Stephanie Thomas: Thanks so much for attending. This is "Moving Your Class Online," and there are three objectives set to today's webinar. The first objective is to identify best practices for remote instruction. The second objective is to discuss how to modify face to face content for remote learning. The third objective is to try to identify some great tools to provide great remote instruction. So I'm going to take a moment here to pause and ask if any of you are comfortable or have provided online instruction. And maybe you can just comment in the chat room. I'd like to get a feel for where we're at.

Melinda: So we've got a couple of no's, Google classroom, no Zoom instruction yet, have never done this, working on it, yes, not yet.

Stephanie Thomas: So we've got a lot of people who are really new to providing remote instruction, it looks like. Well, that's good because that's kind of what I was anticipating. I'd like to let you all know that everything I'm going to go over in this webinar today is available in a Padlet, and I'm going to ask-- I think what I'm going to do is send the Padlet link to Melinda and then hopefully she can put it in the chat box, and you can copy and paste the link somewhere so that you can explore these so that you can explore these materials a little bit further on your own.

OK. So don't worry about taking incredible notes, because all of these materials are available on this Padlet, which hopefully Melinda can get linked into the chat box. Let's begin with, first of all, identifying what remote instruction is. I'm going to start the video. Melinda, will you let me know if you hear my computer audio?

Melinda: Sure. And no. So you need to stop sharing. Click the share button again, and there should be a little checkbox at the bottom left hand corner.

Stephanie Thomas: Share computer sound. I see it. Perfect. OK, let's go back to the beginning. And hopefully you can hear it.

[video playback]

- Temporary remote teaching and learning--

Stephanie Thomas: Can you hear it?

- There are three general types of instruction in our system. On the one end of the spectrum is face to face teaching and learning in which all instructor to student and student to student contact occurs face to face. On the other end of the spectrum is online teaching and learning. These are courses in which all instructor to student and student to student interactions occur fully online. Hybrid teaching and learning, which can include blended courses, is where teaching and learning occur partially face-to-face and partly online.

And now we're introducing temporary remote teaching and learning, which allows for learning to continue when unexpected emergency situations like the coronavirus occur. Let's consider a scenario for a moment. Let's say you're teaching a 16 week face to face course and you learn that you'll need to transition your course to remote instruction beginning with week 11.

Your first step is to assess the situation. In this scenario, you'll have six weeks left to complete your course. Your second step is to identify what's remaining in the course, what topics, assignments, and assessments are left for students to complete. Then move on to step three, create a module in Canvas for each remaining week and organize your course content using pages, assignments, and quizzes. Step four is where you may schedule TechConnect Confer Zoom sessions during your regularly scheduled course times to deliver live lecture based content and to interact with students.

These four steps along with a little planning give you a solid foundation for creating instructional continuity for your students during an emergency when regular face to face classroom meetings have been interrupted. Despite the feeling of urgency, both you and your students will benefit if you take the time to stop, think, and plan.

[end playback]

Stephanie Thomas: OK, so if you ignore the Canvas part of that, I think it's very good advice. Let's begin with best practice 1 for remote learning. Best practice 1 is that remote learning is very structured and organized. It's important to remember that many of your students will be as new as you are to remote learning. This means they will not only be learning the content that you provide, they will be learning how to navigate through their new online program.

The more structured and organized your content is, the easier it will be for students to follow it. Some ideas for organizing your content, many instructors in my district are organizing their content by week. They may call it week 1. Most of them are dating it, like the week of March 24 through the 28th. Other instructors are organizing their content by chapter, sort of following their textbook. I'm going to show you my online course I'm currently teaching completely online, and I'm going to show you my online course organization content, so you can get a feel for how you might want to organize your content.

In every single module, like chapter, that's like a chapter of my course, there's a pattern. Students always click on an agenda first, and the agenda is sort of like the table of contents. It describes what is inside this chapter or module. It also describes how long each activity will take and how many points it's worth. I also feature a little video of me asking inviting questions, so that students are sort of pulled into the content.

Every single module or chapter begins with a reading, and the intent of the reading is to introduce the vocabulary and grammar for the unit. Every single module contains a vocabulary practice, where students get to practice the targeted vocabulary. Here you can see I'm just using Quizlet embedded. Every single module also features at least one grammar activity because I teach advanced online grammar.

Every single module contains at least one writing feature because I want my students to use the grammar and vocabulary that we're using. And then every single module ends with independent practice, which is an opportunity for my students to practice the targeted grammar structure. Every single one of the modules follows that sort of organizational structure.

Best practice 2 is that some of your learning will be synchronous, and some will be asynchronous. As we're discovering, one of the most popular tools for synchronous learning is Zoom. Melinda, you said they were cracking down on free accounts. The last I understood you could create a free account and you can invite up to 100 participants, but you only get a 40 minute meeting. You do get screen sharing and a whiteboard in case you want to write during your presentation, and you also get breakout groups.

So Zoom is one way of providing synchronous instruction, where you and your students meet online at the same time. Another tool that you can use for this is Skype. Skype is free, you can invite up to 50 people, and it does have a screen sharing feature. So in any of these modalities, with any of these tools, you could do screen sharing with a PowerPoint presentation or a Google slide. And then finally, we have Google Hangouts where you can invite up to 100 people, there's no time limitation with Skype or Hangouts, and you can screen share with all of these, and they're all free. So any of those tools would be really good for you to use with your students.

And best practice number 3. Whenever possible, students should be able to interact with one another and with the content. So that means that when you migrate some of your face to face content to online, you might have to consider looking at it differently. Here's an example.

This is an example of a student guide page from our number 28 EL civics objective interacting with health care professionals and reading medicine labels. So here you see a face to face student guide, where the student reads the content and then completes a matching activity. Well, how might I make that content a little more interactive for online instruction?

For online instruction, you actually want your students interacting with the content. So here you see the very same medicine label, but what students do is click on the various numbers to see what each one of these pictures (inaudible), completing a matching, they will click on these numbers. See here for example, they have to click on the number next to the doctor. This is not a correct response, this is not a correct response, but this is. So we're providing immediate feedback as well as interactivity, and that's one thing that you might do. And by the way, this is called an interactive PowerPoint slideshow.

Here's another-- whoops, let's go back to the slide show here. Sorry. It keeps take me back there. I think I (inaudible). There we go. Here's another example. This is another page of the student guide where students meeting face to face would practice with another student to complete this dialogue. Well, much of the time, your students are going to be online at different times. So for you to try to provide times for them to meet to practice this dialogue isn't reasonable.

So what could you do? This is an example of an assignment created on a tool called Lingt, L-I-N-G-T. It's linked to our Padlet, so you'll be able to find it. And here's how it looks. This is an assignment for very beginning level ESL students, and what the students do is they click on this blue button.

[video playback]

- Hello, San Diego Family Clinic, Henry speaking.

Stephanie Thomas: And to record their own devices, they click here.

- Hi, I need to see the doctor.

Stephanie Thomas: Once they've completed all of these oral questions--

- What is the problem?

- My stomach hurts.

[end playback]

Stephanie Thomas: Then the students click submit, and the instructor will be able to listen to the responses and provide feedback. So once again, this is a tool called Lingt, L-I-N-G-T, and it is great for oral assignments, not just ESL but if you're an ABE teacher and wanted to give a brief presentation, you could use that tool. And you can see how intuitive it is for students. There's not a lot of extra stuff there to point and click, so it makes it easy for them to figure out.

OK, so what are some possible tools you can use to actually host your online content? Well, if you're savvy, and you want a whole suite of classroom possibilities, you want to look at a learning management system. All of the community college districts in California-- I believe they're all on it now-- use Canvas. That's what we use in our district. That's a really good learning management system. I believe you can create a free account and then you can create a class. I think then you'd have to physically invite students using their email accounts.

Another possibility is Moodle, which is also free. Edmodo is also free, and I believe Edmodo looks more like Facebook. Canvas and Moodle both looks similar. Edmodo looks a little bit different, like Facebook. There's also a learning management system called Schoology, and if you're in the K through 12, it's possible that you are familiar with Google Classroom.

All of these are great learning management systems, and the benefits of using these learning management systems are that you have a full classroom suite at your disposal. You can grade things, you can create quizzes, you can create assignments, you can sometimes use outside apps, you can also usually email your students from right inside that learning management system. Now, some of the disadvantages are the steep learning curves involved. It takes a little time upfront to be able to understand how to use these learning management systems, and they're so full featured that there's a lot to learn.

A middle of the road approach would be to boost your content by creating a website, and there are lots of different tools for this. I personally use Google Sites, but I know that you can create one pretty quickly on Wix or Weebly as well. A word of caution about Weebly. Weebly is often blocked by school districts because of the amount of phishing that happens through their domain. So our district, a lot of our instructors created websites on Weebly that we can no longer use when we're at school because it blocks Weebly. So I would highly recommend maybe Google Sites or Wix.

I'm going to show you an example of a Google Site that I created for use with my advanced online grammar students. We are contributing to an international travel blog. So you can see my home page is world travel trips and tips. Your home page might look something like Mrs. Johnson's ESL Class, or whatever class you're teaching, whatever ASE or ABE class you're teaching, you'd have on your title page.

And you'll see over here I have the names of countries. You might have week one, week two, or chapter one, chapter two. And students would click on a page and be taken there. So this is an international travel blog. She's from Haiti. She wrote about Haiti.

You can see that on this site, you can have images. You can embed slide presentations. There's a lot of flexibility, and most of these sites are fairly easy and intuitive to use. It's really click, drag, and drop.

So I'm going to pause for a moment just to see if there are any questions yet. No?

Anthony: Stephanie, this is Anthony. Can you hear me?

Stephanie Thomas: Yeah, I can hear you, Anthony.

Anthony: Hi, Stephanie. So a few slides ago, you were talking about interactive PowerPoints, and there were a couple of questions just about how you might get started to create these interactive PowerPoints.

Stephanie Thomas: Oh, OK, that's a great question, and I can't tell you how many tutorial videos there are. You can create interactive slideshows either in Google or in PowerPoint. You can use Google Slides or PowerPoint. And it's really just a matter of inserting links that's what makes it interactive. Unfortunately, I can't really like go deeply into that. That was actually a workshop that I gave at the Technology and Distance Learning Symposium recently. Maybe that could be a future webinar where we create interactive slideshows. They're really fun to use with students, and they're very simple to do. It's really just a matter of placing things and linking them. Let's see if I can go back a few slides and show you what I mean.

So maybe for example, all I did was overlay a circle with an X in it, and then I created what's called a trigger animation in which when I click a particular thing, something pops up. That's all this is. It's just linking and creating animated slides. It's pretty easy to do, but it's really kind of its own webinar, I think.

OK, so there's an example of Google Sites. It's pretty easy to use. You could use it with your students to post your content. But let's say that you're in a huge hurry. You don't have a lot of time upfront to actually figure some of these tools out. Another great option, at least for the meanwhile, would be to host on Padlet, and Padlet is what I'm using to share all of our webinar resources with you today.

And you can see that you can link anything up here. You can link video. You can link websites. So for example, if this was your course, you could have week one, and then you could have all of the links. You can also upload files if you want your students working on those. You could have week two, and you could have all of your links that you need and all of the files that your students need.

Padlet is just an online bulletin board, and it's easy to just click anywhere on the background to post. So that's something that you could use if you're in a huge hurry and you don't have a lot of time to invest in learning something like creating a website or a learning management system.

Now let's move into some tools that you can use with your students to provide really good content. One of the best ways to introduce new content to your students is through video. This is a great way to provide lectures online. And you can find lots of content on YouTube.

If you are an ABE or ASE teacher, some suggestions would be Khan Academy. There are so many different math and English videos there. You could use Ted Talks, American Museum of Natural History. These are all channels on YouTube, and then of course, Ted Talks has its own website.

The History Channel has great three minute videos. You want to keep your videos short. You don't want to inundate your students with videos that are over 10 minutes. Ideally, they should be between five and 10 minutes. There's a site on YouTube called Data is Beautiful. I'm going to take you there. It's just a compilation of various data trends. Here's an example of a video.

You can just see the population movement over time. This is a really fun site to just get people talking about trends. And you can see along the sidebar here, they have largest armies in the world, 20 most populated cities. It's a really fun way to view data.

Melinda: Stephanie, I'm going to interject just a minute. When you play your audio or your videos, could you crank your volume down just a little bit because--

Stephanie Thomas: Oh, is it really loud?

Melinda: Well, we can't hear you over the video, so just a little bit more.

Stephanie Thomas: Oh, I'll tell you, I won't talk when I play it, because we only need to see a second.

Melinda: I was talking about on the YouTube. There's a volume control on YouTube, so that's probably cranked up.

Stephanie Thomas: Yeah, right here. Yeah. OK, sure, sure. Sorry if that was annoying. So you can see that there are lots of different topics on Data is Beautiful. It's just a really pretty way to introduce a lot of data all at once and make it very visual. They do have a lot of pop-- they have a lot of pop ones, too, like most popular websites, most popular singer, things like that.

OK, and finally-- sorry, can't help the commercial here.

[video playback]

- It still works.

- Still works. Still works.

[end playback]

Stephanie Thomas: This is a really cool YouTube channel called-- I can't say the German word, [speaking german], or in a nutshell. And what they have is they have really quick informative videos. According to Wikipedia, it's a German animation studio, although it's in English. The studio's YouTube channel focuses on minimalist, animated educational content using the flat design style. It discusses scientific, technological, political, philosophical, and psychological subjects.

They have a great video on the coronavirus. We'll just watch a couple of seconds in so you can get a feel for how they take complex subjects and make it simple.

[video playback]

- The Chinese authorities notified the world that a virus was spreading through their communities. In the following months, it spread to other countries with cases doubling within days. This virus is the severe acute respiratory syndrome-related coronavirus 2 that causes the disease called COVID-19 and that everyone simply calls coronavirus. What actually happens when it infects a human and what should we all do?

A virus is really just a hull around genetic material and a few proteins, arguably not even a living thing. It can make more of itself by entering a living cell. Coronavirus may spread via surfaces, but it's still uncertain--

[end playback]

Stephanie Thomas: So you just get a feel for how they take complex subjects and kind of simplify it in a cartoony way. So it's a really great site. I love it. Or it's a great YouTube channel. Once again, it's called-- I can't pronounce it, but in a nutshell.

What about if you're an ESL instructor? If you teach lower level ESL, I highly recommend MES English, not only the YouTube channel, but the website because you can create really quick worksheets on there. They already have the graphics for you. They also have an audio site, a focused listening site called 123 Listening. And let me give you a feel for what you can expect on their channel.

[video playback]

- Adjectives from MES English. Long, short, long, short, clean, dirty.

[end playback]

Stephanie Thomas: So they're pretty good for beginning ESL students. There's another-- it's called Easy English. This is for beginning ESL students.

[video playback]

- I want people to wear what they want.

- Welcome to Kids' Pages. Improve your vocabulary and learn new English words about feelings and emotions. Happy. This family is happy. Sad. The little girl is sad because she can't play outside.

[end playback]

Stephanie Thomas: Sorry, it's supposed to come up here, but it keeps taking you to YouTube. No big deal. And am I back at Easy English? Let's see. Now if you had-- there we go. There's my Easy English.

For intermediate students and sometimes beginning, you could go to Mark Kulek.

Melinda: Don't anybody panic.

Stephanie Thomas: Can you all hear me?

Melinda: There we go. Yes, Stephanie.

Stephanie Thomas: Sorry about that. Sorry about that, everyone

Melinda: I'm going to suggest that you don't have so many YouTube tabs opened because that's going to create more and more bandwidth that you're using, and it might kick you out of Zoom again.

Stephanie Thomas: Oh, OK. All right. I'm going to go ahead and share again, OK?

Melinda: Yes.

Stephanie Thomas: Melinda, were you able to put the Padlet link in the chat?

Melinda: I believe Anthony was, yes.

Stephanie Thomas: OK, great. Thank you. Another English channel that you can use, especially with intermediate, is Teacher Diane. She does really nice grammar explanations.

[video playback]

- Today we're going to learn about the past perfect tense. The past perfect tense is used to signify that an event happened before another event in the simple past. The formula is subject plus had plus past participle. Let's take a look at a few examples.

Here we can write, "She had not seen a kangaroo until she went to Australia." Here we use had not seen--

[end playback]

Stephanie Thomas: That is Teacher Diane. And then there are so many advanced YouTube channels. I mean, one that I like is Mmm English.

[video playback]

- No, you hang up. All right, all right, let's hang up on three--

- Hey, there, I'm Mmm English. In this little video today, I'll be sharing some incredibly common English words--

[end playback]

Stephanie Thomas: There are a lot a lot a lot of advanced. I was kind of hoping my little shapes would come up so that you could see the names, but they are on the-- the names are all on the Padlet. Oh, there's Teacher Diane. And there's Mmm English. And there are so many more. There are so many more available on YouTube.

And one of the ways that you can make these videos a little bit more interactive and you can gauge whether or not your students are understanding the videos is by editing them with tools like EdPuzzle. I'm going to show you an example of an EdPuzzle that I created. I just want to see how many tabs I have open now.

OK, I'm going to show you an example of an EdPuzzle that I created. And you can see how it's possible to add-- you can add audio commentary, text commentary, or comprehension questions.

[video playback]

- Have a different meaning than the original verb. (Inaudible.) Maria and I really get along well. Hurry up and finish your work. Time is running out. We were going to have a meeting yesterday, but we had to put it off. Come across, get along, run out, and put off are all examples of phrasal verbs.

What's a phrasal verb? A phrasal verb is a combination of words, a verb plus a particle that when used together, have a different meaning than the original verb. The particle can be a preposition or an adverb. Let's take another look at the examples. While I was cleaning, I came across an old picture of you. What do you think came across means?

Stephanie Thomas: So here, the video is paused, and your student needs to answer the question. I've already selected find by chance. And then I'll click continue.

- What do you think get along means?

Stephanie Thomas: So your student would see this question. What do you think get along means?

- What do you think run out means?

[end playback]

Stephanie Thomas: So you get the feeling for how this works, and it's very easy to do. You create an EdPuzzle account, you find a YouTube video that you'd like to use. I used a video that I created, but you can use any YouTube video. You submit the link, and then this video editing tool brings up your video, and you just select the places in the video where you would like to insert either a multiple choice question, an audio comment, or a video comment. Once again, that's called EdPuzzle. It's very easy to use.

Now, that brings us to another type of tool that you might want to explore. If you'd like to create your own video, a great tool that I recommend is Screen Castify. Screen Castify is an extension that you add to Chrome. I'm going to hold down my pop up boxes over here. Can you see where my arrow is pointing?

Melinda: Not so much.

Stephanie Thomas: If you look in the upper right hand corner of my browser, do you see a little orange arrow?

Melinda: There it is.

Stephanie Thomas: Above the word share. That is Screen Castify, and it is a screen casting tool that you add to your Chrome extension. It's free, or if you really want to do a lot with it, you can pay $24 a year, which is what I do, because I use it almost every day. And I use it to provide feedback for my online students. Here's an example.

[video playback]

- I am with my family I always have-- hi, Lucia. Let's take a look at the sentences from module 8. When I am with my family, I always have comfort food, not a, because food is a non count noun. Nice use of a comma there. San Diego how desolate streets--

[end playback]

Stephanie Thomas: So I actually use it to provide feedback, but I also use it when I want to film if I want to narrate a Google slideshow or a PowerPoint. And another tool that you can use is Zoom. When you create your Zoom account, you also get a Screen Castify tool. And it's really nice to use. You can you can actually-- like, it's got annotation tools, so you can annotate if you'd like to.

The Screen Castify and Zoom are really good for recording your screen. But if you'd like to try your hand at actually creating video, you can create fun videos on Powtoons. My phrasal verb video was created using Powtoons, and there's also a really fun tool called Biteable, which is similar to Powtoons. And it's really easy. You just click and drag scenes and create your own video about any topic that you want.

Let's move on to some tools that you can use to practice vocabulary. I believe probably everybody is already familiar with Quizlet. And I use Quizlet quite a bit in my online class. There is also a tool called Study Stack, which is similar to Quizlet. It has a few more features in terms of playing games, and one of the nice thing about Study Stack is that when students initially look at the flash cards, they can tap on them to say yes, I know them, or no, I don't know them. The words that they already know are placed in a folder, and they're not put in with the other words, while they play their games to study each vocabulary word. So it sort of saves students from redundancy.

What about class competition and fun? We mentioned earlier that some of the learning will take place synchronous-- there will be synchronous, also asynchronous, but you want your students to see one another while they're online. Tools to help them do that are Kahoot. You can assign a Kahoot as a homework. And one that I especially like, which is Quizziz. I'm going to show you how Quizziz looks from the student's perspective.

I want to draw your attention. That little avatar that runs across the top, that means time is running out. So the student sees his little avatar running toward the end, and he knows or she knows that time is running out.

Now, I don't know why, but students love those little memes. They just get such a kick out of them. I don't know why. That's how the student sees Quizziz.

Now, while this student William was playing, you only saw one name. But your students will see everybody else who's taken the quiz before or after. You assign it for homework and it just stays there until you're ready for it to expire. So they get to see a whole leaderboard, and they can see where they fall in.

One of the tricky things about remote learning will be trying to hold discussions with your students. So one tool I'd like to introduce is Flipgrid. Here's how it looks.

[video playback]

- We often get asked how we use Flipgrid in the classroom. So we're just going to show you a couple examples real quick. One way was we posted four story problems, real world problems, and we asked kids to show a--

[end playback]

Stephanie Thomas: This little green button up here with the plus, that is where students click, and then they can audiotape themselves, or they can just-- they can take video or audio.

[video playback]

- Our model and how to solve a problem and then post it on Flipgrid so that classmates could see how to solve the problem. Here's an example.

- Tom has four baseball cards and 11 football cards. How many cards does he have in all? This is Jonah to explain how to draw a bar graph. So first, you draw a rectangle, and then you draw a line, and then-- so whatever the story problem is you put the first one to the left and the other one to the right, and you draw the letters that say what the characters or subject is, and the box is right here. And then you come down here, and you draw a loop here and a loop here, and then you have to draw the answer in the bottom and then put a-- first you put a question mark, and then you write the answer in here. And then this is the plus, so 12 plus 11 equals 23.

[end playback]

Stephanie Thomas: OK, so what happens is the student has about 90 seconds to record either an audio or a video response. And what students see as more and more people record their responses is a wall of faces. As a teacher-- by the way, Flipgrid is completely free. I believe that Microsoft bought it so that teachers can use it for free forever. It's free, and you create a topic which is whatever you want to talk about, and you might ask your students a leading question, and they can respond. And your students can see one another's response and post replies.

It's a really fun tool, but I have to caution that it's a little tricky to get students started with, because they'll have to download an app on their phone and sign in with their Google account. So if you want to use this tool, I recommend that you practice while you are holding a synchronous video conference first before you expect students to be able to use it on their own. It's a little bit tricky to get students started on.

Another great discussion tool is Padlet. As you know, I'm using Padlet in this webinar to post all of the tools and video channels that I'm talking about during this webinar, but you can use it in creative ways, in different ways with your students.

[video playback]

- Padlet is a free online virtual bulletin board that allows students to collaborate, reflect, share links, pictures, and information and more. Here are 10 classroom uses for Padlet. Number one, Padlet is a great tool for brainstorming and sharing ideas. Students in a class or group can contribute their ideas to one central online location. The brainstorming Padlet can then be saved and revisited later.

Number two, Padlet can also be used to conduct surveys and votes. Using the reactions functionality, teachers can post several options, then have students like or upvote the ones they wish to choose. Number three, because Padlet gets updated in real time, it's a great way to collect and communicate class or school announcements. Just share the link with the class or on school social media, and everyone's informed.

Number four, for independent reading, students can use Padlet to highlight quotes, discuss characters, ask questions, review books, and more. Number five, Padlet allows teachers and students to summarize a topic and present the information in an attractive way using text, photos, graphs, and other learning tools.

Number six, Padlet is a great way to celebrate birthdays and say thank you to speakers. Just create and design a palette and have students post their well wishes for thank you's. Number seven, if paper graphic organizers have gotten stale, Padlet can liven them up. Main idea and details, Frayer models, Venn diagrams, all can be converted into collaborative Padlets.

Number eight, Padlet is a great platform for competitions such as photo contests. Students post photos, and other students evaluate the photos to determine a winner. Number nine, students in groups can access their own Padlet to collaboratively create paperless multimedia posters that can then be presented to the class.

Number 10, Padlet provides an effective platform for students to build portfolios of their work, no need to keep a folder. Just post portfolio contents as they are created. There are many more ways to use Padlet. For ideas, check out Padlet gallery at

[end playback]

Stephanie Thomas: I really love Padlet. I used at one time-- my students recorded podcasts, and we used Padlet to share our podcasts with one another. That's a really fun tool to use perhaps as a discussion board. And what about assessment? How are you going to assess your students online? Well, one great tool is Google Forms.

[video playback]

- (Irrelevant advertising on YouTube)

- Hi there, Jamie Keet here tonight a Teacher's Tech. I hope everyone's having a fantastic night. Tonight I want to take a look at a new feature in Google forms, and that is the self-grading quiz on it. So this is a great little feature to have if you use things like Flubaroo before. Now it's built into Google Forms. So let's go through and look at how you can use this great feature in the new Google Forms.

So I'm just going to go ahead and open up a Google Forms here. So I'm just in my Google Drive all logged in and everything. And I'm just going to go to New, More, and Google forms. When I get to this point here, you'll see Google Forms and the standard purple template that opens up. If you wanted really to quickly change the color to something else, I'll just pick this bright color here. You could then start from there.

So this is all about the quizzes here. So when you want to switch this over to a quiz, we just click the gear up top. And you can see that you get this quiz that didn't used to be here. So if I go to quizzes over here, all you have to do is click make this a quiz. So I'm going to go ahead and click it, and you have a few different options here. So you can see when I can release the grade. Do I want to release it right after the submission? So that means when they click on it, when they submit it, do you want to see the results, or maybe you want to do something and give the results after. If that's the case, make sure you have that selected instead. Do you want to show them any missed questions that they have, make sure that's checked. Correct answers, if you they got something wrong, do you want to show them the correct answer on it? And the point values to each, so you can actually pick what point values you want for each question.

So I'm just going to leave all these on here. Then I'll show you once I create my little quiz here and grade it to show you how these kind of play into it. So I'm going to go ahead and hit Save here. I'll just give this the title, the top of my quiz here. I'll just go-- I'll say test one here--

[end playback]

Stephanie Thomas: I did link this video to our Padlet, so if you're interested in exploring a little bit about how to create self-grading quizzes using Google Forms, I encourage you to go to the Padlet and watch the full video. For the sake of time, I'm just going to stop us here, just to let you know that this tool is available. And the nice thing about Google Forms is it embeds really nicely on all of the various websites. You could post it on the Padlet.

If you actually are using a learning management system, like Canvas or Schoology, you could embed it there if you wanted to, although much more often, I use the quizzes in Canvas, that way I don't have to check two separate accounts. But I often use Google surveys, these forms to serve my students, even though I'm in Canvas.

And another great assessment tool is-- it's an online worksheet creator called Wizer.Me. And I just love this tool. Wizer.Me is free, and you can create online-- you could call them quizzes or just worksheets, and they have all kinds of different question types. There are several that are already created for you. I'm going to bring up one of my colleagues' worksheets to show you how it looks.

It's really easy to create these worksheets. You just click and drag items. This is a job worksheet interview. And at first, students get some practice with vocabulary. Brian simply embedded a Quizlet into this particular worksheet. Next, students go on to watch a video and answer questions about the video.

There are closed questions available. There are matching questions available. You can categorize. There are all types of different question options. You'll notice this is a voice response, so the student records his response. They also have short text responses. It's very versatile, and I think they're beautiful.

This is a really easy tool to use. It's super easy to create your own worksheets. You can add images, videos, whatever. It's super easy to create your own worksheets. You could do dictations if you wanted to. But they have a huge pool of worksheets that have already been created. So you could also simply search. It's free, and it's a really cool tool called Wizer.Me.

All right, well, let's review the objectives for our webinar. We wanted to identify best practices, and we went over the idea of organizing interactive content, synchronous and asynchronous learning. And then I showed you some examples of how to modify face-to-face content for remote learning. Another great tool for that was the one we just looked at, which is Wizer.Me. We identified some really great tools you can use to provide some great remote instruction. And so at this point in the webinar, I think I'd like to stop sharing my screen and open it up to see if there are any questions.

Does anyone have any questions? I'm sort of looking through the chat right now.

Melinda: There's a couple in the Q&A coming up. Can you see that, Stephanie?

Stephanie Thomas: Ahuh. Interested in knowing how we can track student work so I know who is engaged and who isn't asynchronously. That's a good question. That's a really good question. You know, the best way to do that would be to use a learning management system. Like, I can see how long my students spend online all the time.

If you're not using a learning management system, then the best way to gauge whether or not your students are interacting with the content is to have content that they should actually submit to you or provide some sort of-- like, quizzes for example. You will be able to see if your students completed the quizzes. The EdPuzzle that I showed you, you would be able to see if the student completed the EdPuzzle. So you will need to provide at least some assignments, which require some sort of a submission, whether that's working on a Google doc and submitting it to you or doing some sort of a quiz or a Kahoot.

Even Quizlet, if you create a class on Quizlet, and you invite your students to join your class, you can see that they've actually been working in Quizlet. Any of those tools would be really great to know if they're engaged and who isn't. Google Forms would be another one. When your student submits the Wizer.Me results, you would be able to see whether the student has completed that work as well.

So now, I'm interested in knowing how we can track-- the next question, can you screen share these interactive quizzes and have students interact with them in the Zoom environment? Yes, yes, you can. I've done that before, where I've shared my screen for the quiz and students interact. Yes.

And then somebody else wrote, good point that Quizlet has given us all teacher status til June. And then I have a question, how long does it take to feel comfortable using all these online tools? You feel a little bit shaky now. Oh, let me tell you, oh my gosh, the first year that I did online instruction was, I think, four years ago. And I have to tell you I didn't know anything. I was so clueless.

So my advice is to please be patient with yourself. Don't expect that you're going to be up and running immediately. Just go little by little and use some of the easier tools at first, for example, the Padlet. Those are very easy to create. It's really easy with your students to interact with them. Those are super easy. The Wizer.Me worksheets are also very, very easy. I believe the trickiest part is finding the platform to share this content, and that's why I tried to give you a few high tech options, like learning management systems, and a few low tech options, like Padlet. That's going to be the tricky part.

But just be patient with yourself. I've been teaching online now-- this is my fifth year. So you could say I've been a work in progress ever since I started online instruction. The teachers in our district, like so many others, many of them were face to face only, and right now they're scrambling to get stuff online, and I'm just-- my advice is breathe easy and do the best you can. Ask yourself to learn or become familiar with one new tool a week. Give yourself this first week and use Wizer.Me. That's one of the best tools, and it's very, very easy to use. It's super intuitive.

I have a little bit of time. If I can get logged in quickly, I'll show you how easy it is to create a Wizer.Me worksheet.

Melinda: Stephanie, while you're doing that, I'm going to answer one question here. Does someone have to host an LMS like Canvas or Moodle? Canvas is available free. All you have to do is to go to the Canvas site, and you are hosted already. There is a Moodle option. You can have your own server. That takes a lot of work, a lot of time, and you need a server. You can also piggyback on somebody else's server, yes, like OTAN. But that takes some finagling, and right now, as far as I know-- Anthony, please, correct me if I'm wrong-- it is only available at this point to WIOA funded agencies in California.

Anthony: Yeah, for talking about Moodle, I don't believe there's been a definitive answer on that question if we would be able to offer it to non-WIOA agencies. So that still is a work in progress. And Melinda, can I just had one thing, too? So there have been a number of questions about getting Stephanie's slides or links to the resources or what have you. So again, in the chat, I just posted a link to Stephanie's Padlet.

So on Stephanie's Padlet, most or all of the tools that she spoke about this morning are listed on the Padlet. So she has a lot of links and more information about the tools right on the Padlet. We'll also work on trying to get Stephanie's slides up on the OTAN website as soon as we can. But if you need to look again at the tools that Stephanie mentioned, and she has them very nicely organized as well, just go to her Padlet, and again, the link is in the chat.

Stephanie Thomas: And regarding the Padlet, it will actually be more useful to you than the slides because I've also included the video tutorials that I showed throughout this webinar. So I think your best resource from this whole webinar would be the Padlet.

Melinda: Stephanie, there's one question in the chat that I think is important. I'm going to read it to you. Most of our students don't have a computer or have very limited computer skills. How can you build students' confidence?

Stephanie Thomas: You know, that's a really good question, and I have students who have very limited skills as well. And so the first thing I would emphasize is to start with simple assignments, things that students can complete easily, things like-- I think the Wizer.Me pops up really nicely on a phone, and the way you would share the Wizer.Me worksheet with your students is via email link if you're not using like a learning management system or website. You could share it via an email link. The student would click on the link and he or she would enter her name, and then the worksheet automatically pops up, and you can use your phone to complete it. That's a really easy way.

Another really easy thing to use on your phone is Padlet. And another suggestion I have is don't underestimate your students' children. Ask your students to check in with their kids if they need help doing something. I once had this student who I had a telephone conference with a 12-year-old, his son, because the student couldn't understand the assignment or how to find it. The son found it in a heartbeat and was able to help his dad. So don't underestimate, and our students' kids are now home with them. So they are a great resource.

Part of it, too, is just, as I mentioned, being patient with yourself and being patient with our students and offering them easy, intuitive-- like Quizlet comes up on your phone super easy, and that's really easy to work with from your phone. So instead of moving right into advanced assignments where they're typing Google Docs, start slowly, and as their confidence builds, introduce a few more tools.

And I saw a question regarding Wizer.Me, can we upload a PDF, and the answer is no. There is a site called in which you could upload the PDF and then work with text boxes to make it interactive. But I think Wizer.Me is so much nicer, and it might mean retyping some of your tools, but the students-- the interface is so much more beautiful. Is it OK if I share my screen for a second and just show you how quickly you can create one of those worksheets?

Melinda: Absolutely.

Stephanie Thomas: OK, I just got to move a couple of these Zoom boxes out of the way here. I am on my Wizer.Me dashboard, and I could either search all of this-- I could search across their forum for a worksheet that I'd like. Like, let's say, I want to do something with phrasal verbs. I could either select one of these worksheets and then copy it into my account and use it for my students if I liked it or I can create a new worksheet by clicking Create Worksheet.

And you know, they have these beautiful templates. You can choose the template that you like. And then it's just-- you add a question simply by clicking on it. Like, let's say you wanted to add a multiple choice question. You click there. And then you-- how do you want your students to respond? Do you want this to be voice, video, or do you want it to be multiple choice down here? You can also record instructions, like students please select the correct answer or whatever. So then you would just enter your options down here.

You could add another answer, and then once you're finished, you could click done. Now I understand the differentiate instruction is only available as a paid option, and I guess what that does is if the student answers it incorrectly, keeps bringing it up or something like that. I'm not exactly sure. But then you would click done, and select all the correct answers. OK, let's say the correct answer is B, done.

So now you already have your first question, and the way you would-- the Review tab here along the top would show you what it's going to look like to students. To assign it to learners, once you click here, you get a link. That will be the link that you will send your students. And then where it says answers, once your students start submitting their work, if you click on answers, you'll be able to see your students' work and provide feedback. Students have options to receive feedback.

If they enter their email account-- when they type their name, it also gives them an option to enter their email account. If they do that, the moment you submit their-- the moment you review their worksheet and click submit they will receive an automatic emails telling them your work has been reviewed, click here. Then they go back to the worksheet, and they hear your comments. Or if they don't provide an email address, you will simply have to email them the link back to Wizer.Me, they'll sign back in, and they'll see their feedback. I just think this is a great tool, and I just feel like so few people know about it.

Are there any other questions? How do we create a still photo or avatar for display on Zoom instead of live video? I think you do that in your profile. You can upload a picture. So I think Marjorie over here took this flattering penguin photo. And she just uploaded it into her Zoom profile.

Somebody else mentioned Burlington English, and that's a great way to know whether or not students are being engaged as well. So that's a great suggestion there, too.

Melinda: And to piggyback on that, there's also another tool called USA Learns. It also tracks and keeps-- you know whether or not your students have been online and using the course, and it's free.

Stephanie Thomas: It's got everything. I mean, it's got beginning, intermediate, and advanced. Of course, it's ESL, so not ABESE, but ESL, and it's a full course. I mean, you could just offer your students that for this remote teaching, and they would get a lot out of it. It's pretty high quality.

Melinda: It self grades, and yes, and you can track and do all kinds of stuff through there. It looks like the questions are winding down. And USA Learns also has a citizenship component, yes. That was actually-- it was-- somebody assisted with that who is sitting in the room, but I'm not going to kick her to the curb. But it was ESL teachers and citizenship teachers helped create those courses as well. So we've got a couple of more questions in the Q&A, Stephanie.

Stephanie Thomas: Oh, OK. What do we got there?

Melinda: How do you integrate Wizer.Me into an LMS like Schoology?

Stephanie Thomas: I know that it integrates with Google Classroom. I don't know if it integrates with Schoology. It does not integrate to Canvas, and so what I do is I provide my students a link, and they just click on the link, and then they complete their Wizer.Me, and I have to step outside of Canvas to grade their work. But I find it's one of the only tools I'll do that with because I love it so much. So the answer is it depends. I'm pretty sure it integrates with Google Classroom, but I don't know about Schoology. And it doesn't integrate with Canvas.

Melinda: OK, how long is your online ESL class, three hours?

Stephanie Thomas: Oh, that's a good question. Currently, I teach a six hour a week advanced online grammar. I did teach core classes when I first began teaching online. So it wasn't that students were necessarily online three hours a day, but they were expected to complete 15 hours of work per week. And in our district, the teacher sort of defines that. I don't know if you remember, but I took you to my Canvas course to show you how I organized it, and I mentioned that every module begins with an agenda. And on that agenda, you saw a time expectation.

So the teacher kind of estimates how much time she thinks each assignment will take. My assignments, it is anticipated that they will take about six hours per week. When I was a core class, it was 15 hours. Now that doesn't mean that my students and I were together those 15 hours We met online synchronously one or two hours per week, and then they were expected to complete all of those other tasks outside of our meeting. That's how we gauged the time.

So it will depend on your class as. If your class meets face to face 12 hours per week, at least in my district, it's the expectation that you provide at least 12 hours of work. And part of that time will be-- at our district, part of the time, it is-- I don't want to say mandated. That's a heavy word. I mean to say it is highly suggested that you spend at least one or two hours, probably even more closer to three or four with your students video conferencing, and the rest of the time provide enough activities that you could justify, pretend you were going to get audited one day, you could justify, yes, my students had to complete this, and this, in my opinion, is 12 hours of work.

I think I read that USA Learns requires a computer. I thought they had an app. Don't they, Melinda?

Melinda: The app is just a bunch of different-- it's more tools that the students can add to their thing. But it is responsive design. So the USA Learns that is current has a responsive design built into it, so if they use a tablet or a phone, it will detect what it's on, and then it will resize itself accordingly. So yes, the old USA Learns, we used to say just use a computer. But now, it's basically in a device. So I think that answered the question.

Stephanie Thomas: That is such a good tool to use. If you don't know where to start, USA Learns is a great place. Somebody else asked about BrainPOP. And thank you for bringing that up. I personally am not familiar with it, but any tools that people can suggest in the chat or the Q&A, certainly say check it out.

And then there's how do you integrate MEs into Schoology So in other words, I think you mean the YouTube channel and/or the website, or the listening site is 123 Listening. I can add them to my Padlet in just a moment, but for now, I will type them in a chart.

Melinda: We have another suggestion, Learning Chocolate for low level.

Stephanie Thomas: Yeah. Yeah, I like that one. That one's really good. I don't know if you can technically integrate MES into Schoology, but what you can do is embed video. And then if you really wanted to get-- if you really wanted to get tricky, you could actually take the MES YouTube videos and create an EdPuzzle video where the video is stopped at certain sections, and you can create questions or little comments, and then EdPuzzle integrates really well with most LMS's.

I mean, I know they integrate with Canvas. I think they do with Blackboard. I'm pretty sure they do with Google Classroom, I mean, it's a very popular tool. So I think they integrate with a lot. So when I use EdPuzzle in my Canvas class, it integrates. So I don't-- the grading happens right inside Canvas. I don't even have to go out to the EdPuzzle site to do the grading. LMS is a learning management system, such as Canvas, Moodle, Schoology, Edmodo, Google Classroom.

And somebody else mentioned that EdPuzzle has great training videos. And don't forget YouTube is your best tutorial. Someone said how long did it take you to get familiar. I think the best thing you can do is to learn how to ask the question, because once you can learn how to ask the question, you can find the answer. For example, if you understand that linking a video is different from embedding, then you'll know to ask the question, how do I link the video versus how do I embed, and you'll get more and more familiar with that as time goes on.

Let's see.

Anthony: Stephanie, this is Anthony. Can I just make a suggestion? Because there seemed to be a lot of questions about Schoology. So I have a Schoology account from way back when, and so I logged back into it. And I noticed that when you log into your Schoology account, there is like a dashboard or sort of like a toolbar across the top of your account. And one of the options in the toolbar is to click on what they call their App Center. So I noticed when you click on App Center, that seems to be the way to add some of these tools that you talked about today into your Schoology account.

So I'm just looking at what's available in the Schoology App Center, and I see for example EdPuzzle is there, YouTube is there, Nearpod, BrainPOP is there, PBS LearningMedia, Quizlet. So it may be that if you go ahead and create your Schoology account, then you can start playing around with some of these tools that you talked about today and some others as well. And then that might be an easy way just to add one or two tools into your Schoology account and then create the connection that way.

Stephanie Thomas: Yeah. Yeah, those apps are-- in a learning management systems, I know Canvas we have, I would say-- I don't know, almost 200 apps. I've only begun to explore them because there are so many. So once you're over this initial oh my goodness, everything has to happen at once crunch, just have some fun. Have some fun and explore what's there. That might not be until next summer, but until then. I certainly hope we've given you some ideas and tools that you can use immediately with your students and that will help you breathe a little easier.

I realize that I've showed a whole bunch of tools very, very quickly, and I hope that I didn't confuse anybody. I hope that people actually felt like they've gotten at least one or two good tools out of the day. My takeaway, if you don't try anything else, try Wizer.Me. It's very intuitive. It's a lot of fun. And I think that's really it for me.

Anthony: Stephanie, thanks so much for your presentation, and I am not sure whether you mentioned this or not because I wasn't in the first couple of minutes. But for everyone, I think for any of these tools that Stephanie talked about today or anything that you're practicing with that there, I found that to be super helpful to create two accounts. So one account is my teacher account that I'm using to create whatever I'm creating, but then I'm creating a second account with a different email address that I use as my student account.

And so with two accounts, that gives me the opportunity to practice as a student what I'm creating as a teacher. So before you unleash this on your students, you actually have the opportunity to create some things and then practice them as a student, and then also you can practice them on your phone as a student or on a tablet or whatever devices you have at home. It's really important to understand what our students or how our students are seeing what we're creating. And as students, are we actually able to do the things that you're creating. So if I create a Padlet, for example, and I have a link, can I send it to myself as a student and then see the Padlet as a student. So it's just a great practice for all of us to adopt so that we understand how these things are actually working.