 As you're probably aware, this is a national forum funded presentation. It's part of their national seminar series that's been on, I think since October, running through till May or June, and we're very grateful for the forum, for their funding for this, and also it will be recorded, the three sessions will be recorded and will be shared with the forum and they will probably put it up on their website just so you're aware of that because you might be featured in it. So, we have teas and coffees here, there'll be fresh coffee coming along a little bit later, and then we've launched, very nice launch at one o'clock, okay, up in C404, which will bring you up there, it's quite close to here. So, as I said, we have three sessions today, so the first one, they're all on assessment, primarily on formative assessment, and in the first one we're looking at co-teaching, second one we're looking at using educational technology to formatively assess in a large class session. And the third one then we're looking at assessments in a small class and in a large class and how to spiral assessments used in one setting through to a different context, a different teaching and learning context, so that's kind of the arc of what we're looking at today. It's not going to be too formal, so please stop us, ask questions, you know, we're a small group, so it's very easy to do that, so please do stop and ask if we're not clear or whatever. So, myself and Anna are supposed to kick off, and we, as you're aware, the three of us, myself and Anna, work in the special education department, so most of our work is around inclusion, special education and needs and so on, across a range of different programs. We're focusing on here today, the three of us, is the work that we do with our undergraduate BED students, so that's the group we're looking at. So, the first session we're looking at using co-teaching as a tool for formative assessment and to allow us to run a workshop-based approach for 400 students in a large theatre. So, in this session as well, what we look at first is the context and why we went down that route a couple of years ago with this particular group, and we're going to, a lot of what we're talking about today across the three sessions is, we're coming at it today from a very practised-based starting point. The first session this morning on co-teaching and the third one is also a research-based project, so we have two projects going at the moment in terms of researching our own practice, so we're not going to focus massively on that element of it today. We might touch on it, but we're more looking at the practice base of what we actually did. And then we'll talk a little bit in terms of co-teaching around student learning and the impact on our own teaching then, how it has influenced or evolved I suppose over the last few years and changed maybe in some ways or certainly expanded what we're doing. So, I suppose to give you the basic context first of all, what we're still calling the new four-year bied, so in 2012 the first group of students came into the college in September or October of 2012 as the new first years on a new four-year bied programme, so we had changed from a three-year to a four-year bied and the entire programme was rewritten. And it changed, it had an impact on everyone, it had an impact particularly on our department like for example in total we went from one module to eight on that programme and also there are other aspects of our work on that programme in terms of permeating inclusion, differentiation and so on across the programme as well. So it actually had a big impact on our access to that group of students and how we were teaching them. And I suppose the other big thing was that we had always up until that on the old bied taught that group in the final semester of third year. So we saw them just before they went out the door and we were given an opportunity then to work with this group in first year and in that first year in 2012 we had them the first day they came into the college. So they came straight in, I think it was 10am on Tuesday morning of the first week of lectures we had that group. So to be honest as somebody teaching, as the teacher of that group I had no or certainly very little sense of where a group of students might be at who had just come in. I was very used to teaching final year, final semester students at the other end who had done the whole course, completed all their school placements and so on and I knew what knowledge they had from the programme whereas this group didn't have a knowledge from the programme because they had just come in the door. So that was one consideration and it was one that kind of we thought about a lot when we were planning the module, we cut out a lot of stuff that we would have done with our final year students, we slowed down a lot of other stuff and so on so it had obviously we considered it when we were writing that module. So we had them in the first semester and I knew from teaching the groups of 400 already that there is a reluctance to speak if you ask a question, it is quite difficult to get someone who's happy or lots of people are happy to put their hands up and answer, for our students it's quite daunting and they don't like it. So now I'm not of the belief that if students aren't talking that I'm not participating, I think if somebody is eagerly listening to you they're participating but that's only one way. So in that first year in terms of how we were teaching the programme I wanted to kind of get in early enough and maybe in expanding some of the things we were doing or thinking about that particularly with first years who were just straight in the door and how we might get the student voice which may not necessarily be oral that we could find it in a different way. As I said they didn't have, they hadn't been in the classroom as a teacher, they hadn't been on school placement. We were going to be looking at and going to some of the threshold concepts in a minute but things like teaching, assessment, how you adapt to that, how you differentiate that and they hadn't done teaching, they hadn't done assessment. So normally when you would be teaching about that you would be making very explicit links to what they've already learned and trying to tie that in for them. Whereas this time we were still doing that but a lot was you're going to hear about this or when you go out to class this next semester, keep an eye out for this or whatever. And then in terms of getting their voice as well I continued to use a couple of strategies that I'd used with the big classes before using setting a question which isn't a knowledge based question like what do you believe inclusion to be or what does the term special education and needs mean to you. Like if everyone are posted and we take those and type it up and feed it back to the students so they get an idea. So that was one way in one or two sessions where bigger ideas were garnered from them. For this I knew we were going to look at diagnostic assessment and you have to do it. To understand what diagnostic assessment is there has to be a hands on activity. So in that first year I decided on my own to give them some workshop based activities. And I worked kind of okay but it was just me trying to get around everybody and pull it together or whatever. And then it evolved to extending to the possibility of it being much more workshoppy, much more supported by others. And I approached Anna and asked her would she co-teach with me. And then also and we hadn't thought about it at the beginning. I'd like to say we had thought about it but we hadn't. We're in, as teacher educators and as third level teachers, in the context of third level teachers, we're in quite a unique position that the very strategies, skills and behaviours that we exhibit are hopefully the skills, strategies and behaviours you want the teachers, those students teachers to exhibit when they're back in schools. So they are learning from what we're doing and what we're saying. So if we are saying theoretically you need to collaborate, learning support and class teachers need to collaborate. That there needs to be collaboration between special needs assistants and so on and lots of other things outside of inclusion and special needs. We need, they need to see that and see how that's done. We didn't think about that when we started off on this but that evolved. That it became very evident that Anna and I were co-teaching and using workshops providing format of assessment and feedback and even at that we're not explicit even now with the format of assessment bit. We're very explicit about the co-teaching so we actually name it now and we say this is what we're doing, this is why we're doing it and we name it and then try and get them to think about it in a classroom, in a school situation. So but that evolved, that didn't, that wasn't something we thought about when we started doing it. Just then we need to add on that, after the co-taught workshops on the timetable and as Anne-Marie said we didn't think about it at the outset I was going to be delivering three lectures which related specifically to collaboration to teachers and SNAs working together and specifically to co-teaching. Now bear in mind the first time we rolled this out as Anne-Marie has said none of these first year, first semester students had been in schools at all. Their visits didn't happen to the second semester so I was going to be talking about something that potentially now maybe as part of the apprenticeship of observation in the classroom they may have seen some co-teaching going on but we were aware that they potentially hadn't. So again, this was an opportunity then for me they had observed us co-teaching over that series of workshops and then I was going to be going in and explicitly talking about co-teaching about the challenges, the opportunities it presented and so on. So at that point they were going to have something to draw on. Yes and it just meant that that link could be explicitly made again and it gave them something more than just the theoretical ideas that we could actually refer back to what we were doing and what was challenging, what wasn't and so on. So anyway, so in summary what we did was in 2013-14 so we set this up as a research project researching our own teaching under the CREATE umbrella which is a large research project here in St Pat's researching teaching with initial teacher education programmes. So there are a lot of people who have research projects and all of them pretty much looking at their own work in terms of teaching, learning, assessment and so on as opposed to their field of study. We're looking at our own practice. So in 2013-14 we went from, I had started on my own just with two workshops I think. We extended it to three with myself and Anna. We gave and we'll show you this in a minute we divided the room of 400 into four groups I think it was and they looked in one of the workshops for example that each looked at a piece of that child's work four different pieces of that child's work and then we fed it back so and we reviewed what the students thought and then the following year we extended it out to four workshops and that's currently what we're intending to do again this year again looking at the same threshold concepts but we felt that one of the threshold concepts is quite complex like on our special ed course and our post-grad course they would look at this every day for three weeks full-time so we're doing it in a couple of sessions just to give them an idea and again we would feedback as part of the research project in year two we were observed by one of our own colleagues in the department and by somebody outside of the department who had teaching learning experience sessions were video recorded and we analysed those and we showed you a couple of clips of those in a minute and again we asked the students their opinions so we're in the middle, we haven't written anything yet on it we've gathered all the data, we've got it all so we have to do the hard bit now and actually put it together into some sort of a paper so that's where we're at with this so it evolved over and it was part but I suppose the most important thing is that it stemmed from a perceived need for us to formally assess this particular group of students A and B to get their voice in some way Anna, do you want to? Just to reiterate before we move on to that to get their voice and bearing in mind that we had not previously worked with first year beginning of the programme cohort so it was really crucial because as Anne-Marie said, Anne-Marie is a very good handle those of us working with the third year group and the final year students were pretty clear on their level of understanding of the concepts but with the first years we were in a bit of unknown territory there so we're going to try and illustrate the co-taught workshops just flag for you some of the threshold concepts that we were faced with that our students were faced with I suppose I should really say I like those first of all and then give you some kind of a flavour of the tasks that the students were completing and we'll show you some examples of those on the visualiser and show you some video clips as well so we were thinking about the session here and thinking about the threshold concepts the challenging gateway sort of ideas that the students would really have to get to grips with so these first year students in the second semester I suppose the threshold concepts emerge from education theory more generally but specifically focusing on special and inclusive education so I suppose it would be fair to say that one of the key conceptual models hallmarks I suppose of special education would be an individualised approach to planning and assessment now remember these students had very little input on planning and assessment for a whole class and we were going to be talking about the need for an individualised approach to planning and assessment so we knew that was going to be a challenging ask of them we were focusing on diagnostic assessment and by that I suppose we were talking about using assessment materials the children's, the young people's work and using that to identify patterns of strength and patterns of needs patterns of difficulties and again this was building on a relatively low level of knowledge with these first year students and then the third I suppose key concept that would be very much associated with special and inclusive education that we really wanted to our students to begin to develop some understanding of was the idea and it's building on the individualised approach to planning and assessment, writing individual learning targets targets that were specific, that were challenging and that were achievable and we know from our work right across postgraduate programmes that this is something that very experienced teachers were finding were going to find difficult so we were aware that these first years were certainly going to be something that was new to them so in order to support the students in coming to grips with these ideas an individual approach to planning and assessment identifying patterns of strength and needs and writing targets we began by giving them in the first instance for assessment materials Henry you're going to show some of these here they were bearing in mind first year students very little input on literacy teaching and learning what we focused in on assessment and we gave them the first session which we're not concentrating on the first session we actually looked at a profile of a child and worked out how you would get more information who would you go to, where would you find the information what more information do you need, what does this profile tell me but what's it not telling me as a teacher so that first workshop worked they worked their way through that with the profile and then we moved to we now do two of these diagnostic assessment sessions and again that individual profile session also allowed us to flag up the need for going to other people, the need for collaboration the need to get information from others so this is just a phonics assessment that is really indicating the words that the child was able to read and then the nature of the diagnostic assessment is illustrated by the errors what the child says so for the word led the child says len so that's the diagnostic information that we were going to ask the students to analyse and see if they could establish passions of strength and areas where there were challenges and if they could see passions to those errors like you'll see a passion there yourself in terms of vowel sounds there's a fairly consistent passion there of error around vowel sounds which is knocking this child from reading a number of words because he's just not got the vowel sounds clear now we could have chosen any area I suppose of any core curriculum area in terms of looking at this but I suppose we thought that probably going to be the most accessible and they'd had a little bit of input on literacy but not a great deal in the first two years they hadn't had any in 2013-14 our module was moved from semester one to semester two so they had a wee bit they had half a year that had a semester of modules before that that had the early childhood module as well which is very helpful so that was one there was a phonics assessment there was a spelling assessment so in the spelling assessment you have the test word that the child was given and then his response and the first three of them have been analysed for the students and they're looking now to see can they analyse the errors is there a passion or does it appear quite bizarre is it something that we can't work out we don't have enough evidence here to see a passion and they're doing this in pairs so they're chatting to each other if they wish to work alone they can if they wish to work in pairs or a group of three they can it's the thinking we want them to focus on and I suppose this is this was going to be challenging and bear in mind that this was the full cohort of 400 students so that was the spelling assessment there was also a writing sample where we gave one of the four groups a sample of the child's writing and again asked them to do the same thing to identify patterns of strength so I mean obviously you might see it an initial strength a very obvious one is the spaces between words and they might be a little bit big but the clear demarcation between words and then on the second line just come down there it isn't my dammarie the failure to use the capital letter for I for example so again that was quite challenging but that was a third assessment task so the phonics, the spelling, the writing sample and then the fourth one was sight words wasn't it? the sight words is what we showed you just now this is the spelling test, sorry okay so the child is asked to spell the word cut and this is what he wrote C-A-R-H again you'll see whether there's pen and the child wrote pen yet and the child wrote get and so on so they were our four main groups that we've used and they were colour coded as you can see them there on the visualiser because we had four groups with a very large group and we had to think of everything that would make this fairly manageable so as they came into the hall we were literally giving them different materials depending on where they were sitting in the room okay and as we worked our way through what was one session and now we have two we actually use six assessments now and we've slowed it down and we do it across two sessions as the students are feeding back when they've talked to each other and when they've written when they've got the materials in their hands and they're analysing and writing at that point some of them are more willing to speak aloud because they know what everyone else around them is thinking some of them still aren't but they are very willing to hand you what they wrote and we speak it for them and as the students are feeding back to us or if one of us is walking around gathering what they've written the other one of us is down below typing it so we're putting it up on the screen to show them okay this is what you're saying this is the pattern you're seeing here those of you who are looking at your sight words listen to what the spelling group is saying can you see and now can you make links if we look at this child's writing reading, spelling his phonics assessment can we now see even stronger patterns than where they are already and that is now two sessions we feedback as I said during the session so most the heavy feedback on the diagnostic assessment is during that session and in addition we're using the loop page to upload collated feedback to the group so this is I suppose our analysis of each of those assessments so the first one is the phonics assessment so on and here are all the elements and our analysis of our quantitative and our qualitative analysis of the errors that the child has made and on each of those assessments so they're getting it live feedback on their attempts to diagnostically assess and then it's also made available to them on loop and we put this feedback up as Amory and Anna's diagnostic assessment of John's assessments test so we put it up as ours so we pull together and then we add maybe the bits they've missed or we put in a little more detail and we try and pull it together for them and then we bring either download or we bring this page with us to the next workshop because from here they hop on then to the targets okay and I suppose to step back from that a little bit as well yes we put up the targets one down a minute again we were aware that they didn't have as much foundational knowledge that this was going to be challenging and we were also aware coming back to our formative and summative assessment that in the exam for the module at the end of the semester they were going to be doing a task very similar to this so we knew that it was going to be challenging so this is why we needed to be really explicit in teasing out their understanding of the concepts in the session responding to that from one session to the next across the four sessions and also providing that feedback on loop as a group and everything in our module links directly to the assessment they can see how it links this is probably the most explicit in that we actually take them because it's application of knowledge and it's application of knowledge in the context of not having assessment bigger picture stuff that our turges used to have so we're taking them and we're very explicitly taking them step by step by step through these threshold concepts that then we want to see them apply in the summative assessment at the end of the year and then fourth of the four co-taught workshops with regard to individual planning and assessment was again another really difficult task the task was for them to write specific measurable smart learning targets so we'll show you video clips in a minute but again Anne-Marie said we asked them to write the targets we gave them examples of the targets we asked them to draft targets to give us hand us again coming back to Anne-Marie's point they don't want to they're afraid it's a challenging task they're in a group of 400 for a multiplicity of reasons they don't want to verbalise but they would hand one of us their targets and then we were able to share them with the group but this was a really challenging task for them and remember they hadn't been in schools they hadn't been asked to plan for working with learners so again you can see here we obviously gave them lots of examples but then we took targets live in the session with them and then again we did the same we uploaded their targets to loop with our formatives we feedback on every target and I suppose the other thing that has evolved since last year was we took the hardest I think what we perceived to be the hardest of the diagnostic assessment we gave one group an oral language transcript to analyse which is actually quite difficult even though they've done it in the early childhood with a young child it's still hard and we took that in the final workshop and we modelled how to write the learning targets and where we were getting the targets from so we had our analysis of John's oral language transcript and then we explained how we came to write to decide what John needed to learn and how we would word that I'm incredibly interested in what you're doing I think where you're pulling everything in context from the very start is actually much better than the old way because the students don't have to wait until towards the end of the context that was the big learning for us because like we wouldn't have done it if we thought they would fail it that they wouldn't be able to do it but I was a bit worried about it because of the difficult concepts that we want them to work with but my anecdotal perception is that it has served them really really really well to hear this the day they walk into their paths and not the day they're walking out and they have I think some won't carry it but the vast majority remember the big ideas that you were a group before but to be on we'll get to the summit a bit in a minute but we've been bowled over by their ability and we get the range in the summit of assessment and some people have paid attention some people clearly weren't at our workshop we put everything on loop so even if you missed the workshop it's going to be a bit harder because you have to do the work independently everything's up there all of our feedback on everything is up there so if you've read that even if you missed the workshops you'll still learn it and most do they're really they've been really good but you've highlighted a key point there Mark I mean we had taught final semester students we were well used to that and these first years and if you know philxophically within the department we felt and in fact in feedback from students who had only had their input on special education as they were going out the door the feedback from them was we need to have this from the beginning and actually as our head of department has reminded us it gives us a real opportunity to win their hearts and minds in the sense that special education inclusive education is not an add-on something that you learn about as you're going out the door but rather something that needs to be fundamental to your developing sense of yourself as a beginning teacher from the very beginning and it's before they're coming in contact with students yes and actually because the school placement has changed on the RBI programme as well in semester two they go out every Friday and then they do a week in June in the same classroom and it's very well structured and they have certain things to look at and observations at that but I think my perception I could be wrong and maybe some of you who are going out and on those school placement visits might know better than me but my perception is that they're bringing some of the ideas into the class they're going in with that in their head they can't help I hope so anyway The other thing is bear in mind there's several pages of those learning targets so it looks really onerous in terms of our workload but we have to be honest and say that the real bulk of the work in terms of those that feedback on their attempts at writing targets on their diagnostic assessment the heavy lifting on that happened in the first year and after that we're getting the same material from the students so we're able to add maybe highlight particular things but the bulk of the work the heavy work I'd like just to concur with Mark around my inspiration for what you're doing and I think it's really difficult work it's much more difficult to do that than to do lecture but one of the things that I try to do not exactly like you're doing but other kind of work is that it slows me down a lot and there was a real tension in my work between what I could actually do with the students and what I could do really well with the students so it was the old tension between content coverage and learning and one of the things it forced me to do and I just would like your comments on this is the extent to which you've got the priorities of what you wanted to do right from the beginning so I suspect that you just did get the same amount of stuff done and then you probably had to make some decisions about what was really important I imagine We made those decisions when we rewrote what we were doing back in 2011 when we had to rewrite the modules and rewrite new modules and work out we knew we were going to have people in first year and we knew we'd have them in fourth year and we knew kind of the frame so yeah we prioritised what could and should we made decisions and there are lots of things we're not doing in this module but that decision was made in our planning it wasn't retrospective when we started teaching the teaching approaches and doing workshops like this were made to fish to see how best we could hit the learning outcomes we had already prioritised and this is just one way one set of one approach and we don't do this for the whole module obviously but we're trying to extend the format of assessment approaches in other aspects of that same module as well but no those decisions were made in the planning stages when we were planning we thought the students needed to learn in year one knowing what was coming generally in year two, three and four and there are gaps and I suppose in response to that as Anne-Marie said those decisions about what we just had to forget about doing were made initially but I know on a day to day basis as we were planning the sessions we were realising ok now we're actually going to slow this down within the session the concepts were there but even in terms of how many learning targets we might ask them to try and write and so on that's certainly probably we had to kind of slow down the pace but the concepts were there and that's modified and changed as has some of the other work on some of the other sessions that we do as well as you can we say that I think that message is a very important message and I think that people have been through that experience that you've been through if you are writing this up I think my sense is that this is quite a common experience is that if you're quite frustrated by the fact that you're slowing down you're not getting as much done but the payoff should be in better teaching and learning and I think that one of the implications of how we've done really well in all kinds of sessions is that there tends to be everything slows down and there's really attention for a lot of people and there's all kinds of pressures on people to do more, to cover the book, cover the content cover the coars so I think that's a message that you know it's a very important message that people need to communicate that and in the end you know we've been through this it would be very interesting to because I've been in classes let's say for example teaching four tiers and five tiers is it not very good for the first year and everybody's had that because we went through the coverage versus understanding argument and hopefully that won't materialise on this particular basis right now you are fraught with the attention of and we don't end down the course because I'm only covering meeting these airing outcomes but I think it's I think for this module in this context it's spot on looking across the four years my perception is there are gaps but they're fillable and we can work on those A building on strong foundation is a whole building on that and I suppose if you step back and look at it philosophically as well that you know that tension that Mike has identified between covering curriculum and student learning is absolutely at the heart of what we in our department are really passionate about we need again and we mentioned the opportunity to model co-teaching but we hopefully and I'm only just thinking on my feet as these points have been raised here that actually if we show a real focus on student learning above all else rather than covering the curriculum that again is modelling something that is a key underlying principle that we want those students to carry out there into their work in schools and classrooms so that's the question about that process them because that's going to be a little shock to the students system I imagine being asked to focus on the process by which they will be taught and role on to do as opposed to the content did you have to keep reminding them that you were role on them or did they kind of get it to be out there? I think one of our peer observers had suggested to us that we would do that and I think probably we haven't mentioned that but as part of the research project we had some peer observers and that was a suggestion and I think we have become more and more explicit about that but what was really fascinating was that even in the first year when I certainly went in to talk to them about co-teaching we hadn't been explicit about what we were actually doing and then asked the students about their feedback almost intuitively they could give us feedback on what was challenging and what was beneficial for their learning what was challenging what they perceived as challenging intuitively but definitely I think that idea of explicitly highlighting those key principles is something that we do more and more of as we approach it we weren't explicit and we're going to be much more explicit I had my first year beards on Tuesday and I used CAHOOT which is the next session for the first time and this time I said I am using this so that I can formatively get a grasp on what you understand from the last two sessions and that'll help me plan the next one so I've never done that before but I was explicit with them this time and I used the term so that I as a teacher can understand what you understand and it'll help me plan for the next sessions or not and as teacher educators we're the one group at third level that should be modelling the skills that we want those teachers to use hopefully you don't want them to use and but it has to be explicit not everyone will pick it up by osmosis they just won't do you want to see a bit of video or would you like a cup of coffee would you like a cup of it we'll do it quicky we just got to show you the first one is only 45 seconds we're going to start with the one 52 this is the students are actually working on the tasks at this point and so that's actually the auditorium so there are two wings at the side that you actually can't see and they were working they were engaged in the task obviously they weren't all engaged in the task all of the time but they absolutely I like the noise if there's noise I don't know if they could hear but I like the noise, I hate the silence hate asking a question and silence this is going to be feedback I see some of you are in two targets some of you are in one some of the questions I've been asked are really really insightful just by the balance maybe I'll review to the time at the beginning and just a couple of questions some of you it just seems fair or attainable you could always adapt your target if you find it oversold if it's too easy or too difficult but on the balance of probability he probably needs to take through that little bit more slowly I think for a moment by those hundreds of McNally Murray worked he had 87 of those automatically at sight so he has he may be learning words by sight he may be looking at them and maybe sound and sound vowels are going to be problematic for him so it isn't that you're just going to work on those two vowels you're going to be all severely excited I want to just grab a couple of pages down to show them off to me that all they've been stuck have about ten of them the simple things like that made a difference they weren't there and remember and we talked to you through the process of refining and improving learning targets so we're not expecting to finish the project and we've also said repeatedly to you that this is a difficult task make all the more difficult tasks that you don't actually know with your child so you know I'm also walking around lots of you are focusing on what you want your child to learn which is the key thing we said what do you want the child to do what do you want your child to do anything else that is icing on the cake ten of them are great I might start with the short one ok John will learn the words because that and are it was now a long way to slide so you can see it on the screen you can see it sorry sorry sorry you don't need to see that twice there you go so look we've gone over time I suppose the last thing was just to say what we learned we go to the last slide impact on our practice we said some of these things already definitely I know in Ann Marie Ann Marie was the module coordinator and Ann Marie was very clear about the need to model but I think as we've done this we've become more and more aware of this and of other stuff that wasn't being targeted in this as well and how we might improve in other aspects of what we do with these groups we had ideas we had a fair idea that these students were going to find this challenging and that was again one of the reasons why there was such an explicit link more explicit than we might typically have used between the format of what we were doing in class what we were providing on loop and how this is going to be assessed in the terminal examination was that you know some of these students really blew our mind in terms of what they could do so the targets that were written were just excellent so highlighting that old chestnut of teacher expectations again they're well Aida look we'll break for coffee we've enough pastries now to feed an army and I'm in wait watchers so I'm not having any so if you are pleased to help yourselves and there's fresh coffee there we might take a wee little break the next session is Kahoot so I'm going to set it up here and when you're ready just if you log on to you'll see the prompt up here on the screen you can log on help yourselves to breckie first