cream. And then the other thing is, you know, these things here too, there's different ways you can make the letters larger, et cetera, et cetera. Let's see if I can do that real quick and say so. There's a lot of dynamic ability within which could be important, for example, if you are going to project this as part of a PowerPoint slide, then you'd want these things to be you know, the letters to be as large as possible. And Barry, that chart title, that's a text box. So you can actually go ahead and actually give the give your chart a title. Right. Exactly. So let's type in a favorite. Types of desserts, if they're chocolate, see? And then again, whatever it is that whatever is final here, you know, you'll highlight the whole thing. I keep moving the mouse and copy it. You know, see that one's no good anymore. We'll delete that. OK. And then paste a new one. So it's it's much easier to read the the labels. OK, so I think. Let's finish up by going to my. A final slide. And if you remember, at the beginning of the webinar, I set out some objectives that participants will be able to demonstrate to their ESL, AB and academic students, several separate projects using Microsoft PowerPoint in Excel. So your students can practice vocabulary, grammar or demonstrate mastery of content. I hope that I've done that and that you are able to do that now with your students or your colleagues.