 OTAN, Outreach and Technical Assistance Network. So, how did we end up starting with the triple E framework? You know, as an international society of technology for educators called ISTI member, I was always looking out for content that I could adapt to adult learner. As you know, most of ISTI is K-12, but we're menacing it now to become more adult level. And I found this book called Learning First Technology Second. And it was by Liz Kolb. And I was immediately intrigued as when I read the book, I felt so many things similar to how she was thinking about technology and integration. So I bought the book and found the triple E framework. I also turned Christy Reyes onto this framework. And she's helped us a lot with developing our ideas about this for adult ed. So we're going to use the words framework and model interchangeably here just in case, because sometimes I use framework and sometimes I use the word model. Okay, next Debbie. So the book was really focused on K-12. And it was very hard for me to use it in adult ed. However, her research and her focus was just what adult educators needed. So Christy and I convinced OTAN and this wonderful team of teachers to help convert it into a framework that adult educators can use. Now let me tell you just a little bit about Liz Kolb. She's a clinical psychologist with the University of Michigan. And she used this research for her PhD. She did a lot of classroom observations in K-12. And she found that teachers were using technology, but mostly for fun gaming behavioral purposes instead of for cognitive purposes. Her framework is easy to use so that teachers can easily see what the student is learning and how technology engages with, enhances and or extends learning outside the classroom. Next slide. So today's objective is to review the triple E framework of engagement, enhancement and extension. And to take a look at the OTAN's triple E framework for adult education, Moodle course. Next please. So how does this framework differ from other frameworks? You might be familiar with SAMR and or TPAC. SAMR as you can see here is very linear and it focuses on the technology and on the teacher. It assumes that teachers want students to move up the SAMR ladder. This framework is so straight up and down and we all know that learning is messy. So it's overly simplified. The other framework over here is called TPAC and it's a framework which looks like a Venn diagram. While the framework is useful and valid, it is extremely complicated for a classroom teacher to use. The triple E framework uses this type of Venn diagram, but it's much more focused on student learning and not overly nonlinear. So Jennifer will describe this framework in the next slide. So here we have the triple E framework of Venn diagram. We're focusing on three big areas, engagement, enhancement and extension. Let's get to, we're taking all these into account and we're trying to get to the sweet spot, the integration of technology in our classrooms and our activities. Let's talk about engagement first. We're focusing on time on task is the technology helping us to focus on that task. We're talking about co-use. Our students using the technology together and is technology helping them achieve their learning goals. Next, I would like to talk about enhancement. Does the use of technology add value to the lessons that are being learned? It also technology is used to scaffold the material that the students are learning, and they're trying to differentiate or personalize the lesson plans so people can use the technology to personalize these lesson plans. And finally, we move to extension. We're trying to tap into students authentic experiences. We're trying to connect learning 24 seven so people are learning outside the classroom. What they learning inside the classroom is applied outside of the classroom. And also we're trying to develop their soft skills. Next please. First, we want to look at engagement. I love technology, and I'm always excited to try a new technology tool. But as Susan mentioned, and Liz cold stresses, learning goals need to come first and technology second. As we're preparing our lessons, we need to ask ourselves a few questions. Next. Number one, does the technology allows students to focus on the task of the assignment or activity with less distraction. One of the key elements about engagement is a fact that students are active in the learning process. The technology allows them to focus on the task. Next. Number two, does the technology motivate students to start the learning process does get them up and get them going. Does it motivate students to immerse themselves in the learning. I've heard engagement described as the hook that grabs the student and pulls them into the lesson. Next. Number three, does tech does the technology cause shift in the behavior of students where they move from passive to active social learners. Years ago, I was teaching a B and I wanted my students to learn the steps on how to write a research paper. I could have gone through the steps created a handout and given them a lesson on recent on the research paper, but I tried a different report reproach. I, as I, as a class. We decided on a topic Elvis Presley students worked in groups on the computers to research Elvis's life. Different articles made copies of them in our reading group. I gave students highlighters to mark what was important. We created an outline and then wrote our paper, but we didn't stop there. We again divided into groups. Each group was responsible to create a video clip of a different part of his life. Each group had to insert images and every person in their group had to narrate at least one sentence. Students didn't miss class. They were definitely engaged. We put all the clips together. They showed their work to an ESL class and many of my students requested their own copies. They were so proud. That was one of my best lessons ever. I now know why it had many of the elements of the triple E framework, especially engagement. Next, very important to triple E is co use. This code defines it as the person to person social use of a digital tool. Think about pairing students to work together on a learning activity by using a technology tool. Your lesson doesn't have to be as involved as mine, but just adding turn and talk can make a difference. This is where students turn to a partner and discuss the subject before sharing with the whole group. You can ask students to turn and talk about what they are learning using the technology tool. It gives students a sounding board and more confidence to express themselves in the group or think aloud. This is where the teacher verbalizes what he or she is thinking while reading or working out loud. You can use model and then have students do the same in small groups. You can also use paraphrasing and that's having the students put what the author is saying in their own words. You can also use graphic organizers to improve their comprehension. You can also read the first part of a story and then have your students predict what will happen next or maybe have them create a Google slide with their story idea. These are just a few ideas to make your lessons more engaging. Think about how you can make your lessons more engaging. Don't worry, we have a cheat sheet with numerous examples on how you can make your lessons more engaging. Next, let's look at enhancing our lessons and I'm going to turn that over to Alisa. Thank you so much, Susan. So now that you have an idea of how to engage your students, let's talk about enhancing your lesson plans. We saw in one of the beginning slides incorporating activities that enhance your lesson adds value to them, scaffolds and supports them and differentiates and personalizes them. Let's take a look at three questions that you want to ask yourself regarding enhancement. Question number one, does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? To enhance a lesson, teachers want to create opportunities for creation and or production over consumption, meaning that after content is introduced, scaffolded activities are developed and used for students to gain a broader understanding of the content. The tool should be meaningful and impactful, not just a time filler. For example, if students are being introduced to new grammar, just adding YouTube videos on or online worksheets aren't enough. Being passive with materials only adds quantity to the content. When students share how the video relates to the textbook or worksheet amongst each other, they then demonstrate understanding with critical thinking skills. This is an indicator to the instructor that the enhancement activities allowed students to demonstrate their understanding. If this cannot be demonstrated yet, more enhancement activities are added. Question two, does the technology create scaffolds to make it easier to understand concepts or ideas? As it was stated in the previous slide, scaffolds are meant as stepping stones for students to gradually master a concept, not add more complexity to an already unknown topic. If the specific content is not mastered by the students with deeper understanding, more scaffolding is needed. But again, not just for the sake of doing more, it's to give students different opportunities to practice before moving on. Question three, does the technology create paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools? By giving students a choice in how they demonstrate their learning, instructors are empowering students to be self-confident. This in turn ensures students will learn more at an accelerated rate. The cookie cutter method of instruction does not always work for all students. Like you, your students gain knowledge in different ways. Some actually learn better by studying for an exam. Some would prefer to create a presentation. Others may enjoy leading a group project. By introducing several different ways to express knowledge, students can break their own barriers to learning by selecting which fits best for them. Here are some of the examples from the cheat sheet. As Susan talked about, turn and talk or turn and teach is an excellent way for students to demonstrate their knowledge to another. For example, students can share new vocabulary words they learned after doing a Burlington English unit and help identify the means with each other. Graphic organizers allow students to categorize and mentally prepare them for to take the knowledge they gained to the next level. After watching a video, students can work in groups to organize what they saw. Perhaps make a word map with verb tenses. Exit tickets are a quick and easy way for students to demonstrate knowledge at the end of the day. When given a prompt, students can write a quick note or draw a picture to show if they understood or if they liked the way it was presented. If students can organize main ideas into subcategories, sequencing, timelines and family trees, these are all ways to show understanding. Differentiated instruction allows all students to learn in different ways. The instructor provides multiple ways to learn and in turn the students learn multiple ways to demonstrate learning. Many cognitive strategies, the most empowering gift you can provide students is the ability for them to understand how best they learn. Do they learn best by listening, reading, taking notes or watching a video? When instructors provide multiple means of learning, students gauge what works best for them and can adapt on their own. Now that you have a better understanding of how to enhance your lessons, Debbie will introduce extension to you. Thank you, Elisa. Extension is the third and last component of the Tripoli framework. In some ways, it's what we're aiming at with all the others. We want to bring the school experience into our learners' homes and into their work. Next, the questions. Next, thank you. The questions that we want to ask and that are part of the rubric, so that's where these questions came from. There's a rubric that you can use to evaluate your lessons and these are some of those questions. The questions are these. Does the technology create opportunities for students to learn outside of their typical school day? Next, does the technology create a bridge between school learning and everyday life experience? Next, does the technology allow students to build skills that they can use in their everyday lives? Next. Extension is accomplished by using real world connections in our classes. This can be accomplished with problems reflecting situations in their jobs or lives or lives. Capture daily experiences in your lessons. Simply done fraction or percentage problems bring in shopping or cooking where students use their phones to share what they find. You keep students learning anywhere, anytime. Extension allows students to take what they're learning in class into their lives. They can practice critical thinking, decision making, and problem solving. They acquire a big picture perspective. For me, this is the proof of the learning. Students are empowered to integrate their knowledge, make their own observations, and bring in other contexts. So your choice of text tools can facilitate skills they take away from your class. Tech not just to be used in class but tech that can be used in their lives now and in the future. Consider what skills they might need. Collaboration. This applies every day when they might be doing things like Facebook or groups or using Zoom. Curation. This requires critical thinking for them to gather knowledge and then evaluate whether the knowledge has bearing on the truth. Organizational skills. Applying Evernote or Google Drive or Microsoft OneDrive. Using it here in the classroom can extend to them using it in their lives. There's virtual tools that help students design, deliver, and support what they learn, such as creating a YouTube. Another area that is important that was brought to my attention by my boss, John Kerr, when he came to me and said that our CTE students are prepared, and yet they go out and sometimes they don't keep the job because they don't have soft skills. Our classrooms are a great opportunities to prepare our students with those soft skills that they're going to need on their job. Things like time management, professionalism, working in a group. Next, you can focus in classroom activities to prepare your students with the tools that they're going to need to extend their learning into their everyday lives. Here are a few. You can use distributed spaced practice. So whatever they learn today, they're going to revisit it next week and the week after that and the week after that, which reflects the real world when problems crop up all over the place at any time. You can expand online writing. Most of our students text each other. They use Facebook and Instagram already. We can help improve their writing and expose them to other avenues of writing. I had a student who through our classrooms writing was able to make himself less likely to be laid off because his supervisor depended on him to write the weekly reports. We can reduce inquiry based instruction for students create questions about what they want to learn in reciprocal questioning also known as request the role of teacher and student is reversed, and the students create their own questions about a topic or lesson. Think of what they'll learn when they have to try and teach the topic. Finally, include ways to connect with the real world in your classroom. Connect with real world issues, partner with real world organizations, connect with authentic experts, offer opportunities for students to connect with community partners. The success of any teacher is in knowing you have prepared your students for their lives. They don't live very long in our classrooms, they move on. We want to ensure that they have the tools to grow thrive and succeed outside our doors. Now we want to show you the courses created Blair next. Alrighty. Well, I have the great pleasure of showing you the course that we developed it's currently in Moodle. I will eventually be moving over to campus but I'm going to take you live which means I need to share. And I apologize that I'm looking in odd places but that happens to be the function of the my system. So I apologize I'm not looking directly at you I will in a minute. Okay, let's see if I can get this right. Okay, can somebody give me a confirmation that you're looking at the Moodle course please. Yay. Okay, so here is the Tripoli framework course developed over the course of a year. And we'll get started. So what we wanted to do was to provide a way for us to help teachers learn how to incorporate the Tripoli framework into their lessons effectively. So we've developed this course that hopefully provides that we've had one pilot go through, and you'll be hearing from some of them today. The course starts off with a, we have some basic accessibility statement course acknowledgement resource links and then how to navigate the course. So we go into the meat of the course with week one and week two. In the week one we have introduction and, as you see, we have a lot of forums in week one. We used forums in the, the course to build community and to get active discussion going with the participants. And I'd just like to show you what we did with the first forum. We made the participants of the course an option to either write their response are to record their response to introduce themselves to the rest of the participants and to maybe share some unique fact that no one else might know about or none of the other participants in the course would know about them. So I just got permission to show you I'm going to show you a little clip that I thought was just wonderful. I got that when I shared let me, let me get the sound going. Let's hopefully this is going to work. And this is and I'm hoping I'm pronounced I'm not going to say anything I'll do it afterwards. She is in the room, Bill, please, and I could be wrong on that but you're going to find out in just a second. What the name, the Arabic name of the Queen of Sheba is. I'm pronounced Bill Keese, you guessed my first name. Don't know why but my father wanted to name me after a queen. Hi, I'm Bill Keese I'm Ed, and I teach ABE at South Bay Adult School in Redonda Beach, California. I've been doing that for the last two years, but prior to that since 2001, I've been teaching ESL. I hope to give you a little taste of what that was like so we had in the course we had probably half of the students actually did the video and half of them did a written introduction but I just thought that was so powerful and a really I like I already know her now. I still can't pronounce her name correctly I need to practice it but I apologize. Bill, please. I hope I got it right. Bill Keese, Bill Keese, okay Keese hit that. Okay, thank you so much. I'll have it now. We also used our forums for video reflection so the participants would watch a video these happen to be by Susan Gair and Liz called the and Liz, and then they would reflect. So it was just the first the first week we did a lot of forum forum so there was a lot of discussion and building a community. And then the second week too, we go into the basics. We introduced a book component, and what this did was allow the students to go through within the course, and to read everything they needed to read about the Tripoli framework. We're here at the table of contents. We have a section for engagement. We have information that they read and then we presented scenarios where they could think about the different situations with engagement and with enhancement and extension. And if anybody I went too far out now if anybody has any questions please don't hesitate to put them in the chat, I can multitask sometimes. So, once we got into. Oh, I'm sorry. So we had the reading then again we had more forums. And we also had. Oh, we also added if anybody's familiar with smart, smart goals. We wanted our participants to think about create a smart goal for themselves as they went through the pilot or went through the course to help focus on what they were trying to gain from going through this course. And then we had in each section we have this fun with failure. And what we did with this is we thought that it would be really good for the participants to see the coaches there were six of us that created the course and we've all been teaching and we've all had situations where things just didn't go right the one that I wrote about was, what do you do when you've got this great lesson plan set up and ready to go. And you're going to be on the computers that day and the electricity goes out. So just being ready for plan B plan C and maybe even plan D, you just never know. So with the fun with failure each week we had different coaches write some of their failures that they had learned from their lesson failures. And then the students would read those and then we got a lot of feedback from our participants on things that they were willing to share with us, things that it happened to them. So that that gave us a really rich conversation and discussion going with, what do you do in those situations and just building that community. So now we get into the Tripoli framework part. So we had three weeks of this we had a week of engagement, a week of enhancement and a week focusing on extension. And each of these weeks were set up consistently so that the students learned very quickly or the participants learned quickly how to go about it. We started off with a paddled activity. How do you enhance your lessons. So each participant would go in and they would start thinking about it and then they would share that. And what I really liked about this. You also got feedback from other students they would read each other's and then they would comment on what, you know, they would make comments on on that particular post. So another book reading, and then we go into a forum let's talk about enhancement, and then we get into the lesson so what we did as coaches, we decided that. So we decided that what we would do is to help our participants learn how to actually add engagements we would present a lesson that didn't have any engagement in it, or any and any of the ease in it, and then we would take them through systematically. As you can see we had the five different program areas. If we look at a be we have math reading and writing we're all representative represented. And we gave them the original lesson plan that only had. It was just a lesson plan without any engagement or enhancement or extension added, and it was set up in the with Pia format. So through the lesson, we then gave them the opportunity to using the rubric we had a rubric, how would they rate this lesson so we're having them think about the lesson they just read through and how would they add enhancement to that. I'm just going to go through this real quickly. And then we had them think about more ways to incorporate in and we give them the cheat sheet. And I'm going to go ahead and I'll show you the cheat sheet right now and then we'll have an opportunity to download it later if anybody's interested. So the cheat sheet was developed by put together by Debbie Jensen but developed by everyone in the course and Debbie did 99% of the work let's give Debbie the kudos okay. So what we did is we go through and we have all of these different things that you heard the presenters actually talk about some of the different educational practices. So the Debbie organized it to engagement enhancing enhancement and extension. And so you've got this wonderful sheet that you can go through, and then each of the links takes you out to other places to give you more information on those. So if is anybody's interested in this you'll have an opportunity to download it towards the end. So and I'll give you just one more. So now we're at the lesson so we've shown them the original lesson plan so now what we're going to do is show them a lesson plan where enhancement has already been added. Not only since we're enhancement they also had the benefit of seeing where the engagement was. And then enhancement activities put into the lesson as well so the, the theory is that we want, then it wanted them to take an original lesson plan that they have an engagement activities enhancement activities and extension activities so that they would have a very robust lesson at the end incorporating all the triple E. That's what the lesson plans look like. And how am I doing on time guys 904. Okay. Let me. So the other thing so as part of their assignment they would then up they would add their components and then they would upload them into the course for grading. And then we also use pad let again to have each of the participants upload their lesson plans and this way, all of the participants could see everyone's lesson plans. So we're getting a nice repository of lessons and everybody can see the different activities that everyone used. And let's see. Okay, then we get down to so we've done enhancement engagement and extension. Another fun with failure, we had a couple of gains h5p games that were added to the course, and the final project was for each of the participants to pay take a new original plan and add all of the components engagement enhancement and extension. We have a lot of resources in the course. We actually offered an effective lesson planning, reading for the students and the cheat sheet. And so there you have it do we have any questions on the course, anything that I may have forgotten to touch upon. And I'm not seeing anything in the chat. Okay. So I think we go over here. I think that I am finished with sharing the course. I'm going to go ahead and stop sharing and let the slideshow pres resume. We're going to give you and we will down, we will give you the the link to the cheat sheet a little bit later. Mary. So my opportunity to share with you what happened with our first cohort. As one of the team captains, it was a great opportunity for me. My team was spectacular and I heard the same praise from every other coach, we were so excited by our participants and the work that they put in. They were the first. And so they found so many great ideas that they thought would make things better. And our wonderful Blair was busy every week, changing things to make things better and so we're very grateful to them for the efforts that they made. So we posed some questions to them to ask them what they learned and what they wanted to share with you. And so first we want to have them address you and let you know what they learned. So the first question we asked them was what was the biggest takeaway. And so I will let Cindy talk about what she learned and Cindy go ahead. Tell everybody who you are so that they kind of can relate to maybe the program you're in and stuff. Yeah, I'm, hi everybody I'm Cindy was slobsky and a long time ESL faculty member in San Diego with the adult division of the community college district. And although I'm retired now I was very, very interested in learning more about the Tripoli I'd heard about it, you know, over the years, but had never utilized it. So, when I had the opportunity to jump on board I really wanted to take the course to find out more about it. And so I would say my biggest takeaway was to be more mindful about your reasons for using technology so that it's purposeful, it's productive, it's collaborative. And it really puts learning for the real world, I would say at the forefront. So you'll be happy to hear that I did not use any of the ease in my description, because it's so easy, just to talk about engagement enhancement and extension, but and one of the best things for me is all the questions for the three ease that you all have already presented but I, you know, blew them up and I put them on a sheet of paper and a plastic. sheet protector, and I think that so helpful. It provides you with a terrific tool as you are developing lessons and a big shout out to Debbie as our super facilitator, and I know you'll be proud of me that I have this as a handy resource. Thank you. Thank you, Debbie. Jerry, I think you had a comment you wanted to make about the biggest takeaway. Yeah, good morning everyone my name is Jerry I'm a instructional technologist at Highlands Community Charter and technical schools Sacramento. And I think this is really great this this, I think my biggest takeaway was that we finally really have a framework that actually I think the most one of the most important parts comes before any of the ease that's really designing something that is meaningful and that's authentic at work so that it can be enhanced by this framework. And that's really important I think that oftentimes we jump right into the technology because it's fun and shiny and new and, and we forget that there's actually a lesson plan and an approach that's really really really important. And I think that was my biggest thing with that this was really practitioner friendly, and not so much theory and not so much. You know super academic but this was really something that people could wrap their, you know, wrap their heads around and get and use the next day so I think that's a pretty cool thing. So, thank you. One of our participants wanted to include her thoughts but she's at a retreat that she could not get out of we tried to twist her arm but she couldn't so this was from Christina let. My biggest takeaway was that Liz Cole identified specific concrete goals that teachers should identify and implement in their lessons for real conceptual learning at a time when a push for technology has grown, and used disproportionately to the amount of real and actual conceptual learning that is taking place. What I would like to say about the triple E course is that it highlights a growing need to understand and use technology in a way to truly aid conceptual learning. Not just to use technology for technology sake, especially since the covert shutdowns the use of technology may have forced teachers away from truly thinking about how to really implement conceptual learning. It focuses on what students do with technology. It helps in the planning of engaging activities, having the students communicate and create using technology with specific concrete features to point to engagement enhancement and extension activities in a way to use the framework. I love the cheat sheet. My biggest takeaway was that Liz called identified specific concrete goals that teachers should identify and implement in their lessons. So, you know what, I think this is a repeat. I'm sorry. So, she enjoyed it and it was fun working with her and so we're grateful for her efforts to. All right, let's go to the next question. Next, can you say more about what you were doing with your lesson plans pre triple E and what changed when you began using triple E. Bill keys. Would you share with us what you learned. Good morning everybody's happy to be here and a shout out to Susan culture who was our fantastic coach. I use padlock a lot before the triple E course, but when I would engage the students hook them at the beginning and usually used think pair share. I discovered Ed puzzle I don't know how many of you know that but it shows videos and you can stop it stops it and ask questions and the students have to think about it and respond you can have it. They can do it remotely they can do it in person with a handout, and that seems to really engage them. So a lot of writing and as people know writing is a, it's definitely a solitary act, but I found co use to be so you important. So now I pair up the students and have them write paragraphs together. And as they do so they are more contemplative, they discuss what needs to be done, and they take their time, they probe it much more deeply. The only thing that I had them do was to create graphic organizers with Google draw. Instead of me, like somebody had mentioned instead of giving them all the resources have them create things so they would do that. Also, with Google docs create rubrics for the assignments for the paragraph assignments. Students are very busy I'm sure all your students are so busy with life and work in school, and I always hesitated to give them assignments out of class any kind of homework. But I found that to extend the lessons beyond the classroom. It helps them to reiterate what they've learned in class so now I give them extension exercises where they have to just post a video on padlet. And at the same time that they have used the technology or they have used the concept that we've learned in class. Thank you back to you Debbie. Oh, I love those ideas I feel like I need to write them all down. Anna, could you tell us what you did before and then changes you've made. I'm on a walker I work at Pasadena City College instructor I work mostly with developmentally disabled adults. And I think that for me I'm going to be a little bit more general than Bill Keith, because I haven't actually begun using some of these in my actual classes, but I can say that before I took this class, my, my lesson plans even though I think I was naturally using some of these types of enhancement and engagement. I don't think I intentionally was looking at how they work together. So, I think that this once I took this course it just really made me think intentionally and plan for that. And I think all of this come together to create lesson plans that really make these work together. My students aren't necessarily technologically savvy. So I think that one thing that is important to understand about this, these whole concepts although I know we talk about technology and we talk about, you know, using this particular whatever, even if your students aren't technologically savvy, you, the ideas behind this, you can use all three of these even if you never opened up a computer, you could use all three of these. And that's what I really got from this, I think that enhancement wasn't really on my radar before. And I'm really starting to think about how I can have my students, you know, create more of their own questions, and just become more involved in that learning process for themselves. Extension, some extension is built into my classes because I teach functional living skills. So of course we're always taking you know the shopping and the addition and subtraction into the community and that sort of thing. But I think for me just understanding more about how these three components work together to create more of a customized plans for your students that that was really what changed for me was just the thinking intentionally. Thank you that was wonderful I appreciate that very much. Question number three. Walk through one of the changes you made to your lessons incorporating the three keys. And we've got song, would you like to speak to that. Debbie I'm sorry I don't think song is here. Oh, okay. Well, thank you for checking. I should have checked ahead of time to make sure. Okay, Alicia. Can you speak to this. Yeah, make sure I had put my mute off. Yes, I am with San Diego Community College. And I am as with Anna, I teach adults with disabilities. My class is daily communication skills. So one of the things walk through the changes again from what Anna had said, a lot of my students, all of them as online zoom. They are challenged with the computer. So that's a whole nother. It was very hard for me at times, but actually I had a look at this in another way so the changes it was incorporating how am I going to use this technology to engage them. So as I heard someone talk about Ed puzzle I use that coming to all these workshops webinars I'm learning so much. So these are great tools for engagement. I had a thought. Well, we'll just go together. You don't have to read it will look at it and it'll speak so that's kind of how I've done it, the engaging finding new things via technology, enhancing going through it step by step with my students and telling them this is what we're doing. The extension as Anna had said she works. Well we have daily communication. So I had done a lesson on shopping I'll pull out an ad. I'll use my annotate all these great tools that I'm learning via technology. So to engage my students and it is just been. It's been exciting for me because even although they are limited I have visually impaired nonverbal, if they can do something and that means it's a go so via technology and once I get to go face to face I am just like so excited that I get to share all this with them. So, it's exciting it's a new way of thinking for me, really thinking outside the box and engaging using more technology in my zoom. So it's, it's been quite a, I will tell you one big thing that I just learned just yesterday or Wednesday was Cindy's Jamboard, that little laser thing. And actually with the annotate it's all over and I have to clear it, you know that laser just go boom. It's so exciting. So, I tell you, these little bits and pieces that I learned from all over is exciting for me for working with students who are digital digitally challenged. This is awesome. So, again, am I thinking outside the box. Absolutely. So I'm always thinking in Kurt I always have music, you know, all kinds of stuff. And engaging them technology through different ways. So, that's it. Thank you, Debbie for being so supportive for us. Oh, it's been a joy. Thank you for your comments that was really great. Now we have a question in the chat from Karen and she said did the teachers give feedback about their students participation throughout this process. There's a difference in their classes. And we've asked Bill Kies to address question number four. Bill Kies, have you tried these with your students. How have your students reacted. I have, I taught them a writing lesson on cause and effect paragraphs, and they loved it. We started with the puzzle then we did a pair work where they had to write the paragraph and submit it on padlet. And they enjoyed that time to be able to discuss together rather than just as a class and being together, it made it easier for them to ask questions and feel as shy. And then once they posted those on padlet. I had other groups go and peer edit. So they had to write the comments in the pad that section, but then they had to discuss with one other group to clarify any questions about those comments. The other thing that they really liked was the extension. How would they apply this in their own life. And one of the students said that they had an unruly neighbor who was always making noise. And so they would use that cause and the effect and then write this a letter to the landlord. And then talked about non residents coming in and using the tennis courts in their community because somehow they got access to the key and then showing the effects of their living trash and making noise and not allowing get the residents to be able to use those tennis courts. And just last night I was so proud one of the students said she wrote a one and a half page email about a complaint doing using the cause and effect that she had for purchasing something. And so she said I couldn't have done it without you. So I was very proud of that. And I have to say reiterate what other people have said about the course that we've learned so much that cheat sheet has been invaluable. I learned something about choice boards. I feel like I was in a vacuum before learning about choice boards has given me a whole new approach to having students submit their work so they can do it via writing or as a slide show or even a video. And I think giving students that choice empowers them. I mean, wonderful the students have reacted wonderfully with it they feel more engaged they feel that they're learning a lot more if I think it's becoming something that's embodied in them rather than a concept and then they leave it and that's it. Thank you back to you. Thank you appreciate that so much as an AB teacher I very much gravitate to what you said because many of these engagement activities are built into ESL. It's just normal, but a be not necessarily it's more of a standard kind of classroom. And when I read that the amount of learning that takes place when you do not do co use goes way down and I thought, well, I'm working really hard, but they're doing it. And so I was really really thrilled with just small changes you can make in your class to bring in that co use in an AB classroom in a CTE classroom in all high school classroom, so that the students are more successful so I very much appreciated it thank you for your for your ideas. I think Jennifer you had a comment you would like to make. Yes, recently we were doing a co apps related to medical services. And we, especially around coven we were using the apps to with a literacy level student population to make appointments to get our booster shots etc etc. And like where how do you find this using Google Maps to find the places to to get the shots using county resources to make appointments etc etc. And then also people were sharing their experiences going into the clinics themselves and what happened during the clinic so we were using sequencing activities to talk about that. However, what happened recently is must a student had to go. Her husband was not able to take her to her medical appointment, which she always did. And because of what she had learned in the class, and thinking about things and clear concrete steps. She had to go to registration now I don't need to go in the waiting room. Now, learning how knowing how to check in with her cell phone before she even gets to the hospital. It was really important the husband personally came in and thank the entire class for participating in these activities, because now he feels confident that his wife can go to the hospital by herself and be safe, because she knows what she knows what will happen, because she went through this process in the classroom itself, learning about these activities. So, that's it. Thank you. That is remarkable. I think that is teaching at its best, when we make it so that their lives are enhanced and extended. Most importantly, it's not just. It wasn't the teacher teaching, it was more like the students teaching them the, each other about what's happening. And so we would even do like little mini writing assignments about. I go to Kaiser hospital I go to this, this clinic that clinic. So talking about these things talking about the steps, talking about using the apps was really important. And that's that's who the husband thanked, he didn't thank me he thanked the entire class. So, very good. Okay, very good. All right, okay. Question number five is, is what would you like to say about the triply course, and we're opening this up to everyone so please. Who would like to speak first, because we'd like you all to make your comments. Bill case, do you would you like to start. Sure. Okay, I think it's already been said, everything that we've learned has been so valuable that triple E cheat sheet was eye opening I didn't realize how many ways to engage enhance and extend, but it gave ideas that led to other ideas. So I would just have to say, biggest thing was that it opened my mind to so many more possibilities and not just carrying on my lesson plans in a rote way. So thank you all for that. Thank you. I appreciate the fact that you guys were all fabulous teachers to start with. You weren't beginners, you were fabulous first. And this all made you better. And I think that's really exciting. Thank you for your question from Karen. Yes, so actually I wasn't in your triple E framework but three of my teachers did go through the course and I would like to comment from an outside looking in. I was very interested in the course when I reached out to Susan, I said, look, I said, this is really important to me. We've been in schools and whistles, we've been in COVID, we've been teaching online, but the teachers feel like they have to use every new tech tool that they're introduced to and it's taking away from student engagement because of all the time that was being done. How do you do this new tool? How do you do that new tool? So I am so grateful to hear that it was rolled out as it was intended if it does not enhance the lesson, do not use technology. And I know, I mean, I love technology, don't get me wrong. But if that is the biggest takeaway, keep it simple, keep the students engaged. I thank you, I thank you, I thank you. Truly. Please. I kudos to everyone. I obviously I want to take it myself, but it was so important that my instructors took this course because every time I walk into their classes I'm like, are you sure your students know how to do that? I mean, I'm lost. And I just could not understand can we pull it back a little bit. So, thank you. That's all I wanted to say. Thank you Karen. We appreciate that. All right, who's next? Who wants to speak? I can speak if you'd like. Thank you. Thank you. I think that for me, well first of all I really want to thank, well I want to thank Susan because she was my coach and but I'm sure that other students had the same experience with their coaches. Susan was so warm and she just really helped me. I was a little stuck, I have to say, as I was going through the course, I was confused about the difference between engagement and enhancement. So, Susan kind of just took me aside sat me down and really laid it out for me so I could understand it a little bit better and I really enjoyed the fact that we had the forums and the discussion groups we were able to see what others teachers were doing we were able to give some feedback. Alisa who also I'm usually the only person who works with developmentally disabled adults. And so to find somebody else who worked with them and she was putting down in her discussion some of the most incredible things that she was doing. I'm going to steal that I'm stealing that. And so just to be able to have those discussions with with instructors that you would never meet in real life was really incredible and somebody asked in in the chat about feedback from our coaches and we did get wonderful feedback. They were kind of the way they were there. We had weekly meetings with them I don't know that that was mentioned, but we did meet with our, our little cohort and our coach to talk about anything that we had trouble with, and also she would go through, you know the next ideas and what we were going to be doing in case we had any questions so I really just felt very supported in the class. And again, I think that it is important to say that you don't necessarily have to be technology savvy. To use these ideas they just sort of transcend all of that. So that was my experience I really, I really loved it and I think people that take it will really get a lot out of it. I appreciated it too because that was one of the awarenesses that I came to. I mean this is a technology symposium we're teaching technology, and that's, that's where we're at. This is the time and place in history where we're using technology. But the idea is you use it to enhance your class you use it to make it so that the students learn. And otherwise you don't need it they can go home and they can play games. And here it's to use it, and to prepare them to use it. There's so much technology they're going to need in their lives, and to need to use it well. And so when they go to their jobs or they go on to college or they go forward that they can use the technology appropriately. So, that's was very exciting to me too. Who's next. I'll go. Okay, thank you. Yes. Again, it was always seeing Anna as another one who works with a challenged individuals. It was great to see her responses. So that was really good. I think the thing for me, again, was, as Anna had said, even although we may have digital digitally challenged individual students, we, they're still coming around they're doing it. I wasn't able to say this but because of this, I have a lot of stutters in my class, they were openly volunteering feeling comfortable versus being in a classroom. It was real they were very hesitant. So this opened the bar so could I see that can I chart it I can, you know, so I saw some really great things they were asking other students questions in the gallery. You know, there it is right there for you guys. I mean, they're putting their heads up these guys always put their head down because they they're not feeling confident about themselves but when they're on zoom with me they're up. Is that engagement. Absolutely is that enhancement. I think so. And who there was someone who said you don't have to have all three of them. Absolutely that's true. But I'm also taking extension as they can extend this positivity going outside in the real world, wherever they go. So I take it maybe I take tiny steps at a time, but it's great. So I think, I think everyone should take this, not only all teachers. I think it'd be great for everyone just for interpersonal skills. Correct. I mean we all need this. How do you approach someone, you know, oh that person's quiet they're not talking to me they have this you just need to find that way you can get him is it because I have a special head on special you know I come from that. Maybe but I just think everyone this would enlighten everybody. That's my feel. Anyway, I think it was a great course. Appreciate it appreciate all your hard work and all that you contributed to the class. Who else who would like to speak next. I'm ready city Cindy thank you. Sure. So I would say that Tripoli course, successfully successfully guides all the participants to understand the pedagogy of including you know the three ease engagement enhancement and extension activities. I was also confirming, you know, to some degree that some of the face to face activities that I did use with my low level ESL students prior to my retirement did fit into the framework, like having two students work together on one computer. So that's kind of an example of co use, I would say, and like one works the mouse the other works the keyboard with two headsets connected onto one computer. But of course there was a lot more to learn. My area of extension, I think was the most challenging how to create more opportunities for those literacy level students to learn outside of the classroom and to bridge to their everyday life. There were, you know, tons of ideas of how to use the technology in order to build more comprehensive and effective lessons and more kudos to the cheat sheet resource that you know a lot of people have mentioned already. So I learned some new things like choice boards, Bill case mentioned that as well and never heard of that before. You know which gives learners options for demonstrating their proficiency. I'll write down one of the quotes that I wanted to remember and that is differentiation is making sure that the right students get the right learning tasks at the right time. And I really like that and I think it really is succinct with what we're trying to do. In the course a lot of helpful experiential sharing among the participants, I especially related to the fun with failure section. And it revealed a variety of frustrations and surprising teaching experiences using technologies that we've all had. And it was interesting to hear about everyone's unique teaching situation we're on a different situation we're teaching different topics in different environments. And so that was interesting and the course facilitators of course were so very supportive. They consistently provided feedback that was helpful and guidance throughout the course as you, you know, dive in deeper and deeper so you never felt alone. You had other participants, you had the facilitators, and also the included in the course for weekly zoom meetings. So those were much appreciated also to review, not only the previous weeks content, but a preview of what's coming up in the current week. And to discuss any concerns anybody might have so I did appreciate that tremendously. Thank you. Thank you appreciate that. We appreciate each of the team leaders. Susan Coulter myself and Elisa Takayuchi were the team leaders. Now, Lisa's not been mentioned because her participants couldn't be here today but I wanted you to know that they have written glowing reports about her to. Is there anyone else I think we've got a couple more people you have any more comments that you'd like to make. Evie, ever was not able to be here but she did write something so. I hope I'm pronouncing it right is an ESL non credit college instructor at Glendale College. She wrote this, the triple E course was well paced and very engaging. I found the number of six weeks to be perfect for me, not too short, not too long. I really enjoyed that fact that there were not too many participants in this course, allowing us to get to know each other and learn more from one another. I learned a lot about the differences among engagement enhancement and extension. The scenarios in the ebook were very helpful and clarified my knowledge on how to implement them. Now I feel more aware of triple E and I feel confident enough to incorporate the triple E into my lesson planning involving technology. The cheat was extremely interesting to explore and helped us to incorporate the right activities, and I will save it for future lesson planning reference. The weekly sessions gave us an idea of what is expected of us next week, allowing time for clarifying and answering the questions we had during the live sessions. So I'm glad to have a facilitator was really encouraging and always made sure we were on the right track and not falling behind. I'm glad to have been part of this short triple E cohort. Thank you. Thank you anybody else. Oh Jerry, do you have something you want to add. I'll add that I think, first of all, thanks Debbie for all your flexibility with me and, you know, I know we're all busy and trying to get things done. But this was a really great experience and I think one of the things that I would like to say about the course itself is that I think it was really well designed. The functional design standpoint, having, I think the layout of everything if we're just talking about functionality, the layout was really well done, having an asynchronous and synchronous format is, I think, ideal, it's one of my favorite sort of designs I think it's really important to have, you know, even if it's a short meeting that you have a synchronous session with your facilitator, or your instructor, I think it's really powerful and I think that helped helped us and the other cohorts as well. I know that most folks, or maybe I'm assuming but I think most folks were teachers on this and so as a former teacher and you know I still find myself in the classroom every once in a while. And through a kind of an administrator lens in ed tech, I think that it's really, this was really nice. As far as addressing key fundamentals in achieving positive technology integration outcomes. I'm really focused on technology integration strategies a lot and I think this was a great way to get into and introduce a lot of folks to it. And the help administrators actually make their jobs a little bit easier to because the, the folks that are doing the work are actually starting to get familiar with, with what we're trying to do from kind of the, the 10,000 foot view. And, you know, again I just want to reemphasize that I really appreciated that the objectives came first before the technology I think that's super important. And so reinforcing that in a course, or even introducing that in a course to many folks is, is huge. And so, I say kudos to the team and thank you for the opportunity, I really appreciate it. Thank you Jerry we appreciate that. We appreciate all of our participants, this was a wonderful experience and we want to repeat it. Let me turn to the next slide now and turn it over to Blair and she'll tell you about it. Okay, well that was just fabulous I loved hearing it not. I wasn't a coach this session so I didn't get to be boots on the ground with it so it's wonderful to hear from all of the participants and all the kudos that were given to the coaches and the course alike so thank you very much, which brings us to this slide we want you. So if any of you are at all interested in participating in this course, the plan is that we will have this was a pilot run. We'll do another session more than likely in the fall, and we would really love for you to join us to make your lessons better. You'll learn to add add activities which will engage the learner enhance the use of technology and lay a foundation for the students to extend the learning beyond the classroom through this six weeks course and we look forward to hearing from all of you. And Susan culture alternative over to you for the last point. Okay. I want to talk a little bit about TWT, which stands for teaching with technology. It is an online database on the 10 website and has numerous activities, but because of triply, we are now changing it, upgrading it. And we are putting in our lesson plans we're using the wipia format, and we are adding enhancement engagement and extension to the lesson plans. And when you pull up a lesson one of the new lesson plans you can see that it's not has not moved over to the new site yet. But this is the, we want to take some of the lesson plans from the course, because we've got some great lesson plans with with all the components in it. And we want to add those. So everyone could use them so you will be seeing these lesson plans that participants have created in the teaching with technology database. Okay, back to you. I guess it's Debbie. Jennifer hi. Sorry. So I was wondering if we have any further questions. I know people have been asking about the cheat sheet. The link has just been dropped into the chat, and also the white paper. The white paper you're going to see the recent the the original research on the triple e framework and how it was development and the some of the objectives and the outcomes with the cheat sheet itself. I just wanted to highlight that list that everybody has been talking about with with the activities and the associated enhancement engagement and extension activities that it's associated with. So, again, take just a second to to grab those white the white paper and also the cheat sheet. I also see another question, Jamie, I see you just dropped something in. Oh, is this the original ed tech article Jamie. No, you just, it just wasn't a link when it. Oh, okay, thank you so much. So does anybody have any further questions or sharing before we leave. I'd like to say a few words if that's okay. I would say that this has been a beauty. I've been, I was not a coach either, but I helped develop the course. And I think to see that this course could be run in a small group fashion with a learning circle and coaches I think for me, it seems like the future of learning is small groups and learning culture so I'm really pleased to see that the course we had no idea if it was going to work but it went beautifully. All the coaches and participants. I'd like to piggyback on that as well. I think that the course really helped us as the course creators and the coaches to really understand how learning is done well, and having these small groups and really being mindful of the course in that we incorporated the ease within our course. So our participants were projecting themselves as students and so they were learning how their students would be learning in a lesson plan. And I think that was a really good idea on our part to really show to the participants how much that this is really important to to all learning. And so, and then also the fact that there was so much more that they added for us they added so much value our participants were so good about giving us feedback throughout the whole all the stages of this course, and that we're going to take that feedback and really implement our piloted course to make it something really great even beyond just what was the content. We learned so much more about how our teachers needed more support with just lesson planning in general. And so that those are really, really nice discussions that my group had every week in that there was always something to discover and more. And so for us as coaches to really help support our participants. And really, it showed and then their work the lesson plans that they put into the course for the repository were incredible. I'm so proud of all my, you know my participants, and just reading the forums from the other participants and the other groups was really beneficial for me as a coach. And I want to add that the triple E white paper is just a white paper, however, in the very near future it will be a vetted journal article with what much more research and vetted into it. And so look for that coming up. And I'd also like to add if it's okay. So, right now the course is in moodle we will be transitioning it over to canvas. And one of the things that we talked about it as coaches and I'm not sure that it's been mentioned here today is that this would be something that if you wanted to copy of this course in the future, and just your agency, your colleagues, that is something that would be possible to do. In addition to OTAN will be also running the course once or twice a year. And you can be with other, you know, people around the country or around the state. So two different ways to run it you can run it your have a copy of the course run it yourself or join OTAN's course and have coaches from OTAN run it. Yeah, we do recommend that if you're going to run the course that you take it first. That's not necessary. Yeah, and you could have one of you know if you run it for your, your agency and just want your agency you could have one of OTAN coaches be the coach in the course, but just have a cohort of your co workers. Different experience, you know, whatever works best for you. So please keep that in mind.