 Good morning everyone. So this presentation is going to be like in English and Spanish depending on my brain, how it's working. Because sometimes I'm trying to find the words in English and I'm sometimes trying to find the words in Spanish. So in order for me to continue the conversation, I need to buy a code switch in order for me. After I finished my master's degree I went to work for KIPP as a high school teacher. And I taught AP Spanish language Spanish 4 and AP Spanish 2. Then I was the department chair for both high schools and I was writing curriculum for Spanish 1, 2 and 3. In the KIPP school we have three courses for students that are non-native and then we have one course that is Spanish 4 for native speakers and then AP language and AP language for native speakers. So we have currently two high schools and I decided to present speakers. I'm very passionate about instructional materials. I like to help my team, which is the Spanish team because they're always creating the wheel and there is no materials for them. So I'm always trying to find materials for them that they can use because we don't have materials. Also, I decided to present because my dissertation is going to be an empirical study. I'm going to be working with a high school teacher and I'm going to be working with the students. I'm trying to implement a pedagogical approach in how to teach pragmatic explicitly to high school students. So that's why I decided to. So hopefully it's helpful for you. If you have any questions, please don't hesitate to stop me at any point. So my presentation is titled Students as Creators in Ravage Instruction in High School for High-Speed Speakers. And it's going to sound a little bit as the presentation that Karen did yesterday. When she was saying things, I was like making connections. She said like, oh, he's almost as similar. But there are some differences and the differences for AP LAC and for AP LIT, especially for AP LIT, students have a required list so they know what they want to read, right? So how to encourage the students to read a text from the 14th century, which sometimes is difficult for adults. So how to create that sense of, I want to read, don't be hot there. Well, I want to read La Sarilla Dormez when the teacher is like, I don't want to read that. So that's going to be the difference between Karen's presentation and my presentation. So I would like for somebody to volunteer to read this. I would like to acknowledge on the land where we are standing right now. If I have a volunteer, but I can read this. So these are the materials that you are going to need for this session. If you have your phones and you can scan the QR code, you are going to find the presentation and all the handouts that you are going to need, but also it's in the folder that doesn't share with you. So all the materials are there, but also are here. Yeah, it's the same. So these are all the materials that you are going to need for this. So these are the objectives for today. The participants will be able to name the instructional steps of general-based instruction. The participants will be able to apply their knowledge on general-based instruction to complete two instructional steps for an upcoming lesson. This is the agenda where we are going to start with a do now or calentamiento. That's what we do in high school here in Kip. Background planning. First and second core idea, third idea, general-based instruction and models. And then you are going to have planning time to apply what you have here. And then at the end, I always like to collect data, which is my nature. So I would like for you to complete a survey and how was my presentation, if it was helpful or not. So I can make changes or adapt it for future purposes. So we are going to start with this. And we are going to watch this video and this is the transcript of the video. So as you watch the video, think about the question below. How this is related to education. Be ready to be called for to share your answer. How that relates to education. Take 30 seconds to think about this question. How this video relates to education. Take 30 seconds. I would say like have the end on mind, right? Like if you know what the students need to know at the end of the semester, what the students need to do at the end of the semester. So you are actually planning thinking about the rigor that you class needs to have every single day. So thinking about the end goal, thinking about what is your goal, playing the role facilitator. Like this is my goal. How I'm going to get there. And what activities I'm going to provide for the students that have a diverse view of the world. And not just one side of the story. So we're going to talk about Bako's plan. So if you have the goal in mind, you know, like what do students need to know and do at the end of the course. Then you are going to think about the assessments. So how I'm going to check that they are on track to meet that goal, right? And the path is not going to be straight. So when you climb a mountain, there's a lot of obstacles. And probably you are going to take a long time or short time. And maybe you are going to take shortcuts or not. So it depends on your ability and guiding the students and facilitating the role for them so they can be successful. Then you are going to plan the learning experiences. Which activities will help the students reach that goal? So starting with the goal, then with the assessments, and then the learning experiences. If you are going to assess the students in one way, those are the same ways that you are going to do learning experience. You can ask the students to always answer open-ended questions. And then during the practice, during the assessment, sorry, is multiple choices. So it has to align what you are creating as an assessment with the learning experiences and the goal that you have in mind. So we are going to start with the first core idea. So if you look at the mountain, we are going to start with the goal. What the students need to know and do at the end of the course. So that is our first core idea. And those are the learning outcomes. So for high school, we can either follow any of these three things here in Texas. If you are not from Texas, maybe you follow the actual or you follow the standard from your state. So these are some examples of the skills or learning outcomes that the students need to have. Obviously it's only one. But the students need to have a variety of skills at the end of the course for them to be successful. For an AP college board, it's the one that we are going to follow for advanced placement courses. And one of the learning outcomes is analyzing or interpreting literary texts and audio sources in the target language. Actual, one example is learners understand, interpret and analyze words per read or view on a variety of topics. And then for the textual essential knowledge and skills, analyze culturally authentic meaning, digital audio and audio visual materials in a variety of context. So like I said, this is just an example of the skills that the students need to have at the end of the course. If you know the learning outcomes, you know how to guide the students throughout the year and prepare materials that are aligned with these skills. So the second core idea is assessments. So you need to think about what is going to be the assessment or what the assessment looks like at the end of the year. For example, for AP Spanish language, the students need to write an essay. The students need to answer multiple choice questions. The students need to listen to audio and answer questions. So those are the things that you need to keep in mind when you are preparing the learning experiences for the students. Then you need to think about how many skills are you going to assess throughout the year. So you are thinking about, okay, at the end of the year, the students need to have 25 skills. How I'm going to divide those 25 skills throughout the year so the students feel successful at the end of the course. And then think about the alignment between the learning outcomes, assessments and the learning experience in the classroom. Are all of them aligned? If they are not aligned, then the students are not going to be successful at the end of the course. Also thinking about assessments, what is the difference between performance and proficiency? What are the two categories that you are actually assessing? And if the students are aware of which one you are assessing, it is important to be clear with the students presenting the why, what we are doing this, where we are going with this year. The third core idea in this one is the one that we are going to spend the most. Because this workshop is about GMRA-based instruction. And GMRA-based instruction is a pedagogical framework that I use to create learning experience, not only for high school students, but also for college students. So GMRA-based instruction is a pedagogical framework that provides instructors with a series of instructional steps that not only allow students to learn how different kinds of tests are structured, but also to understand what their social purpose is and how linguistic and rhetorical features are tied to the particular message that the author wishes to convey. This framework allows students to create their own content using different modalities based on the structure of the model test. I'm going to show you examples and I'm going to give you some time to digest all the things that come with this framework. So let's do this activity. Take two minutes to stand up and then find a partner that is two tables from you. Like Joseline is going to go to the third table. The third table is going to go to the fifth table. The fifth table is going to go to the seventh table. So you need to stand up and then find a partner and discuss these questions. What comes to your mind when you hear the word text? What is the first thing that comes to your mind? And then be ready to share your answers with the group at the end of the two minutes. Are you ready? Yes. Everybody sit down for a second. Thank you. Exactly. I forgot to tell you. And I put usually in the slides, you need to wait until I say go. Take two minutes to stand up and find a partner, two tables from you and discuss the following questions. What comes to your mind when you hear the word text? Okay, so Joseline is going to go to a person that is in this table. One person. The table here is going to go to the one person that is in this table. Two tables from you. So I'm going to check for understanding before you move. Who can tell me what you are going to do and how you are going to do it? And why you are going to do it? How much time do you have? Yes, perfect. So, yeah, let's say go. Go. Two minutes. One thing that high school teachers do, like when the students are in an activity, we walk around and hear what the students are saying and then we pick up somebody based on the responses to share. I was having some difficulties with the mic, so I couldn't hear what you were saying. But it's their volunteer that can tell me what comes to your mind when you hear the word text. So, yes. Yes, so a text can be in this room. There's a lot of things that we can analyze. Like why the clock was put there and not in this wall or in this wall. Why it has to be on the back? Why we are using this kind of table instead of other kind of table? Like the functionality of the table because we are in a conference room, right? So, all the things that are in this classroom can be used as a text and you can discover other things. Like she was saying, you can talk about the history of the table. You can talk about the family. Why families go around or why, at least in my family, even though we have a very nice living room, everybody's always in the kitchen. For some reason, everybody's in the kitchen and everybody's standing up. There's a lot of chairs where you are not sitting down. Why you are in the kitchen, right? So, those are the things that you can talk about and then you can analyze, especially when you are with high schoolers or college students. So, text, the evolution of the word text, according to Davina Carmen, text can no longer be thought as a relative text and a table. It doesn't fit our reality. The high school students are in TikTok, right? They are not in Twitter and not in Facebook because that's for all people. So, they are just in TikTok and Instagram. So, those are the texts for them. They are getting the information from this media. They are not getting the information from Don Quixote in the book of 500 pages. They are getting the information from fluid media. So, this is the definition that came up that feeds the reality that our students are living right now. In addition, they are becoming increasingly multimodal and interactive. So, you can mix. You can do an audio and you can do a text, or you can do a text and you can do an image, a visual. So, you can interchange the modalities that you are presenting the text to the students. Links between texts are complex online and intertextuality is common in online texts as people draw open and apply with other texts available in the web. So, these are the instructional steps of general-based instruction. So, I go back to the definition. So, there are two things that I want to point out. So, instructional steps, social purpose and text. So, the students are going to interact with different texts and they are going to understand the structure, the internal and external structure of the text. We are talking about external structure of the text. We are talking about how many paragraphs. If you have a conclusion, we are talking about the internal structure of the text. We are talking about the grammar. So, these frameworks help the students understand not only the external structure of the text but also the internal structure and then what is the social purpose of that text. So, that being said, these are the instructional steps of general-based instruction. So, there are five steps but usually teachers only use four because the fifth sometimes it doesn't get time during the year for the students to complete the fifth one but it can be an activity that you can do with the students if you teach them five days a week. In the high school that I work with, they only have four days of students because Wednesday and Thursday is a blocked day. So, it is a little bit challenging to do the whole cycle in a week when they have a lot of things that they need to internalize for the AP test. So, the first step is setting the context. Building feel, experiencing the known and the new. How we are going to get our students to be interested in Don Quixote, to be interested in Lasarillo del Torment, to be interested in things that were written in the 14th century. Then, the second step in the instructional steps is modeling and the construction. What is the meaning of this text? What is the main idea? What is the purpose? What is the message? The third step is join construction where the students are working together with the teacher to go back to the model text and to replicate it. So, they learn the model text, the internal and the external structure and then in the join construction, they work with partners to replicate the model text. When they go to the individual construction, they do a text that is similar that has the same characteristic but it can be presented in a different way. So, if I give them a model text as a one paragraph of a narrative, they can create a poster, they can create a podcast, they can create a tweet, they can create a TikTok video, it has to have the same internal and external organization like the model text. So, that's where they get creative and this is where the inclusion and the ownership comes into. They are going to be agents of this content and they create their own content. So, how the instructional steps of general race instruction looks like in the lesson plan. Yes, this looks very easy, right? Like four steps, we can do it, but then how it looks like. And I think many of the presentations that we go in, they tell us these are the four steps and they don't give us a model and that's also what happened in the classroom, right? We tell the students, just do those four steps and they don't have a model. So, they feel that they are not successful because they don't have something to relate to, to have, to get inspiration, like yesterday one of the presenters said, I'm going to show you a model so you have inspiration, right? Inspiration and how to do things on your own, but you have a baseline. So, do you remember the QR code that I show you with all the materials and then also in the folder that Jocelyn shared with you, you should have access to the models. So, you are going to find a landing page. The landing page looks like this. Here in the landing page, you have all the links that you are going to need. So, go to this page. When you are there, we're going to, I'm going to show you two models, okay? The first one is for L2 and it's for novice high and the second one is a model for heritage language learners. So, if you go to the landing page, click on the first one that says model general based instruction weekly lesson for novice high. And this is a lesson for L2 students. So, when you click in that link, you are going to find this, okay? I created a weekly lesson that is distributed in four classes of 15 minutes. So, the first thing that I did is thinking about the end goal that we talk about at the beginning. When you listen to the video and she was asking, where do we go? And the cat asked her, where do you want to go? Well, I don't know, then it doesn't matter. So, if we have an end goal for our students, then it's going to be easier for us to create the activities that are going to be aligned with that goal. So, the first thing that I did is think about how this activity is going to align with the final assessment that the students are going to take at the end of the year. So, the students are going to describe at the end of the year a picture, okay? And they are going to use the verb set, start, haber, tener in different sections of the test. So, this activity actually covers these things. So, it is aligned. And the way that I'm presenting the activities here is the same way that it's going to be presented in the final assessment. Then, after I think about the alignment with the final assessment, I put the proficiency level, the type of text that I'm going to use and the ICANN statement from Apple. So, this one is the first class, setting the context. So, I know that I'm going to talk about the description and the text that I'm going to use describe a haunted house. It's a manual for haunted houses. So, the students are going to be very excited about it. So, the first thing that I do is I'm going to connect to the first with what they know and what we are going to be talking about in this story. So, I ask them, describe your house, how it is, how many bedrooms do you have, how many bathrooms do you have a garage, do you have a patio? So, in this one, I was tempted to do cochera, right? Because that's the way that I say. I'm from Mexico and I say cochera. But then, I'm thinking about the population that I'm teaching and I'm thinking that can be a cognate for the students. So, it would be easy for them to use that. So, what shouldn't use that, right? And I'm using DNA right here because it's a verb that they are going to be using in the lesson as well. So, as I am creating my lesson, I'm also thinking how I'm going to economize my words because these are L2 students and I want them to practice the target language but I also want them to understand and not feel frustrated. So, these are the things that they should already know and they are very easy to answer. Then, I do the modeling. But before doing the modeling, I introduce the unknown words through sentences. Here, I just put one example. So, what I do is I pick up the vocabulary that I know is going to be essential for them to understand the text. And then I put it in a sentence that is going to be very relatable to their age. So, many of them read Harry Potter. So, they are going to make a connection, maybe, what encantadas mean. After that, I read the story to them. And this is the story. Manuel de Cas is encantada. It's a very short story, very funny, and the students love it. Usually, I use this in October because it's close to Halloween. So, it's also thematic for them. So, these two activities setting the context, modeling and deconstruction, I do it the first day on Monday. And then, if you see here the comprehension questions, I do true and false because in the final assessment, they are going to have true and false and they are also going to have open-ended questions. So, I'm aligning my questions to the final assessment. So, when the students are taking the final assessment, they feel familiar with the type of questions that they are going to have. All of these, they do it on Monday. So, on Tuesday, they are going to do this one. We're going to talk about the external structure of the text. How it's organized? What is the purpose? What kind of text is this? I put this in English and we talk about this. Some of the presenters talk about this. I want them to know this and feel comfortable in their language. It doesn't have to be in Spanish because what I want them to remember is the structure of the text, how it's organized, and then the purpose. So, they can tell me these things in English because I want them to remember. So, when they create their own content, they feel very comfortable and very confident that they can replicate the structure of the text that I just presented. Then here, I'm going to be doing the joint construction. And this is for Wednesday. So, it takes quite some time for the internal and external structure of the text. So, I don't want to rush it. So, I do it in one day. In that, I also use this book that is in the UT website in Coral. Yeah, under Coral, these texts, Dr. Zapata created these texts for the students to have some exercises. So, they go under the exercises and then I can use it almost like an exit ticket to collect data if they're actually understanding the verbs that are in the text. Then on Wednesday, I do the joint construction and then on Thursday, I do the applied creatively. And if you read there, what they are going to do is they are going to create a text that is new but has the same organization and has the same verb, verbs as the modal text. So, they have to use at least two modes of communication. They can do video and audio. They can do visuals, audio and text. They can do a combination, but it has to be at least two. So, I give them the rubrics how I'm going to grade them and then I also give them the opportunity to revise it or do peer review so they understand what they have to do. So, I know I talk a lot. So, what I want you to do is go through this with your elbow corner and discuss these things. What is the role of the text in the lesson? What are some similarities and differences between the lessons? Don't answer that question yet because we're going to see it in a second. We just answer question one and question three. What is the role of the text in the lesson? And how is the grammar introduced and taught? So, I'm going to repeat the instructions. You are going to have five minutes to talk to your elbow partner about the lesson that I just presented. You are going to review it with your elbow partner and you are going to answer questions one and three. Who can repeat what you're going to do in the next five minutes? Maybe it sounds silly like why do I have to repeat what she's saying? It is in the screen, but trust me, the students need to verbalize text to understand that. It seems very simple, very silly, but I have been in high school classroom. I was a former high school teacher. I am a college teacher right now. And trust me, I repeat these two times. And then I start walking around and there is five students like, what were I doing? I just say it twice and it's in the screen. Look at the screen. So, it is silly, but it's just muscle memory for you to remember like, I understand because I created maybe the people that is in the room or the students don't understand it so they have to verbalize it. That's why I'm doing it. I'm not doing to be like, they don't know what they are going to do. I know that you know. It's just for you to build muscle memory to know as soon that the students know what to do even though you repeated. So, five minutes on the clock. I heard a lot of great ideas so who is ready to share? Yeah. Exactly. And there are a lot of grammar that can be used. Right? They are not the only ones. You can go back to another lesson and you can use the same text for another different lesson of grammar. Yes. Exactly. So, not only is using a text and I already did the lesson but I have to use another text. You don't necessarily have to use a different text every time you do a lesson. You can use the same text to do three lessons. Right? And what we were talking about when you are in the process of doing the individual construction there you really realize if you can apply the concepts. Because from a written text to a video that has the same internal and external structure that requires a lot of skill. It requires you to understand what you are doing. And if you don't understand it you won't be able to create something that has the same structure. Okay. So, there, based on the video we are going to show you all of these. Right? They will be based on a single object. What the teacher wants is to be based on a single concept. Grammarically, we are going to show you that option in the student that they use to create grammatical concepts or better to explain all of the grammatical elements. That is up to you. Right? Like, we talked about this yesterday. All these materials are for you to adapt to your student population. This works for my students. This semester. Maybe it doesn't work for next semester. Right? Because we are going to be able to in Texas A&M. Sometimes I have mixed, I have heritage speakers that want to be in that class because they are afraid to be in the heritage speaker class. They just don't want to be there. They say, please don't send me there. I'm going to do everything here. And I said, like, it's fine. Like, you are going to be able to apply things that maybe you think that you understand. But you don't. So, it's going to be helpful so you can accept. You don't have to go if you don't feel comfortable. But when I have a mix, then I have to adapt the the activities to give all the students the rigor that they deserve. Because it's not about lowering the rigor to meet the student's needs. But it's about giving them the proper tools for them to succeed with the same level of rigor. Okay, so let's quickly look at the AP lesson before I give you some time to plan. So if you go to the same landing page, you are going to go to the model that says AP Spanish Lit for AP and Heritage Language Learner. And it's the same that the logical framework looks different. It has all the components. So it has the five steps that we went through in the other one. In the other one it's more explicit but in this one it's implicit but it has all the elements. So the students have to read one of the required texts is from Pablo Neruda. So I decided to do La Oda Los Calcetinas. They are very fun and a very fun way to introduce things. So that's why I decided to introduce the Oda Los Calcetinas with these students. And these students are in 11th grade and they have to take the AP test at the end of the year. So I put all the things that they are going to be learning in this lesson but also thinking about the AP test. What are the skills that they need to have in order to pass the test. So I put this one like Neruda Los Calcetinas. Okay. If you are not using shoes with socks then think about your favorite socks and then draw them. And they draw them and they present it to the class and they ask them questions and then they have to compare their socks with Neruda's socks and then we talk about the structure, the comprehension of the Oda. And then they analyze each strofa. Then they have to do the test. They have to apply what they know about Oda and the organization of the structure of the Oda in the internal and external the structure. So now let's go back to the landing page and if you click here Participants Template is going to ask you to make a copy. Okay. So you make a copy and then you are going to have a copy in your drive. And these are the templates that you are going to use for the planning time that you are going to have. So I'm going to go back to the slide and then these are the instructions for the planning time. So for the first part you are going to have 10 minutes to go to the Participants Template and only complete the things that are highlighted in green. Okay. You are going to do this in groups of two. Yeah. If you go to the folder that Justin and Cher with you is there. Okay. And it's now in the folder. Okay. I can put it in the folder. The template is here. The template is this one where it says template and ask you to make a copy. Okay. So I'm going to put it in the folder but you know what you are going to do in the next 10 minutes. Right. So you are going to go to the Participants Template to work with a partner and you are going to complete only the things that are highlighted in green. Okay. So 10 minutes and I'm going to upload the other one there. Do I have anyone that would like to share what they are doing so far? So far we have we are doing the the configuration with the key set and the 16 and the students will be comparing contracts. They will be learning how to get ready for special events. So now in the summer students like they have a topic like okay, they want to dress up, they want to teach learning as a Baqueras or give them a topic or anything or see something that they want to do in the field like key sets and all the work they are doing and how they are doing and how they are testing the 16 in the community and so on. So we are going to give them a topic. Okay. So if you want to go if you are still working with a partner or you are if you are still working on that it's fine this is just for you to think about how you want to create your lessons and I was telling one of you that this is just a template for you to use or not to use but for me it's very helpful to know like how these things align to my goal. So the next part that you are going to be working on is the things that are in yellow. So if you already complete the green or not you can continue working on the green or you can go to the yellow. Can I have everyone's attention for a second? So when I said and look at your pamphlet is this one. So it tells you the license that you want to choose. You are going to choose how you want to use your material. Like maybe you don't care if they sell them but maybe you do. So when you look at this one you are going to choose which one do you want and if you don't know how to do it Jocelyn put in the folder that if you go there how to share your work okay so there is something that is not in the folder but I'm hearing a lot of conversations about this. So for high school unfortunately I don't know yet we have a standardized test. So the students have to take the AP test if they are taking an AP class. If they are taking English one they have to take the start test. So there is no going around. If they want to graduate from high school they have to take even though we don't like students taking standardized test but that's the reality. So in college level which is great you can do almost pretty much whatever you want with your course. You can create your own test you can create your own activities you can pick your own goals for the course based on previous years or based on your coordinator you have more flexibility. But that's not the reality in high school. So in high school students have to read Don Quixote. Yes students have to read La Estadillo de Torment and sometimes even the teacher doesn't want to read it. So I was sharing with others that for Don Quixote I get super excited and I bring like swords and I dress in like I'm so excited that I like it's very contagious for them to like I'm so excited too. Even in time I'm like I'm not that excited but I'm going to play the role that I'm super excited so you are excited as well. So you have to motivate the students yes it is easier to show them a Mano 400 house. That's very fun it is not the same as Don Quixote I like Don Quixote but it's hard. The vocabulary is very archaic and it's very difficult for the students to feel successful when they don't understand. So that being said in my college class that I teach I create my own syllabus and I create my own goals and based on my experience with general based instruction I use and I think we talk about this I use children's books I know the goal of my grammar advanced course is for the students to be able to apply all these concepts so they know that it's grammar there. They know that they have to be able to show me that they understand these concepts at the end of the course but it's also fun because we read children's books and we talk about social justice and we also talk about grammar and how they show it to me is not through a test that they have to write an essay that they create activities. Activities that high school teachers use. So what they do is as the same lesson that I create for them they have created for other high school teachers and they know at the beginning of the course that they have to create activities for high school teachers so what they have to do is they have to pick up a children's book different from the ones that we already read in class they have to read the book they have to do a summary they have to get linked about the chapter, they have to get linked about topics, about the places that are named in the book and they also have to create the questions that the teacher is going to ask the students based on those texts and they have to create activities that are connected to the grammar concepts that we learn in class so I told them this is your final example if you cannot create activities and you cannot do the activities the grammar activities then that means that you did not understand so it's 50% of your grade to be able to create these activities and be able to understand what kind of grammar concepts are in the text that you chose because I give them the freedom to chose what they want to do but one of the activities was defined as an article and they put up examples from the text so if they don't know what is an article and they don't know how to apply it then they didn't understand what was an article how to use it and one of the activities that they also created is like they put the wrong articles and the students have to put the right articles but they create the activities and they have to complete the activities themselves so it's not only I'm going to create these activities and then I'm not going to complete it so they have to complete it so I think that's the beauty of the college course but we don't have the beauty everywhere so that's the difference so I work as a TA in Texas A&M high school Spanish student teacher so when I coach them and they are like I don't know how to introduce this you can use this book and these are all these activities you just need to adapt them to the student population that you have but that is the baseline that they already have so they are actually using what the students are creating and then the students not this semester but next semester you need to put the license so I can put it in the website and everybody can give you credit of the work that you are doing and they feel very successful like oh somebody is actually using the materials that are created these ones no because I did not ask the students but I just wanted to show you what it is so Dr. Zapata website she has actually websites for children's books with exercises so if you type Gabriela Zapata I love Gabriela Zapata but this is from Texas A&M and is none of them so if you go to Texas A&M Gabriela Zapata you can share that link her personal link her personal link if you go to the personal website she is the one that doesn't work but she is the one she was my professor and she was my director but she is moving to another university but she actually taught me everything that I know about general practice instruction so I want to give credit to her because she actually created websites with all the student work and the students are actually giving the activities that you can use so if you go to the website and I am going to upload it there so you can see all the activities that she has that are OER materials so you can use well thank you very much for everything it was a pleasure