SPEAKER 1: OTAN, Outreach and Technical Assistance Network. 

KRISTI REYES: Hi, everyone. So good to see you here on a Friday afternoon. I have a lot to share, and I really want you to experience something. So I don't know if I'll be able to cover everything I had planned but I hope so. My name is Kristi Reyes. I am from a noncredit ESL program, at MiraCosta College in Oceanside, North San Diego County, and I also work with OTAN. 

So today I want to talk about good instruction because instruction comes first, good teaching is always first, technology a second. But this is my goal for this session. The objective is that hopefully by the end of this session, you will be able to think of some ways that you take your great classroom in-person instruction activities and put them online and do those with your students. We're going to look at different tools and different apps. 

We won't be able to go in-depth to all of them, I kind of want to give you a survey so that you can pick and choose what would work best with your students in your class. So hopefully I'm pretty sure that by the end of this session and our time together you will have come up with one new tool, one new idea for teaching. OK. So we're going to start with warm up introductions I want to just go over quickly about high quality face to face instruction versus online instruction. Are there differences? 

I want to talk about some typical activities that we use in our adult Ed classrooms, and how I have tried to find ways to transform them for online use, whether it's synchronous in our Zoom class meetings or online through the LMS that we use at my school, it's Canvas. And then I want you to have time to reflect and give me feedback of course. So before we go there, let me just go back for a moment. Please, please share in the chat that you have the same experiences I did so I don't feel so bad. 

Back after March 13th when our state closed down and the following week I had one week to prepare for synchronous online teaching. And that first week I was exhausted after that first week, how about you? First week of remote instruction were you absolutely exhausted. Can you type yes or no? Hopefully you felt like I did, hopefully I'm not alone. So I see a lot of you saying yes. And what I noticed because I do record my Zoom class meetings and put them in our LMS so that students were absent they can review and go back. 

And I took a peek at those and it has a transcript. And guess who was talking all the time? Me. I was the only one talking because I guess I was nervous and trying to figure out how to do this that I just took control when really in adult Ed we need to give some of the control or at least give our adult students autonomy and choices more. That's what good instruction is for adult Ed. So I'm sorry if you type something in the chat. I may miss it, but Pat is going to let me know if there are questions. But go ahead please have a backchat there. And any time you see something that sparks some idea for you, please share it. 

I'm not the expert, I'm not the only one here. You all have great activities I'm sure. So does everybody know how to use the annotate in Zoom? On the bottom of your screen, it's usually at the bottom anyway. You have these tools like what you see here. New share page you're annotate. So when you click on that pencil, a new toolbar will appear like the one you see at the bottom. And you can choose stamp, you can draw or enter text. Can you just choose stamp. And in a moment I like you to use that annotation tool just a second. OK. 

MIMI: Kristi this is Mimi. We don't see that toolbar separate. We have to go to View Options. 

KRISTI REYES: OK, thank you. Thank you for that. OK. So go to View Options then. Yeah your set up may look a little bit different than mine, yes. So if you can find the annotation tool great. If you don't, that's OK. All right. So what I'd like you to do. I'm going to show the next slide and I want you to use the annotation tool to circle, stamp, or use text to put your name. Next to the image that shows your current mood. 

Then if you can share in the chat what you teach or if you're an administrator that's great too, or if you're a technology coach please let us know that. And if you answer this question, if you were to visit a physical on ground in person, face to face classroom at your school and you thought, wow, that's great instruction, what would be some of the activities, what would be some of the things you see that would signal to you that is good teaching right there? OK. 

So I'm going to advance the slide and go ahead and use the annotation tool, and mark your current mood. And then as I said in the chat, type in classes you teach where as well if you like, and what are some effective face to face classroom activities. OK. Everybody's feeling pretty groovy. Happy dancing is Friday. A lot of us are tired. And so thank you for attending on a Friday after probably a hard week work of teaching interaction definitely. 

Yes. It is so much more work to be teaching online. You're managing like three, four different things at once at least. We have a lot of ESL teachers, thank you. OK. So thank you. When I walk by a classroom and the students just are looking down at their books, and the teacher is sitting down at the front maybe checking her Facebook account or something, I usually can tell that something's not right there. Yeah. Especially for our ESL classes, it's so sad when I get scheduled to be in a classroom, physical classroom next to the math teacher because they're always so frustrated because we're noisy, we have to. That's the way we are. We have to speak loudly and clearly and have fun. 

Hey, some of you do tech training, citizenship. The students look joyful. They're enjoying their time there, yes. Yes, and thank you Elaine, you're getting some instructions there. So once you click on Annotate the bottom bar, the second bar may appear at the top and that's where you can see annotate. So using the annotation, if you're using Zoom for your classes, you should look at some videos. You can just Google it and there are lots of videos and tutorials for using Zoom because using the whiteboard and using the annotation tool could be very, very good for some activities that we traditionally do in the on ground classroom. OK. 

So I'm going to give you about 10 more seconds. Only one person is really frustrated in the bottom left, only one of you. That's good, I'm happy to hear that. Some of you're a little bit shy like the doggy and some of you are in a zen state like the top right corner. So this is a simple opening for my Zoom classes that I sometimes use. Not everybody arrives at the same time. And so sometimes I have some chit chat with students who arrive early and other times I just don't feel like talking. 

So I have them do something like this to respond in the chat or to annotate. So you can get this and other Zoom openers. I'm going to share at the end of this presentation the slide show, and you can click all the links and everything. And one of the links I have on this slide is a link to this and other openers for Zoom classes. OK. So moving on, let me go ahead and clear the annotations. 

So yes in the chat I saw that you all it's not wanting to advance for some reason. My slide is stuck. I'm going to have to just exit out for one second there because my slide seemed to have gotten frozen. OK. So I already talked about that. And so I think you pointed out some great things that we can see in our face to face classroom instruction. So we need to do the same. We need to do the same, and how can we do that. Well, let's just look at what does the research say for high quality instruction. 

Well, you'll be probably not surprised that for face to face and online instruction, the same qualities indicate high level quality instruction. So for adult Ed we create the community, we're so good at that. We have active learning engagement. The teacher is not the expert. I mean, I learned so much from my students, I bet you do too because they come from all walks of life and had different careers and so forth. 

So we're kind of just setting up the activities a lot of time, and we're more often trying to give the control over to the students. It's about them, it's not about us. So it's student centered. We give students choices, we let students be autonomous. And really important I'm sure you know that our instruction has to be relevant to students' needs, goals, and their lives. They need to be able to use what they're learning in their classes outside of our classrooms. 

So we have to always remind them why we're teaching them something because sometimes they may question themselves and that's a lot of times when they drop, when they see this isn't really relevant to me. OK. So we need to do those predictable routines and keep those patterns that we used to have. It's just going to look a little bit different in the online environment. But what are some examples? Maybe in your face to face classroom, what are some routines and patterns that you have? Can you share in the chat? OK, great. 

So you do an activity, the same activity, such as a dictation every day. And I mean while the element of surprise can be very effective, our students need that structure and routine. OK. Group activities and breakout rooms, yes. Anything else, give you about two more seconds in the chat, routines and patterns. Morning greetings, question of the day, daily agenda. Yes. 

Students want to walk in and see what they're going to learn today. So it's a very good practice to start with an agenda and something I've included now more often is the objective for the day. So what are you going to be able to walk away from? And then when we come to the end of the class or revisit that and I say did we do this, did you practice this, Oh OK, so it's good you came to school today. Current events with pictures, excellent. So you set it, agenda and objectives, some other routines. OK. 

So maybe on your last day of your class in the week you gave homework. Well, online you could send your class announcements on the same day, same day even same time. That could be a routine that could help students. So you mentioned something that student that you do every day maybe when students come into your class, your online class, whether it's Zoom or whatever. They're activities to do right away. So they're not just waiting for the other students to get there, that there's something that they need to do. 

Consistently posting your assignment homework in the same place. If that's on a learning management system, I think in Los Angeles use Schoology. There's Google Classroom. Some places use Canvas like at my school. And do you know what an exit ticket is? Can you type yes or no in the chat. OK. I figure you do because we're adult Ed instructors and we're the best, we are the best. So yes I finished class with a debrief maybe going back to the agenda, going back to the objectives. Have an exit ticket. 

And something I confess I'm not very good at doing is having students reflect. So maybe they could write a sentence about what they still need help with and what they did well. So some reflection is important. OK. The slides keep getting stuck for some reason. I think I jinxed myself. OK, there we go. So yes. OK. When students walk into my physical classroom, I have a PowerPoint slide projected with the agenda and the objectives. They have to sign in. They have to pick up maybe a paper that I'm going to distribute, and they can see the clock for the sign in time. And that's kind of hard to do all of that. 

So I want to show you classroom screen I love it. It's free. You create an account if you want to save your screens but what I do my class 8 o'clock in the morning, I go in a little bit early before I open my Zoom and I set this up. Classroom screen you hopefully you can see the little toolbox at the bottom. You can change the background. They have some very beautiful scenes. This is the one I use on Thursday. Or you can upload an image for the background. 

You can put in videos. So what you do there is you just go to, let me see media. And then you can put in the URL for a video, let me just go to YouTube very quickly. And so we were reading about wonders of the world. So I put in a video of the ancient wonders of the world or something like that. So it's very simple to do this. That's not it. OK. Just say this one. So I'm just going to copy that URL and I'm going to-- 

85 plus live channels with no-- 

KRISTI REYES: I'm going to go back to here, and I'm going to paste in there the YouTube URL. And so I can have that. So I can have this playing as they come in. I always put a clock, and I always put a calendar. And you can change the colors, you can move things around. So they come in and they see a lot of things going on. Things that they can watch right away. They see OK, I have five minutes before class starts. They can run to the restroom one last time, all of that. 

There are many other tools down here like random name. So if you're doing an activity and then you want students to answer and not the same student answering every time, you could put in their names and choose a random name. There a timer, I usually put the timer there as well. And so I set it to 15 and OK we're going to take a break now. I'm going to start and there's a little sound, so they know when to come back from the break. So that's the first two I want to show you. 

It can help you keep those routines going, those routines and patterns. OK. So we need to create that community that we do so well in the face to face on ground classroom. Active learning is what we do so well. Student to student and teacher to student interactions are things we do so well. So those are the first things that I want to talk about. So can you answer in the chat. If we were at your school, the school building the site in your classroom the one with the four walls, how do you usually help students to get to know to get to know each other and feel comfortable in the physical four walled classroom? What do you do? 

I probably can predict but go ahead and type that out. Then if you can answer the second question, how do you do that in your synchronous online class or in your learning management system? How have you helped students get to know each other and feel comfortable in the online environment? So if you can answer those two let me have a look at what you're typing. Yeah that was called classroom screen. Thank you for people answering, yes. Thank you everybody who, those of you who are answering the questions for me. 

Breakout rooms. So I've asked my students what's your favorite thing in the class. And the breakout rooms. Now with beginners you have to do a little more scaffolding and preparation, can't just send them to a breakout room. Lineups, yes. Some Google Slides where they introduce themselves to each other, group work find someone who. There are so many of those icebreaker things games, conversation, interviews, and mingle, breakout groups yes. Jam board, we're going to look at that in just a second hopefully. All right, thank you. Yeah, Pallett. 

Oh well, maybe you don't need this presentation. It seems like you're doing a lot of things I'm already going to talk about. So we can go faster over some of those. So thank you everybody. I don't know why my sides don't want to advance very much. One way we can have students be kind of active and make sure that they're participating in the online environment in the asynchronous or the synchronous classes if you have Zoom using their reactions button. 

So the latest version which was rolled out, so you'll probably need to update it if you don't see this, at the bottom bar you see their reactions, the little smiley face. And there are emojis for copying, giving a thumbs up, a heart, laughing, surprise, and more. So I want you to look for that, look for the reactions. If you don't see it, go all the way to the right to More and then you should see it there, reactions. It's like the second one down for me under a chat when I go to More. OK. 

You're going to use that in just a moment. Can you give me a thumbs up right now? Give me a thumbs up. OK, thank you I see you have located the reactions. Sum up, OK. So you probably know of this icebreaker. It could be really fun something that you do in your class. And it's this one. Two true someone like OK. So you can have students prepare some sentences about themselves. They could type it. Out of course visual is always helpful for their classmates to know what they're saying. 

So this is what I'm going to do. I'm going to read three sentences about myself. The first time you're just going to listen. The second time when I read them one by one., I'll pause after each one, and you're going to give me a thumbs up for the sentences you think are true and a thumbs down for the sentence about me that is false. So this is modeling an icebreaker activity you could do in your online class. OK. So just listen first. There's the first sentence. 

I have taught ESL in Southern California for more than 20 years. That can't be true, I'm only 25. I have several pets, , two birds three cats, one dog, and one horse even. I am fluent in Spanish and French. , Yeah I'm a language teacher, I got to know other languages. So I'm going to read again. OK. You're going to give a thumbs up if you think is true, a thumbs down if you think it's false. 

First one, I have taught ESL in Southern California for more than 20 years, give me a thumbs up or thumbs down. OK. Diana Katrina you already know me so that's not even fair. OK. Next one, I have several pets, two birds, three cats, one dog, and even a horse. If you think that's true give me a thumbs up. Mimi things no. Yeah. I can't have that many animals, that's a zoo. No . OK. And the last one, if you think this is true give me a thumbs up, if you think it's false give me a thumbs down. I'm fluent in Spanish and French. Yeah, Katrina knows me really well. 

Actually guys know. The last one is false, the last one is false. I've studied other languages but ironically being a language teacher I never gain fluency in any other language besides English and even that is questionable. So could you see yourself doing this with your students would be a great way for them to get to know you, and for you to get to know them, and for them to get to know each other. 

So what are some other things we can do besides those creating community at the beginning icebreakers and things to engage our students online? What can we do that's equal to how we engage them in person? So can you share in the chat how do you ensure, how do you make sure the students are engaging and participating in class? Sometimes they don't turn on their camera and all you see is their name. And maybe you ask a question and sometimes you get an answer or not. What are some things you do to make sure that they're paying attention and going along with your lesson? 

Can you type in the Chinese strategies you use? And thank you for everybody helping out with questions in the chat. Interactive slides, yes. OK. Oh Yeah, well, that's interesting Carol. In her district, they're required to put on the video which is very questionable because it's kind of a privacy and issue. So you call up for responses. So you're calling their names and asking them to answer. That's a great idea, ask them questions. Yes. 

I read some statistics somewhere that teachers asked something like 200 questions in a class meeting. I never thought of it. Maybe we do, but it could be even little questions. Make sure everyone answers a question. Pause direct not necessarily open ended questions. OK. Vicky I think it's. OK. Yes, so Yeah. Some of them thumbs up and down parodic is great. Hey Angelica, Angelica next time you present with me because you put some things in there that I'm going to talk about. Thank you everybody. If you still have ideas, you can go ahead and keep chatting there. And so Yeah. 

The average attention span of adults I think it has decreased. I read some article, Time Magazine a few years ago. And they said humans attention spans are shorter than a goldfish attention span. So we need to have students do something not just listening like I was doing in my first week of synchronous online. I was the only one talking. I needed to get the students talking. So you can have them do something or you can have them talk. We need to go back to limiting the teacher talk. 

So how can we do that? Well, there are many things. Just like what you saw using the reactions, having students answer in the chat, comprehension questions for check ins, using the whiteboard asking. When we are in the physical classroom, I imagine sometimes you have students come up to the board. Well, you can do that in Zoom by using the whiteboard in the annotation tool. You could have board work. I mean this would be indispensable for math teachers I think, and board races. And then someone mentioned thank you Angelica, the wheel of names. This one's really fun. 

So I don't like cold calling myself because of past experience when I was in middle school and I went to the Catholic school. And every Friday we had to go to mass and the bishop called on me. I was on planet Saturn. So because of my personal experiences of that, I don't really like cold calling. So instead you could do that think pair share. You pose a question, you send students out to the break room to rehearse to say what they want to say. They come back and you could ask the group. 

But if they've practiced with each other and they're pretty sure of their answer, you can type in their names here. I'm going to put Katrina, Mimi, Diana, and I'll put one more person who did ESL, I'll just choose someone from the list. And Elizabeth is here again. So I'll go pick on Elizabeth one more time. And Elizabeth. OK. So you could do this you see how fast and easy it is to do. And then you type in their names, the names change, and you click on here. OK. 

Elizabeth, tell us what you have for answer number 1? So you can see, and it have that, congratulations Elizabeth. You get to answer, how lucky for you. So you can see if you open that up, students Oh my gosh, I might be called on, I better get ready . So it could be nonthreatening that kind of cold calling. Yes, right, OK. So there's that OK. I'm going to open a poll. Here's the poll, there's only one question. To use polls and Zoom or other video conferencing like maybe use Google Meet or something. OK. If you're saying yes, if you could type in the chat how do you use polls, how did you use maybe the last poll? 

Some of you are saying no. So if you do use Zoom and you haven't used polls, I'm going to send this, I'll share the links to these slides right at the end. And when you click on this slide on polls, it will show you how to make a poll. Is so easy you could do it while students are in the breakout room. You could do it on the spot, it's really easy to do. OK. So I'm going to end the polling right now thank you everybody for answering. Yes. So it looks like you can see here half and half almost. 

So if you do you Zoom, learn how to use a poll. That could be a great way to get anonymous feedback from your students. So very simple way to make sure students are engaged participating to check in and make sure they're understanding and so forth. OK. I'm not going to go over this, but some other interesting features. I don't know that they would apply to every teaching scenario. But you can now use PowerPoint slides as your virtual background. 

Try it out before you use it with your class because sometimes it doesn't work out very well. And if you ever have an image or something that you're sharing and you want to be able to Zoom in, there is an option to Zoom in with Zoom. Zoom in with Zoom. So you can see that link. I'm not going to show you how to do that, but I just want to share that with you. I hope you do this when you are in the presentation mode of your lessons. That's the part where let's face it, it's teacher talk we ask questions but it is primarily teacher talk because we're delivering the new content. 

Do you use some sort of note taking guide for students or do you teach them how to take notes? Type yes or no in the chat. OK. I'm getting yes, yes, no, no. So it may not apply to all of us. If you're teaching for example, beginning ESL, maybe they're just writing down words. But for those of us maybe adult high school EAC programs, advanced ESL, that's a skill they need to learn. So what I do, I'm kind of using right now the flipped classroom model so that students are learning listening to me talk outside of class time so that when we're together in our Zoom meetings that we are maximizing student to student and teacher to student interaction. 

So you can make a recording with Zoom. So you apart from your class, you just open up Zoom. Maybe you have some slide show that you're going through and you start recording. And the really nice thing is it creates a transcript as well. So Zoom there are many other tools that you could do that, but I highly recommend that you teach students how to take notes and have them take notes because hello, that's what they need to do in college and careers. OK. So then they become more active learners. OK. 

Is there anybody who does not know Quizlet? You can type. Anybody who does. I think everybody knows Quizlet, I think everybody knows Quizlet. OK, good. Because Yeah it is the bomb, it's so awesome. You can just search for your topic and you can even import other users slides into yours. But what I want to try with you all, I loved using Quizlet live in the classroom. Did you all use Quizlet live for those games. If you can type yes if you use Quizlet live back when you were in the face to face classroom. OK. 

And it was so fun because Yeah I mean, 90% of adult students according to the OTAN tech surveys, 90% have their cell phone. And I would get students together and they'd be all around one desk huddled with their phones lined up, and it was so much fun they're like OK, good job everybody. No again, again. So it became so fun and then the math teacher complained because we were being too noisy. But it's a little bit harder to do that. That game competition in a Zoom meeting it's hard because if one student doesn't get how to do it, he can't communicate with the other person on the team. 

So what Quizlet has now is Quizlet live with individual mode. We're going to play it, is that OK, we're going to try it. So I think it's really important to see what students see before you try it yourself with your students. So let me open this up. OK. So I'm going to start. Now this is-- I want to caution you that sometimes when you're doing these sort of things with your students it may be complicated for them to navigate between Zoom and another web browser, another tab. So be prepared for that. 

Explain maybe, take screenshots of what they should see as they're going along. So if you would like to play you're welcome, if you want just to kind of see what the teacher sees from my view, that's fine too. So I'm going to-- I just chose someone else's list and it figured my vocabulary would be so interesting for you. So we're going to get started. We're going to go with the individual mode, and we're going to go with a term and definition. I think that no, I don't want to do that, let me go back. 

I want to go with, I have to open it up again. I want to go with the, here it comes, sorry about that talking and clicking at the same time is hard. I want to go with the individual mode, and I want to go with reading the definition and quickly seeing the options. I think the other one is a harder where they just see a term and then they have to read all these long definitions. So I'm going to choose this one. And so if your students do have, if they're working on a computer and have a phone, they're doing better than most Californians if they have both. 

But you could have them just scan this QR code with your phone to participate. So what you all are going to do is you're going to go. I'm going to put this in the chat, this link and you can click it in the chat. www.quizlet.live. And when you get there, it's going to ask for a code. You see this code, 957878. And you start to see when students are coming in just like you would with the former Quizlet live. OK. So I see students you students are coming in. While you're doing that, I recommend turning the music off, that's in the options because Oh my goodness it's so loud when you go to start the game your students will have their eardrums rattled. OK. 

So it's www. Sometimes it takes a while, students are typing in, Quizlet.com. OK. And some of you I see with your name I see your image. That means you have an account with Quizlet. OK. So I'm going to give you 10 seconds 10, 9, 8 5, 4, 3, 2, 1. OK. I'm going to create the game, here we go. So you could create the game and what it does for each individual it gives them what you used to see a team name that's the name of an animal. 

Yeah. OK, thank you Jacqueline. I'll see if I can come to that in just a bit, that's a great question. Sometimes students like Oh no, I just closed it. OK. Well, you can add more players on the fly right here add more players. So I'm going to go ahead and start the game. Oh Elaine and Debbie, I'm going to see if I can add you still. OK. I'm going to go ahead and create the game, and I'm going to go ahead and start the game. Sorry I'm going to have to just start the game anyway. OK. 

So you're going to see the question and I get to see the leaderboard. So this I just chose edtech terms. These are probably so easy for you, but just so you have some familiar vocabulary to work with. And I can see that the bears, whoever is a bear is really Oh no, the puffin is amazing. Puffin did her homework, I think or his homework. 

But the stingrays are catching up, watch out puffins, watch out puffins. Puffins. Puffin must be a tech coach, a tech trainer. I guess we'll find out if puffin wins. But stingray is still and bear is catching up. Stingray, bear, Oh, puffin, that was heartbreaking. This is the fun part. Stingray. Is stingray going to forge ahead, can puffin and make a comeback? Oh Diana. That's not even fair Diana. So Diana 1, foxes and bald eagles. You can see all the statistics, but do you think your students would have fun with that? You can type yes or no in the chat. 

So what I think, that's OK Vicki, I'm always lost. But for me personally this is better than cahoots because cahoot you have to choose the shape. And I am such, I'm really bad with hand eye coordination. So Oh you were tiger, so a different Dian, there's a different Dian, an impostor. 

DIANA: I was Diana Batista. 

Quizlet OK. 

DIANA: I was fox, I was number 2, so suitable. 

Quizlet Good for you Diana, I would expect you to be high up on there. So the two Dianas, thank you, and bald eagle, I'm not sure who bald eagle was but you did a great job, bald eagle. These two have an advantage on you. OK. So I think I've done this with my students the first time they they're kind of figuring it out. Some people do not even answer one question. But then I get to them and I want to do again want yeah. They want to do it again because then once they figure out how to do it. I have one guy he's always so quiet in class, but he always wins anything like this. He's just that's his personality, a little bit of an introvert he doesn't feel like it. 

So Quizlet live individual mode asking about if your students have a phone or a tablet rather than a computer. I'm going to show you my recommendation for anything new that you want to try out at the end. But I get my kid and my husband, and I give them the code, and I see what it looks like on my phone. So if you are able to be presenting your screen in a Zoom or whatever meeting and have a phone too, then you can also give students who are in a phone directions because things look very different on a phone for almost every type of app. 

I'm not going to show you this, you can look at it later. But usually in my classroom, I have if you're an ESL teacher exactly I'm talking about. I have boxes and boxes of flashcards and manipulativeness, and sentece strips and all of that. So obviously you can't do that. So you can use Quizlet flashcards. I review vocabulary with my students like that when we're together. You can make a slideshow. I have grammar drills, I'll let you look at this on your own. 

But the visual and the repetition is the way that we learn. So even though it may be a little bit dull sometimes, repetition is how we learn. So I have different slides that I repeat throughout an entire eight weeks and by the end students memorize the slide before I even show it. OK. I'm not a big fan of worksheets personally although we have to have students do some writing because writing is kinesthetic, learning for some of our students that's the preferred learning style. 

But there are some cool websites where you can make interactive worksheets. One is called live worksheets. It looks like. So incredibly easy. You just upload something and it makes it kind of like fillable. Let me show you this one in just a second. I found a grammar one there as well. And I think a lot of you've probably heard of Wizer by now. It's really the most robust because students can record their voices, there are all kinds of question types. They can write a paragraph, and there's also a teacher made which looks quite simple as well. But I'm just to give you some familiarity with a different option. This famous artworks that I have here, let me just show you what that looks like. 

So someone created this, it wasn't me. And it's so cool. It's drag and drop. Obviously in my class I don't teach the works of art, but this could be pictures of vocabulary. And I can't read it and do it at the same time. But then it looks like wow, it is kinesthetic. So evidently when you click Finish then you email it you can check, and then you can email your answers to your teacher. 

Personally I don't want to correct people's worksheets but they could if it's something really important that you want to see how they did. OK. So that could take worksheets to a higher level, any of those three. OK. So I have this lesson, it's one of my-- I'm sure you all have this lesson like Oh I've worked on this. I've done it so many times, it's like my five lesson. And mine is about modals, one of mine. And what I had in the classroom is I would have sentences with may, could, should, ought to, had better, different sentences. And students had to match up strips of paper from the sentence to what the meaning is for that modal like should you should see a doctor advice, or you had better wear your seat belt obligation. 

So they did this match-up, and it it was great. They would work together, they'd be all around a desk getting really animated. How do I do that online? Well, there are a couple of websites, there are probably many others. I'm going to show you two at least. I want to mention this one, it looks like apps for EFL. An English foreign language instructor created it. So if you're an ESL teacher, it really has some of our activities in mind, haven't used it though to be honest with you. 

But what I did is I was able to take, I went to my office and found those sentence strips and retyped them because I didn't save it. And I created this match up that's the best I can do for online. OK. I can share the link and students can go to a breakout room and work in pairs by one of the students sharing their screen. So I'll just show you. OK. Let's see. Let me move this a little bit. I can speak English, can. So they can be talking, or you could have it be an individual or a whole class activity. OK. 

So can means ability, where is it? Oh hey, that was too easy. Oh must not, must. Prohibition. OK. So you do the match up, you submit your answers. And so far I was doing fine. But what I did is just type in. And with that, it will create many different types of activities. This is a quiz. This is a game show quiz. Amazing. So you just enter the information and it makes the activities depending on what kind of activity you want. 

Now with a free version, you can only create five activities. So maybe you talk to your school if it's something that looks useful, or what I do is I use a different email. I use my Google email to set up another account. So there are always workarounds. Flippity there is an article in on the OTAN website about how to do it. So I'm not going to demonstrate it. But it's linked with a spreadsheet, Google Spreadsheets. So you put in your information for your activity and you can convert it to all these different types of activities. Bingo, flash cards, quiz show. There's so much there. OK. 

I observed a teacher who did manipulatives. And it's kind of dragging that would be like dragging words to put a sentence in order for example. Word search, lots of things there. Other manipulatives, do any of Matt from Dich That textbook. Is anybody on his list, you get his emails? OK, thank you Diana. Thanks for-- Oh my gosh, I need to go back and read all of this in the chat, I'm missing out. So there's a guy. I think he's a high school teacher I don't know. And he goes crazy with Google thinngs. He has this website that is massive, and I got on his list so every time he's doing like a free workshop or things where he puts in new resources, he has all these templates for Google Slides. And this is one that you see I don't know how I would use it maybe. But you could see this would probably be for math. 

I think I don't speak math. Slides mania but it's really funny this lady who has an office job she's not even a teacher. She creates all these Google and PowerPoint slide templates. And she has some that are like this. Look at this one, it's a market, an interactive template for counting money. Wow. So you can get it for free. And then you'll have to tell me I haven't used it, I just haven't used it yet. But she has some great activities there. So check it out if you go to the Education tab. And beautiful templates for slides as well. OK. 

So we all agree our students like Zoom breakout. I mean, they're like me, I need to talk to someone else besides my family. This has been a year of being stuck in a house with three lovely people, but I want to talk to someone else and so do they. So what I'd like you to do is share in the chat. What is your one best activity you've used in breakout rooms? And was there something you did up front to make sure that it succeeded or maybe over time you found ways to make it work out better? So please share that in the chat for just a minute. 

Thank you, Mimi. Yeah, I'm going to show Jamboard. He has Jamboard templates too, I believe and Matt does. Oh, yeah. That's how we're doing it too, Linda. So EL civics when you have a COAAP, that has the one-to-one interviewing or role play, you can pull students out into the break room and do that one-to-one. 

To show a worksheet while in breakouts. Francisco, are you talking about the live worksheets in Wizer and so forth? I think, what you would do-- we're going to try this in a minute, is you have the link ready when you're in the main room, and you share it in the chat. And then you send students to the breakout. And nine times out of 10, the chat will follow them. 

And then, one student decides to share-- who has the ability and know how to share their screen, and they click on that link. And then they're sharing within their group. Yes, great, thank you everybody. So introductory question, that question that sparks the interest in your lesson before you get started teaching it. 

Of course, like everything we do, we have to model. I think you all know that I do, we do, you do of lesson planning. Model what you want them to do. Check for comprehension. I observed this excellent teacher, and she repeated the instructions for a breakout activity three or four times. When I know she's an excellent teacher. And when I mentioned to her, do you ever give students instructions and have them repeat it back to you? And she said, yeah, oh my gosh, I didn't do that. 

So these little things that-- when we're trying to deliver instruction via online, we forget about all these important things that we normally do. Assign roles, I don't always do that honestly, but that is best practice, so that they get started right away. OK, I'm going to be the screen sharer. What are you going to do? This image that you see here is not mine. I did credit it, and it was licensed for sharing. But this was from a TESOL presentation. 

This woman recommended having a timer, a note taker, a screen sharer, and a reporter. I usually make my breakout rooms only three students because sometimes when you have four, then it's easier for one of the students to not participate. And as this woman-- she said, it's really good to give frames. So for the higher levels it will be different language. For the lower levels, just that basic turn taking and going over an activity types of things. Like, what do you have for number one? That kind of stuff. 

So I'm going to show you a couple of things that I do. When I send students out to breakout rooms, if they're just doing like I think, pair share then they're accountable when they come back because I'm going to ask their group one of the questions. But other times, I want them to produce something so that I can hold them accountable in that way. So Google Docs and Slides are my best two friends, right now. 

So what I often do is I create a Google Doc or a Google Slide, depending on the activity. I share a URL and at times, I put different sections or different slides for different groups. I put in their names, maybe ahead of time, and I share as, can edit. And they're all working on one document. I can show you a quick example, here. 

So this was a while ago, this was one shared document because I wanted them to be able to look at each others-- the other group's ideas because they may have run out of ideas. So I was OK sharing this with everyone, the whole group. But I put in their team members' names before. So they knew-- and I put a heading with the numbers, and they had to brainstorm after we had read and discussed cell phones and how they can help or harm society. 

And they had to brainstorm helped versus harm. They were told to come up with five things. And so you can see here, everybody list-- they didn't think of many bad things. But that was their prewriting, the brainstorming. And then all of the ideas were in one place. 

In the physical classroom, I usually use those big flip papers and post them up. This is the next best thing. At least they can see what other people-- because what other people have written-- because then they have some ideas for their paragraph that they're going to write. 

I won't show you this one, but for review of vocabulary or grammar, for example, use a shared Google Slides. You can also find from these two folks, Slidesmania, the women I talked about, and helloteacherlady. They have templates for breakout rooms. Super fancy. I'm not there yet, but you could check it out. 

Do you want to try something? Let me see how much time I have. I have good time. So let's try this, so that you can see what students would see. And I know some of you already know this. So you're going to facilitate. You're going to help your group. I'm going to put you into breakout rooms. Going to briefly, like in 10 seconds, say, hi, where do you teach? So introduce yourself. Tell where and what you teach, very briefly. 

Whoever is on a desktop or laptop that would probably be the best, to be the screen sharer. So if you have some expertise or experience among your group members, can you please share your screen? If you are lost, and you don't know what to do when you get to your room, there is a help button. What you're going to do-- I'm going to put a link in the chat. I hope this is the right one. 

I'm going to put a link in the chat. And that's not it. I erased it. I'm going to have to just get that link ready because I accidentally copied the wrong one. So when you get there, I'm going to put the link in the chat momentarily, you're going to work together on one document. 

So these are the steps that you can come back to later. But let me open this link. And what you're going to see when you open this link is this thing, copy. Because I want each group to have their own copy. You're not going to be working all on one document. So I'm going to share that in the chat right now. 

So it would be good if you don't put anything in the chat for a second. Wordwall is free, Elaine. But after five, then you have to pay if you want more than five activities. I put the link in the chat. I'm going to put you in breakout rooms. Someone's going to be the screen sharer. 

When you see that document, the screen sharer-- after you click the link you need to click, make a copy. And then you're going to see some questions. I'm not going to preview it just to save time. But you'll see some questions. There's a table that you and your team members need to fill out. The screen sharer, you're going to type the answers for your team and you're going to insert a picture. And when you're all done, you're going to email it to me. 

I'm going to give you seven minutes because I have a lot more still that I want to show you, but I want you to be able to experience this. So let me get the breakout rooms ready. As I said, I normally put three people in a room. I'm going to do four just in case not everyone's on a computer that makes sure that you have better chances of having someone be the screen sharer. 

So I'm going to create the rooms now. You're going to click the join. Go to your room. Decide who your screen sharer is. Screen sharer, click the link. See, I'm not having you repeat back to me the instructions. I'm modeling badly but just to go quickly. If you have any questions, click the button. Here we go. 

So thanks, everybody. If you would like to share in the chat how that went for you. So you can see here, one team finished. They emailed it to me, and I could go to my email. And there's their image. Oh, isn't that precious? So this is something you could have your students do. It makes them accountable when they're in the breakout rooms. Yeah, it's very useful. So thank you. 

What I'd like to share is how you do that, so that everybody is working on the same sort of document, looks the same, but they have their-- each team or each individual has their own. What you do in that case with Google Slides or Google Docs is you do what's called a forced copy. So you go ahead and you click on the share, and make sure it says, can edit. 

Then, what I do is, I paste the URL into notes or into a Word document. And you take out the part that says, edit, everything after that last forward slash. And then what you type in at the end is the word, copy, like that. And then, just like what you saw, hopefully, is when they go to your link they are forced to make a copy. It's like a template. So lots of things you could do with Google Slides and Google Docs where students are in their breakout rooms working together on one thing that everybody's looking at. 

I hope-- I think, everyone here probably, is familiar with Padlet. If there's anyone who is not familiar with Padlet, can you type, no, in the chat, if you're not familiar. Yeah, we all know Padlet. No, not all of us. It's one of my favorite tools to use. So you can use it for having students introduce themselves, for brainstorming, for four corners, for exit tickets, so many things. 

And I have about 15 minutes left. So I'm going to go a little bit fast, but remember, you can come back to these slides any time. So you, as a teacher, you create an account. It's totally free. I can't remember the number of walls. I made my account 10 years ago. So I was grandfathered in, and I have something like 40 different walls. But you can always delete one and make a new one. 

SPEAKER 2: You can have three active ones, Kristi. 

KRISTI REYES: What's that? 

SPEAKER 2: Three. 

KRISTI REYES: That's not enough. 

SPEAKER 2: Well, you can always archive them. 

KRISTI REYES: Yeah, you can archive. You use it once. You delete it. Or you can create a Padlet activity. And then, you can just delete what students responded and use it again. 

SPEAKER 3: You can also earn more Padlets through referrals. So if you get your students to sign up for an account with your referral, then you earn. For every three students that sign up, you get a new Padlet. 

KRISTI REYES: OK, so I refer all of you. So thank you. Yeah, I didn't know that. So that's good. But if you're creating the wall, then students don't necessarily need to sign up. But if you wanted them to create their Padlet walls that they share, or maybe they create one Padlet wall, and they put a whole bunch of different things on that wall and that's like their visual aid for a presentation, for example. 

So this is an example. As I was going to say on the previous slide, they have different types of walls than they had a few years ago. So for example, this one in the left corner, the group work, pro and con. It looks like this. So what I did, we were reading in class about fast food, how it's so bad for you. And I wanted them to write a paragraph about whether fast food should have warning labels, like cigarettes and alcohol and everything else that's bad for you. 

And so I wanted the different groups to be working together. But have all the groups in one place. So this was something-- I just created this. I shared it in the-- oh, thank you, Jamie, I just got your document. I shared the link in the chat. And they went into their breakout rooms. Someone shared their screen and opened the link. 

And so you can see, group one, I asked them to think of both sides reasons why, yes, reasons why, no. Here's the second group and so on. So then again, it's a different way that everybody can see what everyone else was thinking for the prewriting. I wanted to have you do something with Padlet, but I don't think I'll have time. But I will share the link and maybe you can go and post it later. 

Do the activity, four corners? Can you type, yes or no, in the chat. Four corners. This is a great activity for discussion either prereading, post reading, just even an icebreaker. So I have a lesson that I have students read about introverts and extroverts, and they watch that Ted Talk, the famous Susan Cain Ted Talk. And they do the online assessment to find out if they're introvert, extrovert, or ambivert. 

And then, we talk about vocabulary and different traits related to introverts and extroverts. And so before we even get too far into the lesson, making sure they understand the vocabulary, I created this shelf, again. This shelf of Padlet. I put the words-- so this was something I used to do in my classroom. 

The four walls, there would be these posters with these words. But instead of having-- they can't move around very much when we're online. So instead, I share the link and they go and post under the words that describe them and give examples. This is how I did this in the past. 

But how they would do it now is with the newest version of Zoom you can let students self-select their rooms. So that would be a great way to do this, as well. You create the rooms based on these descriptions, these words, then they self-select and they go to that room. And you tell them, OK, I want you to talk about this in your breakout room. That's how I would do it now. 

I have so many more slides but I'm just going to skip this one. I'm going to put this in the chat, really quick. If you would like to go and try it out, please do. It's a similar activity to the one you just saw but what it is is that you're going to write about which type of teacher you are and give an example. Oh, thank you, Jamie. So let me get back to where I was. 

SPEAKER 4: Kristi, quick question. Have you shared the slides for this presentation yet, or will you do so at the end? 

KRISTI REYES: Never fear, Diana. I'm going to do that at the end. 

SPEAKER 4: We've just been having a lot of chat about it. 

KRISTI REYES: It's a little trick of the trade. If you leave early, they don't get the prize. A couple of you mentioned Jamboard. This is like Padlet. It's like Google Docs and Slides. It's so robust. There are so many things you can do. And that gentleman, Matt, from Ditch That Textbook, he has lots of templates. 

But I just created this one with four pictures, from my conversation class, we were talking about nature. And then I shared this and over here they just peel a little-- they put a little post-it to the different image that they like. So they just drag and drop, and then they type. 

You can have multiple pages, I don't know if you can see right here. You can have multiple pages. They could go to another page and post about another question. They can draw or write. They can add images. They can highlight. They can do lots of things. It's pretty robust. On the slides I have a how to, and I think this is a list of templates, as well. 

Let me check my time. I have 10 minutes, or less. In ESLs particularly, we do a lot with dialogues it gets boring at the higher level when you're doing dialogues. So instead, I have students write a dialogue where they're talking to a famous person that they choose. What questions they write. 

In this case, it was about-- they were using embedded questions. These are quite advanced students. And this student, she made the slideshow. She put in a picture of herself and Leonardo DiCaprio, and she asked him questions. And then she also had to use the internet to search for the answers to the questions she asked him, like how old he is, and so forth. 

Another fun way to spice up dialogues, again, having students write their dialogues. Make Beliefs Comix, this man is incredible. He has so many printables. He has lesson plans. He has so much there. And so what you could do is pair up students based on who is good with tech and who is good with writing. And they could go to a breakout room and create a comic strip of a dialogue that they've written together. Maybe you have students prepare dialogues related to your civics unit, or something. 

Here's that lady Slidesmania, again. She has lots of choice boards. I believe there was at least one, maybe there were two sessions the last couple of days about choice boards. And that plays to student choice. And what I mean by that is that students have different options for how they complete assignments, for example. 

So this woman, she has this board game. To be honest, I haven't tried it. But a board game, you can play a board game in a Zoom class meeting. Wow. There are dice that you roll, virtual dice. And there are, of course, the flippity board games. I love Jeopardy Labs. I have tons of PowerPoints of jeopardy. But Jeopardy Labs helps me because I'm bad at math. 

So you can go and find a game. You can create a game by making an account. I'm just going to go here and show you what it looks like. Is everybody familiar with this one? No. So you know that in our on ground face to face classrooms we do games. It's fun, and we need to keep doing that fun stuff online, so our students are still interested in coming to our classes. 

So you can look for-- I would preview all the questions before using with the students, but you can look for jeopardy games that have already been created. You can choose your number of teams. And you can even edit those that are there. Probably, you'll be prompted to make an account. You can print it out, not that I would probably do that. You can embed it. You could put it in your Canvas course. 

So I'm going to go ahead and click, start, so you can see how this works. At the bottom is the place where I can keep score. Thank goodness because I cannot speak and do math, no way, not the same time. So this is vegetables. Flowers. True or false. So team one, true or false, an artichoke is a flower. You can type in the chat, what do you think? And then, I press this space bar. True. So then, I go down here and I can give team one points. So this could be fun. 

You could even have students look for a game. And you could tell them that could be their homework over the weekend, is they could play a game with their family. We all know about Kahoot. Now, you've seen how you could do Quizlet Live. The other one that I really like is Quizizz. You can go there and search for all kinds of games. 

I wanted to have you play games, so that you could experience it. But we don't have time. But again, I put the caution there because some of our students are only on phones or very new to technology. And they may get frustrated if they cannot go from your Zoom room to get into the game. So be prepared for that. 

Other things, I don't have time to look at all of these. Scattergories is a fun game. This is a link that shows you how you can play that in a Zoom meeting. Virtual bingo, there's a random team generator. There's even online dice and a coin flip. 

And I want to share this one because my students make a lot of presentations and usually, at the end, I'm the only one, yay, like that. And everybody else is silent. I don't know why they just don't clap. So now I do this one. I have this open when my Zoom class meeting is open. Let's hope it loads really fast. 

You go here to this soundboard, and I'm not sure I'm sharing the audio. Can you hear that? Or someone in my class they said the other day-- I asked a question, and no one answered, and so someone said, put on the crickets. They knew that crickets mean, hello, anyone. So that's a fun addition. 

And Flipgrid if you haven't used that, that is a great way to create and maintain your community. That's the main way, over the past summer, when I was teaching my class-- the main way I got to know my students a little bit better by having them answer weekly questions on Flipgrid. 

I have no more time, I think. But what I wanted to say is, feedback. We need to ask students how it's going for them because when we ask feedback, then we can deliver on the feedback they give us. So I have a Google form I use after week one or two. 

Simple questions like, how's the class going, too fast, too slow, just right? How is the workload? What do you like? What don't you like? What do you want me to do, going forward? And then, so they fill that out and the following Monday when I see them, I thank them for that feedback, and I said, you said you wanted more pronunciation, so we're going to do some right now. 

And when students get what they need from us, that's when they keep coming to our classes. And I think, we have to work super hard right now to maintain our enrollments. This is a real serious issue of job security for us. I also use Padlet at the midterm to get some feedback. And that way, they can see what other students are saying about the class, as well. 

And at the end of the term I use an ungraded survey for anonymous end of term feedback. So I know what to do next time and not what to not do. So I've come to the end of my time. I'm going to share that link for these slides in the chat, just a minute. 

So I often think to myself, what else can I do? This is what I highly recommend is, find a buddy, someone at your school. If you have your family, that works sometimes. But sometimes my family just gets sick of helping me with my teaching. So I have these three buddies. We have each other on chat. And so we might say, can you look at this? Or can you meet me on Zoom really fast? I want to see what this looks like from the student perspective. I think that will help us a lot. This is a great time to work on our network's. 

Final steps. Teachers always ask me, do you use all of that? I don't use all of that all the time, no. I have certain tools that I like for certain activities. And I teach my class differently every time, almost. But once you create some of those activities, you can use them again and again. So take baby steps. Start with what students already know. Try one new thing. 

I tried the annotation for the first time in the summer with my class. And I said, this might fail is that OK? I'm going to try it. And then, yeah teacher. So we did it, and it failed. It failed miserably, and we were all laughing because it was so bad. And it made us closer because they saw, I'm a human. I make mistakes. 

So I tell students, all the time, mistakes are how we learn. I'm going to make mistakes. You are too. It's no big deal. That's how we learn. And then model the growth mindset. So model to students, oh, that didn't work. I give up. I'm never doing that again. Let me try that over the weekend. I'm going to-- let's try it again next week. I'm going to try to fix it.