 It is our pleasure today to introduce the educator that we agreed in the conference room seconds ago has had the biggest impact on our lives in our careers as future educators and as educators in whatever profession that we end up in in whatever interim. And as teachers we all know that modeling is a huge aspect of teaching so this presenter has modeled for us what it means to be a true language teacher. So ladies and gentlemen please welcome the one and only Rose Potter. I went into the field to completely oblivious to what lesson planning was. I don't remember anyone telling me to do it in a specific way. That was in 1972 and I have taught off and on all those years and all different kinds of taught pre-k, all the way to university students. And what I can tell you for sure is it's different now. I thought two things how lucky I was to be a teacher of languages and not a teacher who had to train kids to take a standardized test and that way we are very very very lucky. And there's another thing how lucky I was to teach a subject that so few people really understood so I had more autonomy. I think in really big districts you may not have that autonomy that I had but it was really fabulous because my classroom was my little castle right and to a certain extent it always will be if you're a load teacher because you're not teaching to a standardized test and you have that opportunity to do communication with your students every day which bells that relationship with your students. So we as a group are best prepared to take what this gentleman has said and turn it into action. And the reason I am so interested and excited in the 5-E's lesson is because the elements of it are something that any teacher can apply to any template you might be using. We're gonna be talking about a little bit later this afternoon but for right now taking a look in any handout video for example everything that you see this this handout everything is going to be there for you that you can download. So moving forward I have some easy questions for you already for some easy questions. I know if you've ever seen me present you know I've got these easy easy questions but I hate to tell you they're a little bit different this time and I know you're going to do well and you're all going to know the answer immediately. What is the capital of Pennsylvania? Laura can you tell me what the capital of Pennsylvania is? You said it in the fifth grade you learned all your states and capitals or fourth or something. Well hold on no Laura I guess you've made that big mistake a lot of people make when they think the biggest city is also the capital but here is what I always hated when teachers did this. Hated it. Is there anybody here that can help Rosie with this one? No. I hated that. So right now I want you to turn to people near you and say I have no idea or here's what I think. You do have internet access. Five seconds. Okay. Who thinks they know the capital? Okay. What do you think? Nothing like that. Did you know that off the top of your head? Yes. Oh how come? Because I live in Pennsylvania for two years. There you go. And I also know that Vanessa knew it as well. Same reason. Okay so people that lived in Pennsylvania that was a piece of easy cake right? But for the rest of us Laura how did it make you feel when I called on you? Cold calling. We do it every single day to our students. We make them feel horrible. We call on them and we expect an immediate answer. Let me ask you another quick question. See how you feel about this one. Now this time what is the capital of Washington and by the way turn to your partner discuss it and when you're ready raise your hand let me know that you know the answer. Anybody think they know? Alejandra do you think you know? Did you talk to Luisa about it? Luisa what did I listen? Listen. I heard this correct answer up here but I'm not going to call on the person I think had the correct answer. I'm going to say Luisa what did your partner say? Bingo. Olympia it is. Now I purposely called on the person I thought was more of a struggler because she had an opportunity to work with somebody that helped her. So now no more cold calling. I really want you to think about the kind of tasks we ask our students to do. For example they've just studied past tense and food. Spanish too. They know their food. They studied past tense just yesterday. So you walk in and you say to them what did you eat last night for dinner? In fact Vicki what did you have for last night for dinner? Vicki what did you eat last night for dinner? Come on Vicki let's go fast. Let's get it. What did you eat? Okay a native speaker comes up with a good answer in Spanish but she hesitated because you know when you ask somebody what they had for dinner there's a lot of things rolling around in their head especially in the language class they go okay what did I have for dinner? Number one the tough question right you had to think about it. Question number two okay I had it what's I ate what's the verb to eat okay yeah okay come here eight but it's not Como because that's presence gotta go to the past tense that's come me okay yo come me what did I eat oh yeah they have to do all of that in their mind and you ready to rock forward right? So we're gonna talk a lot today about avoiding cold calling and instead giving kids an opportunity to practice before performance. Give them a chance to practice. When I was taught to teach by Madeleine Hunter who personally gave me in services she was the person like me presenting she said if you ask a question give students up to one minute to think about it before you expect a response. Well I gotta tell you she was thinking about me as a kid. She's not thinking about the kids in my classroom today and I would much rather take that minute and say talk to your partner give you some oral practice and then call on somebody and know I'm gonna get a decent answer than to just sit in silence and wait and make the child so embarrassed because they can't come up with that quick answer. So practice before performance is part of that confidence building that's gonna help you with that belonging that you're trying to create in your classroom. So your students feel really good about being in that classroom. Give them the opportunity to practice before performance and what that means for you is that you then can call on the weak students and they are prepared because the stronger student gave them that support. I'm gonna talk about that a little bit as well and why not let them look up the information? Didn't hurt anybody? Are y'all gonna remember the Capitol of Washington now? And did I achieve my goal of teaching you the capitals of Washington and what was the other in Pennsylvania? Okay now we're going to get up and do an activity because you need to kind of move around and what I want you to do is I want you to remember a favorite activity or a lesson. I want to know how you learned it and what you did. So you notice you have a handout you can write on it. I want you to go around and talk to at least ten different people preferably people you don't know and ask them how do you learn best? Do you learn best by watching a movie, audio-visual? How about role-playing? What about watching a person demonstrate the content to you? Or just sitting and listening to a lecture? How about teaching others? Or how about reading alone? So get up ten people. You've got three minutes. Go! Raise your hand if you got ten responses. Oh wow! I'm surprised. You know I cut it off not because I knew you had ten responses. In fact I was eyeballing and the last person I looked at only had seven so I didn't know some of you actually got to ten which is awesome but you know what I don't have to wait for everybody to get to ten. If I do that what's my problem? The ones that have ten get bored. Right? So you can always cut that activity short. Seven was plenty. If I had felt that we needed data, really data, I might have said get 20 and then I'd be happy with ten. Right? So when you have students collect data like this it's extremely valuable to you. You can use this data in all sorts of ways. For example, I could open Excel, have these categories in an Excel spreadsheet and we could just do a tally and create a chart to show where our class stands but instead we're going to do show of hands. So how many of you said audio-visual? How many of you said role-play? One, two. Okay. How many said this one was about seven? How many said watch a demo? One, two, three, four, five. How many said lecture? One, two. How many said teaching others? Whole bunch. Teachers of course. Three, four, five, six, seven, eight, nine, ten, twelve, about thirteen or fourteen of you. How many said reading alone? One, two, three, four. Okay. So we're all over the plate aren't we? Before I can get to the meet and a full day workshop we got to get certain things done so we walk into lesson planning with all the right concepts. So one of these concepts is we're going to have some challenge and fun. Right? So shout it out. When is challenge fun? Right? Level of difficulty. What else? When is creative and spurs you on? Anything else? It's nice with other people when it's game-like. I kind of think it's fun when you're successful. Right? So when is it not fun? When you fail. Failure is never fun. So as we talk about lesson planning today we're going to keep in mind that we want appropriate challenges because we like challenges right? But we don't want to assure that failure happens in our classroom by giving them something where the proficiency level is too high for example or giving them a test that there's no way they're going to complete it in ten minutes for example. Studies have been done and they show that after two weeks students have different retention rates based on how they learn. It doesn't matter if you like the way you learn or not but that changes according to the amount you retain changes based on how you learn something. So these are the ways that y'all were talking about that were your favorites. I would like you on your yellow piece of paper to put them in order. Which one at the base of the pyramid represents the most learning that after two weeks should take with you? You want to run the states and capitals? Are you going to do some audio visual? Are you going to do a discussion? Reading alone? What would be the very best thing or the worst which would be the absolutely worst way to learn states and capitals? What do you think is like the absolute horrific worst way to learn? How do we usually learn especially at the university level? Okay 10% retention. Well actually less than 10% retention. That's a scary thought isn't it? Okay what about the next one? What do you think? Shout it out. I love to do but I know this is true because I'm in a book club and I can tell you that if I read the book too soon and we get a book club I'm like what are those characters? Did we read the same book? 20% would be audio visual? Audio visual. As much as we think they love movies they're only retaining 20% of that content. What's the next one? Demonstration. That means watching me. I'm going to make a tortilla de patate. Here's how you do it. Three potatoes and onion. Okay you're not doing it you're watching. 50%. Okay finally we're getting to something that's reasonable. 50%. What do you think? Discussion and now we're jumping up to 75% and it is and finally 90%. Now when you really look at this you have to ask yourself if you're going to go to all the trouble to create an activity for your students. Why would you do this when you could do some of this? This is not to say you should never do any of the above. Please don't misinterpret this but if you're not incorporating some of this into it kind of like what I'm doing this morning. If you're all talking together and stuff. If I don't do this you're not going to retain what we've talked about today. So you're just talking this out. You're teaching others. You see the responses. This is usually the one that blows people away. We think that's so powerful right and in a sense I showed you audiovisual with that movie at the very beginning of our as we started today was a very emotional thing to watch and you've got a link to watch it again because just watching it you're not going to retain a lot of it. So what we have here is active learning and what we have there is passive learning. So that's another thought we're going to take with us as we start working on our lesson plans later this afternoon. We want the kids to be active learning doing a lot especially of teaching others. So some classrooms are unintentionally uninviting. That's a Harry Wong quote. Do y'all agree with that? One might make a classroom uninviting. I think this is a little bit uninviting. What's the problem with this classroom? It's hard isn't it because you're in these great big old long roads. I went to the eyes on teaching here on campus and I watched a professor and he plays music as well and the cool thing about his music is he asks the students the first day we're going to be listening to music what do you want to hear and he gets a playlist that they create which is kind of cool and you may want to keep that in your mind. Interaction with your students. For example I really wanted to talk to you all before we started so as we approached time I went and connected I wanted to know what everybody had in terms of their lesson plan. So that helped me because I was better prepared for what we're going to talk about today but it also made you feel like a real person right? Oh gosh the presenter came back way in that corner and talked to us. Cool so your students feel exactly the same way. So I just want to show you this was the very first classroom I walked into at Westlake High School in Austin in 1982 and it was kind of like this I had advanced Spanish classes and they had about 15 kids in the class and then we had y'all remember the Robin Hood Act I came back the next year and my classroom kind of looked like this and I realized yikes how am I going to say hola to every kid because there's just so many of them and I also realized with that many kids you run into the same issue with any classroom and the bigger the classroom is the students come in and they're like where the heck am I going to sit so they're looking around trying to make that decision and others come in and of course all the smart kids sit in the front right and then kids start segregating so maybe you have all the black kids sit in the corner all the Hispanic kids all of the kickers all of the Goths so your classroom becomes a little segregated environment because your students are just kind of making that happen or they're sitting with their best friends and you know the girls are gossiping away about what happened last weekend and the guys well looking at him you know exactly where he's going to sit right it's a given he's going to sit and guess who's going to sit back there with him his buddy so it's always going to be a problem and then of course in walks you the Spanish teacher who you're trying to grab their attention oh le oh le oh le you're going to get started and we have a little problem back here in the corner so you've got to go take care of that so then you have another problem in the middle so you go take care of that and then this kid appears having a problem so good and pretty soon little by little your classroom becomes utter chaos what is really important again before we get into lesson planning is the fact that you are able to create effective partnerships and that you are in charge of seating if your students are in charge of seating and I know for some people this is just like they totally disagree with this but my feeling is you know what your students need students very poorly self-select their seating and I teach you can turn back and ask my students they were in a class of four and when they walked in the classroom I had arranged the seating and I mix it up because otherwise guess what the room is static every day even with four students I turn that classroom that you saw earlier this is exactly the same number of desks exactly the same number of desks 30 and this was the environment I taught in for many years and it's really my preferred is it the best no what works for you is the best but that works for me and what doesn't work for anybody is traditional rows we've got kids in the back to read any research on it kids in the front I'll perform kids in the back every time even if you put really good kids in the back so this gives you more access you let kids know who their partners are everybody's got a core partner and it's really easy to form groups of four I want you to notice one thing about my sitting chart Migueli Marta Rauli Julia Anna Jose Elena Davis you will never have perfectly even boy girl boy girl but if you can possibly set up mixed sex partnerships and groups of four they're going to be more productive because they're not going to fall into the trap that you I don't know I'm going to go there because it's kind of I suppose sex was for me to say but I found it really helpful to blend those personalities and on the first day of class every semester when my students walk into my classroom on day one they had name tags down and they sat in a certain way and they went we have a seating chart in here right and you know what I said yes well you do because you're going to learn better faster and and more and with a sitting chart better faster and more so normally why do kids just like a sitting chart why do they hate sitting church so much window teachers use them it's a punishment tool I'm going to move you I'm going to move you Maria you're talking too much and I'm going to sit you over here by Carlos you stop talking you know that's what we end up doing right I'm just going to change this whole class I'm going to punish you with this no if you start out on day one and you have a sitting chart and you do your day one boy girl boy girl they don't know each other you're going to be easiest day on the planet and that's what I do I also give them a little interview that first day and that interview helps me know where to seat them in the future because they have to answer a key question that says how do you feel about this class ABCD and the eight kids say I love it I'm so excited Spanish yeah yeah yeah be pretty good I think I'll do well see I'm nervous D I don't want to be here gotta have the credit and then I go home that night and I make stacks of boys and girls and I start making partnerships ABCD boys ABCD girls I take an A from the boy a D from the girl they're going to start as partners they mean I sit there the whole year but for that day two and what it really means is sometimes a problem arises especially I've had I've done this and talked to GT teachers who say my kid doesn't want to be a teacher well you're not making them be a teacher but here's what you do with you got the kids that are really smart and they say oh my gosh I've got to work with Rose she's the slowest kid in the class put me instead please please please put me with Kara she's awesome she's so smart or Laura she knows the capital of Philadelphia of Pennsylvania give me Laura and here's what you say have you seen the pyramid of learning let me tell you about how you learn the most and let me tell you I learned the most I learned my grammar and I am a grammar queen because I had to answer the questions of my students I did not go into teaching being the grammar queen that developed over time as I continually had to explain to students what was going on so just think if I'd given my students that opportunity those really sharp kids and I tell them I know you think Rose is real slow and she is and I know that you would do a lot more with Mariah she's smart as a whip you guys can cover a lot of material but I want you to have in-depth knowledge I want you to deeply understand therefore I'm going to put you with Rose because you're going to have to explain a lot to her but you're not the teacher I'm the teacher and then those kids actually can take some they actually do take ownership so ultimately in your classroom look what you create it's awesome from your interview you have a strong week and a strong so if this strong is absent guess what this one's got strong on either side of it right there's always somebody help if this strong is absent they've got these strong people there's always somebody help if you have a mixed group and I'm not saying you should keep it this way all year change it as you want but don't tell them you're going to change it at a specific time that will drive you crazy and then change it when you want to change it and guess what sometimes a student will come up and say please let me keep working with fill in the blank with Sandra Sandra's helping me so much you're not going to separate us are you well do you think I'd separate them of course not I might go to Sandra and say Rose wants to keep working with you how do you feel and usually Sandra's like hey guess what Rose made her first be in Spanish ever and they take ownership and they're proud of that so now we are going to start talking about lesson planning no problem okay so if y'all remember Madeline Hunter how many of you remember Madeline Hunter she was kind of the first person that came up and said hey we should have an organized lesson plan so only two people raised their hands can y'all remember any of the steps her seven steps of lesson planning okay I'll tell you what they are then in that case first of all she said have an anticipatory set because that means kids can anticipate what they're going to learn so set the stage for learning the second one was tell them the objective because all the research shows that if you tell students what they're going to achieve they're more apt to actually achieve it then she said now you as a teacher do some input and modeling what do you want them to learn you model it for them next was guided practice and guess what that turned out to be in most classrooms the worksheet guided practice next was independent practice which I am not a fan of and I tell you do not do this today because you give them an independent practice and that's when it becomes a cell phone fest right it's really hard to just say now do your homework you know probably not a good plan and finally some kind of closure lesson plan what we learned today don't forget they had checks for understanding throughout so that was the original Madeline Hunter that's kind of how I learned in the 80s to design a lesson and it was fabulous and wonderful and we owe a lot to Madeline Hunter for coming up with these seven steps the problem is Madeline Hunter was designing lessons for me or for people that were in school in the 60s and 70s when they were a little bit they weren't so cooked on to tv and quick fast everything so when I started working at UT my students were working on a lesson plan format that was a sort of a hybrid of the Madeline Hunter plan and I was looking at their lesson plans I just didn't like them I had a 101 class which were very beginners they were designing lessons for elementary school and then I had a 640 class that was working with high school students I'm going these are so insipid we need something different so Mary Deal some of you may know Mary Deal she had this job before me Mary had in her files a five ease lesson plan which they were using in round rock I think at the time I don't know if they still are doing it but I was looking I pulled that lesson plan and I started looking at it I was thinking I'm kind of liking this so I took that plan and I simplified it for 101s my babies and their lesson design was so much better that I took the same lesson plan and I gave it to my 640s and their lessons were so much better that I became passionate about this plan and especially about one aspect of it we're going to look at it right now in a nutshell the lesson plan is called the five ease and the ease are engage which is a lot like the anticipatory set explore which is like nothing explain which you think is maybe input modeling but it's not elaborate which maybe is the practice evaluate checks for understanding is part of that right and then as I was teaching the five ease I realized I needed one more E so I've invented an extra E I call it the plus one my students would forget to close the lesson so I made them include an exit strategy and you'll see that in another slide because the students are going to talk about it okay first of all engagement and I'm going to do this I'm going to teach you this as if it were a 5e mini lesson right so engage means you try to get the students to really think about what we're going to be discussing so since a lesson plan is something you have to create I want you to think a minute have you ever made something from scratch where you had to gather the raw materials and make something from scratch anything a dress a Lego monster like this what motivated you to get started did use a pattern or set of instructions take a minute and talk to a partner about something you have created from scratch go you made some kind of food from scratch I'm proud of you keep that go get from scratch who had something from scratch other than food a blanket a quilt awesome anybody else make something from scratch that wasn't oh men's also knit or crochet crochet I could crochet knitting was totally behind me anybody else yes sewing yes I used to love to sew fabric I'm so expensive no anybody else have something that you created from scratch yes furniture yeah but but good so you know when you created something from scratch you kind of had to be organized right how many of you use a recipe or pattern mostly right even though you might have been creative with it and gone your own direction you've all talked about different things you've made so now we're going to explore the concept that means I want you to think about that whole making process and make some discoveries for yourself so I want to show you this see if this has any any discoveries about that process of creating this is a little graphic that shows how a product is made first of all we have the customer and the first screen is how the customer explained it the second one is how the project leader understood it the next one is how the analyst designed it the next one is how the programmer wrote it the next one is how the business consultant developed it the next one is how the project was documented next one is what operations installed the next one is how the customer was billed the next one how the project was supported and finally what the customer really needed so this is that thought of the creative process so in your minds now you've explored that concept of what it takes to create and there's some pitfalls right you know I love to cook and I'm a really good cook I mean I don't have a grandmother so sometimes I have to say nice things about myself but I really I've loved cooking as my passion my hobby I've done it for many many many years but the other day I was cooking and you get so self-confident right and I was making something and I left out a major ingredient I know I was making I make bread every week I made bread I left the salt out and here I had this bread beautifully risen and I went oh my gosh there's absolutely no salt in there so of course I had to go through the process but it's important that you know exactly what your steps are right so my students have been engaged thinking about this creation process they've explored the concept of how challenging creating a product can be takes a lot of organization there's certain steps involved so then my next e is explained now this is a very important thing about this e this is not the teacher talking the teacher is not the explainer the teacher evokes the explanation from students so I want to know what I wanted my students to figure out let's see if they did right so I'm going to call upon a student to explain so to achieve a goal what is the most important first step as she said um to know what the goal is going to be to find the goal okay good Eduardo did you have something you say that to know the what is the in product the unity to have a very good idea of what your in product is so guess what my students get it and if you didn't get it you just got it now and you didn't get it from me you got it from students so explain is that process of getting your students to explore and discover content and be able to tell you instead of you telling I could sit just sit like in a lecture class and tell you all this stuff would it be as much fun would it be as interesting would you get as much out of it how many of you have read understanding by design or have you talked about in your districts okay I'm going to tell you that on your agenda I was going to go into this in a little more detail and I looked at it last night and went this is a whole in-service I don't think I can do it but I do want to mention something these two gentlemen made a huge change in unit planning in the field of education and if you've never heard of them at least get online and read a little bit about understanding by design their idea their concept is to move covering curriculum I remember we've got to get to chapter 14 by the end of the semester right the move from covering the curriculum to creating curriculum for our students and creating curriculum and understanding as well with technology using what we've got out there now let's create some curriculum and you're doing it in your districts aren't you I think a lot of you are they're saying let's stop using the book so much right get out there and see what's real to bring real authentic resources into the classroom you can thank these guys for that and there are three stages of what they describe as backward design and that is exactly what y'all identified which is you've got to have a plan and you need to know what the goal is you have to have a result that you want to see in your classroom and then you determine evidence to show you yes I achieved that goal what do the students do that show you that you achieved the goal just now my goal was for y'all to think about creation and realize that you needed to have a defined goal so the fact that I could call on a student three in this case and basically you said that to me means I achieved that that is acceptable evidence I can move forward am I making sense if you're if you have a question raise your hand finally the plan itself what are you going to do in your lesson plan what am I going to continue to do to help build that skill set in you now when I looked at those it reminded me a lot of how at you teach we ask our students to create an objective because the very first step of their lesson plan for all students at all levels of you teach is to define their objective and we ask them to create a three-part objective and the three-part objective has an action condition and criteria and this is what this means first of all what are the students actually doing in class are they um listening to a video and documenting which words they recognize are they uh as y'all just did are they walking around and filling in an excel uh inquesta uh asking and talking to partners to get responses collecting data the next one condition how are they doing it are they using any technology to do it are they using paper and pencil have you given them some sort of a handout or a chart for them to work with and finally the criteria is directly related to this which is how do you document that learning so in a sense the three-part objective identify the desired results that's part of your criteria what are they going to actually be able to do with it determine acceptable evidence this and then what is your plan what action are the students doing and what is their condition today when my students talk to you about their lessons they're briefly going to mention their objective but their focus is on the five ease but i want you to take note that before they came up with that lesson plan they had an objective here's back to our five ease plus one and my goal today let me look next my goal today was to really before i turn it over my students get y'all to think about what that engage explore concept is so i want to show you the difference between an anticipatory set and engagement here i have what madeline hunter would have loved as an anticipatory set it is a lunch tree from a cafeteria lunch in france and the kids walk in and they look up at the overhead and they're like holy cow it looks like a cafeteria lunch but what are those it's hard to see what these windows down what are they eating can y'all see what this is it's an artichoke can you see what that is muscles more fruit they're having muscles here a yogurt a grapefruit now this isn't like a normal cafeteria lunch in our in the united states is it so the kids come in and they're like oh i guess we're going to talk about food today and maybe we're going to do some cultural comparisons that's our hope here's an engagement the same exact same picture but as the students walk in before class starts they also see this so they walk in and they see oh this is a cafeteria meal it's there for them they don't have to figure it out but over here turn to your partner what you have for for your lunch compare your lunch with this one were they the same were they different and you're not talking to them yet they're just walking in but as soon as class starts you can say now do this and then they turn together and they do it but they've already thought about it because it was projected before they entered the room now here's an opportunity i'm going to give you all to do a little bit of exploration i'm not even going to tell you what this is but here's what i want you to do turn to a partner this needs to be one partner i'm not going to tell you what this is i want you to explore it but i want to hear you speaking this language and i will only say this so how did you do did you communicate how many of you figured out ardo gory were you thinking ardo burning hot so what you're thinking so that's why i was confusing you with that you know especially poor quality wine when you drink it there's a burn right so ardo gory is actually um red wine so pack yourself on the back it's basque so how did you figure out what i was asking how did you know what to say what what does azunero mean every day there's seven little chicks now it's okay if you messed up so what is azunero daily what's saritan sometimes what's this rarely and what's this never okay let's take a look now so if my students were confused about that i like it a lot or a little and i want to pick that who's Remember this? This is what you've been doing. Isn't it fun? Did you like that? Don't you think your students would like that? Of course they would. We have our evaluate, which I'm not going to spend much time on. I'd like to know what you think a great exit ticket would be for our departure. What kind of exit ticket could I have given you since I'm too lazy to make it up myself? Think of an exit ticket for this session. What is something that you could ask people to share that would show you that they kind of got what we're talking about? I'm going to explain to you a little bit about what Coral does and what open educational resources are and sort of how this workshop fits into all of that. So at Coral we create open educational resources as Rose mentioned and these are free to use so you can go on our website and use them. We have them for I think all the languages represented here. We also want to give you the tools to create your own resources so this afternoon you'll be making lessons with Rose's guidance and so this part is really important so we don't just want to be giving you static materials to use. We really hope that you can go back and as Rose was talking about keep building on what you're doing and creating new things for your students. To explain when we talk about open educational resources what we mean by that is any material for teaching or learning that's free or low-cost to access online and that allows you five well any or all of five rights so the right to retain the material so with a traditional textbook you you have the textbook but it has a copyright so you can't you can't do anything else with it and a lot of times now with online resources there's there's like a password you need or you have to have a subscription to something but with open educational resources you can retain it for as long as you want. The second thing is redistribute so with open educational resources you can give them to your colleagues to use you can share them with other people remix so you can combine different resources together to make a new resource you can reuse them so you can give them to your students make copies of them you can and you can also revise so you can modify them to fit the particular needs of your students. This is something you can't do with a traditional textbook you can't go in and change things around if they don't fit your the population you're working with but with open educational resources you are supposed to change the materials you're using. This is this is important financially because these resources are free and textbooks are really expensive but it's also important pedagogically because you can you you can't really completely teach a class just with one textbook or with one material you're always taking things from different places combining them together and so you really need to be able to do what's right for your students and choose the right materials and this allows you to do that. So the thing that runs all of this is Creative Commons licenses. We gave you a handout there's a little graph of all the different types of Creative Commons licenses so you can recognize a Creative Commons license by two C's in the circle and this is opposed to the one C in the circle of the copyright and so these licenses tell users how they're allowed to use the materials and it says what rights the author retains for themselves. If you see this symbol the attribution symbol the circle with a person in it that means that that material you're using you have to if you reuse it or give it to anyone else or make a copy of it all you have to do is make sure that you attribute it to the person who created it so just put their name on it. The circle with the little arrow in it is share alike so that means whenever you use a material and you share it with other people you have to also put a Creative Commons license on it. The circle with the dollar sign on it means non-commercial so when you see that it means that you're not allowed to sell the materials but you can use them in any other way and the circle with the equal sign in it means no derivatives so that means you can't make modifications to the materials but you can still reuse them and make copies of them. These different symbols are all combined to make different licenses so you can see on this on this chart at one end of the spectrum there's the the copyright which is the least open on the other end is public domain and then next to that is CC by which means the only thing you have to do is attribute the work to the person who wrote it and otherwise you can do whatever you want with it. This is just the beginning of being open of using other people's materials of sharing so you guys I know you have you're sharing your lessons with us if you did put Creative Commons licenses on them then everyone here would know what they could do with the content when they downloaded it they would know that they would have to attribute the work to you so you'd get credit for it so it's just a great way of sort of everyone feeling okay about sharing their work together. And then there's other so this isn't also just about about the resources you're using but it's also about practices so just everyone being here today sharing ideas with each other that's part of open education as well. You can share your work as well so you're gonna create lesson plans later and we're hoping that you can take a look at these licenses and think about how you want other people to use your work and put a license on the work and then share it with the other people here so we encourage you all to really think about sharing what you do here with other people.