[music playing]

Speaker 1: OTAN, Outreach and Technical Assistance Network.

Barry Bakin: OK, everybody. Hi, good afternoon. Thank you for coming.

I think actually the very first thing I want to do even before I get into the presentation is just sort of ask, how many of you were at the first session or the first of this series a couple of weeks ago? And if you would answer that in the chat.

Melinda Holt: So far, we have two nos, three nos, and one yes.

Barry Bakin: And we have two Melinda Holts--

Melinda Holt: Well, yeah, because I answered twice.

Barry Bakin: --responding. Yes, OK, but I know you were here. So actually, quite a good number people were not here. And that's OK, because even though it builds on some of those ideas, it's the emphasis on some slightly different projects.

So, that's good. And you can-- we'll be doing a repeat of the series sometime in March or April. So if you did miss the first one, we'll be doing the whole series again anyway.

So let me go ahead and share my screen, and we'll get started with the basics of the presentation. So this is-- and I'm not sophisticated enough with Zoom to only share this particular thing at the moment. And so you're going to see my whole darn desktop, and that's just a little bit easier for me, and I hope that it's OK with you.

So this is Easy Projects with Microsoft Office, Part 2. And the focus is projects working in PowerPoint and Excel. My name is Barry Bakin. I am what's called an instructional technology teacher advisor in our adult school, a division of Los Angeles Unified School District, which means that it's an out-of-classroom position even though I have about 30 years of in-classroom experience as well. And the main task that I do is assist teachers with implementing technology into instruction, which also does include developing online strategies.

And so I've been incredibly busy of late. Even though, I will say that it has died down a little bit as teachers have acquired the necessary skills over the last six or seven months for online instruction. I'm also what OTAN calls a subject matter expert, and so I have been doing webinars and face-to-face trainings for OTAN for more than 10 years-- since way back. And speaking of OTAN, I'm sure that most of you are aware that OTAN does quite a bit of things. And they're really a great resource for anybody working in adult education and trying to work with technology.

So for today, hopefully, those of you who have joined us, after the webinar is over, you'll be able to demonstrate to your ESL, ABE, and academic subjects, several separate projects using Microsoft PowerPoint and Excel for the purposes of practicing grammar, vocabulary, or just mastery of content. And while the specific examples are PowerPoint and Excel, for those of you who use other platforms, like Google Docs or Spreadsheets and things, all of these things are transferable to those platforms as well.

So before we get started, though, I will say obviously that most of these ideas did originate in face-to-face environments. And so now we do have the extra complexity of trying to deliver these projects online. And so it's incumbent upon all of us to perhaps adapt what might have been go to a computer in a computer lab, and do your project, and print it out to a new online format. And that can take various paths.

So, for example, you may be using a particular learning management system. So our district uses Schoology. Others, obviously, have many, many different options. Or some may not be using any at all. So you have to think about what your district is doing.

And so first see if these things can be done maybe within the confines of your LMS. So, for example, a basic profile, or a-- I'm sorry, like a paragraph that formally you may have printed out as a Word document, some introduction of yourself or of the students, maybe now you can do that within your LMS as a profile picture and a few words. Or you could do it as a discussion. And so those things are things that each individual teacher has to consider for themselves.

And so, again, whatever it is that you're using, if all of your students have access to a Google account, maybe there are features within Google that might make it easier for you to do this project. So if I'm demonstrating it as a PowerPoint, then maybe your students can more easily complete it, instead of learning about PowerPoint, maybe learning about Google Slides. So those are just things that everybody has to consider on their own.

So let's move on. And, of course, it's not just the projects that you have to think about. It's also, how are you going to introduce the projects? How are you going to communicate with your students if you're in a completely online environment how to do these things?

So is it a matter of, are you using Zoom? Are you using some other type of synchronous platform? Are you going to email instructions? Do you use Remind?

So all of these things, I can't really touch on, because I don't know the specifics of each of your own teaching situations. But there are things to consider-- whether or not you want to email a packet of instructions, or whether or not you want to create little videos on how to do these things, or just depend live sharing in a Zoom session. So anyway, this is the first project I really like. It's adaptable to many types of situations, because we're focusing on PowerPoint as opposed to Word.

I'm going to show you the PowerPoint or slide version of this. And basically, I call it "speech balloons"-- very, very adaptable to all levels. Because as part of your instructions, you tell your students what it is, in addition to their own creativity, you can tell them and instruct them. You know what? I want you to include this specific grammar point that we've been studying, or some content that you've been addressing, or special vocabulary.

And it doesn't have to be 100%. But you can say, I want you to drop in your presentation one example of using passive voice, say, for a higher level class. Whereas, for a lower level class, it may just be, please include one example of simple past tense-- and so very, very adaptable, very flexible. And at the same time, it does unleash students' creativity, because they can choose the pictures that they're most interested in or that resonate with them, and they can choose the actual text.

So let me go ahead and show one student version of this. Now, there's four slides in this particular conversation. This is sort of like a snapshot of the four slides.

This does have student voices in it. But when they recorded it, the recording volume was very, very low. So hopefully you'll be able to hear it. But if not, as part of the next step where I demonstrate how to actually do it, you'll see how it works. And hopefully, you'll get the idea that way.

So I'm going to go ahead and play it. Hopefully, you'll be able to hear it. I will say that the third slide doesn't have any sound. So that one, for sure, you're not going to hear. Hopefully this will work.

I'll tell you what. Let me go up here. And we'll just play it from this slide and see.

[video playback]

- Having this baby was our dream.

- I love you and the baby so much, dear.

Barry Bakin: Let me get rid of this.

- I wonder if it's my baby.

[end playback]

Barry Bakin: OK, so did everybody get a chance to-- were you able to hear that, first of all?

Melinda Holt: It was very faint, Barry, but we were able to read the captions, the balloons.

Barry Bakin: Well, I think at some point I'm going to have to see if I can-- because I really like that particular student sample. But I'm going to have to see if I can amp up the volume. But the point is what the students are doing is recreating a conversation as a PowerPoint slide show, and they're choosing the image, and then they're placing in the text. And it's a great way to demonstrate their knowledge or their awareness of certain grammar points.

So what I'm going to do now is I'm going to get out of that presentation, and I'm just going to start a new PowerPoint presentation and demonstrate the basic steps. So I'm just going to go ahead and start a new blank presentation. And again, this is all very doable using Google Slides.

And so for this particular one, instead of this layout-- and for those of you who have never, ever used PowerPoint, basically you have three main areas. On the left side, you see a list of your slides. The center is a work area, and then sometimes on the right side you'll have another panel where you take care of other activities.

You have some choices of different layouts here, very easy to demonstrate to students. You can start out with a completely blank slate. Sometimes you can have things that are pre-formatted. For example, some text would go up here, and then you could insert maybe a picture, a table, other items. But we're going to go ahead and we're going to start with a blank slate.

So the first skill that you want to make sure students know is how to insert a picture. There are different ways to do that. I'm not going to go through all of them. You can insert directly from the internet. You can insert from pictures that you may already have on your computer.

And again, this may be where if you feel like with certain levels of students you have to exercise more control, you could provide some already vetted images that you know are appropriate or that work well with this particular project. So in this particular case, I'm going to insert a picture. And I already have a folder where I have some pictures I set up for the webinar.

So I'm going to pick one that I know will work, and there it is. And so by just selecting the picture, it automatically places itself in the work area. And then I have to think, well, will people see the speech balloon? So I may want to make this a little bit smaller and put it in the center, OK?

And, of course, with these presentation slides, they tend to be very horizontal. And so horizontal pictures work a little bit better, even though they don't necessarily have to be. Also, you want to have a variety of people or animals, if necessary, or other things that you can use as the source of the speech.

And so a little tip that I like to do is, once I have the picture decided and where I want it on the frame, I don't want it to jump around as I progress from slide to slide. So what I'm going to do is I'm going to, back from the Home tab, I'm going to make several slides that are exact duplicates. So under New Slide, there's an item that says Duplicate Selected Slide.

So I've already selected slide number 1. And I'm thinking, well, I'll probably have maybe four different conversations. So I'm just going to do that four times.

And so I know that the conversation is going to take place over four slides. And as I go through this presentation, I know this picture is not going to jump around, OK? All right.

So the next step is to get the words. So PowerPoint has a feature that works very well-- Insert Shapes. And so I'm going to select the shape.

And the type of shape I'm going to use is called a Call Out. And what's nice about these-- there's quite a few different little varieties here-- but they come pre-formatted. And all you do after you select your shape is you can click on the screen and it appears. And you can drag it around and enlarge the size.

And then it's got this little shape over here, the little yellow tab, and it's got the arrow that sort of points to who is doing the speaking. And what's nice about these is you can type right away. So, for example, I might start typing, "Please click on the New Card button." And that represents what this individual is saying.

But this is the default. Every time you start a new one, you may get this default. But you do have different colors, different options. So you can change the color fairly easily.

And then you can, just by most programs, you can change the size of the text to fill it up the screen. And as you do that, you can adjust it. So in any case, it's very, very easy to do that.

Oh, but what-- I see that what I did is I was working on the fourth slide instead of the first slide-- no problem. You can just click the slide and drag it into place. So that is going to be my first slide.

So before I go on, if you have any questions so far about this one basic process of inserting the speech balloon into your slide, and I'll take a quick look over here at the chat and see if there's anybody who has a question. I'm going to do it another few times here anyway, so you'll see it a few repeated times. So if you do have any further questions about that, let me know.

So now I click on the second slide, and I go back to Insert. And again, a Shape. This time, I might do a different type of shape.

So it's a circle this time. And this time, we want this participant in this workshop to be saying something. And see, it's quite easy to move these around, and then you type. And you say, "Is this the correct button to click on?" And again, I'll make it a little bit larger so it's easier to see.

And, again, very easy to manipulate the colors or change the colors. When you click on the figure itself, you get your options, an infinite number of colors. You can change the text, et cetera, et cetera.

So we'll just do a third one for the person responding. Again, Insert. Notice, of course, you have some recently used shapes up here. So you could also make use of those.

So this time, we want her to respond. She'll say, "Yes, that's the right one." And, again, I'll select it to make it a little bit larger so it's nice and visible, and make sure the arrow is pointing to her.

So now, we've got, "Please, click on the New Card button. Is this the correct button to click on?" And she says, "Yes, that's the right one."

And then finally in the last one, again, insert a shape. This time, I'm going to insert what we, as a convention, call a thought balloon. Let's see. Let's pick a slightly different color here.

And we'll say, "I am so lost." And this is a nice time or a good opportunity to talk with or to have a discussion with your students about the difference between what people sometimes say and what people sometimes think. It may not necessarily be the same thing.

You get a lot of great cultural ideas here, very creative ideas, from students when they start to work with this. So anyway, basically here we have these four slides. You can click on Play The Slide Show from the beginning, and you just click through it. And there, you're done with the textual and the photo.

But let's talk about the narrations, because that's really where it can be a lot of fun for your students and also good for you. You can get a sense of their pronunciation if you're working with ESL students and also very, very simple. Under the Slide Show tab, there's a button that says Record Slideshow, and you have some options.

But basically, if your students have practiced, one of the first options is they will just speak every slide and advance the slides. And then PowerPoint saves all of that. So when you click the Record Slideshow, you have two options-- start recording from beginning or start recording from the current slide.

Well, right now, I'm on slide number 4. So what I really want to do is start recording from the beginning. And then I just start talking.

And notice, we want to start the recording. And so hopefully, what's going to happen is it's going to start up at the first one. It says, what do you want to record, the slide and animation timings, the narrations, ink and laser pointers? So there's a lot of features that some people may produce an entire presentation.

But we do want to do the slide in animation timings, and we also want to get the sound. So I'm going to say start recording. Please click on the New Card button. Is this the correct button to click on? Yes, that's the right one. I am so lost.

Now, I forgot to mention that to do the timings I was clicking on the mouse. So that it only-- it would advance when I was ready to advance. So hopefully, I'm going to try now to play this.

And so we've got play narrations, use the timing, show the controls. I want it to start from the beginning. If the webinar gods have been good to me, it will play, and you will hear my voice.

Please click on the New Card button. Is this the correct button to click on? Yes, that's the right one. I am so lost.

So let me get some feedback. Melinda volunteered that you heard it. And, of course, hopefully the volume was good, because I double-checked ahead of time to make sure that the microphone volume was fine.

So any questions? Is there anything about what I just did that I should repeat before I go on to editing some of those features? So I do see there's one question.

Estel asked, do you hold the Click button down while recording? No. In this case, no. It's once you click it the first time, the recording automatically stops, sorry, automatically starts.

Then when you-- and it doesn't stop until the end of the complete slideshow. All I did was I did use the mouse to click through when I was finished speaking, to click through to the next slide. Now, obviously, I did a near-perfect narration the first time through, but it may not be the case. And there are some limited editing capabilities that I wanted to run through.

So, for example, well, let's say that you messed up on the second slide. Is this the correct button to click on? Well, you do have a-- the first option is you just tell your students, well, just start all over again. You start recording from the beginning, and then you run through the whole slide show again.

The other option, though, is maybe just fix one slide. So let's see. How would you do that?

So let's say slide number 2 is the one that we want to fix. So I select slide number 2. Under Record Slideshow, I now have the other options, Start Recording From the Current Slide. So I'm going to do that.

So what I'll see is I'll see this slide. And again, I'll get everything ready, start my recording. So I click that once. Is this the correct button to click on?

Oh, my gosh. What happened? Oh, I have to do the rest of the slide, right? So, oh, my gosh.

Oh, yes. That's the right one. I am so lost. Uh-oh. So I really messed up there, because it didn't tell me how to stop for that slide.

And that's a weird little thing. There isn't a stop recording only for this slide. So what happened is it expects you to go from here and then continue all the way through.

And so that's a little off-putting, but there is a fairly easy solution to it. Let me just check to make sure, if I do undo, if it went all the way back to the original recording. Let's just play it from the beginning. Please click on the New Card button. Is this the correct button to click on?

Yes, that's the right one. I am so lost. OK, so the undo worked. All of the four slides are recovered.

But let's say, again, this one is really a problem, and I don't want it, but I don't want to record the other ones after it. So what you do, two steps. Again, under Record Slideshow, we're going to clear the narration on that slide-- not on all slides, on that slide.

But now what we're going to do is we're going to drag that slide that we want to fix down to the bottom. We're going to trick the recording, because it will stop at the end of the slideshow. So now if I record this particular slide again, it will stop at the end of it, because it's the last slide.

So I'm going to say, Start Recording from Current Slide, and then--

Melinda Holt: Barry?

Barry Bakin: Yeah?

Melinda Holt: Before you do that, if someone doesn't see the Record Slide or the Record button on their Word or their PowerPoint, why would that be? Would it be because it might be on the web app, or not the updated version?

Barry Bakin: I would suggest that they make an appointment to visit the OTAN office hours and get advice from all of the experts at OTAN, because I have no idea.

Melinda Holt: Good idea. Thank you.

Barry Bakin: That's what I would do. But all of those things that you mentioned may be things, but I don't know about them. So that's what I would do.

Probably the first thing I would do is I would call Melinda Holt at OTAN or Marjorie Olavides, or Anthony Burik, any of those people. So anyway, let's now do this. We'll do the Start Recording, and this time it will end after this slide only.

Is this the correct button to click on? And now, let's see if that worked. Let's see if we can do it from-- we'll listen to it from the current slide. Is this the correct button to click on?

So that's good. And then what do I do? I just drag it back up to the location that I wanted. And now, when I play from the beginning, it's fine.

Please click on the New Card button. Is this the correct button to click on? Yes, that's the right one. I am so lost.

So there we go. Before I move on, how do you feel about this type of project? Is this something that you think your students may enjoy, may feel like it's a challenge, may like to try? Can I get some comments, some feedback, in the chat? Don't be bashful.

Melinda Holt: When it's recording there, there's a Pause button on the recording. Can you pause it there?

Barry Bakin: Yeah, and then it just-- you click it again when you're ready to keep going. So, yes, you can pause. So Beverly says, you make it look so easy. That's partially a function of I've been doing this for a long time, but it's also partially a function of it is easy. I suggest that if you were not trying this yourself while I was demonstrating that you do it-- and you can see it's really easy.

Basically, you insert the picture, duplicate a few slides, insert the text boxes, and then the narrations, and recording the voice. And recording the voice is a little-- does add a certain amount of complexity, but I'm fairly confident that most levels of ESL students who are working with a computer or a laptop will be able to do this. Truthfully, I'm not so sure if your students are working from phones if they would find this as easy to do, but it's certainly something that's available.

So let's go ahead. I'm going to go back. I'm going to close this, and we'll go back to the main PowerPoint and look at another project.

So the next project is really exactly the same as the last project, but more specific. You're specifically asking your students to really practice or demonstrate a vocabulary point or grammar. But all the techniques are the same, because basically they're going to create a slide show with whatever grammar point, multiple examples of whatever grammar point or vocabulary point, that you would like them to practice. So in this particular project, the students were working on modals.

And so the idea was you just insert a photo, insert text, and perhaps you want to-- for example, if you can see there where it says, the modal of ability, when I was young I couldn't swim, so you could introduce some other features of the-- change the color of the text or underline it. And then you can tell them, do 10 of them. Do all of them. Do as many as you can. Do different modals of ability.

So in this case, obviously, the student was running through different types of modals. But it's just a variation. You can have them type this all out as a Word document if that's what works in your particular setting. But if you want to introduce a little bit of variety and give them some skills in using PowerPoint or Google Slides, this is just another way to deliver that project. And it might be a little bit more interesting for them.

So I'm not going to show how to do that, because basically all the techniques are exactly the same. So now, let's take a look at an Excel project basically that can then be used to incorporate it into a PowerPoint. So I used to do this with ESL students, daily activities project, and basically they learn about Excel, some very basic functions of Excel, and how to work with tables.

So I want to take a look at an actual student project here. So let me flip over for a moment. There we go. And we'll just play this slideshow from the beginning.

This one doesn't have sound, but it could. And I'll click on the next slide. And they have their writing on the last slide.

And, of course, they could also divide up this writing selection into multiple slides. A very, very basic PowerPoint, but the PowerPoint is also dependent on the second slide of the chart. So let me go into Excel, and we'll see what that chart looks like.

So this is the actual chart that the student created. And again, all of these things work in Google Slides. But basically, all we're talking about are two columns of data.

And when I start from a blank screen, a blank worksheet, we'll talk a little bit about that. Hopefully, you have some experience with Excel. But if you don't, again, Excel has extreme levels of capability, but they also have very, very basic levels that you can work-- that even ESL students can learn to use and manipulate.

So basically, you're looking at two columns of information. The first column is your categories, and then the second column would be the hours. How many hours out of 24 hours in a day do they do that activity?

So you're asking the student, make a list of the different things you do, and then have a list of how many hours. And they should add up to 24. And in this particular case, you could teach, if you want to, the formula. Notice, that there's a formula here for adding up how many hours.

See, and you could just remind them, make sure that you don't have more than 24 hours in a day. It's a very, very simple device. And I'll show it to you when we start with the blank worksheet.

And then basically, you insert a table. It's all done automatically. And the students really don't have to do too much, but they can manipulate the table in different ways. So I'd like to show you that next.

So let's start from a basic worksheet. I already went ahead and I pre-filled in a few activities-- sleeping, working, driving, cooking, eating meals, watching TV, doing homework. And I added up some things. And the truth is, I'm not even sure if this is 24 hours.

How do you do the auto sum? It's very basic. You just click on the first cell that you want to be added, and you highlight all of them with all the numbers.

And then there's a menu item, called Automatic Sum. And so I can see, oop, look at that. I was just doing this in my head. I have more hours than the day.

So maybe here working, instead of 10 hours, even though it's-- let me put 8 instead. As soon as I click off, so now I'm not at 23.5, so maybe we'll say cooking. We can just change that, and we'll make it 1.5.

I hit the Enter key. So now, I'm at my 24 hours. You'll notice this column is a little bit wider. The default, they're all the same size.

All you have to do is just move your cursor between the two letters of the column, and you can drag it out. And students can pick up on these things as well. So that's the first part. All they need to do is put in their list of activities, and then their hours.

Now, they want to move on, which is inserting a table. And again, it's all automatic. You show them the Insert button or the Insert tab, and it shows them different possible charts.

So in this case, you could show them what it looks like. You hover your mouse over it, and you get a column chart, all various different charts. This idea seems to work best as a pie chart.

So what are we going to do? We're going to highlight all of the cells that have titles and move to the right. Highlight the hours-- not the total, just the hours.

So now, that area is highlighted. I'm going to go right over here to the Insert a Pie Chart. And they give you some samples.

And notice, as you roll over the sample, you actually get to see what happens to the sample. So I like this one, the 3D pie chart, and I'm going to select it. Now, notice that it automatically inserts the labels for the different colors, and you can enlarge it if you want just by dragging on the handles.

But also, notice it's got a title. So you can show the students you just click on the title, and they can change the name. So instead of a chart title, we'll say daily activities. But it doesn't have the numbers, and so you can do that in a couple of ways.

If you look up at the top, notice there are some options of the design, see? So that's the first option. This one, noticed it moved the labels from the bottom to the actual areas, which could be nice.

This one, oh, look. It's got the numbers, which are automatically converted to a percent, and the labels are on the right side. And so that's one way that you could tell students, pick the one you want, or pick the one that has the information you need. That's one way to do it.

Also, over on the right side, you have some items here. This one says, add or remove change elements. So, for example, this one does not have the data labels, see? But if you click on it, it would drop the data labels in there also.

So these are very simple commands that you can show your students how to manipulate them. See? Now, notice. You see because I checked off the hours when I go back to this one, now it shows the labels and the hours in the same way. See?

So it's really up to you whichever method you want to do to have the information displayed. So here, you have it here and here. And you can say, where do you want it to happen? So there's all sorts of little variation.

Then the point is, once they've decided, they could either save it like this and turn that in, but you want to get it into your PowerPoint. So basically, all you're really doing, clicking on the chart, and then just copying the chart. Copy the chart.

You go to a PowerPoint. I'll just use this same one. We'll just add a new slide. And then it's just pasting. It really doesn't get much simpler than that for your students, and so it's a really great activity.

They get to learn a little bit about not only the functions of PowerPoint, but they're also learning a little bit about Excel and how that works. Any questions on that, because we're getting down to the end, I think, right? No, well, we actually have quite a bit of time, right?

Melinda Holt: Yeah.

Barry Bakin: We started at 1:00. Yeah, never mind. I was thinking we started at 12:30. I start my regular trainings for my own school at 12:30, so that was the clock I was on. So we have quite a bit of time.

Is there anything about this that you would like me to review or repeat? And hopefully, some of you are trying this on your own computers.

Melinda Holt: Barry, we have a request for the repeat that you just offered in the Q&A.

Barry Bakin: OK, and we can do that very easily right from the beginning. So I'm just going to say a New Worksheet, a New Workbook. All right, so we're really starting from scratch here, because we do have quite a bit of time.

I'm going to expand that first column. And again, this is the 24-hour, the daily activity. So that would be the topics. But again, you could be making any type of chart, but let's do this one.

So let's see. I do know that sleeping is a large part of my day. Computer work, all right, I do like eating. So all you're doing-- your students are just typing the categories.

Daydreaming now, a big part of my day. Checking Twitter-- do any of you guys check Twitter to see what's happening in the world? Is that a popular thing, or is it just me?

They call that also doomscrolling. Have you heard that term? You just keep looking at Twitter without stopping.

What else do we have? Planning for class. Oh, getting dressed. All right, not too much time. You don't need that too much.

Anything else? Give me some other categories of things you're doing. Let's see. One thing I do a lot, sitting on the porch. Not very much commuting nowadays. I don't really have to do that at all.

Exercising. OK, yeah, probably exercising. So I've got all of my categories. Now, I can go ahead and start to put in some numbers-- 7.

In fact, remember what we said about the AutoSum? We can start that right away even though the numbers aren't there. So I'm going to highlight all of the rows-- we have columns and rows in Excel-- and then cells.

So I'm going to highlight all of the rows in that column and click on AutoSum. Oop, you know what I did? I clicked in the wrong place. Let me undo that, because we want it to go down below. There we go.

Now. We'll do the AutoSum. And, see, now it's in the-- you have to highlight past the last row. So that's 7.

So let's see. Computer work-- quite a bit of that. Let's say 8 hours of that. Oh, my gosh.

Eating, not so much. Maybe 1 and 1/2. Notice what it's doing? It's giving me a running total.

Daydreaming, I've been really good-- only a half an hour of that every day. Checking Twitter-- of course, some of these things occur simultaneously-- but let's say an hour. Doomscrolling, that's almost the same as checking Twitter.

Planning for class? I don't really have any classes anymore, but I do work with teachers. So we'll say that's 2 hours.

Getting dressed? OK, we'll give it another half hour. Sitting on the porch? OK, give that a good 2 hours.

And then, oh, look. I only need another half hour. So far with me, everything's good?

We've got the basic data. Again, we want to highlight, select, all of the rows and all of the times. And you just leave it selected. Then you move over a tab to Insert, and we have Insert a Chart.

And there's all different types of charts. You can see what would happen. Oop, you need at least-- so that one wouldn't work-- two series of data.

How about that? I don't even get that one, but that's OK. We're not going to use it.

We're going to undo it, and we're going to-- we'll go ahead and just stick with the pie chart, because that's the one I know best. So this is the not 3D version. I can enlarge it.

I just click right on the chart title to change the chart title-- Barry's Daily Activities. I can select one of the different formats that are pre-formatted. Well, that doesn't look very good, but we don't have to choose that one. Well, that looks really nice.

And notice, it automatically created the percentages. I like that, all right. I think I do want to include the actual hours. So again, we're going to add the legend.

Let's see what we want. We want the-- maybe it's this one here-- the values. We've got to get the names. We want to get the numbers, the actual numbers. Maybe that's one of the other styles.

There we go. So, no, that's the percentage. Which one had the numbers?

Let's go back to the Add the Element Data Labels. The chart title was there, legend, options. That shows where it is. I'm lost. Maybe it's under the Select Data. No, that doesn't seem to be right, too.

Well, we're going to have to figure that one out another time unless one of you can remind me how to get the actual data in while I'm doing it here. Chart title, we want. Data labels, we want. Legend, we want.

Let's see. Yeah, that seems to not be the-- label options, category name, value. Maybe that's it. Well, I'm getting lost in the weeds here.

But in any case, what I did want to show you was the other thing. Is you see all of these labels are a little bit too crowded? So you can actually drag them around. And that may be something you want to show your students.

And you see this one here? It automatically included a line if you get too far away. So in any case, that's a repeat. Hopefully, it was sufficient to get you started.

And then to get it into the PowerPoint, you could leave it like this. But to get it into the PowerPoint, you just click on the whole table. It selects it, and then you can copy it and paste it into the PowerPoint.

You could copy and paste it into a Word document. You could copy and paste it into a discussion on the LMS. There are many, many ways for the students to get this data to you.

And then also, one of the nice things about it, it's very dynamic. So if they change it here, it gets changed here as well, which is pretty cool. Because if they find a mistake, for example, if they paste this into the PowerPoint or into your LMS, and as a teacher you notice the mistake, as long as they haven't gotten rid of their original file, if they've saved the file, it's not that difficult for them to go back to the original and do spelling corrections.

But again, this is the type of activity not just for ESL, but perhaps students in academic classes may find this type of ability to work with Excel a good introduction to using Excel. So I think that's enough for this particular project. I would like to move on to the last project, unless there are any further questions. Let's get rid of that, and we'll minimize that. I don't see any questions popping up.

Melinda Holt: I think we're OK.

Barry Bakin: All right. So that's called The Daily Activities project, which is a nice introduction to using Excel and builds on the PowerPoints. The final project that I want to talk about today is an actual research project.

This wouldn't be the first project you try with your students. But after they've done multiple projects, after they've done multiple PowerPoints, after they've done Excel, this is a great culmination project for a semester, because it involves quite a bit of things. So it requires or it involves having students actually design a research project where they actually have to collect data from other members of the class.

When I used to do this, I always tried to make sure that the data was something that they actually had to initiate a conversation about. So, for example, finding out what color people's pants were was not really suitable in the classroom, because in the classroom, you could just look at what color people's pants were. So first, they had a vet or they had to submit their project ideas to me, and then I would OK them. So it had to involve some sort of conversation.

Now, of course, in an online environment where maybe they're collecting the data by texting, or emailing, or in a discussion group, then language is likely involved. But let me go ahead and show some actual student projects. So this was ESL Intermediate Low.

Notice, actually this was a-- I used to do this with other teachers. And the reason we did that was some of the students were intermediate low, and then the other class was a different level. So it really was a nice effort in cooperation between students of different levels.

So this is the research project. And I'm just clicking through the slides here. And then it said, do you have any questions? So let me talk a little bit about that.

We would actually bring all of the students into one classroom , and then the students giving the presentation would ask this of the whole class and then get some responses. And they'd have to respond to the questions. And then the final slide of your PowerPoint was always a thank you.

Let me just show another one real quickly so you can get some ideas here. And all of this stuff with the backgrounds, and the types of letters, that is not teacher-generated. This is all students going crazy. And you can see they found out how to choose different table types, and work with different variations, et cetera, et cetera. So a lot of that, they did on their own.

Let's take a look at another one. And then this one, I selected this one as a sample, because they actually were looking at multiple ways to display multiple data sets-- not just that one restaurant, but at three different restaurants. And then, of course, these were restaurants where they actually worked at. So it's a really great topic, because they're doing research about something that has meaning to them.

And then we've got one more that I want to show you. And I wanted to bring up this one, because students are very, very creative. And you can actually manipulate when you make the chart.

They don't have to be just boring, old colors. You can actually insert photos. And so this is a really nice example of that, where the student represented each column with the actual photo of the type of cake. I thought that was pretty cool.

And then finally-- let me go back-- you see this is just an example of what it might look like in the classroom. So the student standing is speaking. The student at the laptop is her partner in this particular project and is controlling the slides.

And then this is a really, really great project for introducing students to the idea of speaking in front of a group, giving a presentation. And believe me, at ESL levels, this is frightening for students. They all used to confess how nervous they were and how much they would practice. But it's a good idea to let them in on some teacher techniques.

Where do you stand? Do you face the screen the entire time? Do you face the students the entire time? I used to give them a laser pointer so that they could really practice giving a presentation.

And then interestingly enough, what would happen, though, when I first started doing it with my lowest level students, I did find that they were able to do the research, create the presentations, and ask for questions. But I found that at the lowest levels they had a really difficult time asking questions about what they just saw. And that was when it occurred to me, maybe I can bring in other classes, higher level classes, to be the audience.

And so that was another reason for pairing up classes. And sometimes, I wouldn't pair up a class to do the research. I would just bring in the other class to be the audience, because level two students, beginning level students, they could create the presentation. They could answer questions. But formulating a question about what they saw was a little bit too difficult.

So I would bring in level 5 and level 6 classes to be the audience. And believe me, again, it was one level of anxiety when students learned that they were going to present to their own class. It was an entirely different level of anxiety when they learned that they would be presenting to a visiting class. So again, this was a wonderful end-of-the-year project, and I think students really got a lot of value out of it.

Let me go now to looking at some actual student-created charts for this same project. And we have a little bit of time. We can see how this project would work out.

So this is just a-- I just copied a bunch of student presentations into a slideshow just so you can see the types of research that was taking place by students. Isn't that a great research project? How many M&Ms of each color?

And what I like about this one is that, again, the students do research about things that have meaning to them. So this was the average monthly production of women's clothing by size at the factory where she worked. And so she had that data available to her. Anyway, that's just a few examples, so many different types of things.

So let's go to an actual-- this is the actual worksheet. Again, if they've done The Daily Activities project already, they're already familiar with the basic concept. If they haven't, it's not that difficult to introduce to your students.

Again, you're just looking at two columns. So in this case, favorite car company. So column A has a bunch of different cars.

And then column B has, how many students said Honda was their favorite car? How many students said Toyota was their favorite car? So that's all the same.

Again, all you're doing is highlighting the two columns, and selecting Insert, and then picking the chart. So in this case, instead of a pie chart, a bar graph or a bar chart, column chart, was really the best option. But what I wanted to show you, the thing that's new was changing the color of the columns into not just a color, but maybe different colors or a photo. So I can do that with this one.

The way it works, again, remember, you can just click on the whole chart and make a little bit larger so it's easier to work with. And then you just select the columns. The first time you click on a single column, all of the columns are highlighted.

And so then you could right-click, and you pick a different color. But notice, the entire series changes. So that provides a little bit of variety.

The second time you click on a column, notice only that column has changed. So then you can just change the color of that column. So that's where like, for example, if they're doing favorite colors, they can just change each column to a different color. And these are fairly simple techniques that the students picked up pretty easily.

But then let's say you do want to use the photo idea. So obviously, you're not going to change all of the photos at once. So again, you click twice. The first time, it selects the entire series. The second time, it selects just the one column.

And this time when you right-click and you select Format the Data Point, meaning the column, you get the typical types of options. So we're going to select Fill. And you also have some other options, all different types of things, different patterns. See? You can change it to different patterns, gradients.

See how it's sort of like a gradient now? But this one here says, picture or texture. And so you're given the option of inserting a picture from file, a clipboard, or online.

So I did go ahead and I prepared for this particular workshop by finding a picture for Honda. And so I'm going to select File, and go to My Folder. And see, and there's a picture of a Honda. So I'm going to insert it.

See? Do the same thing for Toyota, a picture, and then we'll find the Toyota picture. See, and then for Ford.

I just did a few. I didn't do all of them, but I did find a picture of a very classic Ford. And so you get that.

But then, of course, what happens is you get a little bit of distortion and things like that. So one of the things that-- there are some other things that you can work with. Now, so what I did then was I clicked off of it, and I clicked back on.

Because now, again, the whole series, each column is highlighted, but you get a little new-- you get a new menu option. And this says, Gap Width. So the gap is the space between the pictures.

So if I make the gap wider, then that means the picture will be smaller. But I can make the gap smaller. Watch what happens.

So that actually works better for these columns, because there's a little bit more height than for the Ford. But I think-- let's go back up a little bit. Maybe we'll find a nice, happy medium. And now, it's a little bit more distinguishable.

Or you can actually make it no gap, and that works, too. Actually, the Ford picture isn't so bad. So I'm going to leave it at that.

But again, you can click on a single one, choose Fill, picture. This time-- did I do the wrong one? I don't know if that's-- that looks like the same photo.

So what we want to do is we want to go-- maybe we'll go online this time. And let's search for Nissan and see if we can find a good picture from Nissan. So we want to get-- there, that one has a-- we want to get that nice logo, the Nissan logo.

There we go. That looks good. And we'll say Nissan. So there we go. And that's very easy, and students really get the hang of that very, very quickly.

So that is actually the last project that I'll be talking about. So let me just go back to my original slideshow. And yeah, that's it. That was the last one.

So let's take some time. And do you have any questions specifically about this project? Or maybe this new wrinkle of inserting the photos into the Excel charts-- anything that you want to bring up?

Melinda Holt: And the crowd goes still.

Barry Bakin: Yeah.

Melinda Holt: They're all playing, I bet you.

Barry Bakin: I hope so. I hope they're trying this out. Because, again, it's not the type of project you want to do at the beginning of the semester, but if you've been working with your students for a few months and they're getting familiar with using some of these tools to practice language, remember, if it's an ESL class or other type of class, the language is the important part.

This is the vehicle for getting them to stand up in front of the class and speak, or getting them to talk to other students in the class. And it doesn't have to be students. It could be people at their work, or it could be their friends. But it's a chance to get them to speak and to communicate using the language, and we're sort of tricking them by making them do a project. That's one of the things about project-based learning, is they forget they're learning the language, and they're actually just doing something.

Melinda Holt: Barry, we have a question in the Q&A. Are you doing this now with long-distance school? Are you doing these projects?

Barry Bakin: I cannot say that I personally am, because my position now is out of the classroom. And I work more with teachers, getting them to do these types of things, in general. I would say these last six months, I'm still getting teachers to use our learning management system. How do they even put materials in the learning management system?

Some of our teachers could probably do this and run with it, and I do introduce some of these ideas along the way. But I don't actually get a chance to do these things with my own students now for quite some time. That's why some of the dates on the projects are a little bit old, but I'm highly confident that seeing what other teachers are doing with their students, that these are still very, very doable.

In our division, we have CTE teachers who are really going very, very strongly with having their students complete projects and turning the projects in with photos, with videos. And so I'm fairly confident that these types of projects are very, very workable. Just as an example of that, I know for a fact and I've seen some really nice examples, one of the cosmetology teachers has students take photos of each step in the process of, for example, preparing somebody's nails. And so that's the way they demonstrate in the online environment that they've learned the competency.

So they're taking photos. They're using PowerPoint, and they're dropping the photos into the PowerPoint slides and explaining each step of a process in order for them to move on to the next competency. So I do know that it works. I can't say that I've done it with my own students yet.

OK, well, I think we're doing really good on time.

Melinda Holt: We are. There's one last question here--

Barry Bakin: Oh, sure.

Melinda Holt: --Barry. And this could be, I guess, in relation or related to distance learning or in the classroom. How do you aid students in minimizing their anxiety about presenting in front of others?

Barry Bakin: OK, well, I guess the first part was I would also give them time to practice. So if it wasn't the face-to-face classroom, before they did their official presentation, like with the other class, I would give them, time permitting, the possibility of doing it just with the members of their class or even in small groups. And then also, there's always roles. So, for example, maybe like in that one picture I showed you, she was more comfortable with standing in front of the class and presenting, and he was more comfortable with working on the computer. And so that was acceptable, because it was a team project. Do we agree that's about it?

Melinda Holt: I think it is.

Barry Bakin: OK, so before I turn it over to Melinda for the wrapping up, my last slide, I just want to review the objectives that I posited at the beginning. Hopefully what happened was that now you are able to have your students work on or present several separate projects using Microsoft PowerPoint and Excel. And by so doing, they'll be able to practice or demonstrate vocabulary, grammar, or the content that you're covering in class. So that was the goal. I hope that I met those objectives. I want to thank you for being here today.