(DESCRIPTION) OTAN circle logo. A figure in the center, surrounded by rainbow segments with a different faceless headshot of different people. The circumference of the circle reads, Distance and Online, Tech Integration, Research, Resources, Collaboration. PowerPoint presentation. Barry Bakin appears in the upper corner. Slide Text, Easy Word and PowerPoint Projects for Language Practice Part 2 Barry Bakin Instructional Technology Teacher Advisor-- Division of Adult and Career Education, LAUSD. Subject Matter Expert-- Outreach and Technical Assistance Network. (SPEECH) BARRY BAKIN: So good afternoon, everybody. I am Barry Bakin, and this particular webinar is called Easy Word and PowerPoint Projects for Language Practice, Part 2. So for those of you who have not attended one of my face-to-face workshops or one of the webinars, I am an instructional technology teacher advisor for the Division of Adult and Career Education for the Los Angeles Unified School District, which is a great position. Basically, it allows me to work with teachers in the classrooms as they implement technology. And of course, part of that has been trying to encourage and assist teachers to use online-based teaching for the last two or three years. And obviously, we've been very, very busy these last several weeks, as that has become a topic of great interest and need. I am also a subject matter expert for OTAN, and that involves doing similar webinars and face-to-face workshops, which I hope will return at some point in the future. (DESCRIPTION) New slide. Text, http://www.otan dot U.S. OTAN is a leadership project through CDE that offers technical assistance and training to adult educators throughout California for free: face to face and visual! Everything on the website is available nationally (except the Moodle courses). OTAN, 30 years, Outreach and Technical Assistance Network. Face-to-face and online training, news articles, teaching with technology, teachers' and administrators' digests, annual technology and distance learning symposium, online resources for adult education. Subscribe. YouTube logo, forward slash, OTAN Serves Adult Education. Facebook logo, forward slash, OTAN Serves Adult Education. Follow us. Twitter logo, forward slash, OTAN. Visit OTAN dot U.S. for more information on OTAN offerings. 916-228-2580 Hashtag TDLS 20 (SPEECH) Of course, you already know what-- some of the things that OTAN does, but here's a few other things that you can take a quick look at. And of course, everything is available at otan.us. (DESCRIPTION) New slide. Text, Today's Objective. By the end of this webinar, participants will be able to demonstrate to their ESL, A-B-E and Academic students several projects using Microsoft Word and PowerPoint, so their students can practice vocabulary, grammar, or demonstrate mastery of content. (SPEECH) So for today's webinar, our objective is that you, as participants, will be able to demonstrate to your ESL, ABE, and academic students several separate projects using Microsoft Word. I should have Word Excel in there as well and PowerPoint. The plan is to get to at least one project using Excel. But the basic idea is that students can practice vocabulary, grammar, demonstrate mastery of content, but then also learn some of these needed or necessary skills using some of the various Microsoft Office programs. (DESCRIPTION) New slide, text, The "About Me" Project. Introduces Basic Operations of Microsoft Word. Introduces students to you Gives teacher sense of writing level Creates an archive of former students Introduction to revision and steps of writing Produces a written record of drafts (if you save successive drafts with unique names, e.g. About underscore Me underscore 1) Introduces keyboard and saving documents. Image of a Word document titled About Me. A small headshot of a man in a suit appears under the title, and then a paragraph of text appears under the photo. (SPEECH) If you have attended the part one project, this may seem a little bit familiar, but I do want to review it because it does talk about some of the-- also some general concepts that are important to me, which is that, in this particular project-- which I used to do at the beginning of every semester for every class-- it was really great for a number of reasons. I did teach ESL. You, of course, may be teaching something different. But it introduces the students to you. You learned a little bit about them, which is always nice. But most importantly, it always gave me a sense of writing level, because I'm sure as the same with you, it was a level 2 class or it was a level 4 class, but the writing varied tremendously, because most-- for most of my experience, students were placed in classes more on speaking ability than on writing ability. Some other nice features of this project is it creates a nice archive for you so that you can refer it when students are in the class and you don't quite remember their name. You have the picture and the name. Or even years later when you're visiting other classes and you see them in a different level class, it was always really nice to show them how much their writing had changed over the years. So it's a really nice project for that reason. It also introduces the idea of drafts. Students would often start on paper for this project, and I could use this as a great introduction to the idea of writing, rewriting, submitting for approval, writing again. And it was really, really great for that, which also comes in handy-- if you ever have a WASC accreditation team visiting your classroom, you can create a display of improvement of student work. In terms of the program itself, this is a great time to find out what your students know about using a computer. And if they don't know some of the basic things, you're starting to introduce some ideas about saving documents, working with a keyboard, and some of the things that are going to be really, really crucial. (DESCRIPTION) New slide, Text, The "About Me" Project Online Alternatives. Screenshot of D-A-C-E website, with a profile and photo for Barry Bakin. Text, How can we take this to an online platform? As a profile pic and "short bio" in your LMS? As an update to a discussion in your LMS? As a shared Google Document? (SPEECH) So as with this project and the other projects that we'll be talking about, the new concern, of course, is how can we take this to an online platform? So some of the things that-- for example, that I've considered-- our learning management system, the one that we use in-- not only in Division of Adult and Career Education, but also in Los Angeles Unified School District-- is Schoology. Of course, you may be using something different, but that may look familiar to some of you. But typically, in all of the learning management systems, there's someplace to include a photo and have some sort of a profile. So that would be one possible way you could easily convert this project into an online form. Of course, it could also be done as a discussion where students-- they have the photo as part of their profile, and then they can update a discussion. You can also do this is a-- perhaps a shared Google document, perhaps providing a template for them. And then every student would be responsible for a particular page of that shared document so that they're only working on their own document within the larger document. (DESCRIPTION) New slide, Text, Online Options for Instructions. Same screenshot of Barry Bakin profile. Text, How would you present the instructions and the sample? Use a Zoom training to model? Email the instructions? Place the instructions on your LMS? Send them via Remind? Email a Template and just have students replace different parts with their own information? Sharing via Google (or other cloud-based option) Drive (SPEECH) But of course, nowadays, it's not only important to decide what the actual online option will be-- you also have to take into consideration, what are your options for presenting the directions? How will you present the directions for the project? I can't really go into all of the different ways that instructors are using right now to teach online during this time period. Just consider what is useful for your own situation use you Zoom or some other camera-based platform to show them as you're working on it. Email the instructions. Place the instructions on your LMS as an assignment. Send them out by way of using remind. Email a template. Actually, today, we still have the capability to email-- I mean, to mail instructions by putting the instructions into an envelope and sending it on a stamp. So you still have lots and lots of options. I encourage you to think about ways that you will be showing these projects to your student. (DESCRIPTION) New slide, Text, Speech Balloon Conversations. A fun and creative way to practice vocabulary and grammar. Adaptable to all levels. Has the potential to reinforce vocabulary, grammar, or content learned Finished projects make an interesting classroom display or website presentation Introduces more useful document techniques Image of a computer lab full of students at computers. A speech bubble from one student says, This question is easy! Another speech bubble says, No talking during the test! A thought bubble from one student says, I am happy that I studied! Another thought bubble says, I need more time! (SPEECH) So this particular project is called the speech balloon conversations. I find it to be a lot of fun. In the first part of this presentation offered a few weeks ago, weeks we spent quite a lot of time talking about how to do this. I'm not using Word. This time, I'm just going to do that briefly, and then elevate it just a little bit to doing the same project in PowerPoint. So instead of spending a lot of time on Word today, we're going to move more into using PowerPoint for some of these projects. Basically, what's great about this project-- it's very, very adaptable for all levels, but-- because basically you're requiring them or part of the directions is to include whatever it is that you're studying and then your-- or teaching. And then your expectation is that the students include that. And so you can be requesting that the particular speech balloon or thought balloon that they use is as sophisticated or as complex as you want. (DESCRIPTION) Text, Speech Balloons Student Sample 1. A photo of a puppy snuggling with a cat. A speech bubble comes from the dog saying, I love you! A speech bubble comes from the cat saying, I love you too! A thought bubble comes from the cat saying, Please take this stinky dog off of me! (SPEECH) So real quickly, we'll just do a few samples. These are actual student samples, where you get the idea of the difference between using a speech balloon and using the thought balloon. And so you can see students really get that idea very, very quickly. (DESCRIPTION) New slide, Text, Speech Balloons Student Sample 2. A photo of 3 laughing clowns. The first clown has a speech bubble that reads, Oh, I feel fine when people appreciate our show. The second clown's speech bubble reads, That's pretty cool. He also has a thought bubble that reads, Mmm, I like the tips more. The third clown's speech bubble reads, I love to make children smile. (SPEECH) And almost all of them always included this idea that people sometimes, or most of the time, think something that's different than what they're saying. (DESCRIPTION) New slide, Text, Speech Balloons Student Sample 3. Man and woman sitting on a bench, facing away from each other. Speech bubble from woman says, But you said that we will be going to the restaurant and now you are going to play tennis. Speech bubble from man says, Really, I want to play tennis. All of my friends from college are going to be there. Thought bubble coming from man reads, Melissa is going to be there too! (SPEECH) This one is a particularly biting, if you ask me. I hope it didn't come out of that student's personal experience, but in any case, you can see that they look for the photos. They find something that's interesting. Then they build the conversation. And again, it can be as sophisticated as you want to require. (DESCRIPTION) New slide, Text, How to Do Speech Balloon Conversations Let's do a walk through of the steps for those of you who haven't worked with speech balloons. (SPEECH) So I will now just take you into a basic Word doc so that you can see how this is done in a Word document. We're not going to spend a lot of time there because I want to do much more with the same project as a PowerPoint. So I'm going to stop the sure at this moment, and what we're going to do is we're going to change to a Word document. (DESCRIPTION) Opens blank Word document. (SPEECH) So hopefully what you're viewing is just the basic Word document, and it's open and it's blank. So one of the things that you'll notice is that this project tends to work better in vertical portrait mode, but it can work in landscape mode. And it's more likely in a PowerPoint later to be in landscape, but I like to start, when I show this, to students as a Word document in portrait mode. So the first thing, obviously, is a photo. For those of you who are not familiar with Word, basically, you're going to insert a picture. (DESCRIPTION) Clicks Insert Tab, then clicks Pictures from the toolbar. Window opens with picture file options. (SPEECH) You have an option also though of inserting it from a picture that's already on your computer or going to the web and finding a photo. Probably, in most classroom situations, the students will not have a great collection of photos on their own computer, so you would want them to-- you would want to spend some time showing them how to find suitable pictures using a search engine. I like to recommend that they select pictures with a lot of characters in them because you have more options for conversation. So I do happen to have a few pictures that are suitable already on the computer, so I'm going to select one and insert it. (DESCRIPTION) Selects photo, clicks insert. Photo of adult students in a classroom sitting at desks with headphones and tablets fills blank Word document. Clicks on circle in the lower right corner of the picture and drags it in to make the picture smaller. (SPEECH) So there's a picture of a lot of students in the classroom, so that gives a lot of options. But probably the first thing you notice is that the picture takes up much of the space on the page. So I tell students that, most likely, what they'll want to do is make the picture significantly smaller so that they have room to add some speech balloons. Now, the other thing typically that tends to happen is, when a picture is inserted in Word, then what happens is it comes in as being in line with text. And for the purpose of this project, it's really much better to be done at the bottom of the page, so the speech balloons naturally appear above the characters. And the way that I find that's easiest to do that for is, instead of selecting in line with text, I want to select the option where the photo floats on top of the page. (DESCRIPTION) Small square icon to the right of the photo. Inside the square, there is a line on the bottom, a small arc inside a square in the center, and then another line above the arc. Mouse arrow hovers over the same icon in the toolbar. Popup appears. Text, Wrap Text. Choose how your text wraps around the selected object. For example, you can choose to have the text continue around the object or cross right over it. (SPEECH) So if you notice right now, because the picture is selected, to the right of the picture, there's a little icon representing the way that the picture is displayed. The same icon is also at the top under the Format screen, it says Wrap, and so-- Wrap Text, and so you get some options there. So either way would work. You can either click on the menu item at the top or the menu item at the bottom. It's called Layout Options. (DESCRIPTION) Hovers over icon next to photo. Popup reads, Layout Options. Choose how your object interacts with the text around it. Clicks on icon. New popup appears with different icons. 1 icon is labeled In Line with Text, where the arc is to the left. Six other icons appear under the heading, With Text Wrapping. Clicks on the icon with the arc in the center, overlapping all the lines. (SPEECH) And when you click on that, you get several options. I like to select the one that says In Front of Text. So what that allows me to do is, when I click on that, I can go to the picture and drag it anywhere on the page. So I'm going to place it somewhere down near the bottom. At this point, you can still enlarge or make it smaller if you needed. This is a good time to point out that, when working with photos, if they grab from a side, then you tend to get a little bit of photo distortion. (DESCRIPTION) Clicks on small circle along the right side of the picture in the center and moves it to the left. The photo stays the same height, but the width is made narrower. (SPEECH) So it's a good time to show them that if you're going to resize a picture, it may be important to resize it from the corner. (DESCRIPTION) Uses a corner circle to make the photo smaller proportionately so there is no distortion. (SPEECH) MELINDA HOLT: Barry, do you have any good sites that you would recommend to find interesting photos, or do you just insert from your desktop? BARRY BAKIN: Oh, well usually, as I said, students who are in the lab-- there's not really very many interesting photos on most of those computers, and so I typically would go ahead and just show them a search engine, an image search. But I do give them some tips. So for example, sports, or students, or things with names of people in them tend to have more characters that can speak. And I show them that when in the classroom. Or in this case, you would have to show them online what types of pictures are more suitable for this particular project. But then again, a cat and a dog-- there's not a lot of people in those as well. So the students will work on it, but I like to find pictures with a lot of samples. So in any case, the next thing is, how do you actually make those speech balloons? So that also so happens under Insert. (DESCRIPTION) Clicks on Insert tab and the Insert toolbar appears. (SPEECH) And some of you may want to be trying this going along with the-- this particular presentation-- not only by viewing, but actually trying to do some of these things. Just make sure you have a couple of windows open side by side so that you can follow the presentation as well as do it on your own computer. So in any case, the what-- those objects are called speech balloons, and you find them under Shapes. (DESCRIPTION) Clicks on Shapes icon and a popup appears with many categories and choices. Goes down to the Callouts heading on the bottom, with tiny icons of different shapes. (SPEECH) In Word, they're called Call Outs. So there's quite a few of them. When you click on the Shapes menu, you get several types of shapes. The ones that I find most useful are down at the bottom. Call Outs are just the first four. You have a rectangular one, a rectangular Call Out with curved corners, an oval, and a-- the speech cloud. (DESCRIPTION) Clicks tiny icon of an oval speech balloon. A blue oval speech balloon appears in the upper left corner of the document, surrounded by a sizing rectangle. Types "This is difficult!" in the center of the balloon in white text. (SPEECH) So let's pick an oval-- move my cursor up for the paper and draw the speech balloon. What sets this apart from many shapes is you can go ahead and automatically just start to type, because these speech-- these Call Outs are actually text boxes. But of course, right away, you can see why the text is very, very small. (DESCRIPTION) Highlights text. Font menu pops up. Changes font size from 11 to 28 and the font gets larger to fill the balloon. Clicks on the A icon and a color menu drops down. Selects red and text turns red. (SPEECH) However, just like any text box, you can highlight that. You get your menu that pops up for the size, so you change the font size. You should be able to change the color of the text. (DESCRIPTION) Clicks on the balloon, and the font menu disappears. Another pop up appears. Clicks on the paint can icon labeled Fill. Chooses gray. (SPEECH) And if you click on the box itself, you also can change the fill, the color of the speech balloon itself. And so these are nice little techniques that you can show your students about working with the text and the shape-- how to change the color and the shape. Now, how do you change the size and make it useful? Well, you've got handles. These are also good scales for students. You've already shown them how to use the handles to adjust the size of the photo. (DESCRIPTION) Uses the circles on the outline box of the speech balloon to change the size of the bubble, both proportionally and by distorting the shape. Finishes with a more elongated, horizontal oval. (SPEECH) So a lot of these things are scaffolding, so you can change the shape just by dragging. In this particular case, you may want to make the shape fit onto the page better. (DESCRIPTION) Clicks on the yellow dot at the top of the tail of the speech bubble and drags it down to elongate the tail and switches the position. Points the tail to one of the students in the picture. (SPEECH) The yellow one is one that can-- you can actually move. And that one controls the arrow-- who's doing the talking. So I'll just do one more. (DESCRIPTION) Clicks on Shapes icon. Selects the speech cloud icon from the Callouts heading. A blue cloud appears on the document. A tiny anchor icon appears in the upper left corner of the document. (SPEECH) We'll do one with the thought balloon. So again, it's Insert, Shapes. Notice there's also the recently used shape. It's right up there at the top. That's the one I most recently used. But I'm going to go down and get the cloud-- draw my cloud. Barry, what does the anchor do? Oh, well, I don't know. It appears when I click on the shape. It actually means that the object will float with the text, as if you move the text down, but you don't have any text, so no worries. (DESCRIPTION) Text appears in thought balloon, I love watching YouTube in class! Sizes balloon larger so all the text is displayed inside. Drags the thought bubbles so the point at another student in the picture. (SPEECH) OK. So in this case, so-- and you want to show students-- you want to make sure that they realize that they're not cutting off the-- any part of the text. There you go. Finally, with this project, the last thing that I'd like to include is, somewhere on the page, I always tell my students to insert a text box. (DESCRIPTION) Clicks Text Box from the Insert toolbar. A menu appears to the right of the document. Clicks on Single Text Box. Text box appears on the top of the document. Types info in box on separate lines. Moves to the bottom left corner. Clicks on arc icon to the right of the text box. Chooses In Front of Text icon from menu. (SPEECH) So just select Text Box. I pick a simple one. And what I'm going to do with this one is just-- I tell students to put their name, put the name of the class, put a date, if they're not embarrassed I tell them to put their teacher name. And then I have them just place it somewhere at the bottom. This one too-- also notice you want to select the same thing, In Front of Text, so you move it anywhere that you want. And basically, that's the project. So let me go back now. Well, first of all, let me ask if there are any more questions about those specific techniques for using Word for this project. And Melinda, if you don't mind, if you could check the Q & A. Sure. You've gotten most questions answered. There is one, "No audio?," and I believe that person is asking, can you do audio as well as all of the bubbles and what have you? Or is that more in tune with slides? It never occurred to me about using audio with a Word document, but we will touch upon that when we get into using PowerPoint GIFs. So if there are no further questions about this particular project, let me go ahead and stop the share and go back to the presentation. (DESCRIPTION) New slide, Text, Speech Balloons Student Sample 4. Large photo of a mom, dad, and baby, all smiling, the baby grabbing Dad's face. Speech balloon from Mom reads, Having this baby was our dream! Text in lower right corner, Lorena Ortiz, January 19, 2010. Four smaller pictures with the same photo in a column on the right side of the large picture, all with different speech or thought bubbles. Text, This was actually done with narration by the student! (SPEECH) I'm not going to spend too much time on this particular slide because I do want to show you the actual project. So this is where the audio comes in. And again, what I always am reminded of when I see this is that this project was presented to students always originally as a Word document. And I did not suggest to this particular student to come back and do it as a PowerPoint, but your students will surprise you, and they have a lot more skills than you may think. And sure enough, the student came back with this. You can see that this is a four-- they took that same idea and they turned it into a PowerPoint. Now you have four conversations, or four things being said or couple being thought each on a separate slide. So what I'm going to do is see if I can transfer over to the actual student project. (DESCRIPTION) New slide, Just the first photo appears with the speech bubble that reads, Having this baby was our dream. The speech bubbles change to match the audio. Speech bubble from the dad reads, I love you and the baby so much, dear. (SPEECH) [AUDIO PLAYBACK] - Having this baby was our dream. - I love you and the baby so much, dear. (DESCRIPTION) Thought bubble from the baby says, My parents are looking at me. I'm wondering why. Thought bubble from Dad says, I wonder if it's MY baby! (SPEECH) I wonder if it's my baby. [END PLAYBACK] BARRY BAKIN: So I hope that the sound did make it through on that. So what I'm going to do now is we're going to start-- let's go back to the presentation for just a moment. (DESCRIPTION) New slide, Text, How to do a PowerPoint Speech Balloon Conversation. This project could be an introduction to using PowerPoint for the students. (SPEECH) So this could be a nice introduction to using PowerPoint for students, and sort of an introduction to the idea that many, many things or many, many techniques that they've learned in Word will transfer over to using PowerPoint or some of the other programs in the Microsoft Office Suite universe. So if they know from the very, very first project how to insert a picture, or from doing the cluster balloons, how to insert a picture, then it's very easy to progress from that to doing it as a PowerPoint project. So let me go ahead and we'll get a new PowerPoint window. (DESCRIPTION) Opens PowerPoint document. Slide 1, a photo of a group of adults posing for a picture. Text in lower right corner, Student Name, Basic Language Arts, School Name, Teacher Name, Date. (SPEECH) What I've done here is I've just created the basics of a first slide. Everything would pretty much be the same as if they learned it in Word. You have the Insert, and then you have a choice of inserting a picture or something from online. And so basically, again, the idea is find a picture with a lot of people-- even though, again, that's not necessary. And also notice I've already put the student name, the name of the art, the class, the school name, the teacher name, and the date. And so this is my first slide. And so a really important part of doing this-- the technique that's really important is doing-- making a duplicate of this slide each time so that the picture always stays in the same place. (DESCRIPTION) Adds a rectangular speech balloon to photo, pointing at one of the people. The text reads, This is the best class at our school! Highlights text and changes the font size. (SPEECH) So I'm going to go ahead, and this will be the first slide. I do want to still do Insert. It's in the same place-- insert a shape and pick a Call Out. Insert it as we did before, and start typing. I'll make the-- make it a little bit bigger I'll make the text. a little bit bigger. All right, so at this point, you want to show your students that they have a couple of options. One option would be you could build the conversation with each slide. (DESCRIPTION) Slide 1 is highlighted with an orange outline in the thumbnail on the left column. Selects New Slide icon from Toolbar. Selects Duplicate Selected Slides from dropdown. Slide 2 thumbnail appears in the column under Slide 1, Selects Slide 2 so it is highlighted. (SPEECH) So if you want to see this speech balloon in the next slide, then what I'm going to do is, while the slide is selected, I go to New Slide and I select Duplicate Selected Slides. And what that does is it puts the exact same slide in the order. So here's the first slide. Here's the second slide. It looks exactly the same. (DESCRIPTION) Inserts an oval speech balloon from the Callout menu, with text, I think the teacher is great! (SPEECH) So in this method, what they've done is they still have this, and they could insert another shape, another Call Out. So now maybe we'll change it for a different color. Again, all of these techniques are the same as if you teach them in Word first. (DESCRIPTION) Deletes first speech balloon from second slide. Clicks back and forth between first and second slide, showing first slide with first speech balloon only and second slide with second speech balloon only, (SPEECH) So if we're here at the first slide, then it would move to the second slide. So you could have the option of keeping this or not, but let's say you do want it to change completely. You just delete it. So now the first slide is here. The second slide is here. (DESCRIPTION) Selects Slide Show tab, shows Slide Show toolbar. Hovers over Record Slide Show. Popup reads, Start Recording from Beginning. Click here to choose where to start recording, or to clear recorded timings and narrations. (SPEECH) So the next step, of course, would be about the, how did the students get sound into their presentation? So under Slide Show, you have a button for recording. This is a little bit complex-- I don't want to go into it now and do the creation-- but you can start recording-- they can create all of their slides and then record it as one unit. Then they can go in and change it. But that's how you get the sound into the slides. Start recording from the beginning. But you also have an option of recording each individual slide, and that's basically what happens with converting this particular project to a PowerPoint. (DESCRIPTION) New slide, Photo "Grammar" Uses Images to Practice Vocabulary and Grammar. Adaptable to all levels. Has the potential to reinforce vocabulary, grammar, or content learned. Finished projects make an interesting classroom display or web site presentation Reinforces useful document techniques Screenshot of Word document titled Simple, Compound, Complex and Adverbs of Frequency. Contains two photos, one of a couple walking on a beach at sunset, and the other of a couple snuggling together next to an Eiffel Tower figurine. A paragraph of text is typed next to each photo. (SPEECH) So what I'd like to do is stop that and continue with the next project. Another project-- again, all of these projects are because I was an ESL teacher for so many years-- had to do with practicing the grammar, or vocabulary, or some other thing that-- topic that we studied in class. This one is called the photo grammar. And basically, the idea here is to-- whatever topic that you're studying, just have them find a picture. That old saying, a picture's worth a thousand words-- well, you don't need them to write thousand words. You just want to basically get a sentence. In this particular project, simple, compound, complex, and adverbs of frequency-- it's only called that because that's what we were studying. And so they were practicing. If you notice, the first sentence is a simple sentence. The sunsets are wonderful. This next sentence is compound. I like the beach, but I like going in the afternoon more. And then, although I like to go to the beach, the sea scares me, and then-- as a complex. And then the last one, there's actually a combination. It's both the compound and complex. So in any case, that was the idea here-- again, reinforced vocabulary, grammar, or content learn. By this time, hopefully they're more able to do this on their own. And then it's also possible that students can turn this into a PowerPoint. (DESCRIPTION) New slide, Suggest a PowerPoint version of the "Grammar" project Reinforces and adds to PowerPoint techniques. Screenshot of PowerPoint presentation. Shows 3 slide thumbnails. Slide 1, Practice with Modals. Slide 2, Modal of Ability. Photo of a swimmer. Text, when I was young, I could swim very fast. Slide 3, Modal of Necessity, photo of a ballot. Text, All voters must be citizens of the United States. Plays presentation, with the text being read out loud. (SPEECH) So if we take a look at it, again, here, this is a student project practicing with modals, and you can see that they had-- I just took a screenshot of three slides, but this-- the actual presentation as it has many more. And let me just give you a quick view of that particular project as well. [AUDIO PLAYBACK] - When I was young, I could swim very fast. [END PLAYBACK] BARRY BAKIN: Melinda, how did that work? MELINDA HOLT: Perfect. BARRY BAKIN: OK. [AUDIO PLAYBACK] - All voters must be citizens of the United States. (DESCRIPTION) Slide 4, Modal of Request and Permission. Can, could, would, may, might. Picture of Laptop. (SPEECH) May I use your laptop? [END PLAYBACK] BARRY BAKIN: OK, so I'm going to stop that right there. And obviously, is this a project for your level 1 students? No. But could it be a project for much higher level students, or basic language arts students, or even some academic students using PowerPoint to display something that they've learned along with narration? And so again, very, very adaptable-- here's, again, another PowerPoint project, again, using tenses. (DESCRIPTION) New slide, The "PowerPoint Grammar" Project Tense Transformation Practice Students manipulate sentences Adaptable to all levels Introduces basic functions of PowerPoint Optional speaking practice Four slides from a PowerPrint Presentation. Slide 1, Change, Present Continuous Affirmative Declarations to Simple Past Affirmative Declarations. Slide 2, woman talking on phone. Text, Present Continuous Affirmative Declaration. Olga is talking on the telephone. Olga is calling her daughter. Slide 3, same photo. Text, Simple Past Affirmative Declaration. Olga talked on the telephone. Olga called her daughter. (SPEECH) But the idea here is also to review different tenses over multiple slides. Again, in this one, the technique that you'd want to show your students, as I mentioned earlier, is copying an existing slide-- duplicating an existing slide. Because when the transformations take place-- for example, switching from present continuous to simple past-- if you don't duplicate the location of the photo, if you don't duplicate the location of the sentences, then the transition looks very jumpy and things jump around all over the place. But if you actually duplicate the slide between-- you create the present continuous affirmative declaration slide-- Olga's talking on the telephone, Olga is calling her daughter-- when it makes the transition to the simple past, it's almost like magic, because the picture doesn't jump around and the verb is talking-- magically changes to talk. It's really quite a lot of fun. So again, that's using the duplicate slide function. It's really quite a nice feature. (DESCRIPTION) New Slide, The "Making Coffee" Project Introduction to Sequences Students put a scrambled sequence of images in order Adaptable to different levels Introduces basic functions of PowerPoint Optional speaking practice Nine photos of all the steps of making coffee, out of order, labeled A through I. (SPEECH) Let's go ahead and talk about the next one. This is called the making coffee project. It's an introduction to sequences. If you happen to be a CTE teacher or any teacher that you're involved with a subject that involves doing something in order, this is a great project for getting students to break down the sequence of events. So in this particular case, I call it the making coffee project only because that's what is being shown in this display. If you look at the photos, it's broken down into very discrete components of something that takes a lot of steps. But you may notice that, in this introduction, the steps are not in order. They're scrambled. And so the idea is at the first presentation, try to present it scrambled and work with the students to change it to the actual order. So again, let me stop the share for a moment, and we'll go to the actual project. (DESCRIPTION) Nine photos shown in PowerPoint program. View tab is open showing the View Toolbar. The Slide Sorter icon is selected. Uses mouse to reorder the photos. (SPEECH) So in slide sorter view, what you get are all the slides and no work area. So in this particular case-- I think I must have actually solved that one. But you can see what I'm doing right now. I'm moving the slides around. That was the solved version. But what do you want to do is show the students first the scrambled version, and then invite them with whatever method-- if you're using Zoom or if you just give them this, and say please, put-- move the slides back, save it again, and then resend it to me in the correct version. That's what you would do. And so obviously, right now-- and perhaps you can help me. And there may be more than one correct answer for this particular project. Let's see if we can put them back into the correct order. Marjorie, if you're on deck at the moment, what are people saying in the chat? Which slide would go first? MARJORIE: One person says I is first. Next person says H. BARRY BAKIN: OK, so again as the students are responding... MARJORIE: C, A, H-- BARRY BAKIN: ...as teacher, you're actually moving these things around. Do we have any other different-- MARJORIE: Looks like everybody is-- A, H, H, H, C-- BARRY BAKIN: People are disagreeing with I being first? MARJORIE: Majority of the responses are H. (DESCRIPTION) Places H photo first of woman sitting at a desk with her hand at her chin. (SPEECH) BARRY BAKIN: OK. MARJORIE: Then someone says next is C. (DESCRIPTION) Places C second, woman reaching into a cabinet. (SPEECH) Someone else says F should go before I. BARRY BAKIN: OK. (DESCRIPTION) Places F next, pouring water into coffee maker. I is next, turning on coffee maker. (SPEECH) MARJORIE: Next person says H after E. (DESCRIPTION) Moves H after E. E is pouring sugar into a full coffee mug. (SPEECH) BARRY BAKIN: H after E-- well, we can try it. MARJORIE: Next up, we're seeing G. Someone says H. She looks like she can have a cup of coffee. Next says G after F. Someone else says move G. (DESCRIPTION) Continues to move images (SPEECH) Then we have a G, I. H could be waiting for coffee to brew. And then someone else says B is last. BARRY BAKIN: OK, so first B and then E-- B, E? MARJORIE: Someone says E after D. BARRY BAKIN: E after D-- MARJORIE: Someone else says, yes, D, E. (DESCRIPTION) Final order, woman reaching in cabinet. Filling coffee maker with water. Adding coffee grounds to coffee maker. Pushing button. Coffee brewing. Filling mug with coffee. Adding sugar to mug. Woman sitting at desk. Woman drinking coffee. (SPEECH) BARRY BAKIN: OK. I think I would agree that, looking at the state of coffee, the amount of coffee in the cup, I think it definitely has to go before E. But in any case, so that's the project. That's the idea. As a conversation starter, I don't think we're going-- obviously, there can be some disagreements, but that would be the ideal way to introduce the project. And then, again, as I said, if they know how to narrate, they know they could narrate the slides, if you've already taught them that. And then they save it and send it back to you saved with their name so that you know. Obviously, the next step is, depending on what class you're teaching, you want to leverage this into making it something that the students do. (DESCRIPTION) PowerPoint presentation. Text, The Steps for Making Paper Flowers. Tonjan Thinfaeng, ESL Intermediate Low, Pacoima Skills Center, May 2012 (SPEECH) Let me just show you an example of a student project. So the steps for making paper flowers-- take a look at this project. (DESCRIPTION) Slide show. Slide 1, Image of colored paper, glue and scissors. Text, First, get all your supplies: colored paper, glue, and scissors New slide, hands holding a square of blue paper. Text, Next, take a square piece of paper. New slide, Then, fold the paper in half. New slide, Next, fold the paper in half again. The paper is now folded into quarters. New slide, After that, fold the paper in a triangular shape. New slide, Next, draw a flower petal on the triangle. Draws a petal on the triangle, starting from one of the narrow angles and filling the triangle. New slide, Then, cut out the petal. Follow the line. Petal is cut out of the triangle, much like making a paper snowflake. New slide, after that, carefully open the petals. Unfolding the triangle. New slide, It looks like a flower with 8 petals. Text, Then, curl each flower petal with the edge of the scissors. Curls the top of each petal inward over the edge of the scissors. New slide, text, Next, repeat steps 1 through 9 two more times, but make a smaller flower each time. New slide, Then, put some glue on the center of the largest flower. Next, put the medium size flower on the largest flower. New slide, After that, put some glue on the medium size flower, and glue the smallest flower to the medium size flower. New slide, then repeat each step for each flower that you make. New slide, Next, get a rectangular piece of paper. Image of hands holding a yellow rectangle paper. New slide, Text, After that, fold the paper in half. Paper is folded in half lengthwise. New slide, Text, then draw half a leaf. Draws an arc connecting the two bottom corners of the folded side of the paper. New slide, Text, Next, cut out the leaf. Follow the line. New slide. After that, fold the leaf back and forth at an angle several times to make pleats. Folds leaf into an accordion. New slide, Text, Then, carefully open the leaf. Leaf now looks like it has veins. New slide, Text, Finally, glue the flowers and leaves on another piece of paper. Glues the flower to a darker blue piece of paper with a glue stick. Glues four leaves around the flower. New slide, Text, In a beautiful arrangement! Six flowers arranged together with multiple leaves surrounding them. (SPEECH) What do you think about that? Believe me, I was astounded. Translate that to your own CTE classes and see if you think that may be something that your students could do and present. And really, all they're doing-- basic, basic technique. Insert a photo and then make a comment. And of course, if they wanted to, they could add the narration. (DESCRIPTION) New slide, The Student Research Project Image of cover slide of a presentation. Text, Research Project. Josefa Madris and Daniel Ramirez. Mr. Bakin's and Mr. Buczko's ESL classes, August 3, 2010. Play separate PowerPoint Excel Student Presentations Clip art of a movie camera and a cartoon cat, dog, and mouse dancing together with a menorah. (SPEECH) So in this case, this is the student research project. If you were a participant in the first workshop, we didn't have quite as much time to work with it, so hopefully we'll have more than enough time to take a look at this project now. This is not a project for the first week, the second week, or even the fourth or fifth week of your semester. I always viewed this as a culminating project after they'd been with me for almost the whole semester at the different m and they were able to-- they had a lot of practice with using Word, using PowerPoint. I would introduce them to this project. And this was a speaking project and a way for them to also learn some very, very basic ideas about using Excel. But then again PowerPoint-- and as part of a speaking project, it meant presentation in front of the class. So let me show you a particular student sample so you can get a good idea of what the actual project was. (DESCRIPTION) New Slide, Text, Research Project, Ruth and Jose, Mr. Bakin and Mr. Buczko, ESL Intermediate Low and ESL Beginning High, August 3, 2010. (SPEECH) So this is an actual student project. It was a research project. This would be the first slide. (DESCRIPTION) New slide, What color underwear were the students wearing in Mr. Bakin's and Mr. Buczko's class wearing on August 3, 2010? (SPEECH) One of the students would be presenting-- speaking in front of the class. Our project is, what color underwear were the students in Mr. Bakin's and Mr. Buczko's class wearing on August 3, 2010? And I'll get back to that in just a second-- why that particular type of question? (DESCRIPTION) New slide, bar chart, Number of students (12) along the vertical axis and Colors along the horizontal axis. (SPEECH) But the idea would be that they had actually created a chart in-- using Excel, and then put that into the PowerPoint presentation. And then they would be speaking about that and giving their ideas about their conclusions about the most popular color underwear from the students in Mr. Buczko's and Mr. Bakin's class on that particular day was the color black, and surprisingly enough, there were three students not wearing underwear, et cetera, et cetera. So they would be presenting their research findings. (DESCRIPTION) New slide, Do you have any questions? Graphic of a large question mark. (SPEECH) Then the next slide is always, do you have any questions? And at that point, the audience would try to bring up as many questions as they could related to the presentation, and then the students would have to answer. So that was the presentation. Let me just show you a few other examples of the types of questions. (DESCRIPTION) New slide, Bar graph, Students Who Have Watches. Two bars, Students that have watches and students that don't have watches. 22 students have watches and 14 students do not. (SPEECH) So these are just the Excel charts so you can see the types of research questions. (DESCRIPTION) New slide, pie chart, Of the students that have watches, what percent of the watches are waterproof? 36%, students that don't have watches that are water resistant. 64%, students that have watches that are water resistant. New slide, Bar Graph, How many students come from different countries? 15 from Mexico, 6 from El Salvador, 3 from Guatemala, 1 from Vietnam (SPEECH) And also, notice the variety of charts displayed. It's all really the same when we get into Excel, but they could choose how they want to display the ideas. (DESCRIPTION) New slide, Bar graph, How many pens are there of each color in my bag? New slide, Bar graph, How many students in this classroom like different sports? New slide, Bar graph, Number of students in Mr. Bakin's class who take bicycles, buses, and cars to class New slide, pie chart, What percent of people in this class go to school by bicycle, car and bus? New slide, bar graph, How many students in Mr. Bakin's class on October 31, 2001 are there from different countries? (SPEECH) So basically, though, you can see there's so many different types of charts and questions that students came up with. But the one common denominator that I insisted upon is it couldn't be something that a student could determine by visual observation. So in that first project, color underwear was OK. What color shirt was not OK. And the way I ensured that was, as part of the process for doing this project, the student-- and I would have them work in teams-- the students would have to think of their question and then give me the question. And I did that for two purposes-- so that, one, I could make sure that they would actually have to use language to carry out the research and collect the data, and two, I didn't want everybody doing the same project, because again, they were going to be presenting these in front of the class. And so I kept a chart and I made sure that every student team had a unique topic. So sometimes I'd have to send them back and say, somebody's already doing this particular project. And then the other experience that I had-- another way that I improved this project over time is for the presentation component of this. Let me just get back to one photo that I have of the students actually doing this presentation. (DESCRIPTION) New slide, Students Presenting a Project. A student standing in front of a class, looking at a bar graph projected on the wall. (SPEECH) So again, students would stand in the front of the class. They'd have the PowerPoint up on the projector. That was part of it, that they have to set it up. I would always do a special presentation-- where do you stand if you're standing in a classroom-- basically so that the presenter's not talking to the screen. Nowadays, of course, that may involve some techniques about doing the Zoom presentation or some other type of presentation using online methods. The partner was advancing the slides, and then they'd switch places. And it was really an end-of-the-year project that created a lot of nervousness and excitement. Basically, I was teaching level 3 ESL at this time when I was doing most of these, and I found that the students did very well with presenting and stating the outcomes of their research, but as an audience, they could not ask questions. It was just enough for them to be able to present. And so finally, what I started to do is invite upper level classes-- the level 5's and level 6 classes. And some of them had actually been in my class, so they were familiar with this process to be the audience. So my level 3 students were presenting to higher level student, because they were not-- they'd get to the question part, and there were no questions because the students couldn't formulate questions about what they'd seen. But the level 5 and level 6 students were able to formulate questions, and it really added a much greater component, and believability, and stress level for my students who were presenting to know that they were presenting to an actual class that would be asking them questions. It was always quite exciting. So I would like to talk a little bit about using Excel for this because that may be something that you have not done. But before we do that, are there any questions in general about this idea? AUDIENCE: So Barry, let me just ask you a question about the flower project that you showed us a little while ago. BARRY BAKIN: Sure. AUDIENCE: So the question is, is this a project that the students did to teach a skill, or was it something you just used to teach them order of a process? BARRY BAKIN: So getting back to that one, in that particular case, the language component was just expressions expressing order. So it was really after, next-- and that's what they were really looking for-- or that's what I was really looking for. But in the case of that one student, they took it in a whole different direction. So I include it because, if we do have CTE teachers in attendance, they may not be as interested in the language component-- the language piece of it as more as the steps piece of it. OK, so let me go ahead and share the screen again with the-- an Excel project. What you should be seeing now this was an actual student project in Excel, and I'm showing it to you now so that you can see basically what it involves. (DESCRIPTION) Opens Excel spreadsheet. Types of cars and number of each of cars are displayed in two columns in the spreadsheet. Below is a bar graph of the information, What is the favorite car company of the students in Mr. Bakin's morning class? Honda, Toyota, Ford, Nissan, Chevrolet, and BMW along the bottom, and number of students on the vertical axis. (SPEECH) In order to create a very, very simple graph, all you really need are two columns. In the first column, you list the names. That would be the categories. And the second column, you list the amounts. And so what I had students do is, first, they would just do this on paper. They'd walk around with their notebook, and after checking in with me about the topic-- and perhaps I would give them a few suggestions about what would perhaps be a better choice. And they would ask the students. So in this case, obviously, what is your favorite car? And they would collect that data and presented in tabular form, or hash marks, or however they wanted to count. And then demonstrating-- all you need-- first column, you just typed in the names-- second column, you type in the numbers. And that's all they needed. What do you do to get the chart? Well, basically, you're showing the students you just put your cursor over the first cell, A1-- and you can use that term or not-- and you scroll down so that you're selecting all the names, and then you just move over one column so that all the names and all the numbers are highlighted. And then right away, you get the little icon for the chart, quick analysis. (DESCRIPTION) Small square icon appears at the lower right corner of the highlighted columns. Popup reads, Quick analysis, Control-Q. Use the Quick Analysis tool to quickly and easily analyze your data with some of Excel's most useful tools, such as charts, color-coding, and formulas. Click Insert tab to show Insert toolbar. Hovers over bar chart icon. Popup reads, Insert Columns or Bar Chart. Use this chart type to visually compare values across a few categories. Click the arrow to see the different types of column and bar charts available and pause the pointer on the icons to see a preview in your document. (SPEECH) But also, you can always do the Insert a Chart-- so again, under Insert a Chart. (DESCRIPTION) Clicks on bar chart icon. A dropdown menu appears with different formats. An untitled bar chart with the spreadsheet information appears on the spreadsheet. (SPEECH) And then, when you pick, you have some choices. So you notice what I'm doing? Even as I just highlight a choice, it appears within the Excel spreadsheet. (DESCRIPTION) Clicks on More Columns Charts at the bottom of the menu. Window opens with more options, such as pie charts, line graphs. Clicks on Columns. Clicks on Clustered Column. (SPEECH) So for most purposes, the simple column was the best. You can see that there are other styles that you can pick-- all different types of-- for the same data, you can do a pie chart. You can do other sorts of things. But for most of the students, it was enough just to do a column chart. They didn't really need to get into the more complicated ones. (DESCRIPTION) Graph appears with a different color for each bar. Graph is titled, Chart Title and has a color-coded key to label the bars with the car names. (SPEECH) And you select it, and OK, and there it is. (DESCRIPTION) Clicks on Chart Title, text box opens. Pastes title of chart, What is the favorite car of the students in Mr. Bakin's Class (SPEECH) So then chart title-- just show them. Just click on it, and then you can replace the name. You don't have to, but I would always have a little discussion about the fact that this data was only good on a particular date, if they only collected the data on a particular date. But that's something that you can decide is important or not important. Then some of the things that are available in the chart that students got a real kick out of is that you can change-- in this case, the one I chose gave different colors automatically. But if you click on the different columns, you can change that on your own. (DESCRIPTION) Clicks on Honda bar, then right clicks. From the menu, chooses Fill. From Fill menu, selects Picture icon. Insert Picture window opens, with an image search bar. (SPEECH) And one of the things that was thought a lot of fun for students in some cases-- if you click on one and select it, and then right-click on it, under the Fill, I would show them that they could select Picture. See? (DESCRIPTION) Clicks on image of red Honda CRV (SPEECH) Let's just do a search for-- I guess that's a Honda, right? Let's see if we can find a Honda CRV picture. Let's see. I like this one. Let's do that one. Insert it. (DESCRIPTION) The image of the car fills up the bar for the Honda. (SPEECH) See what happens? That was really cool. Students really liked that, and they were able to have a lot of fun and also learn a cool little technique. And there are other things that you can do to change the way the item-- the chart works. But basically, when it's highlighted, if you right-click on it, you can copy the chart. And then, once you're in your PowerPoint presentation, you just paste it right into the slide. So that was really all that was necessary for the students to do this project, because they'd already learned-- that was the new item, doing the Excel. They'd already work with PowerPoint in the class several times. Now the new component, the new skill that you're scaffolding in, is working with Excel a little bit-- some very basic skills with Excel-- and then working with the chart, and copying the chart from within Excel, and pasting it into the PowerPoint slide. So again, a lot of fun for a projected-- it involves so many things that I felt were important-- a speaking component, doing the research, talking to the other students, working together in a pair and a team, and actually doing a presentation in front of an audience using some skills that they may find helpful in higher level classes, or even in a job. OK, well, that does bring us pretty much the end of the presentation, so let me go ahead and open it up to questions about this project, or questions about any of the projects, or any question that I think I can answer. AUDIENCE: So Barry, we do have a question that's kind of relevant to the situation we find ourselves in now, now that we're doing remote teaching and learning. So the question is, obviously, Barry taught his students these computer steps in a classroom. In our remote setting now, how might Barry suggest that we teach our students using these computer steps in order for them to do these projects? So we're on Zoom, where the teacher shares the screen and students try to practice along. Or do you have some other ideas about how you might do this kind of instruction in a Zoom setting? BARRY BAKIN: Well, again, everything depends on your own skills with online teaching, but yes, Zoom-- just as we're doing this by Zoom, if your students are joining you at times on Zoom, that is certainly a way that you could do the instruction part of it. If you feel up to creating your little instructional video using YouTube, or Screencast-O-Matic, or any of those options for creating how-to videos, you can send them to YouTube to watch. Also, you could, again-- by sharing templates where all the students have to do is substitute their own information, that could be helpful. And again, it depends. I wouldn't do this class in person in a face-to-face setting if I didn't think they had the capabilities already, and so that's another factor. Teachers at my organization, teachers in my school now-- even in getting them onto Zoom is going to be a problem because we have certain security restrictions in place, and we've been advised not to do open Zoom meetings with students outside of our LMS, so-- for security reasons, because only students have a login to the LMS. And again, so these are all different things that you have to consider for your own teaching situations. This project may be insurmountable at this particular time for you, but if you're working with a CTE class, they may already be very, very familiar with these things. And so again, some people are using remind and sending out text messages. So if you feel like you have the time to do a step-by-step instruction, you could produce a step-by-step instruction, post it online somewhere as a Google document or whatever system your school has, and then send them a text message that just says, go here, and read the instructions, and submit your assignment. Obviously, I'm sure that you found a value to watch me do some of the things on Zoom. So if that's within your capability and you have students who can do that, then by all means. If you're just limited to sending out text messages because all you have is a phone number, this may not be the best project. I'm welcome, if somebody else in the chat would like to suggest some other methods that I haven't discussed. Any further questions? AUDIENCE: Just a note that, when you were doing that, Barry, that there's a checkbox for Creative Commons pictures only-- so if people do have those copyright concerns or licensing concerns, they certainly can limit their search to just Creative Commons license photos. BARRY BAKIN: That's a great suggestion.