[music playing]

Speaker 1: OTAN, Outreach and Technical Assistance Network.

Susan Gaer: All right. So welcome everybody. My name is Susan Gaer, and I am the CATESOL president. And I am also an OTAN subject matter expert, and--

Kirsti Reyes: My name is Kirsti Reyes. I teach at MiraCosta College in a noncredit ESL program. And I'm also a subject matter expert for OTAN. Welcome everybody.

Susan Gaer: So we have a link here for you. If you want to download these slides, let me get it and put it in the chat box so you can go ahead and get the slides. I've got to find my chat box, hold on. And make sure that you click Panelists and Attendees. This is the webinar room so if you just go with what the default is, it only goes to the Panelists. So make sure you choose Panelists and Attendees on the dropdown menu so that you can talk to everybody in the room, not just us. So there is that I put the-- yeah, the link to the slides are there if you want to follow along with us you're welcome to. And Kirsti I think this is for you.

Kirsti Reyes: If you could just let us know what you teach. If you could type in the chat a quick hi and if you teach ESL, if you teach CTE, and maybe specifically within CTE what you teach. Yes, Chris, thank you. ABE, Adult Secondary, math other. If you're in administration if you can let us know that. So it'll be helpful for us as we go forward in today's workshop to see who teaches what because we'll try to have you grouped by subject area. So anybody else? I see Chris is ESL, Evelyn, ESL. Shionmi, ESL. Great.

Susan Gaer: ESL--

[interposing voices]

Kirsti Reyes: Is anyone not ESL? Well, that's good because we are ESL teachers as well. We do have some lessons that were created for this workshop for those who teach other areas but it looks like we all speak the same language here, ESL so that's helpful.

Susan Gaer: Yeah, we can divide up by level then.

Kirsti Reyes: Yes

Susan Gaer: Let me divide up, yeah. So these are our objectives for today. Triple E is a framework. It's kind of a theory research-based framework, and we will make this framework as interactive as possible. So we will describe what the 3E's are and what they mean. We'll learn how to use a rubric to evaluate a lesson. And we will critically analyze and discuss the lesson using the rubric and that's where the wild stuff will happen that Anthony referred to. So this is for you Kirsti, I think. Oh, you're muted.

Kirsti Reyes: We're just curious, in your mind, what does good technology integration look like? So there is-- if you have your phone handy, you could scan that QR code or we're putting in the chat a link to a Padlet wall. And Susan is going to demonstrate. Do all of you know Padlet already? If you could type yes or no in the chat.

Susan Gaer: I think there's a space here, hold on. There we go.

Kirsti Reyes: So Padlet is-- you don't know? Oh, my goodness. Well, we could even take a moment maybe to demonstrate it. It's really nice because you create an account, you create a wall, you share the URL with your students. They don't need to log in, they don't need a password or anything. You'll see in the bottom right corner is where you press the Plus button. Usually, I have my students type their name in the Title but if it's anonymous feedback that you're getting you wouldn't have to have them share their name.

And then there is an area as you can see Susan is demonstrating where you can enter text. There are so many things you can do with Padlet. They have a wall that is a map of the world. So for ESL teachers you could create an account and you could share the map wall and students could put a little post-it on their home country or their home town with a picture and image. You can put all kinds of content on here from a GIF to a YouTube video, a photo. They could record a video within Padlet. It's a really useful tool.

So I believe that if you do a little search on OTAN, you should be able to find an article, maybe even a video about how to use it. But just like any website, it changes from time to time but the most recent changes have been really great. So if you can just click on that link in the chat, put it one more time for the Padlet, click on that link. And if you still are only seeing your Zoom window just go to View Options. And as Anthony said, you can minimize I believe. Is that right Anthony? I'm not sure what the words are but you can then see your web browser. Just double click. Click on that page anywhere and type in--

Susan Gaer: Actually, I can show them how they can do that [inaudible].

Kirsti Reyes: View Options, thank you. So you click View Options.

Susan Gaer: I have to open-- hold on. Let me just make this over here. I'm going to pull it over. It should be over-- we have two Windows open now but it's not the right two Windows. So this will be my Zoom Room.

Kirsti Reyes: Thank you. So as Anthony put in the chat if all you're still seeing is your Zoom screen, just go to the top, the little black button that says View Options, exit full screen. And then once you click on that link in the chat, you'll see the Padlet wall. And just click anywhere and type in a few words. If you were to see any classroom, maybe a classroom today, these days. Maybe before the pandemic if you were at your school and you walked by a classroom, what would you see? What would you recognize as high quality technology integration?

So you can see that the poster live, Laura and Colleen are typing. So we'll give you a few minutes to do this. And I imagine you're going to hear some things that match up with your definition. And hopefully, you'll expand your definition of what good tech integration looks like for adult education.

Susan Gaer: And if you're having trouble getting the link to work, it looks like there's a couple of extra spaces. So I want to show you what that looks like. So when I put in the link that's from here I go here and it has-- this doesn't work because there's some extra space. So erase those extra spaces like that and then it works. So Evelyn says is accessible to all students. Laura says technology used as a tool to learn lesson content when students are engaged. We're going to be talking about that.

Kirsti Reyes: There's one of the E's.

Susan Gaer: Students able to show what they've learned.

Kirsti Reyes: Great. Yeah, I think you're right, Colleen. When we're teaching language-- and we keep in mind Bloom's taxonomy at the top is create-- having them do project-based learning to show that they can use the language that we've taught them. Technology tools can be the way that they create their projects. So I think that those go hand in hand for sure. So it looks like three of you have given us-- someone put a yes. OK, that was you Susan.

And so you can see what Susan did. If you create a Padlet wall, share it with your students. They can come in, they can like others' posts. There are options to vote and comment. It's a great tool to use. Pretty simple too. So I highly recommend maybe you can put that up on your list of to do for this summer. Laura, technology used as a tool to learn lesson content where students are engaged. I think we already-- yeah, I think Susan already read that. But yes, you have one of the three E's there Laura, engaged.

Susan Gaer: And we got something from Sherry, students can work at their own pace and different levels.

Kirsti Reyes: Differentiation, mm-hmm.

Susan Gaer: Yes, I was going to write that in the comments but I think I would not spell it correctly so. OK, should we move on you think?

Kirsti Reyes: Sure.

Susan Gaer: OK.

Kirsti Reyes: Thank you everybody. So we're going to talk about some models of tech integration that have come before the Triple E. We'll see what you think and give our opinions. And this leads to the reason why we decided that Triple E is the really useful one for adult Ed and probably the most useful model of all of them that we have seen so far.

Susan Gaer: So the first one is TIM. What do you guys think if you had to guess, what does Tim mean besides his name?

Kirsti Reyes: Oh, I know.


Susan Gaer: Anybody want to take a-- what do you think? Go ahead, type in the chat box what do you think it means.

Kirsti Reyes: And there's a little clue in the URL.

Susan Gaer: Just take a stab at of you guys, you can be wrong it's OK.

Kirsti Reyes: Yes.

Susan Gaer: Oh, woo, woo, Evelyn. Oh my gosh, everybody got it so far.

Kirsti Reyes: Great.

Susan Gaer: The Technology Integration Matrix, and Kirsti is going to talk about this.

Kirsti Reyes: Yeah.

Susan Gaer: Let me bring it up.

Kirsti Reyes: So Susan will open that up. Look at this. Wow. Now this is out of University of Southern Florida, I believe. And you can see on the left columns they're looking for students who are active. If you can go down a little bit Susan. Collaborative, constructive, authentic, goal-directed. Those sound like a lot of words that really match up with what we try to do in adult Ed. And then we have levels. So you could be at the entry level of activeness, adoption, adaptation, infusion, transformation.

I want to ask you, I mean, we're not going to go into depth but if you clicked on any one of those cells, it will give you a fuller description of where you might be as an instructor, where students might be and lots of video examples. What do you think of this? Do you think this would be something you would like to use when you're creating a lesson to gauge how well you're doing with tech integration? What do you think? If you could type anything in before I give my opinion.

Susan Gaer: Very good.

Kirsti Reyes: That's what I was thinking too. We're busy. An adult-- all teachers. We work on the weekends, we're always trying to come up with new ways to integrate technology and make our instruction better. And while this is very useful, I could see if I were a very beginning teacher or maybe if I was studying in a certification, credentialing program and I was trying to learn about this. This could maybe be used in a class about technology integration.

But for me as a full time teacher, a mom of two kids, many pets and many other things in my life, to have to look at this when I'm planning my lesson, I don't think it would be realistic. I might want to look at the videos to get some ideas how other teachers are using certain tools because seeing a model is always very helpful but it is too much. It is overwhelming for me as well.

Susan Gaer: OK. So the second one is the TPACK. And you might be-- more people are familiar with TPACK than TIM. And so this is TPACK. And you have technology, pedagogy, and content. And then you have it's like Venn diagram, Venn circle and you find out where you are getting all three circles, here are two circles, two circles, two circles. And it has-- actually, I think our graphic here is better than that graphic. So you want content knowledge, you want pedagogical knowledge, which we don't really use pedagogy in adult ED. We use andragogy but the same idea. And then you have technology knowledge, technological knowledge.

So again, I going to ask you, what do you think of this TPACK and have you heard of it before? And what do you think-- could you use this to help yourself with integrating technology? Go ahead and type in the chat box what your thoughts are about this one. Let us know if you've ever seen it before. And if you have or haven't, whether you think you can use it? Flora says, new. Never heard but makes more sense to me. It's simpler. No, I think this--

Yeah, we think-- for me, this is actually the version that OTAN's been using for some time and we think it's too complicated. I don't know how to integrate all those things and I wouldn't know where to start. And that's me who's a technology nut still would have a hard time using this. And the other thing about this and I think Kirsti's going to mention this too is it really focuses on the teacher instead of the student. This is my knowledge and my pedagogy and my content. It has really nothing to do for me with the student, right?

Kirsti Reyes: Yeah, and I'd like to just add I mean this is a model of perfection. I'm never going to be perfect. My circles are never going to be equal, I'm never going to be able to accomplish that middle point because I'm constantly learning. So like Susan said, again, all this could be helpful. I really want to focus on what my students are doing and how they're using technology a bit more. And so I'm going to do my best to make my teaching, my content knowledge and my technology know how. I'll keep working on that continually, I don't think I can get perfect. But more important, when I'm trying out some technology with my students, I want to see how they react. So this doesn't really help me so much with that.

Susan Gaer: So now we go on to SAMR. How many of you have heard of SAMR before? Evelyn says yes. Colleen says, new to me, want to learn more. So SAMR has-- it's linear. It looks easier to understand, wouldn't you say Kirsti? Because it's linear. But because it's linear, it doesn't work for me because personally I'm not linear. And I don't know, sometimes, it looks like I need to be at the bottom here. Substitution is not so good and redefinition is great. So sometimes substitution is what I want my students to do. That's what's important for them to proceed in their learning. So I feel for me that this says that I need to always do redefinition to be at the bottom.

Kirsti Reyes: I'd like to add too, just if you look at each description it says technology, technology. So this one seems to be focused on the technology. The teachers have got a little bit of a role there but I don't see student here too much either.

Susan Gaer: And these are the three most popular frameworks that school districts have been using up until recently. And then Kirsti and I stumbled upon the Triple E framework, which looks very similar to which one that we looked at earlier? Can you type in the box which one you think it looks very similar to? It looks somewhat similar? TPACK, yes.

And it makes TPACK because TPACK is a very good model but it's so complicated and it's so focused on the teacher. What Liz Kolb has done and she's the creator of the Triple E Framework is she has made it focused on students. And she has made it very easy to use. And again, we have the Venn diagram but we don't have three circles connecting with each other. We have only two circles connecting with each other and then we have the all time engagement.

So A here has no technology. If you have a class with no technology tools, then you would be in the A. B is engagement. And what Liz says is when you give students-- let them use their phone or let them use an iPad or let them use a computer, automatically they are going to be engaged. They're going to be focused on the device and they're going to be doing something. That's an automatic.

But the question is, are they learning what they're supposed to be learning? Are there goals there? Are they playing games? And she always says this, Kahoot's great but if it's just a game that the students are playing and they're not doing anything with it, they're just reviewing vocabulary, it may not be the best use of the technology. So you want to focus on their learning goals. And then critical to engagement is what's called co-use. And co-use use is where students have to talk to somebody else about what they're learning. That's really important for learning. Do you want to say anything more about that in engagement Kirsti?

Kirsti Reyes: No, just echo that students will be engaged even-- not on task in the class. I'm sure you remember the days when we were sitting in the classrooms and the students don't realize that we can see everything that's happening in their texting. Well, we can exploit the tool that they have in their back pocket, their little computer for learning purposes. So as Susan said, engagement is going to happen no matter what. But the other parts, the extension, enhancement, the teacher needs to carefully plan.

Susan Gaer: Right. So the first thing is engagement. And as long as you put in your learning goal and you get your students if they play a Kahoot game they talk about it afterwards like what did they learn and there is some co-use, you can get the first E easily.

Kirsti Reyes: As a couple of you said, I'm sorry I don't remember who said what, but one of you said engagement so you see it there and another of you pointed out differentiation. So you were right on that these are traits that are included in a model of good technology integration.

Susan Gaer: Right. So the second E is enhancement. And enhancement is exactly where you said differentiation. That is what enhancement is. Personalization, allowing the technology tool to help the student where they are, not where you want them to be. And it adds value and scaffolds and support. So that's the second E. So the first E is engagement, the second E is enhancement and the third E is extension. I'll let Kirsti talk about that one.

Kirsti Reyes: So extension means that we're teaching things in our classroom the students can use outside of our classroom relevant to their many roles that they fill as employees, as parents, as community members. So that they can use the technology and the language for us ESL teachers, right, that it transfers to different areas of their lives. It has relevance.

Susan Gaer: And E is the sweet spot but we don't have to be in the sweet spot all the time. So that's why--

Kirsti Reyes: Oh, we don't have to be perfect?

Susan Gaer: Yes, no.

Kirsti Reyes: That's good to know.

Susan Gaer: But it's a good idea for us to try to add more co-use in B because we all understand engagement but perhaps we don't do as much co-use as we could. And to try and get some C and/or D in our lessons. And that's what we're going to work at. So how do you know what you have and what you don't have? And this particular framework has a very simple rubric.

Kirsti Reyes: So this is engagement. And if you're not sure what that meant by co-use-- I mean, no offense to anyone who uses a software program for your students to practice, that works very well for many students. But when students are just interacting with a publisher software and they don't see their teacher or their classmates there, that wouldn't be co-use. So there needs to be some interaction. Just like our students would use technology in their everyday lives to communicate with others, that's what we need to replicate in our classroom.

So engagement has these three questions. It's a simple yes, no basically. Does the technology tool help students focus on the learning goals, your course content, your lesson objectives with less distraction? If it's such a complicated tool that they're just getting frustrated, that would maybe be a no right there. Two, does the technology tool help to motivate students to begin the learning processes? So is it something fun? Do they see the relevance of this tool?

And three, does the technology cause a shift in the behavior of the students, where they move from passive to active social learners? That's what we mean by co-use. If you think about what you use your phone for. You're looking up information, yes but a lot of your time is probably used with communicating. So that's what we mean here by active social learners co-use.

Susan Gaer: So the second E which is enhancement. Does the technology tool aid students in creating content to demonstrate learning? And I think this is something we all need to try to do more of because we are teachers, we're used to creating content. But we should allow our students to create content because if they can create content that's accurate then they've really learned our objectives. And I know it's not that it's easy to actually get students, OK, you've modelled something then have them create something very similar. Wouldn't you agree Kirsti?

Kirsti Reyes: Mm-hmm. Yes.

Susan Gaer: Number two, does the technology create scaffolds to make it easier to understand concepts or ideas? If you are a tool is too complicated and your students have to learn the tool, then you're not creating the scaffold necessary to go with learning. So it's really important that you decide on which tools would most effectively help your class, teach the students how to use that tool and use it on a regular basis so that the students become more comfortable with it.

And the third one is, do students demonstrate understanding with this tool in a way they could not with traditional tools? Are you just Kirsti a handout online? That wouldn't be doing-- that would be the same as a traditional tool. You want to use the technology to enhance the learning not to replicate what you can do traditionally, worksheets, fill in the blanks, et cetera. Any comments there Kirsti?

Kirsti Reyes: I want to just to say something about number two because I did have an experience with this with a teacher I'm coaching. And she, of course she's teaching in Zoom, she's teaching in ESL class in Oregon and she had never had students use Google Slides. She was so nervous herself that she thought that they would be set up for failure. So we talked it out and so what she did is she created a simple slideshow. She shared it with her students and the first day they typed their name, that's it. And they could feel that they were successful.

The next class, lesson or class meeting they had, they inserted a photo. So that's what we mean really by scaffolding. You need to know what your students already know and not jump ahead too fast. So maybe this happens to me. Sometimes I'm so excited about a new technology tool but my students are not at that point yet. So you really do need to know your students and their abilities first.

Susan Gaer: And remember that using technology tools and language learning, they're different animals. So your students could be very good with technology and very poor at language and vise versa. So once you learn who your students are, you know who can do stuff and who doesn't know. Somebody has great English but they're afraid to turn on their phone or they don't know how to use the Wi-Fi, and somebody else who can't speak English at all but knows everything there is to know about the computer more than you do. So it's really interesting sometimes.

Kirsti Reyes: Yeah, and I think with going back to the co-use really quick is just that we do this a lot in ESL and hopefully you do this too. Even in an online environment how we're teaching now if we're doing synchronous live classes. If you know that this student over here is a little bit weak with their language or they're not as confident with English but this one is a little bit better in English. Pairing up and having them work together sending them to a Breakout Room and having them work together with really strategic pairing and grouping so that there's balance between technology, skills and English abilities.

Susan Gaer: So that would be engagement and that's enhancement. Now, we're on the third E which is extension. And this is using the technology tool for their own learning outside the classroom. So go ahead Kirsti, you want to read these?

Kirsti Reyes: So yeah. I know at my school we have a computer lab where students can go and they can use BurlingtonEnglish and some other software programs, I don't remember all the names right now. But are they able to learn using BurlingtonEnglish outside of class? Yeah, they can. Maybe not the engagement and perhaps not as much enhancement. But are they able to use the technology skills that you're having them use, those tools that you're having them use? And that creates opportunities to learn outside of school.

So can they transfer the use of this tool or the use of these skills that they're learning outside of the classroom? Does the technology create a bridge between school learning and their everyday life experiences? So something as simple as teaching students how to write an email and attach something, that is a skill that they must have if they want to communicate with their kids teachers or they want me to do something for their work.

So again, checking in with your students, seeing what they can and cannot already do and thinking about what you do outside of your teaching where you use technology, that's what we should be teaching students as well. And three, does the technology allow students to build skills that they can use in their everyday lives as I already said?

Susan Gaer: And I think thinking about the pandemic that we've all been going through that we have learned this is very important because we all got stuck here, including our students. And people are saying, well, the students aren't learning anything now and I don't believe so. I think we have all learned and the students have all learned a lot. And they've done a lot of extension. They have really been learning how technology can extend their everyday life with this pandemic.

So how do if your lesson hits the sweet spot? So this rubric is nice because every question, there are three questions for each E. And every yes is 2 points, every maybe or somewhat is 1 point. And if you have a no, it's 0 points. And you can add up your points on each question for your lesson just asking yourself three simple questions for each E. You can figure out where you fall. And what we want to do is not fall in the red light because red only reaches engagement. If you find yourself getting 0 to 6, you're really not using the framework and not integrating technology well.

And what we want to do is get to the yellow and maybe the green. But you don't have to be perfect to get to the green. You just need to have some more yeses than nos. So that is how you do it. And there's a really nice, simple rubric here. Let me get the link. So this little rubric, which is-- let me give you the link in the chat box so you can see it. Actually, you can just stick everything in there, you can decide and it will add it all up for you. It's like a mini calculator. So let's say this, and you have to put in your County. So I'm in-- well, I'll put Kirsti is San Diego. And you just decide absolutely, somewhat or not at all. And you go through and you just decide.

I don't have a lesson right now. We are going to have a listen in a minute but I just want to show you what it does. So it's nine questions you have to answer. That's it and then you hit the Next button and it will tell you what you got. So you can see I got a lot of red in here. This wouldn't be good. So this is a very simple way for you to just see how you're evaluating yourself, how your technology is fitting it.

So I'm glad that you guys are all ESL. I just want to show you that later on we do have a low beginning lesson if we want to evaluate. But right now the first lesson we're going to be looking at is an intermediate level lesson. And Kirsti and I are going to walk you through this lesson and go through the rubric. So what I'm going to do is open a lesson. And these are real lessons so they may or may not be good. They are lessons that both Kirsti and I have taught in the past. So we're sharing-- I have it over here. OK. We're sharing-- let me get the rubric over here. And that way we can look at both at the same time.

So we want to share with you that we also don't have perfection. We're just humans like everybody else and we have good lessons and bad lessons.

Kirsti Reyes: We're learning.

Susan Gaer: OK. Yeah.

Kirsti Reyes: Good teachers continue learning.

Susan Gaer: Correct. So I guess I'm going to have to make this like this. Let me see if I can make this smaller. There. And then we go here, OK. Let's go with California, San Diego. All right. So here's the lesson. And as we talk through it, we'll hit the what we think it is. All right.

Kirsti Reyes: So it looks like this is a traditional grammar lesson. And we know students love grammar, they need grammar. But let's see if the technology part of is engaging. So it's about plural nouns both regular and irregular. Tries to include all the four skills but mostly focusing on speaking and writing. So let's see. So we followed-- it looks like this follows the WIPPEA Model for lesson planning. I'm not sure if you're familiar with that. Warm up review, so it depends. A lot of times in ESL our lesson is not encapsulated in one class meeting so maybe we need to review from yesterday, pick up where we left off.

So then it has introduction, presentation and then after that students get practice and evaluation application. So let's see. So the warm up is just using items within the classroom and just saying, OK, here we have one chair, this is how many? We have two. So just a very basic warm up. I suppose maybe you could use pictures if you're teaching online right now.

Then introduction, we need to create some motivation. So we're going to just pretty much tell them that this is going to be a lesson on noun plurals. And then maybe mention that if it's a regular plural like one table, two table, we really need to pronounce the final S or maybe others are going to be not able to understand us. So now in the presentation mode there's a slide show. We're just going through some information. Hopefully, we're having students take notes. We know that our adult students don't always know-- oh, my gosh it's 107, wow.

Susan Gaer: 107 slides.

Kirsti Reyes: 107 slides.

Susan Gaer: I don't know.

Kirsti Reyes: Oh. So you see, the teacher is taking the students through the lesson, really a direct lesson with eliciting examples. As I said, hopefully they're being active listeners with some sort of forum for taking notes that the teacher has created. So that's that part. Later on, I think it does get to some pictures and so forth. And then let's see, what's next? Oh, then it adds a little bit, throws it in there. It is important when you're speaking of noun plurals that you have subject verb agreement. So it touches on that as well.

So now it's time for students to practice. They've gotten all the input, how can we have them practice? Well, first, we're going to have them practice final S pronunciation. Let's see, what else are we going to do? We're going to have them do some online exercises from an ESL website. So a little drill and practice. Some students really-- oh, chair, chairs. OK.

Susan Gaer: Oh, you don't have to even type it. You just have it here. Dress, dresses.

Kirsti Reyes: That can be like a good little check in for the student to see if the students are understanding and then they're going to practice on a team competition. So this was actually when there was in-person instruction. I don't know if you've ever seen-- there are these little small white boards that you can buy. I got mine at the Dollar Tree and I got about 10 of them. And so I was trying to have some activity where students were participating with teams and some movement.

So here the teacher projects a noun and students have to work together really fast in their team to write the plural and hold up their little whiteboard. And then the fastest group with the correct spelling gets the point. That could be fun. Let me see, what does it say below that? It could also be played as a board race where students are running to the board. Just make sure that you don't have a math teacher next door. That always happens to me, it's too noisy.

Evaluation. So now we're going to do a short pronunciation. Not necessarily on the irregular plurals but students are going to have a slip of paper with some sentences that have regular noun plurals. We'll practice in class. They can listen to a recording of the teacher. And then the test is to record themselves either on Vocaroo or some other voice recorder. Or I often tell students, if you can just call me and leave a message. So this is a very simple tool. I don't know if you know Vocaroo for creating audio files, for having students do pronunciation exercises they can send to you. They just press record and then they just put in your email and that's it. And then--

Susan Gaer: This is a recording. This is a recording. There. And now if I share in the mail.

Kirsti Reyes: Yeah, then they send-- they go to Save and Share and they can send the email to the teacher. I find that--

Susan Gaer: This is a recording. Yeah, it's that easy.

Kirsti Reyes: So I find that--

Susan Gaer: This is a rec-- sorry.

Kirsti Reyes: We do have at my school conversation classes that work a little bit on pronunciation. I teach a level class and students always want pronunciations. It's one of the harder things to do so. So this was nice where they got that practice, right? So it's grammar with some practice with the forms that they're using. Application. Well-- so there's the evaluation. Application is well just when they go to work they'll be better understood hopefully and they'll be able to use noun, plurals more correctly and accurately.

So let's look at the three E's rubric. First question, maybe if you can make it a little bit bigger Susan or I'm not sure. I can see it OK but I don't know if everybody-- so does the technology tool help students focus on the learning goals content with less distraction?

Well, looking back this was a true lesson that I taught before. And I love teaching grammar, I do. My students like it too. But this is rather dry. So it does teach the content but when we're getting to engagement, I'm not sure. So let's see that rubric one more time, Susan. Does it help them focus with less distraction? Somewhat, I don't know. I mean, yeah I think somewhat. You agree Susan?

Susan Gaer: Yeah.

Kirsti Reyes: OK. Engagement. Does the technology tool help motivate students to begin the learning process? So just by using any technology, we know there's engagement. But does it motivate them?

Susan Gaer: So you had two tools in there. You had Google Slides and you had Vocaroo.

Kirsti Reyes: Yeah.

Susan Gaer: And the Google Slides was 107 slides.

Kirsti Reyes: Yeah. Besides the little white boards which are not technology, they're manipulative at least. I'm towards the not at all. I'm between somewhat and not at all.

Susan Gaer: What do you guys think? Somewhat or not at all?

Kirsti Reyes: You know that word motivation can be really a heavy hitting word. I think for that one it really would depend a lot on the student. I have students who love grammar and they don't want to-- yeah, exactly. Thank you. It's teacher directed.

Susan Gaer: But there's Vocaroo, which is where they're really doing something using the--

[interposing voices].

So I don't know. I don't know, I would say somewhat.

Kirsti Reyes: And there's no co-use of the Vocaroo at all right? I think you're right, teacher directed. And as you say this, I'm getting ideas how I could do this better. In the future, I would have students create a slide show with the irregular noun plurals and some pictures. And then have them come up with the rules. I think that would have worked out so much better to teacher direct. Engagement. Does the technology cause a shift in the behavior of the students, where they move from passive to active social? With again there being social. So I would to say somewhat but a little bit low on the somewhat. Yeah.

Susan Gaer: It's too bad there's not one between.

Kirsti Reyes: Yeah.

Susan Gaer: OK. We'll say somewhat. We'll give you the benefit there.

Kirsti Reyes: Does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? Create opportunities for creation, production over consumption? I'm sorry to say, I think this is purely consumption with the exception of the Vocaroo recording.

Susan Gaer: Yes. And I think with the slides, if the students had made a couple of slides, maybe each group could have done a different rule.

Kirsti Reyes: Yeah.

Susan Gaer: That might have been more--

Kirsti Reyes: Yeah, that would have been much more motivating and better enhancement. The next question in enhancement, does the technology create scaffolds to make it easier to understand concepts or ideas? I think I would want to know what the teacher did before but I suppose that if this slideshow was shared with the students and they could return to it, maybe that could have been a scaffold. But I would say somewhat but again a little bit more towards the not at all.

And the third question of enhancement. Does the technology create paths for students to demonstrate their understanding in a way they could not do with traditional tools? Well, when I think of the pronunciation quiz, I suppose I could have done one to one sitting with the student or maybe Breakout Rooms in the Zoom meeting if we're teaching that way. Very somewhat. I don't know. I'm feeling more and more negative about this lesson all the time.

Now we have three questions about extension. So can we take what they've learned and use it outside of the classroom in their everyday lives? Does it create opportunities for them to learn outside of there? Again, maybe if I shared the slide show and they could review it on their phone or something, maybe. But they didn't see that in there.

Susan Gaer: Not at all.

Kirsti Reyes: No, I don't think so unfortunately. Does the technology create a bridge? Yes, somewhat. I mean, again if they're working in a restaurant and people are not understanding them when they're talking about dish versus dishes, hopefully the technology you use with them, listening and recording themselves and hearing themselves could be somewhat. And does it allow them to build skills that they can use in their everyday lives? I don't know, I don't know. I don't think so but I'm not really sure. I'm not really sure on that one.

Susan Gaer: So shall we see what your score is?

Kirsti Reyes: Yeah, drumroll. What did I get?

Susan Gaer: So you got, red, red, red.

Kirsti Reyes: Whoopsies.

Susan Gaer: Red. There's no green there.

Kirsti Reyes: Whoopsies. But you see, the more I just use this little tool, the more I can look at my lessons and think, why was I controlling everything? Because I'm a control freak. How about if I give up some of the control to the students or at least give them some choices? So student autonomy and student choice are--

Susan Gaer: And you know what I found is that after I teach my lesson, I go through the rubric to see where I score and it helps me to help the students to get to the more greenish area. Because if you do it before you have a plan, you don't really know. But after you've taught the class, then you can go through the rubric and you can say, oh, man, I could have done this. I could have shared the slides and they would have-- I could have had them make the slides. But unless you go through this, you don't really know that.

Kirsti Reyes: That's right.

Susan Gaer: So that is-- now we're going to do the wild and crazy thing. So we really wanted to have Breakout Rooms but we don't have Breakout Rooms. So we have made a way to do something but it's going to require you guys to help us out. Oh, wait we've got something. Would adding the lesson slides, et cetera to an LMS be considered an extension?

Kirsti Reyes: I think it would be a step in the right direction definitely. Yeah. Because--

Susan Gaer: At least the students could use it to refer back.

Kirsti Reyes: Yeah. I mean, when I have when I saw a video in class I always make it available before and after because I have some folks who need to see it again and again. In ESL, we have people whose four skills are not equal. I know that you know this that some people come into our classes maybe they're advanced but they don't have speaking skills or listening skills. On the other hand, we have students who are fluent almost but can't write.

So I think any time we can think about offering what we're sharing in class online in LMS or even shared with them by email. No one wants to admit in class, oh, I don't understand. I want to see that again. They don't want to do that, right? So if we can offer it even before class sometimes, they're going to pick it up. The more times they see the content, the easier they'll be able to pick it up. And so, yeah, I think that would be a step in the right direction towards extension. Thank you for asking that. That's a great question.

Susan Gaer: So everybody's ESL and we have-- actually, we have an intermediate advanced ESL and a low beginning. And we have a career ESL VESL program here too. So what I want you to do is-- I know you're not going to want to do math, OK?

Kirsti Reyes: No, thank you. No thank you.

Susan Gaer: You can just put in the chat box, which lesson you'd like to look at and then we can figure out how to break you guys up.

Kirsti Reyes: And I'm trying to remember what the--

Susan Gaer: Oh, I'm not sharing, I'm sorry. How are you supposed to see what I'm [inaudible]--

Kirsti Reyes: I'm trying to remember what the VESL one is about to--

Susan Gaer: Let me share.

Kirsti Reyes: If you're--

Susan Gaer: Am I sharing the-- am I sharing the PowerPoint?

Kirsti Reyes: Mm-hmm. Yeah, we see it.

Susan Gaer: So these are the low beginning, advanced, intermediate advanced integrated or VESL career ESL. I think it was-- was it--

Kirsti Reyes: I think it's about job hunt. So I think the VESL career one it's not really CTE. It's a little bit more towards when we teach students about employment. So--

Susan Gaer: We tried to come up with CTE lessons because it's important for CTE people but we're CTE teachers so. It's more ESL.

Kirsti Reyes: OTAN serves many types of teachers but ESL are always in the majority. And the intermediate one just to let you know it's about shopping, especially bargain shopping.

Susan Gaer: OK, so I will tell you what three people have said intermediate advanced. So you stay here with the intermediate advanced. And if you want low beginning, you're going to go to the Zoom Room.

Kirsti Reyes: OK. So I'm just going to go through this just to see that I've got it in my mind what they're doing. So it starts off with just some conversation questions, just having students ask-- just asking students about their shopping practices. OK, let me see. Then to create motivation. Pretty much just tells them that they're going to practice grammar. So I'm not sure about that but. And then it looks like teaching them the grammar with a slideshow and taking notes on a handout. So a little technology there.

And then modeling. So the teacher said she needs a new refrigerator, modeling after finding out what students think would be an important feature to get a good refrigerator. So we're surfing through those different sites and maybe even on the whiteboard or if they're teaching in Zoom, maybe just on a document that they're projecting. Fill in a chart that they create to model for the students how they can take notes and then talking about the different refrigerators that they saw. Maybe it's the same make and model at all three stores but maybe there are different prices or something.

And then tell students that they're going to buy something online so they can pretty much use any website, any online shopping website. And then they're going to-- oh, actually, they're working as a group. So they have to decide on one thing that they're going to buy. And it looks like they're going to use more than one website so they need to do some critical creative thinking about stores that are online that they can buy whatever they decide to buy. And then they need to work together to write comparative adjectives and adverbs and sentences with superlatives.

And then they also need to write one sentence about the one of the three different-- the same item three brands or whatever that they will buy and the one that they won't buy. Definitely won't buy. So I guess that's an interesting integration of grammar. It seems like it's a little bit focused on grammar but maybe when they're working together that will sink in for them.

And then evidently what we'll do next is then independent. They're going to go online themselves and take notes and make a-- in this day a poster presentation, I guess now it would be like maybe they would just post to one slide of a shared Google Slideshow or something. They could do it that way or just create a document like a Word document and put in the pictures and things.

And then application. Well, hopefully then out in their everyday lives, instead of taking a day off at work to go to different stores to find something that they need, to find like an appliance, they could check online. Yeah, I do that. I know I do that. So Colleen, let me just, let me have Susan to-- yeah, you're welcome to stay here. Let me ask Susan to see if she can come back for a second. So I don't know if this seems intermediate to you. I think it's a little bit advanced but maybe there was a lot more that happened before this lesson. So you can unmute yourself and speak or you can just type in the chat.

Let's look at the rubric. So here we go. Again, I'm not sure why they have you choose the state. Maybe they're just trying to see where teachers are using this model the most. I'm in San Diego County so there we go. So tell me what you think. You can either type. I think it'd be faster if you just type 1, 2, or 3. So the first question is about engagement. Does the technology tool help students focus on the learning goals, the content with less distraction?

So let me see. The technology tool, there were a couple. There was a PowerPoint and a handout that students took notes on. Then there were the websites and then students were creating a poster presentation. So what do you think? Do you think the technology tool-- I guess when they're focusing on a PowerPoint and they're taking notes on a form that matches up with the slides, what do you think? Absolutely, somewhat or not at all? Does it help them focus?

Yeah, I agree there. At least they're being active listeners if you have a note taking form so I say somewhat. I mean maybe it's not the most engaging but at least hopefully they can focus on the content then. Probably I would like to see the PowerPoint. If it has a lot of picture cues instead of just students just listening to the lecture the whole time that the slides are infused with questions along the way, maybe polls.

Thank you, Laura that is so true. That is so true. Yes, the ads. Yeah, that's so frustrating. And if you're a teacher and you're presenting something in a Zoom Room from your computer, how there are cookies. So if I go on Amazon I'm looking for let's say something, let's say underwear for women, then it's going to be on every website that I see and maybe I don't want them-- yeah. So you're right. This is something that is so frustrating with different websites. I guess though that would be a skill for students. I know that that's a concern, especially for lower level. But for higher level, maybe helping them discern between is this authentic material, where do I find the real price here among all of this noise on the page? Yeah.

So engagement. Does the technology tool help to motivate students to begin the learning process? Let's look in the beginning part. Yeah, I do like to start my classes with some questions to the students or conversation between the students. So that-- yeah, I think-- so if I'm teaching synchronously in Zoom, I'd probably preview the questions, send them to the Breakout Rooms, come back and have just a few people share out some important points. So I don't see much technology in the warm up for review.

And this is supposed to be the part of your lesson that motivates the introduction. Just telling them that you're going to learn about grammar, I don't know. What do you think? Do you think that they'll be motivated? Do you think this motivates students, the technology used? You can-- probably between here. I wouldn't say absolutely but somewhat or not at all? Somewhat. OK, thank you. Yeah, I mean, again, any time you use technology, the students are there looking at it. So there's engagement, whether it's motivating engagement or not, it's hard to tell. Yeah. So let's put somewhat.

The third engagement question is OK now does this technology cause a shift in the behavior? So are they just interacting with the technology passively just like listening? What's the other pas-- listening and just reading? Is it just listening and reading a website or are they having to interact with each other? For that one, I don't know about the shift in behavior. But if we look back at that, when they are in this part, here they're actually looking at three suggested websites or they could use another one that they know.

And let's see. It looks like then here in the second in the communicative practice, they are having to work together. And what I do like is if I were the teacher in this particular lesson and they were in Breakout Rooms or in small groups in the classroom is I would really walk around and hear how they are using or explaining the grammar to each other.

Although it's not completely grammar-focused it's part of the outcome of this lesson. And then students are going to make a presentation to the class about what they found. And we found that GE is more expensive than Whirlpool or whatever. So let's see here. The shift in behavior is a little bit interesting. But do you think there's co-use? They're being a little bit active in that part, would you agree? So thank you. I'm not-- you think absolutely. OK, thank you. One good thing off of this lesson. 1, 3 right?

The next three questions are about enhancement so taking what they learn or what they use or skills they gained in the class to their lives outside of class. So does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content? Creates opportunities for creation, production.

When I look at that team project, they're going to produce something. Yeah. So they're doing it together, it's-- The thing that I like about this I would say as far as the lesson plan, I don't know about the technology. But as far as the lesson plan it's I do-- sorry, it's we do together teacher modeling, you groups do together and then you do it individually. So it's kind of scaffold. It's got the scaffolding like that. So I like that part but let's see, what is the question again? Does the technology aid students in developing or demonstrating more sophisticated understanding of the content with creation production? What do you think?

Susan Gaer: Kirsti, I came back because I saw your text message.

Kirsti Reyes: Yeah, Colleen couldn't get into your room so she's just here.

Susan Gaer: OK, so I can-- should I leave or should I take Colleen--

Kirsti Reyes: No, no, Colleen do you want to go join the other group or do you want to just stay here? Because we're almost finished here, I think.

Susan Gaer: Yeah, we're almost finished too.

Kirsti Reyes: Yeah. We're getting close. We're in enhancement.

Susan Gaer: OK. So I'll go back.

Kirsti Reyes: OK. So Shionmi thank you. I hope I'm pronouncing your name correct. Shionmi, I hope that's right. Somewhat, OK. Thank you, Colleen. Somewhat, right? You think it does, OK.

Yeah, I mean-- yeah. That's a great point, Laura. If they're looking at some of the websites they can start seeing what kind of language is used in the comments, in the buyer reviews. That would be-- yeah, that would be really good for them. Again, you might get into some language that you don't want them to see. I don't know, it's hard to tell. But I guess they are adults, right?

And then does the technology create scaffolds to make it easier to understand concepts or ideas? I mentioned that but is it technology? Well, the lesson is good. I wonder if the technology is as good? Because the lesson takes it from activating background knowledge with some conversation questions to some grammar. And then let's use the grammar, but I'll model then you do it in a group and then you do it by yourself.

So scaffolds? Does the technology creates scaffolds? What do you think? Do you think that's somewhat, absolutely? I think it does but I'm not sure if it's absolutely. I think it would depend on-- that grammar part, I'm not really sure about. I would like to see that PowerPoint but it is a publishers PowerPoint so it's probably got a lot of the rules. It maybe not have as many images and elicitation.

I think it was published-- if you know the Azar books. I think it was published for teacher use but it could be used for self-study for students too I guess. Do you all agree that I-- do you think OK with somewhat? I would say somewhat. I'm towards absolutely because I like what the teacher did. As far as the scaffolding, we do-- I always forget the order. I do, we-- I do, we do, you do, there we go. So I'm going to put somewhat.

Enhancement. Does the technology create paths for students to demonstrate their understanding of the learning goals in a way they could not do with traditional tools? I forgot to look very closely at the objective of the lesson. So here are the CASAS Content Standards. Here's the objective. Students will be able to compare products and make wise buying choices. So does it create paths for students to demonstrate they're-- so the paths are group work and individual group. Could they do that with--

Well, in that lesson, at the end they make a poster presentation. So that's traditional. If I were teaching that online, I think that I would create a shared Google Slideshow and give every student their own slide or something just to make it easier, everything's compiled in one place. Although, they could create a poster at home and just show it on camera. What do you all think? Does it create paths for students to demonstrate their understanding in a way they could not do with traditional tools? Somewhat too. I think the tools there are pretty traditional already.

So yeah, yes and no, right? I mean, obviously when you're using the websites for stores, that is a lot different than looking at a catalog like we used to get in the mail, right? So yeah. Hopefully, they're having to navigate, they're having to search, they're having to go back and forward in the website. So they're using a lot of skills there.

And the final questions are extension. Does the technology create opportunities for students to learn outside of their typical school day? Well, at the end, it's hoping that that would be-- that they'll now know how to use websites for department stores. It depends on the student. Some of them may have already learned that, already do that but I don't know. Maybe not so much, I wonder. I think everybody knows Amazon but I don't know if everybody knows that you don't have to go to Lowe's and Home Depot and all the stores. That you can just search for the information online.

So some people that's their preferred way of shopping but just let me ask that question again. Can they learn outside of their typical school day? I'm somewhat and absolutely, I'm in between. Who makes the deciding vote? What do you think? I would hope that they make that connection that I can just search online to see what the price is at this store versus this store. I can save gas so I don't have to drive. I don't have to wear a mask. Somewhat, thank you.

And two last question, does the technology create a bridge between school learning and their everyday life experiences? What do you think of that? So they're learning in school how to shop and will that help? Absolutely. OK. We have somewhat, somewhat, absolutely. OK, well, we got one good one there. And the last one, are they building skills that they can use in their everyday lives?

One thing this lesson doesn't have as far as the language is maybe I would assume that the teacher taught this but that when they go into their Breakout Rooms for that practice where they're looking at different websites together as a group, hopefully they know all those kind of strategic language phrases like what do you think? Oh, I disagree. Why do you say that? But that's the language part. But building skills that they can use in their everyday lives. What do you think? Somewhat or absolutely? I'm in between for all of these. I'm a little bit in between. What do you think? Absolutely. OK, thank you.

Let's have a check. Let's see here. Well, we have a ways to go. We have a ways to go here. So hopefully as we were looking at that lesson, you came up with some ideas. I know I did. I mean, I was just thinking, this is how I would do that differently. I would-- yeah, go ahead.

Susan Gaer: I think my people got lost.

Kirsti Reyes: Uh-oh.

Susan Gaer: They didn't come back.

Kirsti Reyes: Oh, no.

Susan Gaer: So I don't know what to do now because--

Speaker 2: I'm here but--

Susan Gaer: Oh, you're here?

Speaker 2: Yeah, I don't think Evelyn is here.

Kirsti Reyes: Yeah, Laura that's a great point. I would love to see a lesson that scores a green light as well.

Susan Gaer: I wonder if Evelyn forgot Anthony.

Speaker 3: No. No, I'm here.

Susan Gaer: OK, everybody made it? Oh, thank goodness. I was worried.

Speaker 3: Thank you. Thank you for worrying about me.

Susan Gaer: Because I don't see you in the Attendees but I guess you're there. OK, good.

Kirsti Reyes: Susan, do you want me to stop sharing my screen? You want to take it back?

Susan Gaer: No. I mean, are you finished?

Kirsti Reyes: We just finished scoring the lesson. We didn't really get too far into discussing what we would do differently or anything but I think maybe we could do that. Each group could do that all together maybe.

Susan Gaer: OK. So let me share the screens.

Kirsti Reyes: I'll stop sharing.

Susan Gaer: Yeah, so we can look at the PowerPoint because we have the questions we want them--

Kirsti Reyes: So Susan, Laura said she would love to see a lesson that has all green. Or is there any place where we can see lessons that hit the sweet spot for every single E?

Susan Gaer: OK, we'll get there at the end. I'm going to share with you a possibility for more training. But let's go through. Mine came pretty close, right, you guys? The one that we did came pretty close to all green. There were a couple of spaces. So this is what our report back is. Are you seeing the PowerPoint OK everybody?

Kirsti Reyes: Yes.

Susan Gaer: OK. It says I'm muted but I'm not muted because you're talking to me. So it says here summarize the lesson in one sentence, what was good? What needs improvement? And what score did you get? So could one of my groups-- people in my group answer the questions about the lesson we did.

Speaker 3: I can summarize it.

Susan Gaer: Thank you.

Speaker 3: Susan's lesson was having the students to identify car parts. And what was good about it was she included a variety of technology in the beginning. She motivated the students by showing them a YouTube video. They watched it the first time, they made some connections with it and it was very engaging. And then after that, she taught them-- she used the slide show, Google Slides to identify car parts and taught them that vocabulary.

Then they went back again and watched the video, and they had to find the car parts that the vocabulary they had been working on. So they got to rewatch the video again. After that, another good part was that the students were able to use their mobile phones to take pictures but then she also had them send her the pictures. So they had to know how to use WhatsApp or Remind and attach the images. So that was really very, very good.

The improvement part, we talked about-- what was it? Oh, having the students create more instead of them just the consumption part of it. And the other part was the last one, which was the extension activity which we thought maybe there could have been more work with that. And the last question, what score did she get? She received a 16 out of 18 in her lesson.

Susan Gaer: So that was in the green zone.

Speaker 3: Yes. We loved it.

Susan Gaer: And I think we talked about-- we talked about how I could have had the students do total physical response to actually take the photos that they took and create a PowerPoint on their own. Would have made it a sweet spot lesson. So that's ours, and Kirsti does your group want to go?

Kirsti Reyes: Is there anybody from our group who would want to summarize the lesson in one sentence and answer these other questions?

Speaker 4: Well, I wasn't really prepared to do this but I'll give it a try. I might need some help Kirsti. Summarizing the lesson. The lesson was about using the superlative adjectives and adverbs, learning how to use those by comparing prices for something they were going to buy like an appliance. And they used the internet to search websites and had to make a choice as to what would be the, was it the best buy or the one that they would choose. Am I on track so far?

Kirsti Reyes: Sounds good.

Susan Gaer: Yeah, sounds good.

Speaker 4: Thank you.

Susan Gaer: Sounds like a really important life skill these days.

Speaker 4: Well, it is, it is. And I think what was good about it was that it really does help to reinforce, and maybe it introduce to some students who aren't used to shopping online the easy way to get product information from many different stores just by searching on their websites. And I think that they can get a lot of information quickly by doing that.

I think what needs improvement is the reporting back, the project, the poster board. Rather than a poster board it could be using a Google Slide and they could maybe get a picture of the appliance, the price, the store name. And they could display all that instead of on a poster board they could do it in a Google Slide. And then they could present that to the students. So I think the score was a 12 out of 18.

Susan Gaer: Well, that's pretty good. Was it in the yellow zone or is that-- yeah, that's like the edge of the almost green. That is so close to green.

Speaker 4: Yeah, almost green. Right.

Kirsti Reyes: Again, this is Kirsti. Every time I look at a lesson with-- I see new things. It's funny because I was just thinking about teaching students about teaching online. Something that's left out of that lesson that's really important is being safe and secure shopping online. I speak from experience. So. Yeah, yeah.

Susan Gaer: You know this is the thing about this framework is that it's always-- we go through it all the time with our lessons because it's so helpful to have that discussion with yourself about whether it works or not. I think I'm going to skip this reflection because-- let's just go on because I think that we have not enough time to do all this. So let's just go over the objectives and make sure you guys understand-- see if you got all your objectives that we promised you. So you know what the three E's are?

Kirsti Reyes: Mm-hmm.

Susan Gaer: You used the Triple E rubric to evaluate a lesson?

Kirsti Reyes: Yup.

Susan Gaer: And you critically analyzed and discuss the lesson using the rubric correct?

Kirsti Reyes: Mm-hmm.

Susan Gaer: So we hope that you got a lot out of this and you'll use this rubric. But I want to know if you're interested in learning more because we are-- actually, OTAN is creating a course that we're going to pilot in July. And it would be a five week course on the Triple E Framework where you would be able to dive deeper in there and find lessons that have--

Actually, what we do is we take a lesson that was a normal lesson and we show you how to add each E into the lesson little by little. And at the end, you'll have the perfect sweet spot lesson we hope. So if you're interested in learning more about this, you want to click on this. I have a QR code and I have-- let me give you the link so we can get in touch with you because we're going to pilot it. It's probably going to be a self-study course, eventually. Let me put the link in there for you. Here we go.

This form you can fill it out and just say what is your name and what is your email and then I know that you want to learn more. You don't have to do anything more than that. And we have taken all the things that Kirsti and I have learned and we have got a whole bunch, a cadre of other subject matter experts. And we have lessons and lessons and all kinds of lessons. So it will be a really good way for you to get into a cooperative group to have discussions about your lessons to make them better.

Kirsti Reyes: A question Susan. How intensive is it? How many hours per week would you say that the course takes?

Susan Gaer: We are expecting that you will spend maybe an hour outside the course and an hour inside the course with us. We're going to-- the pilot we're going to actually facilitate. So I wouldn't say-- it's five weeks but it's a little bit every week so it wouldn't be too much work. This is the kind of question we need to answer, that's why we're piloting because we do want it to be self-study eventually so that people can just go through it. We have discussion forums. We have a book, a free book you're going to get all done on Moodle. And Kirsti will probably be teaching it as well.

Kirsti Reyes: So let me check. So we get to see some lessons learned and all in the green zone and create a lesson that we have evaluated by our peers and by the facilitators? Is that right?

Susan Gaer: The way we start is by teaching that each E and then we bring in a lesson that has zero E's. And then we add the E's each week to the lesson. So by the end of the class, you have the perfect lesson.

Kirsti Reyes: Sounds good.

Susan Gaer: And then you'll learn-- and we have-- the best part of this and I'm not going to give way too much but the best part of this is we have a cheat sheet with each of the E's a variety of activities you can use for each E. So that cheat sheet alone is worth the course, free of course. So yeah, and that was developed by Debbie Jensen one of our SMEs, and it's really a nice cheat sheet.

Kirsti Reyes: Sounds great.

Susan Gaer: So beyond that, we hope that you've learned a lot here. We want to thank you and we want to ask, please fill in the evaluation there ahead. This has been a small group today, a dynamic but small group. And we really need everybody to fill in the evaluation because that's how workshops get popular or not. So if you wouldn't mind filling out the evaluation, let me give you the link. It's-- hold on. You've probably filled out these evaluations before. Let's see if I can get the link over here.

Speaker 5: Susan, I popped it in the chat.

Susan Gaer: Oh, thank you.

Speaker 5: If you want to copy and paste it again, that'd be good too.

Susan Gaer: And hopefully you've learned something today from us. Kirsti and I are really passionate about this framework. We feel like it really does help students progress their learning goals. And we feel like it's a better framework than the other ones that are out there. And so that's what we're trying to popularize it. And we have-- Liz is the woman who created the framework is really happy that adult educators are starting to use it.

And the book that she has, there is a picture. There is a book that's been written. There's actually two books she's written on this and it's published by ISTE if you're interested. The only problem with these books is that all the lessons are K-12 lessons and don't necessarily apply but the theory is very sound in the first part of the book. And our goal is to have the teaching with technology database to be all lessons that fit Triple E. So that pretty soon you'll be able to search for a good lesson and just find it there.