 OTAN, Outreach and Technical Assistance Network. Okay, so good morning everyone. Thank you so much for coming to our session, a High Flex Teacher Guide, Tips, Tools, and Engaging Activities. My name is Jia Sun. I work for San Diego College of Continuing Education. I'm an ESL instructor and also the ESL program, High Flex and Digital Literacy Coordinator. I'm gonna let my colleague Johanna introduce herself. Hello, my name is Johanna Gleason. I also work for San Diego College of Continuing Education and I'm a High Flex instructor. And we'll talk a little bit more about this in a while, but I was a contributor to this High Flex Teacher's Guide that we created at our district. Great. Okay, thank you so much. So before we get started, we do have two quick questions to help us understand our audience. First one is, what is your experience with High Flex and what at this point do you teach? Hi, welcome, sit down please. Okay, so there are two ways you can access the poll. One is use your smartphone to scan the QR code or you can go to www.mindi.com and use the code on the screen. That's what happened with me too. Oh, sorry. Let me give me one second to present. Yeah, that's me. It should start. Oh, okay, so you just put in that question and go to, okay, go to the, there are two questions and you could go to the next one. So now since I closed out when you did that, can you put the QR code in again? Oh, okay, yes, no problem. Sure. Yeah, okay. Is it big enough? Are you getting the High Flex question? They're just getting the question. Oh, okay. Oh, I guess because I'm presenting the second question. We can do a show at once. Okay, yeah, yes. Okay, I guess we're already on the second question. Yeah, but so have you heard High Flex before? Everyone heard High Flex? Yeah, that's why you're here, okay. Have you taught High Flex before? Raise your hand if you've taught High Flex. Okay, good, so almost half, okay, good. So others heard High Flex before but never taught High Flex and interested to learn more, right? Great, great, great. How many admins do we have here? Oh, yeah. Okay, and how many people who have no experience with High Flex at all, but are interested or curious or wanna tell someone what to do? Looks like a couple of people. We all wanna tell people. All of you. Well, let's say it, right. What's a good definition of High Flex? It's hybrid plus flexibility. Yeah, and we will explain in the next slide. Okay, thank you. So we have quite a variety of disciplines here. Yeah, right, right. And High Flex is available and all of the disciplines, which is great. Key, child development, yes. Okay, thank you. Thank you, everyone. So, yeah, that was a really good question and that's what we will cover first. So this is what we will cover for today's session. I will briefly talk about what is High Flex. I will, yes, yes, come in, please. Yes, yes, thank you. So we will also introduce you the SD, CCE, three different technology setups. We will share some numbers, what's happening with our college High Flex. And also the main focus of today's session is the High Flex Teacher Guide. And later on, Johanna will do a detailed overview what's included. So as she mentioned before, we are two writers of this program and also are other two teachers. We did this program, we did this project during summer 2022. And to be honest, this is more of a teamwork because we have a High Flex Meetup. The teachers meet monthly. We brainstorming a lot of teaching tips, best practices for High Flex. So this has included a lot of great ideas of the whole team. And a main focus of this guide is High Flex-friendly activities. It's included a lot of detailed lesson plans. So we will show you two activities. One is a information gap activity. One is using a Jamboard. And we hope to leave some time for questions and answers. And here is a picture with my High Flex class I taught in fall 2022. This is me. This is my PA Project Assistant, Levitt Arcia. These are my students. And this is the most dynamic diverse group I've ever had. Students are from all over the world. They're very dedicated students. So yeah. So you can see the physical in-person students and also the zoom squares for the students. Oh, together. Okay, cool. I'm gonna stand over there because I just can't see from here. Sure. Okay. So first question, what is High Flex? As I mentioned before, it's hybrid plus flexibility. And this modality was first brought up by Dr. Brian Beady in 2006. And for a High Flex student, it's required to do asynchronous work. And for our college, the platform we're using is Canvas. So students access Canvas to do their asynchronous work. And for the synchronous session, students have the flexibility to choose either to attend the session on Zoom or in-person. And they have the flexibility throughout the semester. They don't have to make any commitment at the beginning of semester. They don't have to make the choice. They could change how they participate on daily basis. Okay. So that's really empower our students to take control over of their own schedule and learning because as we know our students, they have very busy life. They have children at home. They have part-time work. And they may have two or three part-time jobs. So they don't have control over how they study. And High Flex is really giving them the opportunity being able to have the face-to-face interaction when they can, but at the same time not missing any coursework because everything will be available online. Can I just add one thing? Yes. In addition to the fact that the students can choose whether to attend in-person or on Zoom for the synchronous sessions, we record all of our classes so that if somebody's unable to attend on a particular day either in-person or on Zoom, they can watch the recording later. Yeah, thank you, Dr. Han. Yes. Okay. So here I'm gonna introduce- You need to go again. Three different technology setups. The first one is very simple. Just use your own laptop with the webcam and microphone. And this is our colleague Ingrid Greenberg using her own laptop teaching a High Flex class. Now, this is not the best technology to teach, but you can do it this way. The second one is what we have also in this room is the Owl camera. It's a 360 camera that the camera automatically track the active speaker. So the great thing about this technology is, of course, you don't have to worry about the camera setup view. It will automatically follow you. And also it's very easy to carry move from room to room. Very simple to set up. Not a lot of teacher training required for this technology. Now, we piloted this device in fall 2021. And some teachers, they complained about the sound quality because when they went back to their Zoom recording and watched the recording, they found out this turnout sound, a lot of noise, not very clear sound. And also this device was originally designed for video conferencing in a much smaller room. So if you are too far from the device, the student sound zone may not be able to hear you clearly. And of course, the student sound zone won't be able to hear everyone in the classroom. The third setup is what we are currently using in our college is the smart technology with ceiling microphone and a wall camera. So this is the microphone panel. Each high-flex classroom, we have two of these panels in each room. It has the best sound quality. So I taught high-flex last semester using this technology. I went back to my Zoom recording. It was super clear. It was like I'm teaching a fully online class using my own microphone. And I don't have to yell to the microphone and the students in every corner of the classroom can be heard by the Zoom students. And it has very good quality of noise reducing, actual reducing, so super good quality. The camera cannot follow the active speaker. However, it has three camera presets that you can save before you start teaching. So you can change the camera presets when you are moving in the classroom. And this is our podium computer with a touchscreen control content box that controls what you are streaming to the Zoom students. Okay, now I wanna show you some numbers. So for our school, this is the high-flex active enrollment table. So we started piloting using the OWL device in fall 2021. And as you can see, it's a steady grow except the summer 2022, but we always have smaller program. So in the college level, the high-flex is growing, yeah. Yes, I'm sorry. This is continuing education. Not just ESL, not just ESL. It includes both of them. It's the student who enrolled and did show up. So have some hours on your roster. Not the student who enrolled and never showed up with like zero hours, yeah. It's every student who's enrolled in the class, regardless of whether they attend in person or on Zoom. Correct, yeah. So it's a lot. It's a lot of students. Yeah. Yeah. We have the choice to choose. So it's not... Yes, I have, yeah. Especially when it's like a CASAS testing, they all show up because they wanna do the test, right? Yeah, but like rainy days, they're all on Zoom. That's one of the great things about high-flex, that it can be face-to-face all the time, but you have a snowstorm and now you don't have to go face-to-face. And I mean, I would add that I have students, maybe they've just gotten off work, they zoom in because they're on the bus and 20 or 30 minutes later, they physically walk into class. So yeah, they can choose from moment to moment and day to day, whether they attend in person or on Zoom. I don't know that we're recording that. No, no, no. I don't think we're recording that at all. Yeah. Yeah, but I do know that for certain classes, like my own class last semester, it was really a balanced group of Zoomers and Rumors, but I do know for certain, yeah. No? Okay, glad you like that, yeah. But for certain classes, I know there are more Rumors or more Zoomers, so it's not always the same. Yeah, I was talking to a teacher who teaches high-flexing nursing and she said for the most part, students attend in person and it's really only like if they get sick or something that they'll zoom in, yeah. Yes? Students were getting to trying to get to my class on work and they would be on Zoom and then they, so they didn't feel like they missed anything or if I'm not going to go class on the writing rate, they would be able to do it again. Yeah, it's great. Yeah. Someone else had a question? Yeah, as I mentioned, just my own class, when it's like a testing days, they know as much. We're at like seven to nine or something. Oh, time. No, and as we said, we're not really reporting that data or recording like the who attends, which it would like an individual teacher might notice a pattern, but they might not share that with anybody else. Yeah. Sorry, we had a question here too. I can theoretically speak to that. Oh, yeah. Thank you for sharing. We had another question in the back. I don't know why we're not reporting. Well, because high flex for at least for our school district is considered as online. So we take the attendance by census dates. So that means the teacher, I mean, the teacher can record who is attending today's session, but actually it's not required. So students don't have to attend the synchronous session. They could always go back to the Zoom recording and do the asynchronous work. So yeah, any other questions? And this is a student survey I did for my class, end of semester survey, and I included two high flex questions in the survey. I know it's a little small, so I'm gonna read it for you. So the first question is, would you like to be placed in the high flex class in the future? And as you can see, 73.3% of students said yes. 20% not sure leaving just one student said no. And I went into that student's answer and he did mention he didn't like any of the online components of the class he wants fully face-to-face. And that's the class he's taking this semester. Okay. Yeah. And the second question I included is on a scale of one to 10, 10 as the most favorite. How much did you enjoy a high flex class? And as you can see, we have 40% chose 10 and we have over 85% choose six to 10. So that's in some level, enjoy the high flex class. So I'm pretty satisfied with the survey and I wanna share one story about one particular student. The student spent a lot of time at the end of semester trying to find a high flex class. This is a level four class and she should go to a level five. However, on the campus that's close to her where she leaves, there's no high flex level five. So she rather travel 15 minutes further to a different campus to be able to place in a high flex class. And she told me, the reason is because she really liked the face-to-face, she doesn't enjoy the online part so much. However, with her work schedule, she cannot attend class three hours a day, 15 hours a week, and that's our face-to-face class schedule. So, and she doesn't want to miss any coursework. So really high flex is the modality allows her to have that face-to-face component when she's able and also not missing any assessment, missing any coursework. Okay, and I think Johanna has something else to share. I had a couple of stories I wanted to share too. I've heard some teachers be a little negative about high flex, like maybe, I've actually heard people say things like, it's something the administration's forcing us to do so that they can get more enrollments. It's not really in the best interest of the students. It's not really pedagogically the best choice. And the stories I want to share, I think demonstrate why I really disagree with that. Please remember, I'm a high flex teacher. I'm not an administrator. I'm not trying to change anyone's mind here. But one story that I want to tell is just about myself. I'm currently in addition to teaching and having a family and having a busy life. I'm taking a Spanish class and it's face-to-face and that's my preferred modality for learning. But like Gia's student and like many people who are adults and who have very full lives, sometimes I can't go. And my class is not high flex. If I miss it, I miss it. I do have some canvas, but I've missed the in-class lectures and the practice that we do. And I wish I could be taking a high flex class right now. I personally, I kind of envision in my own mind that high flex is the teaching of the future and that maybe right now we're talking about high flex, but in 10 years it's just gonna be school. At least that's my hope, okay? And the story I wanted to share, Gia mentioned that Beatty was first publishing about high flex in 2006. High flex is not new, but it really exploded during COVID because we had a need for it. And I attended a conference last summer and we were at a high flex panel presentation and this one woman shared how, I mean it was many years ago, she was doing her master's degree up in the Bay Area and she had medical issues and she was going to drop out. She was not going to be able to complete that degree program which, I mean we can all imagine you put a lot of time, a lot of effort and a lot of money in your degree programs. Who wants to drop out, right? And she was offered the opportunity to complete the degree program in a high flex modality, which at that time we were not so familiar with as we are now and so she was, hello, come on in, join us. So she was able to complete that degree program while managing her medical issue and she was able to earn her degree and there she was presenting to us as a master's degree holder. So I really, I mean, as I said, I hope and I believe that in the years to come we're not gonna call it high flex anymore or just gonna call it school or education. Okay, and so am I going to the next slide now? Okay, so with that in mind, so as I said, high flex isn't new but in fall 2021 when we started using it at CE, at Continuing Ed it was new to us. So we were using materials that were designed for in-person teaching. We had a lot of training and had developed a lot of materials for online teaching but we felt kind of like pioneers trying to use what we knew and to make it suitable for high flex. So I was talking to a colleague once because learning new things can be a challenge and I was saying, what we really need is a teacher's guide but there's not one because we're the first ones doing this in our district. And so as Gia said, we had these meetups where we got together, shared ideas, shared things that worked, talked about challenges, figured out how to overcome those challenges and we just thought like, you know what, there's no teacher's guide, let's make one. And that's what we did. So in our teacher's guide, you can see our nice little cover here. We have high-flex best practices. So we talk about before your class starts, the kinds of communication that you should provide with your students, things you can do during class to make, to engage both audiences simultaneously, ways to set zoom up in advance so that it's optimized for your high-flex teaching just the whole sort of gamut. And we also recognize in our case, at least, many of our students, I think especially at the more beginning-level English are not confident users of technology. So they have some difficulty with even using their phones for zoom. Sometimes it's the first time they've seen Canvas. Sometimes they have difficulty even using their keyboards and things like that. So teaching digital literacy, at least in our low-level English language classes, is an important component of teaching in the high-flex modality. And then we've provided, this is the kind of teacher's edition if you sort of like it. We've gone sort of step-by-step unit-by-unit in a couple of the textbooks that we use, which is the Ventures series. And we've taken the materials and the content from Ventures and suggested and recommended methods for making it high-flex. So a new teacher who comes in can look at this and use that sort of in conjunction with their Ventures textbook and the Ventures teacher's edition and know how to make those activities high-flex. And then of course we have a whole variety of additional resources and tools that people can check out, according to their own needs and interests. So we're gonna go ahead and show you the high-flex guide. G is gonna try to do this on her computer while I talk because I was having difficulty with the angles and things like that. So we have a very nice cover page. And then we have, as we move down, a full table of contents and it's digital. So all of the table of contents links to the pages. So if I wanna learn about introducing digital literacy, I can just click on that and it'll take me directly to that page. So I don't have to read through everything else first. Okay, but as you can see here, well, maybe you can't because it's small. We've got the high-flex best practices. And I feel like with high-flex, and maybe with online teaching in general, it's very important to communicate with your students before the class starts so they know what the Zoom link is. They know how to get onto Zoom. They know maybe, in our case, we use Canvas. So we also will provide them with instructions for how to access Canvas. And yeah, as you can see, even in our district, the teachers might, the new teachers might not know how to email their students. So we provide them with instructions for how to find your students' email addresses and how to give them, how to send them a mass email. Okay, so as a new teacher, we've got some sample class schedules so they can imagine what their students are doing, what they're doing. We've got these links that they can email to the students which explain how to join Zoom from a PC, from an iPhone and from an Android. And we're not gonna show those, but they're really simple. We're very fortunate to have a colleague who put together a bunch of very basic ESL, lots of speaking slowly, lots of visuals, lots of words on the page. And of course they're all accessible so students can watch the transcript too. So they've got detailed instructions for how to join Zoom. Again, we've got detailed instructions for how to find your English class on Canvas, also instructions so that the students can put Canvas on their phone if they wanna do that. And we're very fortunate at CE to have instructional aides who can attend high-flex classes just because managing those two audiences is difficult. We're very fortunate to have an instructional aide who can assist the teacher with managing both audiences. Yes. Yeah, I do have one PA, my PA love it was in my class and there were two or three days that she was helping with the placement office, we're doing the CASAS testing. I was managing the whole class myself. Yes, it was definitely more juggling and I wasn't able to do a lot of more like interactive activities because usually I facilitate the in-class groups. I work with them in small groups and my PA would go into the breakout rooms. But if it's just myself, it's very challenging, yeah. Average like attending a synchronous session, I would say 20, 18, yeah. Yeah, we're very fortunate at CE, I think that we have the instructional aides. I've taught, I mean, I probably can't manage as a high-flex instructor without an aide to do small group activities and breakout rooms without the aide. I think I need the aide for that. But apart from that, I feel experienced enough that I can manage most other things. It's better to have the aide. One of the things that my aide does is he goes through and he meets the students who can't meet themselves. Yeah. So the rest of us can hear, right? Very helpful, yeah. Yeah. Okay, so then we also have advice for during the semester, how to keep in touch with students. Again, these students are, a lot of them need training in digital literacy. So we have some advice here about keeping in regular touch with the students throughout the semester by email or we have some Google voice or Pronto or something just to make sure they know what to do each day and when we're actually logging on, when it's in person, when it's Zoom only and things like that. And then we've got tips about how to use the technology. I think most of us who are teaching, at least in our, at Mid City, our one location in CE, most of us are using that permanent technology that Gia showed you with the wall camera and the ceiling microphones. So we've got some instructions here for how to use those. We've got links to job aids to show you how to set up your camera presets, how to turn everything on and make sure it's working. If we got to carry on going up. We've got just tips for the instructors. So one of the things that, as Gia mentioned, the ceiling cameras are so good that you can hear as a Zoomer. You can hear everything that's going on in the room. So if the rumors are having a little side whispery conversation, the Zoomers can hear it all. And that's something that we need to make sure the students know because they might not, they might not want everyone to hear about, I don't know, whatever they were doing last night. Okay, and we've just got some advice here. Check often with your students to make sure that they can see your screen. I think we've all been teaching on Zoom and suddenly realized that the students can't see what I'm talking about because it stopped sharing. So here we recommend that they check in often with the students. I always recommend that people join. I start my Zoom classes. I start my Zoom on my computer and I join on my phone. So I can keep an eye on my phone and then I see when the screen suddenly for no reason stops sharing. We've got a lot of screenshots of what they're gonna see when they're setting Zoom up to show them how to do things like share sound, how to set their course up before the class so that their settings are all gonna work the way that they want. We've got lots of really friendly tips. Like if you're gonna be showing slides or Google Docs, use large font. And our experience, as you said, almost all of our students are joining on their phones. So if you're using font size 14 or something, they can't see it. Use the largest font that you're able to use. We have another nice little... Oh, is the image not there? Can you go up a little bit, so I can see, yeah. So one of the things we teach the students right away is hold your phone horizontally so that you can see a bigger picture of the screen. Okay, as I said, the settings are all... We advise how people should set the room up before they start. And we've got a bunch of tips for how to manage the breakout rooms in the most efficient way possible. Again, if we wanna keep going down. So lots of what you're gonna do on Zoom, lots of tips. This is how you should set up your classroom before you start. And then, as I said, we're very fortunate that we have instructional assistance. So we have some advice for what they can do, what you can't really be asking them to do, and the best ways to sort of engage them and use them during the class. Can we go back down a little bit, sorry, back up, I meant back up. Yeah, oh, no, back up a little bit. Also, we re... No, no, I'm sorry, down, down. Oh, down, oh, sorry. The other up. Okay, sorry. Yeah, so this is one of the big tips we like for the breakout rooms. Our students who are new to digital literacy sometimes don't know how to join a breakout room if it's an option. So we loved it when Zoom suddenly made it possible to just force them into breakout rooms. And we always advise that everybody is using that, at least with the lower level students. Okay, so now we can really go up. Okay, yeah, go ahead. Yes, yes, yes. So this, yes, it is so much, but once you're doing it regularly, it's like anything, it becomes kind of second nature. Do you wanna talk about professional development? Yeah, yeah, and we do provide professional development and also for our, this agreement just passed in January, 2023, the teachers who are teaching high-flex get 16 extra hours compensated at their non-teaching classroom hours for teaching high-flex. So they can get the tech training, extra workshop, everything they need to be prepared teaching high-flex. So we offer trainings or we run trainings pre-semester, like before teaching starts to get teachers who are unfamiliar or want to attend or want extra practice. We run sessions to show them what to do. We have lots of videos that we've made so they can watch to learn to get the equipment working. We've got, we have, as Gia mentioned, this meetup. So it's voluntary, people don't have to attend, but gosh, I mean, when I first started, I started attending all of them because it was so valuable so that we can learn from more experienced instructors. We can share ideas, we can talk about problems. And we run, sorry, go ahead, Diana. Well, I was gonna say, we run workshops periodically. Right now I'm actually running a kind of drop-in practice, what you wanna practice before you actually do it with your students. And we run that high-flex so people can come in, they can practice with the equipment, people can zoom in, they can practice taking control and putting the people in breakout rooms. They can try something new in a low stakes, like non-threatening environment before they practice life. That's a nice thing to mention is that at our district we have Gia and Joanna, because Gia, I'm looking for one, so that's another advantage for me. I was listening, I mean, someone who's registered for. Thank you so much. And I do provide, like, weekly one-on-one mentoring hours for teachers, so if they have any questions, they could sign up for those one-on-on hours. And also, as Joanna mentioned, we have monthly meetups so everyone can get together, share their ideas with questions, yeah. So yeah, in addition to being a teacher, I'm a high-flex mentor and I also have hours available if people wanna meet with me one-on-one. Yeah, if your district can provide that, that would be awesome. How am I doing for time? Yeah. Until you, okay, a little bit faster. So we're gonna go kind of quickly, we have a bunch of tips, you can see how long it is. Well, where you're gonna see, for teaching digital literacy to students. So this is all digital literacy, digital literacy, digital literacy, and if we can go back the other way for a moment, I wanted to click on, little more the other way. Yeah, I wanted to show the keyboard. So all of these are links, we have lots of links to videos, to slides, and to Google Docs. And if we can open this, this is just for example. So in some cases, we have students who don't even know how to use a computer keyboard. So we've developed these slides to teach them how to use a computer keyboard. We have the numbers, we have the letters. Okay, we're gonna look again. And sometimes we need a capital letter. So we need to touch shift and plus. So it really, it's not only teaching the teachers how to teach, but giving them materials that they can use with their students. We need to learn digital literacy. Okay, so we can close that and go back down. I mean, everything, Zoom, QR codes, more, so much effort, I mean, we teach the students literally, yeah, question. We teach the students, they don't know how to go to chat. They don't know how to click on a link in chat. We can teach them that. They don't know how to get back to Zoom after they clicked on that link. So we have videos and job aids teaching them how to teach their students how to do those things. How to teach their students how to use reactions. I mean, everything you can think of, and yes. So one of the things we do with High Flex is we have these meetings that are synchronous that you can either attend in person or you can attend online. You have the choice. We also have Zoom only meetings. So we'll have a you choose, we'll have a Zoom only, and then we'll have a you choose. I teach those things during my Zoom only meetings. Yeah, how to unmute. I think so, compared to like fully online class because they do have the choice to go to campus and we have a walking Thursday that we have people that they can go to that office or computer lab and get help to learn how to use Zoom and Canvas. And that is something that they need to use in class. And they are already right there in the school building so they could get help, yeah. Yeah, we had a question back there. Yes, and we don't, but most of them bring their phones. And so when I'm teaching High Flex in person, I ask that all of the students in person join on their phone. And one of the, I'll get to this a little bit later when we talk about activities, but I do put activities in the chat and I want the students in the class to do those activities too. So they're also learning the digital literacy. Some questions over here, yes. For us what we did at our school, especially during school closure was that on Fridays were tech days. So we would have people come in, if they registered for class, we would have them come in Friday to learn how to Zoom, learn how to do basic things on the, because we would make them do Zoom. And then my classes would use Canvas in particular. How do we go into Canvas? How do we connect with young Canvas? So that way when they would start Monday, they had at least a couple of hours with me in a small group onboarding them. So that was constantly, once I onboarded them, just that reinforcement constantly, so that way it would be an initial take a few hours, but then they persisted to the whole semester. So we noticed that our position was actually higher, just by spending those two hours with them onboarding them. What's the management? I made it mandatory, yes. For the same reason, because I just didn't want to do a lot of sign up and then just fail because of technology that we have because of the activity. Right. And I don't have that number included here, but we have the data from fall 2021 to spring 2020, from fall 2020 to spring 2020. But the data shows that the persistent rate compared in our school, high flex is higher than fully online. Yes. It's very high. It's like around 95% or something, isn't it? Yes. It's very high persistence rate for high flex. As I said, people are grateful that this is finally available to them, I think. Did we have another question or comment? Okay. So I wanted to show you this if you can just make it up a little bit higher. So we do, I wanna show DeeDee, we do have all these digital links that we can send, and of course we can put things on computers, but one of the tips we give, the basic tip is as a teacher, print this stuff off, laminate it, keep all your cards right next to you, and then you can tell the students, unmute, I can't hear you, unmute. And you know, so that's a really great tip, and we do have a link in here somewhere to all of these things. So that yeah, you can, as a teacher, link to that, you can copy it, you can print it. Yes. Yes, yes, okay. Yeah, so again, moving on, there's lots and lots of Zoom tips and tricks, and we've got all kinds of teacher students, how to use Canvas stuff. Again, documents, slides, videos, anything you can think of, and we'll move on a little bit. So, and then this is, I think, my favorite part. This is kind of like what we wanna call our teacher's edition. So we're using in our two lowest levels, ventures basic and ventures one, and we've gone unit by unit, like unit section by unit section, and okay, they're tiny little words, I know you can't see them, but we've given suggestions for things you can do for both groups at the same time, things you're gonna have the rumors do, and things you're gonna have the Zoomers do. So the teacher has instructions for how to present the material to everyone first, and then what you're gonna give to the rumors, and what you're gonna give to the Zoomers, or what you're gonna make the rumors do, and what you're gonna make the Zoomers do, and things like that. And I had a couple ones I wanted to highlight. Are you doing it by means of anything? It depends on the activity. So I wanted to show some activities. There's one that's called items in a classroom, can we find that one? So that's probably unit two, right? Yes. I think it's the other way. Items in a classroom. I think we're doing unit one. Okay, sorry. Okay. We use the table of content at two. Yeah, this is it. I think if we go over here, and I wanna click on the link. Okay, so, is this, okay, yeah, maybe click on here. This one? No, I think it's, I wanted to, there's a Google form. Yeah, so can we, maybe? Items in the classroom, right here. This one? No. Google form. Items in the classroom. Yeah, no, no. Okay. It's a Google form. Maybe down a little bit more. This is it, yeah. Google form, okay? Okay, so this is one activity that I'll do. The students in the classroom have their books, and we look at the book, and we do the activity in class. I put a link in the chat, and it's a Google form. The first question is their name, and then I'm playing the audio over the Zoom, and the students at home on Zoom are able to do it on Zoom. I get the results of their form. So I see that they were participating. I can assess whether they're learning, and they're actually interacting physically with Zoom and things like that. The students in the class are doing it, and their books are on a handout, but a lot of them, the more advanced ones, will do it again on their phones. And that's one of the reasons I think it's great for them to have their phones, because A, they get the extra practice, B, they're getting the digital literacy practice, okay? So I guess we can probably keep that up. Let's go back, I can use that to demonstrate the next activity a little bit. Okay, so one of the things I might do then is send a similar form like this to the Zoomers, and I'll stand here in the classroom with the rumors and hold something up. It's a ruler. The rumors call out ruler, and the Zoomers click on the box, right? I show another picture. We're moving down, the rumors call out what the picture is, and the Zoomers select it. So I can see, I'm engaging both audiences. The rumors are doing something, the Zoomers are doing something. And then I can freeze my camera so that the Zoomers can't see the screen anymore. Is this how I do it? Hold on. So that the rumors can't see the screen anymore. So this is what I'll do. I can't remember what we call it. What? Or... Maybe a phrase? Mute, picture mute, right? So I picture mute the screen, but I'm still in the Zoom meeting with the Zoomers, and I'll put a picture on the screen of a pencil or a stapler or whatever, and the rumors have papers. So the Zoomers are calling out what they see on the screen. Pencil, and the rumors have to circle. Stapler, and the rumors have to circle. So the audiences are both working together at the same time, and they're engaging with one another. And you can see how you can extend that with all kinds of activities. We have three pictures of people, and they have to circle the one who has glasses and a mustache, for example, right? So this entire, I know you can't see it all the pages, but all of the activities in the guide, chapter by chapter, have ideas like that so that teachers can, you know, they don't have to think up their own things or even create their own Google forms or docs. They can just make, we've set it up so they can just make copies of all those docs to use them as they see fit in class. I'm sorry, I should have written the units that these were on. How am I doing for time? Do we need to move to the next thing? Yeah, okay. Here. Yeah, I think we'll go to the next. So anyway, you'll get copies of this. You can look through all of those activities and things like that. And this is an information. So information gap, you know, it's similar to what I described to you. Here's an activity that I created. We'll go ahead and watch that video. Let's go to the next slide. We're going to move on to the next slide, so we'll go to the next slide. I'm just going to name the file, too. So I'm just going to name the file, too. Okay. And the things that I wanted to let you see, the things I really wanted to explain to you, and the things in the file have to follow after yesterday's, and then to have on here after earlier yesterday, and probably to do some really good work. So we're going to look at those really nice aspects, like you, you, you, you, you, you, you, you, you, you, you, you, you, you, you, you, you, you. So we'll do like a couple of slides, So this is an example of a video that's available to our teachers so that they can watch that and they can get that idea. And also you saw an example of an activity that we use with the students. And I mean, another thing I'll do also is after we've done that activity as a group where the whole group shouting out, do you serve food? Do you clean buildings? I might have them do it, you know, one-on-one, okay? So Muhammad here in the room and Gala on Zoom, Muhammad ask Gala. And then they do, you know, one-to-one answering. And do you know, we call it ABA where you've got like a dialogue where A says something, B says something, A says something. I do that a lot also with the students, with room being A, zoom being B, room being and then flip it, zooms A, rooms B and then one-on-one, okay? Muhammad, you're A. Gala, you're B. Muhammad ask Gala, that sort of thing. And then I just wanted to show you some flashcards, okay? So this is another, I mean, this is really very similar to what we were talking about already. This is something I would do on Zoom. So I might pass out slides like this to the room or, you know, handouts like this to the rumors, they've got a bunch of skills, the Zoomers see this, the rumors, the rumors, the Zoomers call out what they see, the rumors circle, right? And then you saw the vice versa with the Zoomers answering on Google Forms and the rumors being the ones who call out. Okay, so I think that is, oh yeah, we can show a couple of these other things, yeah? So we have some higher level conversation cards, oops. Yeah, so these are things we can have students in breakout rooms going through and answering the questions. We actually, I don't do it, but I have a couple of colleagues who will put rumors and Zoomers in the same breakout room. Have you ever done that? Yeah, yeah, I have, Eric's great at it. For me it's, I'm not quite there yet, but they'll actually have rumors and Zoomers in the same breakout room asking these kinds of questions to one another. So just general conversation. Oh, and then the medical equipment information gap. So again, so this is, I teach an advanced vocational English class for healthcare workers and this is another activity that we'll do where, I mean very similar, like maybe I'll show this to the Zoomers and the projectors turned off so the rumors can't see it. The Zoomers describe what it is. They don't say what it is, but they'll say, oh, this is something that we use for collecting a sample. And then the rumors have to guess, oh, is it a specimen cup? Oh, this is something, go ahead. Yeah, this is something that we use to test if somebody has a problem with their kidneys. This is, they need to use this to test for, yeah, this kind of thing, right? I can't remember exactly what that is, right? But yeah, we might also hear, let's go to, yeah, so this is, so again, back and forth with the rumors or Zoomers, right? I show the rumors, the Zoomers can't see, they call it out. I show the Zoomers, the rumors can't see, they call it out and then we'll go to one-on-one and that sort of thing. So I think, you know, I don't know, I know we had somebody in nursing here, that might be a high-flex activity that you can do something along those lines. This is obviously pre-healthcare, but maybe you've got some ideas about things that you can do with high-flex. So I think, do we have any questions or comments? Yes? Canvas, everybody does. That's not just the Zoomers, everybody needs to work asynchronously on. So they have to do synchronous work in class, which is either on Zoom in person or Zoom only, and then they all have asynchronous work they have to do. So yes, they might do some things on our LMS synchronously, but they will also have to do some things asynchronously, like for homework. Okay, for homework. We can call it homework, yeah. But they don't do it. They might do some things in class, it depends on the teacher, yeah, but they definitely have to do some. I mean, I think I like to think about asynchronous work as being, like what we used to call homework, right? Yeah, other questions? Yes? Yeah, I'll still do that. I've had that too, and it's not ideal. I mean, I had that once last summer and it wasn't great, but yeah, I still make them do stuff. Yeah, we don't. They can make the choice every single time. I think it depends on the class, but you said, Gia, you had about 18 to 20 students in person? Yeah, and my class was intermediate level. So once the student get familiar with online, I do notice towards the end of semester, and it's also because weather. There was a lot of rain towards the end of semester, so I didn't notice more people were online compared to the beginning of semester, yeah. I mean, I even had students say to me, as it starts to get colder and darker earlier, I'm gonna come on Zoom instead. I've had students have to go back home to their country and they can still join on Zoom. You know, I would say in my classes, it's probably about one third in person and two thirds on Zoom, but I think it really varies depending on the discipline and the course. So for, yeah, when it's CASAS testing, everyone is encouraged come to, now I did have four or five students, they just couldn't come to campus, and I created a separate reading assessment for them, and I required them to start their video the whole time, put them in the breakout room with my PA. So my PA was monitoring them doing that online test, yeah. Yes, I gave them an access code for their, because other students already take the CASAS testing, so they don't need that extra reading test. But for those students who didn't take the CASAS testing, they did the Canvas online testing. Yeah, we, yeah, but yeah, it requires more PA 101 money, so we just didn't get that support the last semester. But before, I think we did online CASAS test, very, very time consuming. I have to say, I don't secure tests when I give them to the students at home. What would be their motivation for cheating? They don't get a grade in our class. Their motivation is to be able to use English, just to be able to be competent in English. And so, I mean, yes, right, right, yes, yeah. So I think that, yeah, that definitely would require more security. For me, it's a little bit hard, but the speaking assessment, I will say, it's my online student did even better because my online students are kind of the students who are more comfortable with technology. Yeah, but with the writing assessment, I can't really compare because in-person students were taking the real CASAS testing and the online version is something that I, you know, I take a look at the CASAS testing, created something similar, but I couldn't copy the questions from CASAS testing, so, yeah. So Jia's gonna show you some more fun activities, fun interactives. Yes, okay. The next thing I wanna share with you is Jamboard. So it's activity, but also it's a very simple tool that you can use for high-flex class. As mentioned, you know, high-flex teacher is already doing a lot of juggling. So a very, very simple tool for the teacher and for students is really essential. So the reason we chose Jamboard is it's very easy to share with in-person students, online students. I will show you in a little bit. I usually just copy the link for my Zoom students in chat and I will show you how to quickly generate a QR code so the in-person student can quickly scan. The students don't need to log in, really teaching beginning-level students. I don't want extra step for the students and for myself. And also some people complain about the features for Jamboard is too simple, but I feel like for my students when they are low in literacy and digital literacy, it's actually a good thing to have simple features. Okay, so here I'm gonna show you some examples how I use the Jamboard. The first one can be used for any level. It's just a word map and students, as you can see, the features are very simple right here. I usually just ask students to create a sticky note. They put their name, save it, and they could easily drag it to the country. Okay, so that's an activity, even though it's not ESL, but it could be a great community building activity. And the next thing I wanna share with you is a reading comprehension activity I did with my intermediate-level ESL class is I put students into several groups and assign a group leader and a note taker for each group. And I just copy-paste those Jamboards and they would work together, read the article together, answer all questions. One of the students in the group had to scan the QR code, get the Jamboard and record all their answers. So this is really a great activity for reading comprehension group practice. So they're all the same questions, but they got answers from different groups. This is the, you mean the background, right? Okay, so yeah, I made the background from Canada. Canada, you designed that and then you just set the background and change the background, yeah. And another activity is discussion. So when we talked about what are some, you know, good neighborhood behavior, what are some bad neighborhood behavior and students can just create the sticky note and put their answers there for discussion. Okay, and another thing we did is a vocabulary review. So before this lesson, we did a reading and we learned a lot of vocabulary. So I gave them some time to type all the new words they've learned in the previous lesson. Then I put the students in groups. They each need to work on one vocabulary, give a sentence, find a picture, give a definition. And it's very simple for students to find a picture. It's right here. The students could add image and go to Google images to search. And usually when I divide the groups, the group leader, I know it's more tech savvy being able to use these tools. And at intermediate level, it's much easier to show them how to use these features, yeah. Okay, oh, thank you. Thank you, yeah. As I mentioned, this group I taught, they were really very dedicated students. Yeah, I had one student, I know his taking the class at the same time he's working because I saw that he's in the lab. So sometimes he has to leave the desk to have a meeting with his boss. And other times, I don't know, probably he's monitoring all the machines, everything, but he's taking the class at the same time. Yeah, okay. So the last thing, yeah, do we have time? We have a little bit of time we could try. So let me show you. Okay, so this can be easily adapt to ESL literacy level. And I just show students, create a sticky note with your name. And they could place the sticky note, drag it into the calendar. Now I do wanna remind everyone when you are using these jam boards, the thing is when you share, you need to make sure you change it to share anyone with the link can be the editor. And the problem, especially with low digital literacy students is they wanna play with it. Sometimes they change my background. So I've learned that lesson. One thing to make sure it works is really remind them only you sticky notes don't change teacher's design. And after you are done with the activity, quickly change it back to viewer and then share. So they could review because one time I forgot to change and when we went back to review, I realized one student changed the background, rolled her name. So yeah, so this is one thing that you need to be careful with, yeah. Okay, they're using their phones to join and they're getting on too. Yeah, so I'm gonna show you right here. This is where you could share, click the link and there is an option create QR code. And you don't have to say, you don't need to, you know, prepare your QR code before the class. You just have it right there. Yes, and students could, so you can try it now. Yeah, so you can all do it right now. Tell us when is your birthday? Yes. And this is a great community building activity. You know, when you have two students in the same month, they wanna know each other. Oh, it's on the second page. You can go to the, so you can create one on the second page. Okay, so once I notice someone start to join, I'll say, oh, don't do that, only create sticky notes. Sorry, it was an accident. Don't change my design. I'm sorry. Oh, okay. I will keep, yeah. Oh, yes, I'm sorry. And I will keep saying, okay, don't change teacher's design. Don't move my boxes. Yeah. Yeah, but this is something I designed, you know, earlier, but later on, I really just use a background. So people won't be able to move anything on the background unless they change the background. And everything. But they, I've had students change the background. Oh yeah, yeah, I've had, yeah. Change the background and wrote her name. So he told me who did that. Yes, that's fine right here. Let's see your phone. I have to click on the plus and then get us to type O. We need to go to the next slide. Yeah, that's what happens every time I first introduce Jamboard. It's they mess up with the background. But once you do it, second time, third time, they know what is the purpose of this activity. Yeah. Yeah, if you try, it doesn't work. Yeah, it is. You need to go, you save it. But you need to go to the second, you know, you need to go to the second page. There is search to go for you, you can go. Yes. So there's, it's asking you to update, update. So too many moving parts is not a good design. So have the background. Yeah, so as I mentioned, this is something I designed at the beginning of semester. Later on, I always use just one background because people, yeah, they can't control. Other discussion, reading comprehension vocabulary, it's all a background that people cannot move. Yeah. But they could change. They could change. They go to, yeah, background. So keep telling them, don't change teacher's design. Yeah. So we did a picture as a background. Yes. It would be better. Much better, yes. Yeah. I don't even use Canva. I just use like Google slides or something to make something like this, but then you just, you save it and then up here somewhere you can choose set background. And then they can change the background, but they can't slide boxes around like we're doing by accident. Yeah, so that will be much easier. Okay. And then, so if you guys, if your birthday month isn't here up at the top of your Jamboard on your phone, you can click this. Okay. So I'm gonna start to change my background. And then you can see the rest of the months. That's exactly what happens in the class. So yeah, so it always happens this way the first time you use it. But as I mentioned, it does get better later on. Yeah. So I have a, actually a Google slide reminding everyone, don't change teacher's design. Yeah. Do you have it open on your phone? Yes. Yeah. Johanna can show you. Yeah. Yeah. And then you just, I don't know how I got it. Glad to hear that. Oh, great. Oh yeah. Yeah. It's really nice. Yeah. And it has the app, but actually I like that. They don't really need the app to have all the features. Yeah. Oh, that's just so convenient. I share everything use that. In the chat or something, but yeah, this is so much easier, right? I mean, the students at home, if they're using a computer and a phone, they can also use the QR code on their phone. You know what I mean? If they're watching Zoom on a computer, they can also scan the QR code using their phone. But most of our students, I think, are only on a phone. They're not using two devices. Yes. They could get them. Yes. Okay. Yeah. Yeah. Okay. Yeah. Okay. Do we want to get in groups for discussion or we could do discussion share together? We have like. 10 minutes. Oh, I think we've got 10 more minutes. Oh, 10 minutes then. I put it on my thing. Okay. Yeah. It says 10 to 1140. 1140. Okay. So maybe just ask someone. Yeah. Okay. Yeah. Go ahead. Me? I'm doing that. Okay. Okay. So we wanted to hear what your ideas are. What ideas can you share with us for engaging high-flex activities? Or what have you tried that's worked well in your class? Anybody want to share an idea about an idea that they have? Yeah. Any activities or tools you found that's really useful for high-flex class? Nobody? Okay. Okay. Mm-hmm. Okay. So regardless of whether I was, you know, the students who were in the class were online. They took all the information, like, and if I had links, they were online. So it was more like to keep me on track, but also so that both Zoomers and their links can see what I'm teaching. Mm-hmm. It was for you. Yeah. For me, I'm the same. I use Google Slides for, no matter what modality I'm teaching in. Yeah. And I was doing that before the pandemic in my in-person classes. It's kind of almost like my lesson plan. Like, right? So I think it's great for the students, but it's also great as a lesson plan. Does anyone use Google Forms? Yeah. Is anybody using Pear Deck? Or what's the other one that's like Pear Deck? I can't remember. Yeah, I don't know. It's an interactive slide. So you can have the students actually like, you know, touching things, typing in answers. Nearpod? Touching things. Hello. Yeah. Is it Nearpod? Nearpod, yeah, Nearpod. But that has more features. Yes. Mm-hmm. Yeah. Yeah, I mean, I think, oh, Padlet is another thing that I think is really great. Yeah, do you use Padlet? Does anyone, does everyone know Padlet? We're all pretty familiar with that. Yeah, that's a great one. And so one of the things I do when I create these Jamboards and then the students do stuff on them and then I change to View so they can't, they can't edit them anymore or after we've created a Padlet, I post those in Canvas so that they can go back and look at them. And with Padlet, there's no need to change it because they can't change anyone else's, they can only add their own thing. So students maybe who didn't participate on that day can go back in later and add like my favorite food on Padlet or my favorite color or my wedding or something, yeah. I personally don't use Kahoot. I use Quizlet. But I've heard that Quizlet. I use the Kahoot, yeah. The problem with Kahoot is every time it's only 10 participants and I have more students than that. So some, I think so, it's only 10, right? Oh, really? Okay, so maybe I need to get a teacher's account but the one I use for ventures is every time it only allows 10 participants. So some of the students in the classroom had to share one device. That's not very ideal, yeah. Okay, but if. Quizlet works very similarly to Kahoot like it's like maybe four multiple choice. And yeah, the students can do it online and the rumors and Zoomers can both do it. Whoever wins is up there at the end, you know. And it doesn't matter if they're home or in person. Yeah, yeah. I'm trying to think if there's anything else. I mean, I've had with my more, kind of similarly to what you're doing on Jamboard and my more advanced level classes, I'll put the students into a breakout room and then the rumors are doing just their work in the room, but the Zoomers are in a breakout room and I'll share an editable Google doc and I'll have like questions on there. So you can write your names all here. You need to, for example, name three U.S. holidays, write the name and describe the activities people do on those holidays. And so then I can actually, you know, I have something to prove that they did the work. The way that you do when you're in class, walking around and looking at there, right? And then we get everyone back together, the rumors share, the Zoomers share, you know, that sort of thing. I've also had students when we're doing our family of vocabulary like mother, father, sister, brother, create their own slides or send me pictures and I'll make slides for them if they really can't do it and give presentations. So I've had students who and the rumors will come and stand up and the Zoomers were projecting, they can see, I've had Zoomers who were able to share their screens and give a presentation from Zoom. And the thing that really touches me, that really makes me feel, you know, like, you know how sometimes you just want to cry because you love your students so much. I've had students who attend exclusively on Zoom, but have made a special trip to come to class to give their presentation about their family to the classmates and dress formally when they do it, which is really so touching, you know. Okay. PDLS will upload the slides and have the recording everything available, right, on the website. So I'm just wondering how we are gonna share the slides because these are the PowerPoints, but you do have our email right there. So if you do wanna get a copy of the slides and the link to the teacher guide, feel free to email us. We're happy to share. Yes, Cindy, sharing. Okay. Okay, good, good. So you won't get that from the website, so make sure you take a picture of our email and email us, we will forward this to you, yeah. Yeah, so any other questions or any other comments? We had planned to put you in groups so you could talk about your own ideas. And I know that sometimes it's more like, what the reason we do that is cause people are maybe more comfortable brainstorming in little groups. And we do have five minutes left. So do you wanna talk to your group mates or do you wanna just end a little five minutes early? You guys are good though, we're good. Okay. Okay. All right, well thank you so much for attending everyone. I hope this was useful. Thank you so much. Thank you so much. Thank you.