Presenter 1: OTAN, Outreach and Technical Assistance Network.

Barry Bakin: My name is Barry Bakin. I am an instructional technology teacher advisor for the Division of Adult and Career Education of the Los Angeles Unified school district. I'm very happy and fortunate to have that particular position, I've had it for a few years now. It's an out of classroom position. All of our adult or major adult schools have this position now and our role is to assist teachers in implementing technology from the instructional standpoint.

Fortunately, we also have other people who help teachers with the technical end of things and they help me as well. So as I said, we're very fortunate to have this position, we have other people who help us with the technical end of things. And our focus is helping the teachers in the Division use technology instructionally. And my other major role is for OTAN. I'm a subject matter expert, meaning not only do I do these webinars, but hopefully sometime soon will be cleared to do face to face presentations in schools again. But of course only when that's verified as being safe. But I hope that starts to happen again sometime soon.

So let's review the objective for today. Participants will be able to demonstrate to their ESL, ABE and Academic students several separate projects using Microsoft PowerPoint and Excel, with the idea that by so doing, they will be practicing vocabulary, grammar, or making sure that is the teacher that they have some mastery of content. Everything that I'm going to demonstrate is with the Office suite but they all are virtually, they're all also able to be done using the Google Apps. So it may just require some minor adaptation or clicking on something a little bit different, but basically the project ideas are all going to be transferable.

We talked in the first session briefly about adapting projects to online instruction. And so hopefully we'll just cover that really, really briefly here. But what this image is showing you is that, something that I used to do on a single piece of paper as a Word document in a face to face classroom. But now that we're using learning management systems or other ways to communicate with our teachers, I started with our students.

What we want to do is try to explore-- here is a piece of paper project in Word. The best way to make use of the current tools that we have. So in the particular project that I talked about last week, was something that I called about me and basically students would write a paragraph or two paragraphs depending on their level about themselves, and that would go into a Word document. So in terms of adapting that, in my LMS, the one that we use at LA Unified Schoology, there's a little bio page.

And so instead of making this project or doing this project as a Word document, it's very easily adaptable to the learning management system because you could just have students fill out that bio page and add in their photo and it really serves the same purpose. But again, it's making use of the tools that we have. Same thing goes for presenting the instructions and samples. In the face to face setting you could just hold it up in front of them, hold up your piece of paper hold up your document in front of the students, and stand in front of the students and chat with them about what to do. So every instructor has to make some decisions about what are the best ways to demonstrate projects for your students.

So I do want to review this one project from last week for a couple of reasons. One, I think it's just a great, great project. It's a lot of fun, students really get a kick out of it. It's very, very flexible. No matter what level or course you're teaching, you can adapt what you tell students to include in their presentation. And again, it can be done in multiple ways on a single slide or in this case, multiple slides so that the conversation appears sequentially. And also it gives an opportunity for students to practice using their voice by recording the selections so real quickly. Let me just run through the four of this particular one.

Speaker 1: Having this baby was our dream.

Barry Bakin: And I'm not sure if you can hear the voicing on that but that was the student voice.

Speaker 2: I love you and the baby so much, dear. I wonder if it's my baby!

Barry Bakin: OK, so just let's just take a quick moment here and ask if there are any participants today who were in the webinar last week. Maybe in the chat, if you could let us know if you tried it out and how it went. And then Anthony if you could keep an eye on that, and then share that with us. If there are any responses if anybody who was here last week actually tried this project out with their students. I'm going to continue while Anthony takes care of the chat. So anyway, the other thing is that during the session last week, the question was asked, well, how do you record your voice? So I will talk about that in our next project and you can practice as well.

If you weren't here last week and this project interests you and you're not sure or you don't know how to make the little speech balloons, if there's time at the end of today's presentation, I'll be happy to review the actual steps for making those little speech balloons. So the first project that I will talk about a little bit more in depth today, is I used to just call this PowerPoint grammar. But in truth you can do all sorts of things with it. You know PowerPoint vocabulary, PowerPoint storytelling, and again, the beauty of this project is it's so easily adaptable to all levels and to all topics. You give the students a chance to reinforce selected vocabulary, selected grammar, or particular content. And basically what it is a multiple slide presentation where the students demonstrate that they understand or can use a particular grammar point or include the vocabulary appropriately.

So let me go ahead and share a particular example of this. Let's see if we can get this. So let me expand that. OK so this is Vicente project from a few years ago, all about models. You can see them. But what I want to do is I want to play this as well so that you can get the full impact of having student voices.

[video playback]

- When I was young I could barely fast. All voters must be citizens of the United States. May I use your laptop? The weather might change very soon.

[end playback]

Barry Bakin: So in any case, I think that you can see that given the students the opportunity to insert their voices into a project, just has a lot of interest to the project but then also you can really work with that particular student on pronunciation and then they can go back and try to improve it. And if they save their projects as versions, and with dates or even, then it's very easy for them to see their improvement. And that's a nice added benefit. You can see in that one, this student obviously has a little bit more experience using the computer and using PowerPoint. They had some transitions, and there's a lot of text, but again even lower level students can really make use of this.

So what I'd like to do now is review or talk a little bit about recording narration in PowerPoint. So the first thing and this actually happened with me as I was preparing for this particular webinar, you have to check the microphone level and make sure that the computer or the laptop is set up to record voice. The particular laptop I'm using now is actually a new laptop for me received from the school. And I actually hadn't really used it for recording in a PowerPoint and it took me several tries wondering, why don't I have any sound when I'm doing this narration, to realize that the level of the recording on the microphone was like set to zero. So that's just one thing that I personally had to remember, to check the microphone level.

And so we're going to go over this with an actual PowerPoint but basically there's only a couple of steps. Select slide show, record slide show and then you just have a choice. Select 'Start recording from the beginning' or 'start recording from the current slide.' So let me go ahead and do that. I'll show you how that's done. I'm trying to grab my-- doesn't seem to want to grab. Let me see. I'm trying to move my desired PowerPoint over to the other screen. So I may have to stop the share and see if I can do that. There we go. Let me resume the share.

OK, so right here for example, we're looking at a very basic four-slide presentation. The idea of something like this would be to show that the student is aware of some of the simple, grammar transformations, in this case from past tense. OK.

To present continuous, to maybe a negative declaration. OK, so that was the idea. I think I may have a duplicate there. That's quite OK. Let's get rid of one of them. That's thought I gave me an extra one instead of student use iPads, students used iPads to study in class. Let's see if we can delete that slide. There we go. Yeah, we'll delete that. I may have hit the wrong menu item.

So students used iPads, students are using iPads and students don't use desktop computers. So very simple. If you do start from the beginning, under Slideshow, there's a button, Record the Slide Show, and you do have two options; start recording from the beginning, start recording from current slide. And typically, you may want to encourage them to try this just right from the beginning, see if they can do the whole thing.

But what you do when you click that is you do want to make sure that both are selected, sliding animation timings and then narrations ink and laser pointer, that's the narration one that's where it records your sound. And all you're going to do is click on Start Recording, and you see up in the upper left hand corner, the little recording menu so the students start speaking. Students used iPads as to study in class.

So then you go to the next one and it's still recording, students are using iPads to study in class, students don't use desktop computers to study in class. And then what happens is when you get to the last slide, the recording stops. So now you can go back and play it. And hopefully, we'll get the sound on this.

So we want-- and notice also you can see here on the left side, you have the little indication that something new, a transition has happened. So let's play it from the beginning and through the magic of Zoom and webinars. Hopefully, everything will work OK.

And you see up in the upper left-hand corner the little recording menu, so the students start speaking, students used iPads to study in class. OK. So then you go to the next one and it's still recording, students are using iPads to study in class. Students don't use desktop computers to study in class. OK.

So obviously I spoke-- I added some extra words in there. So I may want to fix that. OK, so that's where the other menu item comes in, where you can-- just if your students are really unhappy with everything, they can just do it all completely over and start recording from the beginning. And what happens is, it just starts all over again.

You can however also choose Start Recording from a Current Slide. Now I used to get really confused about this. So let's say, for example, it's the slide number two that you have to fix. So first you obviously want to highlight it.

And then I would do the start recording from the current slide, and I would get frustrated because it would actually would record everything like it would finish slide number two and then expect me to start on slide number three, because what it does is it records from the current slide to the end of the slide show, which could mean that slide number three or slide number four or five were fine but you ended up erasing them.

So after a little bit of frustration with that particular issue, it occurred to me that probably the best thing to do would just be to duplicate that slide. And the reason I do that is just so I still have the original if I needed to, if I messed up. So I would just duplicate that one side and then move that slide to the end, see.

So now when I record from the end, it's the last slide. So it only records that last slide. So I go back to Slideshow, Record Slideshow, Start Recording from the Current Slide. So now I'm only going to be asked to record my voice for the last line. And again, I keep both checked.

Students are using iPads to study in class. So that's it. That's the last slide. Now what I can do is I can move that last slide up. When I check it, so let me start from the beginning, and you see up in the upper left-hand corner the little recording menu. So the students start speaking, students used iPads to study in class. OK, so then students are using iPads to study in class. You go to the next one and it's still recording.

OK, so we know now that slide number two is OK. I can delete slide number three, and now slide number two is good. So the other way to do that is you could also just move the slides, so remember slide number one had all of that extra information. So I'm going to move it down to the bottom, Record Slideshow, Start Recording from Current Slide, accept both checkmarks and start recording.

Students used iPads to study in class. So there we go. Now I can move it back up to the top, and let's see how our presentation looks or sounds from the beginning. Students used iPads to study in class, students are using iPads to study in class, students don't use desktop computers to study in class. OK, so let me stop there and just ask, are you trying this on your own?

If this is a new technique, I suggest that you do. And again, you can-- I think the most useful tip for your students is, if they're going to do this, move that slide that you want to fix down to the last row or make a duplicate of the original, move that down to the last row, and then replace it. But that will be a very, very helpful to students when they're trying to fix particular things.

Also during the correction phase, if you said, oh, you know what? I think you need to work on your pronunciation under slide number four, that they only have to fix slide number four. They don't have to fix all the other slides. So if you want to go ahead, take a minute and enter into the chat any comment that you may have about whether or not I should repeat the steps one more time.

Or whether or not if you've tried it yourself for the first time and found that it works and you're having any issues with it, or if we can move on. OK. Well, I'm not seeing any comments or Anthony, not stopping me. Let's move ahead

Anthony Burik: Barry, you did get a comment, very clear explanation.

Barry Bakin: Oh good, but that also means I can move ahead. So thank you very much for that. And I will say, it took me a long time to figure out the little trick of moving the slide down to the bottom of the row of slides or the list of slides. So that will really save you a lot of time. Let me get rid of this one here, do I want to save that? No. Let's say no. OK.

So the next very, very basic project that works out really, really well in a PowerPoint. But of course, if you feel like your students aren't ready for PowerPoint, it can also be done as a single document or even a single slide, but this was just basically an interview project for lower level students to get in the habit or get practice with asking questions.

And so I just called it the interview project. And basically, you're just instructing your students to interview somebody else and then take some pictures while they're doing that, so that they have something to populate the slides with and have a little bit of text.

And so I'm not going to go into great detail about how to do this because if your students can do the other PowerPoint by the time, if you've introduce in a previous project, the basic ideas of using PowerPoint, inserting text or inserting an image, then technically this is no different than that.

It's is just an idea of how you could use PowerPoint to give your students an opportunity for writing a little bit about a topic that is of interest. And that topic is the people in their class or people in their family where they somebody that they can ask questions about.

Let me just show you how that works, or let's see if I can grab the actual presentation here. And so again, you could see it a little bit more clearly. And again, that is the interview project. OK.

So next up was something I called The Daily Activities Project. And this is was the first introduction from my students to using Excel. And a lot of times, even my colleagues, teachers that I work with have very little awareness of how to use Excel, but I always reassure both the students and the colleagues that to do this project, you're not using any of the really complex features of Excel. But let me go ahead and show another student example.

So this was an intermediate low class. A title slide, the actual chart and then a paragraph to go with it. So this is what that actually looks like in Excel. And for this one, I am going to run through it so that you can see what it is that you actually have to do. OK.

So you can decide with your particular students how much of this you want to-- how complicated you want to make it, how much of the ways that you can change these things, how many different ways to change this to make it a little bit more complex. So I'm just going to delete that so we can go ahead and show you how to do that, then see when highlighted, and just delete it. OK.

So basically, that entire chart is created by only two columns. OK. So you need one column. Column A is going to be the different activities. So you could work depending, again, on your students. Either they can come up with these categories or you can talk about it first and you can give them some a list of suggested categories.

So the first is just a list of different categories. OK, and so you could think of other things as well. I guess now we can say Zoom meetings, and then the time, how many hours a day or how many minutes a day. So you can certainly add those. It seems like I'm doing a lot right now, a day. OK.

And that's it. Two columns; first column are the topics, second column is just the numbers. And it's just a very simple and process. You click on the first item, drag down and over to highlight everything. And then basically, all you want to do is [inaudible]

So Insert Menu, you see a lot of pre-formatted or little icons for all different types of charts. So in this particular case, just select the pie chart, insert a pie chart, and then they give you some samples. OK, for this particular project that 3D pie is really nice and your students can, as they roll as you roll the mouse over it, you can see the options. But basically, for this, it's either going to be the straight pie chart in two dimensions or the 3D.

So let's pick the 3D one because visually it's very interesting, and it populates it. And then you can enlarge it also. And then notice across the top now you have a lot of variations. OK, so what are the differences? Well, you know this is visual and then they have the titles down at the bottom, but you don't really see anything. Maybe you want to change it.

So you can see this one, the labels move up to the chart itself. And then so you can let your students, let them pick which one they think is the most interesting or the most dramatic to get their information. OK, now once they've selected, a lot of these items are movable. So if this is getting a little bit too crowded, you can show them you just click on it, the item you want and you can move it.

So there's quite a few things that you can do, and you can let the students experiment with that. But the idea is once they're done, this becomes an image. All they have to do to get it into the PowerPoint is click on it and then-- let me do it again I move my mouse, right click on it and you get the copy. And so you can just copy that, and it's very easy then for students because they've already worked with PowerPoint in a previous project to go into their PowerPoint and just drop that image into the slides.

This will come in handy in the future project because we'll be making the same type of idea, but instead of making a pie chart, making a bar graph. OK, but it's all the same. And again, that's another key to making this work with your students. Start out with simpler projects and scaffold the skills up so that they make use of skills they learned in the previous project in a future project.

Any questions about this particular task? And the other nice thing about this is it's live. So let's say what else am I doing now, that daily activities. But maybe I didn't do pre-working from home. I can't even think of one. OK, well, house work. Good. House cleaning. And we'll make that 1.5. OK.

So just do it. It's so easy to fix. So now he's got the house cleaning and we want to again go to Insert, pick the pie chart. And so I want to show students this, they can easily make those changes themselves. OK. So that's the daily activities pie charts. And again, when they go to the-- let me get back to the PowerPoint. So again, they also have the option as we just saw before of recording their voice for this.

So the next major project that I want to talk about is something that I called the research project. This was much more substantial than any of the other projects and for quite a few reasons. And so it was always like a culminating project of the semester.

And basically, what it involved was that students had to do research about an actual hypothesis or some topic that they felt was interesting or important. Because I was an ESL teacher, I wanted to make sure that their projects actually involve speaking. And so the idea was they would have to talk with other people in the class or in the community to gather their data, and then the combination would be to share that data, the results of their research with an audience. Let me show you what that would be in practice.

So I have a few samples. So favorite country that most of the students would like to visit. So what they did was they went around to other students in the class and asked them, "What's your favorite country?" Now notice this is a two actual classes together Mr. Buczko and myself worked on these as a group project.

And part of the reason for that is when I used to do this in my own class, where they would do the research, create their PowerPoint presentation, and then present to the class of their buddies, I was intermediate level class, and I noticed that my students could do the presentation and ask if the audience had any questions, but my students were not able to formulate questions very well about what they just heard. But let me show you why that's important.

So this was, for example, the results of that particular question asking students what country they would most like to visit, so those are the results. And then the next part of their presentation was, "Do you have any questions?" And at that point, the audience, the people listening to the presentation were supposed to ask some questions about what they just heard. So in any case, I found that my students at my level had difficulty asking questions about what they heard.

So after struggling with that for a while, it finally occurred to me that maybe I should ask a higher level class to be the audience. And so that's what I used to do, is I would invite level 5 and level 6 classes into our classroom to be the audience for my level 3 students who were giving the presentations because my level 5 and level 6 they were much more able to listen to the presentation and then formulate a question.

And then of course, that as if you thought my students or your students will be nervous presenting to the people in their own class, look how nervous they get when they're presenting to people from another class. So that adds an extra component of the whole presentation process. Anyway, then there was a thank you slide at the end. So basically, you were typically looking at four slides.

I just want to run through if you don't mind a few more samples just so you can see the variety. What are the favorite cakes of the students who were in Mr. Bakin's class on Friday, March 30 2007? In this particular case, and what I love about this one is the insertion of the photos, of the actual different styles into the chart. And I'll go over how that's done. That may be something that you haven't seen before.

And again, different students could make their PowerPoint a little bit more interesting depending on their own skills. Just to give you again the way students make these projects their own. So in this particular group of students, much more complex than the other students because they actually had three locations where they did this research.

And I think these are restaurants where that student either their family owned or where she worked, but actually do the research in different locations. So I thought that was again worth sharing and then a combination. And I have one more. And again, just to show you how students really take this project and elaborate on it.

And again, and this is the type of thing where I don't know as an English teacher, as an ESL teacher, I didn't go into all of these things about doing transitions and letting things appear by clicking. These are all skills that they brought to this particular project because as an ESL teacher, my goal isn't to teach them PowerPoint, my goal is to teach English. But students always had a way of adding to their own skills to the projects.

So let me show you one before I go into how to do this. So this is an actual photo of students in my rather cramped classroom back then doing the actual presentation. And this was a great opportunity for me as the teacher to introduce presentation skills, which could come in handy when in future employment or in future settings.

In this particular case, the student sitting in front of the laptop is part of the team, and so that student is controlling the presentation, causing the slides to advance. And of course, they worked on it. And then the woman standing next to him was doing the presentation, showing students how to use a laser pointer in that situation was very a big part of it, where to stand. The first inclination of most students was to stand facing the screen so that they could see what was on the screen.

And so you know this is a great opportunity to demonstrate how a presenter working in front of a classroom or an audience would be able to have to pivot back and forth between looking at the screen and looking at the audience. So a lot of real good opportunities for presentation skills. OK.

So let's take a look at an actual chart and then see again how it's done. So the first thing that you may notice is that it's really the same structure as the pie chart, all of it is done on two columns. The first column is your topic and the second column is your number, your data.

What I really like about this one is just that the topic was clever. Let me just enlarge it so you can see it better, and the data is so clear and logical. But it basically is how many gummy bears are in a package from 8:20 to 9.00 AM on October 31.

Now of course, I let this one slide because there's not a lot of actual English involved in terms of doing research. All this student had to do was count the gummy bears in the package, but I really, really liked it because it's so obvious. I mean, it's almost like a linear progression. So I really like this one.

Here's another one. OK, so this is the same one we're looking at-- let me undo that, I didn't grab the whole slide. I want to move that over, make it a little bit larger. So this is the one with the different cars, but what I wanted to do now is to show you how to insert the actual photos into the chart.

So you create the chart simply by doing the same thing we did with the pie chart. You highlight the two columns under Insert instead of picking the pie chart, students just pick the column chart and there's so many different variations here, but basically just went with the first one. But there's a lot of things you can do with the actual columns.

So the first time you click on a column, if you notice, it selects every column. So you can see the little blue dots for every column OK. The second time you click on a column, it selects only that column. So in this case, it's only the Honda column. It's only the Toyota column. OK.

Now the other thing, actually, let me go ahead. I'm going to delete-- well, let's just move this over and maybe we'll make a new one. OK, so I select my first column. And the first thing you may notice is that the bars are much narrower. So that's the first thing that if you want to insert a photo, you actually need more space. So the way you work with that is the first time you click it's called the series, all of the columns is the series. OK, move that over. OK.

And so what you can do is when you click on the series, you can change the series. OK, so by right-clicking you get a menu and you can say Format Data Series . OK, so I'm not sure if you can see this way over on the right. You get the menu for that. And what we're looking at is the one that says gap width. Let me just make sure you can see that. Yeah, I think you can. OK.

So gap width is the space between the columns, and there's a slider. So as you increase the width, the columns get narrower. But as you decrease the width, the columns get wider, see. And so for this particular project, you'd want to make them. You wouldn't want to make them all the way, you need a little bit of space between them. So there you go. OK.

So what I said before was the first time you click the entire series is highlighted. The second time, only one. So now what we want to do is we, again, we want to just change that one. So you right-click on it and you can get a menu for that particular column. And the first thing you may want to do is maybe just change a color, so you can have a different color of a column. OK. But one of the options is picture.

So if you click on Picture, it's going to ask you, where do you where are you going to get the picture from? Well, they could go on the internet and draw directly from the internet. In this case, I have a few photos that I've already saved, so you could show them, either find the picture first, save it on your computer, or go right to the image search and look for it.

So I do have some photos in my already saved for this particular project, a little bit of looking around first. Here we are in the webinars and today is March 16, and I have a pictures for projects. So I've already saved a bunch of pictures. So there is my Honda, and I'll select the picture you want and insert it, and boom right there into the column.

Here's my Chevrolet, click on at one time, so that column is highlighted, right-click, select your fill, and select a picture instead of a color, look for the file, do that again. Sorry for this long boring trip, and there's the Chevy, and it goes right into it.

So obviously more rectangular-- well, square or columns cause less distortion, but you get the idea. But if you remember the picture from the, or the cake slide, it was very, very effective. And one more to share. Again, same idea this time though. Again, this was for what TV channels do people watch, the students felt in this case that the pie chart was a better example or a better way to display the data.

OK. So I saw that there was a question about how do the students gather research. So before we finish up, let me just talk a little bit about that two particular things. As I mentioned, because I knew that students would be doing presentations to the class or to other people, in this particular project, I ask that students after they were partners, and this was a great team project that they had to come ask me first and clear with getting approval on their particular project topic before they started work.

And the reason for that was avoiding duplication. So I would keep a list and say, OK, this team was working on what's the favorite color this team is working on or what's the favorite food. And that way when it came time to presentations, we wouldn't see the same presentation three or four times.

And the second thing I did was make sure that, except for that one about the gummy bears, was to make sure that students had to actually ask a question and not do something visually so like what color hair, or what color shirt wouldn't work because they could just look and gather their data that way.

And so I did always make sure that the information they were collecting required them to actually ask and answer a question. And then truth is for most of these classes, I also actually had to demonstrate a data collection, which for the most part, you meant walking around a classroom with a clipboard or a notebook and a piece of paper and then I would just have them list the topics on that piece of paper. And sometimes there wasn't other, obviously because they couldn't list every single car, but they can list the most popular cars and then list other.

And then just using hashmarks. They didn't really have to collect student names, but as they-- everybody who selected Toyota, they just have a hashmark. And then count up the hashmarks. And the way I would actually do that many times, I had counting students as every five minutes as they came into the classroom.

If your physical classes are like mine, what I would actually do is from 8 o'clock when the class started, I write up on the board a number with hashmarks of how many students were actually in the class at 8 o'clock, 8:05, 8:10. And so I demonstrated collecting data and then converting that data to a numerical data, and then plotting, maybe as a line graph for the number of students in the classroom at a particular time.

So I hope that answers the question about how students actually collected data. Of course, in a hybrid situation you would have to work with students about how they would do that in breakout rooms and check through chat, through email, collecting the data.

So that actually brings me to the end of the projects that I wanted to share with you today. Is there anybody who would like to see how the speech balloons are created? I can do that quickly before we conclude for today.

Anthony Burik: Barry, while we're waiting for that answer. There was another question. Can you give us a sense.

Barry Bakin: Anthony, if you can help me to see if there are any more questions.

Anthony Burik: Barry, can you hear me? Barry, can you hear me?

Barry Bakin: Anthony, anything yet or should we just move to the conclusion?

Anthony Burik: Barry, can you hear me?

Barry Bakin: Well, I am not hearing Anthony maybe you're speaking, but for some reason I'm not hearing anything. But I can look at the chat now.

Anthony Burik: Barry, can you hear me?

Barry Bakin: I lost the sound, hold on a moment, it looks like it's muted for some reason.

Anthony Burik: Barry.

Barry Bakin: Now, there we go.

Anthony Burik: Barry, can you hear me?

Barry Bakin: I can. Somehow I muted myself on the headset. There we go. OK, no worries. You can't tell me, have I been speaking into the void with nobody hearing me for the last 20 minutes?

Anthony Burik: No. Yeah, now we can hear you just fine.

Barry Bakin: Great. OK

Anthony Burik: There was a question before we ask about specific projects again. So can you give us a sense how long these projects take. Obviously, the research one is a lot more involved than the previous ones that you showed, but can you give us a sense like how long it would take you to do that kind of initial PowerPoint project or the initial Excel project and then the research project?

Barry Bakin: That's a dynamic situation because the more you do projects with students, then the subsequent projects happen faster. And of course, I very rarely got 100% completion on every single project, so there is that. But if you-- and I will say that back in the day, a lot of these, my classes were-- and I'm going to cringe when I say this there were four hour long classes, when we had that luxury. So yes, I could devote an hour of class time or an hour and a half of class time for work on projects.

So again, we have a new situation. But I would expect that you will always have some students in the class who even in lower levels, by the time you finish explaining what to do, they're like, "Here teacher, I finished my project." And then there are others who it will take a long time. And then again with the projects, especially if it involves writing, it's not just the project, it's the writing. And so there's a lot of first draft, second draft, third draft.

So it's really hard to say, but to give a hard and fast number. But I would probably look at two weeks from the time you start to explain what it is that students are going to do, give student work time, whether it was in class or now out of class time when they could work on these projects. And then you start to see in the first week or so, you start to see some of your students turning them in and completing them and then others follow along. And as I said, some students never finish them for one reason or another.

The research project at the end though, typically I would give at least three weeks before the end of the semester to get students working on them and there were some other things involved, the coordination with the other classes, and then actual presentations, how many presentations could I do or could students do in a row with when they were actually doing the presentation. So you want to make sure you leave enough time so that all of the students who have completed the projects can do the presentations.

I hope that answers the question. So it seems like there's not a need to review the speech balloons or the callouts and that's quite OK. So what I will do is I noticed that there are some questions, now that I can see the questions and answers about notes available and listen to the presentation from last week.

Anthony, I think that falls into what your explanation about, even though some of these are recorded, getting them into viewable fashion or viewable form with all of the accommodations for accessibility takes some time.

I will though work with OTAN to share the presentation. And I guess what we can do is go back for the first week's presentation and share the slides only from that for everybody who was in the first presentation.

Anthony Burik: Barry, there was another Q&A question or a question. So do you happen to have a list of your project ideas somewhere that you might be able to share with folks? You've given us some different examples. Do you have any list that?

Barry Bakin: I would have to put it together Many years ago, I used to write a column. I don't know some of you may be familiar with an ESL magazine called The American Language Review, and I used to write a monthly column for them. So I think I had about 20 or 30 different projects, but it's been a while. I can suggest coming back next week for several more projects. How's that?

Anthony Burik: And Barry, a question just popped up in the chat from Joyce. Can you review the steps on how to insert column data into pie charts slash charts.

Barry Bakin: OK, let me go ahead and find-- am I still sharing? Yeah. OK, good. OK, so let just create one. OK, so we'll just start from a blank workbook. So this is happening live, and so we'll see what happens. So again for all of these projects, you're really only dealing with two columns. And I would show students some of these things, for example, making the column a little bit wider for the names. But let's say it's, for example, is favorite desserts. OK, so the first thing is you just get your list of dessert.

So I'm thinking chocolate cake, chocolate pie, chocolate mousse, you see where this is going? What else do we have? Chocolate. What else is chocolate? Chocolate tiramisu. Did I check tiramisu? What else can we make out of chocolate? Chocolate shake. OK.

So out of my class, let's say 14 people said chocolate cake is their favorite, five people said chocolate pie, two people said chocolate mousse, tiramisu actually nine, oh, my. And then chocolate shakes was, let's say four or three. Three is good.

OK, so there you go. You've got two columns and the first one is the subject, second one is the number. OK. Basically, all it is highlighting everything, both columns and insert. And then you have different types of charts. So if it's a pie chart, you click on that and you select it. And it's all automatic.

Now this particular one doesn't feature the numbers, but you pick another one. OK, that one doesn't have numbers. So that one has numbers, but notice the numbers are in percentages, see. So you just go through them and see which one best fits your needs. I was pretty sure that one of them may actually have values.

So let's see. If you click on the plus there, it includes the labels and the legend in the chart title. You deselect it, it disappears. So there we go. I think that's just is that just the numbers. So whatever I did there, see, now instead of a percentage, five is the number. OK. So if you don't like that one, you want to change the chart type. There's an actual menu item right there.

So we'll go back to the column and pick a column and say OK, and then it changes. And again, you have different styles. And you can let your students explore here if you want about the different types of-- thanks I see that Elaine reminded me of chocolate ice cream. Yeah, of course. How could I forget that? But anyway, there it is. Does that help Joyce? I hope so.

Anthony Burik: Yeah.

Barry Bakin: Was that a yes?

Anthony Burik: Yeah, Joyce said yes.

Barry Bakin: OK, perfect. Anything else?

Anthony Burik: Yeah, I was going to ask folks if we did have any other questions for Barry, if you want Barry to show you again any of the project steps that he did last time, you can go ahead pop in and chat or the Q&A, either way we'll get to it.