Speaker: OTAN-- Outreach and Technical Assistance Network.

Jia Sun: OK, so good morning, everyone. Thank you so much for coming to our session, A HyFlex Teacher Guide-- Tips, Tools, and Engaging Activities. My name is Jia Sun. I work for San Diego College of Continuing Education. I'm an ESL instructor and also the ESL program HyFlex and digital literacy coordinator. I'm going to let my colleague, Johanna, introduce herself.

Johanna Gleason: Hello, my name is Johanna Gleason. I also work for San Diego College of Continuing Education, and I'm a HyFlex instructor. And we'll talk a little bit more about this in a while, but I was a contributor to this HyFlex teacher's guide that we created at our district.

Jia Sun: OK, thank you so much. So before we get started, we do have two quick questions to help us understand our audience. First one is, what is your experience with HyFlex, and what discipline do you teach? Hi, welcome. Sit down, please.

OK, so there are two ways you can access the poll. One is use your smartphone to scan the QR code, or you can go to 3wmindy.com and use the code on the screen.

Audience: That's what happened with me too.

Jia Sun: Oh sorry, let me-- give me one second to present.

Audience: Oh that's me.

Jia Sun: Oh OK, so you just put in that question and go to the-- there are two questions, and you could go to the next one.

Audience: [ INAUDIBLE ]

Jia Sun: Oh OK, yes, no problem, sure, yeah. OK, is it big enough? Are you getting the HyFlex question?

Johanna Gleason: They're just getting the discipline.

Audience: Oh OK.

Jia Sun: Oh I guess because I'm presenting the second question.

Johanna Gleason: We can do a show.

Jia Sun: OK, yeah, yes. OK, I guess we're already on the second question. Yeah, so have you heard HyFlex before, everyone? Heard HyFlex? Yeah, that's why you're here, OK. Have you taught HyFlex before?

Johanna Gleason: Raise your hand if you've taught HyFlex.

Jia Sun: OK, good, so almost half. OK, good, good. So others heard HyFlex before but never taught have HyFlex and interested to learn more. Right, great.

Audience: Four admins.

Jia Sun: Oh great, great. thank you.

Johanna Gleason: How many admins do we have here?

Jia Sun: Oh yeah.

Johanna Gleason: OK, how many people who have no experience with HyFlex at all but are interested, or curious, or want to tell someone what to do? OK, so a couple of people.

Audience: We all want to tell people.

Jia Sun: All of the above, all of the above.

Audience: Well, let's say it nicely.

Audience: What's a good definition of HyFlex?

Jia Sun: It's hybrid plus flexibility. Yeah, and we will explain in the next slide. OK, thank you.

Johanna Gleason: So we have quite a variety of disciplines here.

Jia Sun: Yeah, right.

Johanna Gleason: And HyFlex is available in all of the disciplines, which is great.

Jia Sun: Trial development, yes? OK, thank you. Thank you, everyone. So yeah, that was a really good question, and that's what we will cover first. So this is what we will cover for today's session. I will briefly talk about what is HyFlex. I will-- yes, come in, please. Yes, thank you.

So we will also introduce you the SDCCE, three different technology setups. We will share some numbers, what's happening with our college HyFlex. And also, the main focus of today's session is the HyFlex Teacher Guide. And later on, Johanna will do a detailed overview of what's included.

So as she mentioned before, we are two writers of this program and also two teachers. We did this program-- we did this project during summer, 2022. And to be honest, this is more of a teamwork because we have a HyFlex meetup. The teachers meet monthly. We brainstorming a lot of teaching tips, best practices for HyFlex. So this is included, a lot of great ideas of the whole team.

And a main focus of this guide is HyFlex-friendly activities. It's included a lot of detail, the lesson plans. So we will show you two activities. One is an information gap activity. One is using Jamboard. And we hope to leave some time for questions and answers.

And here is a picture with my HyFlex class I taught in fall, 2022. This is me. This is my PA project assistant, Leavitt Arcia. These are my students, and this is the most dynamic, diverse group I've ever had. Students are from all over the world. They're very dedicated students, so yeah.

Johanna Gleason: So you can see the physical in-person students and also the Zoom squares for the students.

Jia Sun: All together. OK, cool.

Johanna Gleason: I'm going to stand over there because I just can't see from here.

Jia Sun: Sure. OK, so first question, what is HyFlex? As I mentioned before, it's hybrid plus flexibility. And this modality was first brought up by Dr. Brian Beaty in 2006. And for a HyFlex student, it's required to do asynchronous work. And for our college, the platform we're using is Canvas, so students access Canvas to do their asynchronous work.

And for the synchronous session, students have the flexibility to choose either to attend a session on Zoom or in-person, and they have the flexibility throughout the semester. They don't have to make any commitment at the beginning of semester. They don't have to make the choice. They could change how they participate on a daily basis.

So that's really empower our students to take control of their own schedule and learning because, as we know, our students, they have very busy life. They have children at home, they have part-time work, and they may have two or three part-time jobs, so they don't have control over how they study.

And HyFlex is really giving them the opportunity, being able to have the face-to-face interaction when they can, but at the same time, not missing any coursework because everything will be available online.

Johanna Gleason: Can I just add one thing?

Jia Sun: Yes.

Johanna Gleason: In addition to the fact that the students can choose whether to attend in-person or on Zoom for the synchronous sessions, we record all of our classes, so that if somebody is unable to attend on a particular day, either in-person or on Zoom, they can watch the recording later.

Jia Sun: Yeah, thank you, Johanna. OK, so here I'm going to introduce the--

Johanna Gleason: You need to go again.

Jia Sun: --three different technology setups. The first one is very simple. Just use your own laptop with the webcam and microphone. And this is our colleague, Ingrid Greenberg, using her own laptop teaching a HyFlex class. Now, this is not the best technology to teach, but you can do it this way.

The second one is what we have also in this room is the Owl camera. It's a 360 camera, that the camera automatically track the active speaker. So the great thing about this technology is, of course, you don't have to worry about the camera setup view. It will automatically follow you. And also, it's very easy to carry, move, from room to room, very simple to set up. Not a lot of teacher training required for this technology.

Now, we piloted this device in fall, 2021, and some teacher did complain about the sound quality because when they went back to their Zoom recording and watched the recording, they found out this turned out sound, a lot of noise, not very clear sound.

And also, this device was originally designed for video conferencing in a much smaller room. So if you are too far from the device, the students on Zoom may not be able to hear you clearly. And of course, the students on Zoom won't be able to hear everyone in the classroom.

The third setup is what we are currently using in our college, is the smart technology with ceiling microphone and wall camera. So this is the microphone panel. Each HyFlex classroom, we have two of these panels in each room. It has the best sound quality.

So I taught HyFlex last semester using this technology. I went back to my Zoom recording. It was super clear. It was like I'm teaching a fully online class using my own microphone. And I don't have to yell to the microphone, and the students in every corner of the classroom can be heard by the Zoom students. And it has very good quality of noise reducing, echo reducing, so super good quality.

The camera cannot follow the active speaker. However, it has three camera presets that you can save before you start teaching, so you can change the camera presets when you are moving in the classroom. And this is our podium computer with a touch screen control content box that controls what you are streaming to the Zoom students.

OK, now I want to show you some numbers. So for our school, this is the HyFlex active enrollment table. So we started piloting using the Owl device in fall, 2021. And as you can see, it's a steady growth except the summer 2022, but we always have smaller program. So in the college level, the HyFlex is growing. Yes?

Audience: [ INAUDIBLE ]

Jia Sun: This is continuing education.

Audience: [ INAUDIBLE ]

Jia Sun: No, not just ESL, not just ESL.

Audience: When you say active enrollments, is that simply the student [ INAUDIBLE ]

Jia Sun: It includes both of them. It's the student who enrolled and did show up, so have some hours on their roster, not the student who enrolled and never showed up with zero hours, yeah.

Audience: So it's also inclusive of those students that, they're in their class, but they're not getting [ INAUDIBLE ]?

Johanna Gleason: It's every student who's enrolled in the class regardless of whether they attend in-person or on Zoom.

Jia Sun: Correct, yeah.

Johanna Gleason: So it's a lot. It's a lot of students.

Jia Sun: Yes.

Audience: Can they do the same? So I'm just wondering [ INAUDIBLE ]

Jia Sun: Yes?

Audience: [ INAUDIBLE ]

Jia Sun: They have the choice to choose. So it's not--

Audience: Can they go back a lot?

Jia Sun: Yes, I have, yeah, especially when it's a CASAS testing. They all show up because they want to do the test. Yeah, but rainy days, they're all on Zoom.

Audience: [ INAUDIBLE ]

Jia Sun: Yeah.

Johanna Gleason: That's one of the great things about HyFlex, that it can be face-to-face all the time, but you have a snowstorm, and now you don't have to go face-to-face. And I would add that I have students-- maybe they've just gotten off of work. They Zoom in because they're on the bus, and 20 or 30 minutes later, they physically walk into class. So yeah, they can choose from moment to moment and day to day whether they attend in-person or on Zoom.

Audience: Do you do portable tracking of, OK, today in this class, this many people are attending [ INAUDIBLE ] are online?

Johanna Gleason: I don't know that we're recording that.

Jia Sun: No, no, no.

Johanna Gleason: No, I don't think we're recording that at all.

Jia Sun: Yeah, but I do know that for certain class-- my own class last semester, it was really a balanced group of Zoomers and roomers. But I do know for certain, yes.


OK, glad you like that, yeah. But for certain classes, I know there are more roomers or more Zoomers, so it's not always the same.

Johanna Gleason: Yeah, I was talking to a teacher who teaches HyFlex and nursing, and she said, for the most part, students attend in-person and it's really only if they get sick or something that they'll Zoom in.

Jia Sun: OK.

Johanna Gleason: Yes?

Audience: I like that because I taught an evening class, and I had that exact scenario you described where students were trying to get to my class from work. And they would be on Zoom, so they didn't feel like they missed anything, or oops, I'm not going to go to class because I'm arriving late. They were able save it.

Johanna Gleason: Yeah, it's great.

Audience: So it's very impressive.

Johanna Gleason: Yeah. Someone else had a question?

Audience: Oh I was just wondering if you've noticed that the different kinds of [ INAUDIBLE ]

Jia Sun: Yeah, as I mentioned, just my own class, when there's testing days, they know as much--

Audience: 7:00 to 9:00.

Jia Sun: Oh time.

Johanna Gleason: No, and as we said, we're not really reporting that data or recording who attends which-- an individual teacher might notice a pattern, but they might not share that with anybody else. Sorry, we had a question here too.

Audience: Yeah, I was going to say, I can empirically speak to that.

Johanna Gleason: Oh?

Audience: [ INAUDIBLE ]

Jia Sun: Yeah, thank you for sharing.

Audience: I assume they're always going to [ INAUDIBLE ]

Jia Sun: Yeah, mm-hmm.

Johanna Gleason: We had another question in the back.

Audience: I was just wondering, are you not reporting it because you're trying to get past that obsession with, are people coming in? Are people staying home? And just realizing that the whole philosophy of the class is [ INAUDIBLE ]

Johanna Gleason: I don't know why we're not recording.

Jia Sun: Well, because HyFlex, at least for our school district, is considered as online. So we take the attendance by census dates. So that means the teacher can record who is attending today's session, but actually, it's not required. So students don't have to attend the synchronous session. They could always go back to the Zoom recording and do the asynchronous work, so yeah. OK, any other questions?

OK, and this is a student survey I did for my class, end of semester survey. And I included two HyFlex questions in the survey. I know it's a little bit small, so I'm going to read it for you. So the first question is, would you like to be placed in a HyFlex class in the future? And as you can see, 73.3% of students said yes, 20% not sure, leaning. Just one student said no.

And I went into that student's answer, and he did mention he didn't like any of the online components of the class. He wants fully face-to-face, and that's the class he's taking this semester.


OK, yeah, and the second question I included is on a scale of 1 to 10, 10 as the most favorite, how much did you enjoy a HyFlex class? And as you can see, we have 40% chose 10, and we have over 85% choose 6 to 10, so that's, in some level, enjoy the HyFlex class.

So I'm pretty satisfied with the survey, and I want to share one story about one particular student. The students spend a lot of time at the end of semester trying to find a HyFlex class. This is a level 4 class, and she should go to a level 5. However, on the campus that's close to her where she leaves, there's no HyFlex level 5. So she'd rather travel 15 minutes further to a different campus to be able to place in a HyFlex class.

And she told me the reason is because she really like the face-to-face. She doesn't enjoy the online part so much. However, with her work schedule, she cannot attend class three hours a day, 15 hours a week, and that's our face-to-face class schedule. And she doesn't want to miss any coursework.

So really, HyFlex, the modality allows her to have that face-to-face component when she's able and also not missing any assessment, missing any coursework. OK, and I think Johanna has something else to share.

Johanna Gleason: Yeah, I have a couple of stories I wanted to share too. I've heard some teachers be a little negative about HyFlex. I've actually heard people say things like it's something the administration is forcing us to do so that they can get more enrollments. It's not really in the best interest of the students. It's not really pedagogically the best choice.

And the stories I want to share I think demonstrate why I really disagree with that. Please remember, I'm a HyFlex teacher. I'm not an administrator. I'm not trying to change anyone's mind here.

But one story that I want to tell is just about myself. I'm currently, in addition to teaching, and having a family, and having a busy life, I'm taking a Spanish class. And it's face-to-face, and that's my preferred modality for learning.

But like Jia's student and like many people who are adults and who have very full lives, sometimes I can't go. And my class is not HyFlex. If I miss it, I miss it. I do have some Canvas, but I've missed the in-class lectures and the practice that we do. And I wish I could be taking a HyFlex class right now.

Personally, I envision in my own mind that HyFlex is the teaching of the future, and that maybe right now we're talking about HyFlex, but in 10 years, it's just going to be school. At least, that's my hope.

And the story I wanted to share, Jia mentioned that Baby was first publishing about HyFlex in 2006. HyFlex is not new, but it really exploded during COVID because we had a need for it. And I attended a conference last summer, and we were at a HyFlex panel presentation.

And this one woman shared how-- it was many years ago-- she was doing her master's degree up in the Bay Area, and she had medical issues, and she was going to drop out. She was not going to be able to complete that degree program. We can all imagine. You put a lot of time, a lot of effort, and a lot of money in your degree programs. Who wants to drop out?

And she was offered the opportunity to complete the degree program in a HyFlex modality, which at that time, we were not so familiar with as we are now. And so she was-- hello. Come on in. Join us. So she was able to complete that degree program while managing her medical issue, and she was able to earn her degree, and there she was, presenting to us as a master's degree holder.

So as I said, I hope and I believe that in the years to come, we're not going to call it HyFlex anymore. We're just going to call it school or education. OK. And so am I going to the next slide now?

OK, so with that in mind, so as I said, HyFlex isn't new, but in fall, 2021, when we started using it at CE, at Continuing Ed, it was new to us. So we were using materials that were designed for in-person teaching. We had a lot of training and had developed a lot of materials for online teaching, but we felt like pioneers trying to use what we knew and to make it suitable for HyFlex.

So I was talking to a colleague once because learning new things can be a challenge. And I was saying, you know what we really need is a teacher's guide. But there's not one because we're the first ones doing this in our district.

And so as Jia said, we had these meetups where we got together, shared ideas, shared things that worked, talked about challenges, figured out how to overcome those challenges. And we just thought like, you know what? There's no teacher's guide. Let's make one. And that's what we did.

So in our teacher's guide, you can see our nice little cover here. We have HyFlex's best practices. So we talk about before your class starts, the kinds of communication that you should provide with your students, things you can do during class to engage both audiences simultaneously, ways to set Zoom up in advance so that it's optimized for your HyFlex teaching, just the whole gamut.

And we also recognize, in our case at least, many of our students I think especially at the more beginning level English, are not confident users of technology. So they have some difficulty with even using their phones for Zoom.

Sometimes, it's the first time they've seen Canvas. Sometimes, they have difficulty even using their keyboards and things like that. So teaching digital literacy, at least in our low level English language classes, is an important component of teaching in a HyFlex modality.

And then we've provided-- this is the kind of teachers' addition, if you like it. We've gone step by step, unit by unit in a couple of the textbooks that we use, which is the Ventures series. And we've taken the materials and the content from Ventures and suggested and recommended methods for making it HyFlex.

So a new teacher who comes in can look at this and use that in conjunction with their Ventures textbook and the Ventures teacher's edition and know how to make those activities HyFlex. And then of course, we have a whole variety of additional resources and tools that people can check out according to their own needs and interests.

So we're going to go ahead and show you the HyFlex guide. Jia is going to try to do this on her computer while I talk because I was having difficulty with the angles and things like that. So we have a very nice cover page, and then we have as we move down a full table of contents.

And it's digital, so all of the table of contents links to the pages. So if I want to learn about introducing digital literacy, I can just click on that, and it'll take me directly to that page so I don't have to read through everything else first.

OK, but as you can see here-- well, maybe you can't because it's small-- we've got the HyFlex best practices. And I feel like with HyFlex and maybe with online teaching in general, it's very important to communicate with your students before the class starts so they know what the Zoom link is, they know how to get onto Zoom. In our case, we use Canvas, so we also will provide them with instructions for how to access Canvas.

And yeah, as you can see, even in our district, the new teachers might not know how to email their students, so we provide them with instructions for how to find your student's email addresses and how to give them, how to send them a mass email.

So as a new teacher, we've got some sample class schedules so they can imagine what their students are doing, what they're doing. We've got these links that they can email to the students, which explain how to join Zoom from a PC, from an iPhone, and from an Android.

And we're not going to show those, but they're really simple. We're very fortunate to have a colleague who put together a bunch of very basic ESL, lots of speaking slowly, lots of visuals, lots of words on the page.

And of course, they're all accessible so students can watch the transcript too. So they've got detailed instructions for how to join Zoom. Again, we've got detailed instructions for how to find your English class on Canvas, also instructions so that the students can put Canvas on their phone if they want to do that.

And we're very fortunate at CE to have instructional aides who can attend HyFlex classes just because managing those two audiences is difficult. We're very fortunate to have an instructional aide who can assist the teacher with managing both audiences. Mm-hmm, yes? Audience: Do you feel like [ INAUDIBLE ]

But it occurred to me, I've tried to do my own version of having the Zoom camera [ INAUDIBLE ]

Jia Sun: Yeah, I do have one PA. My PA, Leavitt, was in my class, and there were two or three days that she was helping with the placement office or doing the CASAS testing. I was managing the whole class myself.

Yes, it was definitely more juggling, and I wasn't able to do a lot of more interactive activities because usually, I facilitate the in-class groups. I work with them in small groups, and my PA would go into the breakout rooms. But if it's just myself, it's very challenging, yeah.

Audience: [ INAUDIBLE ]

Jia Sun: Average, like attending a synchronous session? I would say 20, 18, yeah.

Audience: [ INAUDIBLE ]

Jia Sun: Oh

Audience: With no aide to help you, that was really frustrating.

Johanna Gleason: Yeah, we're very fortunate at CE, I think, that we have the instructional aide. I probably can't manage as a HyFlex instructor without an aide to do small group activities and breakout rooms without the aide. I think I need the aide for that.

But apart from that, I feel experienced enough that I can manage most other things. It's better to have the aide. One of the things that my aide does is he goes through, and he meets the students who can't meet themselves so the rest of us can hear everything.

Jia Sun: Very helpful, yeah.

Johanna Gleason: Yeah. OK, so then we also have advice for during the semester, how to keep in touch with students. Again, these students, a lot of them need training in digital literacy. So we have some advice here about keeping in regular touch with the students throughout the semester by email. We have Google Voice, or Pronto, or something just to make sure they know what to do each day when we're actually logging on when it's in-person, when it's Zoom only, and things like that.

And then we've got tips about how to use the technology. I think most of us who are teaching, at least at Midcity, are one location in CE. Most of us are using that permanent technology that Jia showed you, the wall camera and the ceiling microphones.

So we've got some instructions here for how to use those. We've got links to job aides to show you how to set up your camera presets, how to turn everything on and make sure it's working, if we're going to-- carry on going up.

We've got just tips for the instructors. So one of the things, as Jia mentioned, the ceiling cameras are so good that you can hear as a Zoomer. You can hear everything that's going on in the room.

So if the roomers are having a little side whispery conversation, the Zoomers can hear it all, and that's something that we need to make sure the students know because they might not want everyone to hear about, I don't know, whatever they were doing last night.

And we've just got some advice here. Check often with your students to make sure that they can see your screen. I think we've all been teaching on Zoom and suddenly realize that the students can't see what I'm talking about because it stopped sharing.

So here we recommend that they check in often with the students. I always recommend that people join-- I start my Zoom classes. I start my Zoom on my computer, and I join on my phone. So I can keep an eye on my phone, and then I see when the screen, suddenly for no reason, stopped sharing.

We've got a lot of screenshots of what they're going to see when they're setting Zoom up to show them how to do things like share sound, how to set their course up before the class so that their settings are all going to work the way that they want.

We've got lots of really friendly tips. If you're going to be showing slides or Google Docs, use large font. In our experience, as you said, almost all of our students are joining on their phones. So if you're using font size 14 or something, they can't see it. Use the largest font that you're able to use.

We have another nice little-- oh is the image not there? Can you go up a little bit so that we can see the-- yeah. So one of the things we teach the students right away is hold your phone horizontally so that you can see a bigger picture of the screen.

OK, as I said, we advise how people should set their room up before they start, and we've got a bunch of tips for how to manage the breakout rooms in the most efficient way possible. Again, we want to keep going down. So lots of what you're going to do on Zoom, lots of tips, this is how you should set up your classroom before you start.

And then as I said, we're very fortunate that we have instructional assistants. So we have some advice for what they can do, what you can't really be asking them to do, and the best ways to engage them and use them during the class. Can we go back down a little bit? Sorry, back up. Go up.

Jia Sun: Oh OK.

Johanna Gleason: Yeah, oh no, back up a little bit. No, I'm sorry, down.

Jia Sun: Down, oh down, oh I'm sorry.

Johanna Gleason: The other up.

Jia Sun: OK, sorry.

Johanna Gleason: Yeah so this is one of the big tips we like for the breakout rooms. Our students who are new to digital literacy sometimes don't know how to join a breakout room if it's an option. So we loved it when Zoom suddenly made it possible to just force them into breakout rooms, and we always advise that everybody is using that, at least with the lower level students. OK, so now we can really go up. OK, yeah, go ahead?

Audience: [ INAUDIBLE ]

Johanna Gleason: Yes, yes. So yes, it is so much, but once you're doing it, once you're doing it regularly, it's like anything. It becomes second nature. Do you want to talk about professional development?

Jia Sun: Yeah, and we do provide professional development and also for our-- this agreement just passed in January, 2023, that teachers who are teaching complex get 16 extra hours compensated at their nonteaching classroom hours for teaching HyFlex. So they can get the tech training, extra workshop, everything they need to be prepared teaching HyFlex.

Johanna Gleason: So we offer trainings or we run trainings pre-semester before teaching starts to get teachers who are unfamiliar, or want to attend, or want extra practice. We run sessions to show them what to do. We have lots of videos that we've made so they can watch to learn to get the equipment working.

We have, as Jia mentioned, this meetup. So it's voluntary. People don't have to attend, but gosh, when I first started, I started attending all of them because it was so valuable so that we can learn from more experienced instructors. We can share ideas. We can talk about problems. And we run-- sorry, go ahead, Diana?

Audience: [ INAUDIBLE ]

Johanna Gleason: Well, I was going to say we run workshops periodically. Right now I'm actually running a drop-in practice, what you want to practice before you actually do it with your students. And we run that HyFlex so people can come in. They can practice with the equipment. People can Zoom in. They can practice taking control and putting people in breakout rooms. They can try something new in a low stakes, non-threatening environment before they practice that. Yes?

Audience: One thing to mention is that at our district, we have Jia and Johanna. But Jia is our HyFlex coordinator, so when I first started with HyFlex, I was like, [ INAUDIBLE ] A little similar but different. So Jia spent one-on-one time with me, as much as I want it. So that's another advantage. I would recommend having someone who is like [ INAUDIBLE ]

Jia Sun: Yeah, thank you. Thank you so much. And I do provide weekly one-on-one mentoring hours for teachers. So if they have any questions, they could sign up for those one-on-one hours. And also, as Johanna mentioned, we have monthly meetups so everyone get together, share their ideas or questions, yeah.

Johanna Gleason: So yeah, in addition to being a teacher, I'm a HyFlex mentor, and I also have hours available if people want to meet with me one-on-one. Yeah, if your district can provide that, that would be awesome. How am I doing for time?

Jia Sun: [ INAUDIBLE ]

Johanna Gleason: Until you-- OK, little bit faster. So we're going to go quickly. We have a bunch of tips-- you can see how long it is-- well, where you're going to see-- for teaching digital literacy to students. So this is all digital literacy, digital literacy, digital literacy.

And Jia, if we can go back the other way for a moment. I wanted to click on-- little more the other way. Yeah, I wanted to show the keyboard. So all of these are links. We have lots of links to videos, to slides, and to Google Docs. And if we can open this, this is just for example.

So in some cases, we have students who don't even know how to use a computer keyboard. So we've developed these slides to teach them how to use a computer keyboard. We have the numbers. We have the letters. OK, we're going to look again. And sometimes, we need a capital letter. So we need to touch shift then press.

So really, it's not only teaching the teachers how to teach, but giving them materials that they can use with their students who need to learn digital literacy. OK, so we can close that and go back down.

Everything-- Zoom, QR codes, more. We teach the students literally-- yeah, question? We teach the students-- they don't know how to go to chat. They don't know how to click on a link in chat. We can teach them that. They don't know how to get back to Zoom after they clicked on that link.

So we have videos and job aides teaching them how to teach their students how to do those things, how to teach their students how to use reactions, everything you can think of. And yes?

Audience: Do you find that [ INAUDIBLE ]

Johanna Gleason: So one of the things we do with HyFlex is we have these opt-in meetings that are synchronous, that you can either attend in person or you can attend online. You have the choice. We also have Zoom-only meetings. So we'll have a you choose, we'll have a Zoom only, and then we'll have a you choose. I teach those things during my Zoom-only meetings. Yeah, how to mute, things like that.

Audience: Follow up question. Do you find [ INAUDIBLE ]

Johanna Gleason: Maybe.

Jia Sun: I think so compared to fully online class because they do have the choice to go to campus. And we have a walk-in Thursday, that we have people that they can go to that office or computer lab and get help to learn how to use Zoom in Canvas. And that is something that they need to use in class. And they are already right there in the school building, so they could get help.

Johanna Gleason: Yeah. We had a question back there.

Audience: [ INAUDIBLE ]

Johanna Gleason: Yes, and we don't. But most of them bring their phones, and so when I'm teaching HyFlex in person, I ask that all of the students in person join on their phone. And I'll get to this a little bit later when we talk about activities, but I do put activities in the chat, and I want the students in the class to do those activities too, so they're also learning the digital literacy. Some questions over here? Yes.

Audience: It was for us what we did at our school, especially during school closure, was that our Fridays were tech days. So we would have people come in. If they registered for class, we would have them come in Friday to learn how to Zoom, learn how to do basic things on the computer, maybe use Zoom.

And then my class was using Canvas, in particular how to go into Canvas, how to connect with me on camera. So that way, when they would start Monday, they had at least a good two hours with me in a small group onboarding them. So that was constant. And once I onboard them, it's just that reinforcement constantly.

So that way, it would be an initial take a few hours, but then they persisted through the whole semester. So we noticed that our persisted rate was actually higher just by spending those few hours with them onboarding.

Was it mandatory?

I made it mandatory, yes, for the same reason because I just didn't want them to sign up and then just fail because they didn't have the skills and because of the academic content.

Johanna Gleason: Right.

Jia Sun: Yeah. And I don't have that number included here, but we have the data from fall, 2020, to spring, 2022. But the data shows that the persisted rate comparing in our school, HyFlex is higher than fully online.

Johanna Gleason: Yes. It's very high. It's around 95% or something, isn't it?

Jia Sun: Yes.

Johanna Gleason: It's very high persistence rate for HyFlex. As I said, people are grateful that this is finally available to them, I think. Did we have another question or comment? OK, so I wanted to show you this if you can just make it up a little bit higher. So I want to show Didi. We do have all these digital links that we can send. And of course, we can put things on computers.

But one of the tips we give, the basic tip is, as a teacher, print this stuff off, laminate it, keep all your cards right next to you, and then you can tell the students, unmute. I can't hear you. Unmute. So that's a really great tip, and we do have a link in here somewhere to all of these things so that, yeah, you can, as a teacher, link to that. You can copy it. You can print it.

Audience: [ INAUDIBLE ]

Johanna Gleason: Mm-hmm.

Jia Sun: Yes.

Johanna Gleason: Yes, OK, yeah, so again, moving, there's lots and lots of Zoom tips and tricks, and we've got all kinds of teach your students how to use Canvas stuff. Again, documents, slides, videos, anything you can think of, and we'll move on a little bit.

And then this is, I think, my favorite part. This is what we want to call the teacher's edition. So we're using in our two lowest levels, Ventures Basic and Ventures 1, and we've gone unit section by unit section.

OK, they're tiny little words. I know you can't see them. But we've given suggestions for things you can do for both groups at the same time, things you're going to have the roomers do, and things you're going to have the Zoomers do.

So the teacher has instructions for how to present the material to everyone first, and then what you're going to give to the roomers and what you're going to give to the Zoomers, or what you're going to make the roomers do and what you're going to make the Zoomers do, and things like that.

And I had a couple ones I wanted to highlight.

Audience: Are they doing it simultaneously?

Johanna Gleason: It depends on the activity, so I wanted to show some activities. There's one that's called items in a classroom. Can we find that one?

Jia Sun: Mm-hmm. So that's probably a unit too, right?

Johanna Gleason: Yes. I think it's the other way.

Jia Sun: I think we're still in the other one.

Johanna Gleason: OK, sorry. OK.

Jia Sun: Let me use the table of content. Bring that to--

Johanna Gleason: Yeah, this is it, I think, if we go over here. And I want to click on the link. OK, yeah, maybe click on here.

Jia Sun: This one?

Johanna Gleason: There's a Google doc, a Google form. So can we maybe--

Jia Sun: Items in the classroom right here. This one?

Johanna Gleason: No.

Jia Sun: Google form?

Johanna Gleason: Items in a classroom. Yeah, no. It's a Google form. Maybe down a little bit more? This is it, yeah, Google form. OK, so this is one activity that I'll do. The students in the classroom have their books, and we look at the book, and we do the activity in class. I put a link in the chat, and it's a Google form.

The first question is their name, and then I'm playing the audio over the Zoom. And the students at home on Zoom are able to do it on Zoom. I get the results of their form, so I see that they were participating. I can assess whether they're learning. And they're actually interacting physically with Zoom and things like that.

The students in the class are doing it in their books or on a handout, but a lot of them, the more advanced ones, will do it again on their phones. And that's one of the reasons I think it's great for them to have their phones, because A, they get the extra practice; B, they're getting the digital literacy practice.

So I guess we can probably keep that up. Let's go back. I can use that to demonstrate the next activity a little bit. OK, so one of the things I might do then is send a similar form like this to the Zoomers, and I'll stand here in the classroom with the roomers and hold something up. It's a ruler.

The roomers call out ruler, and the Zoomers click on the box. I show another picture. We're moving down. The roomers call out what the picture is, and the Zoomer select it. So I can see-- I'm engaging both audiences. The roomers are doing something. The Zoomers are doing something.

And then I can freeze my camera so that the Zoomers can't see the screen anymore-- is this how I do it? Hold on-- so that the roomers can't see the screen anymore. So this is what I'll do. I can't remember what we call it.

Audience: [ INAUDIBLE ]

Johanna Gleason: What?

Jia Sun: Phrase?

Johanna Gleason: Mute, picture mute. So I picture mute the screen, but I'm still in the Zoom meeting with the Zoomers. And I'll put a picture on the screen of a pencil, or a stapler, or whatever. And the roomers have papers, so the Zoomers are calling out what they see on the screen, pencil, and the roomers have to circle. Stapler, and the roomers have to circle.

So the audiences are both working together at the same time, and they're engaging with one another. And you can see how you can extend that with all kinds of activities. We have three pictures of people, and they have to circle the one who has glasses and a mustache, for example.

So I know you can't see it, all the pages, but all of the activities in the guide chapter by chapter have ideas like that so that teachers, they don't have to think up their own things or even create their own Google forms or docs. We've set it up so they can just make copies of all those docs to use them as they see fit in class. I'm sorry, I should have written the units that these were on. How am I doing for our time? Do we need to move to the next thing? OK.

Jia Sun: Here.

Johanna Gleason: Yeah, I think we'll go to the next. So anyway, you'll get copies of this. You can look through all of those activities and things like that. And this is an information-- so information gap, it's similar to what I described to you. Here's an activity that I created. We'll go ahead and watch that video.

[video playback]

- Hi, this is an activity that I do with my level 1 English class. We're learning about jobs. They know the names and duties of a number of jobs. I ask one student at a time to come to the front and choose a piece of paper. They're just ripped up pieces of paper. They can't see what's on the paper.

OK, and they choose a piece of paper, they look at it and don't show anyone, and all of the students in the class, both in the room and on Zoom, call out yes, no questions until they can guess what the job is.

So for example-- and we've learned. We've practiced all of these questions and all of this vocabulary. And when we first start the activity, I actually have this on the projector so students can see it. OK, so after we've done that a few times, then I tell all of the students in the room to sit down, and I turn the projector off. So the students in the room can't see the image, but the students at home on Zoom can.

And then I put a word and an image on the screen for the students at home to see. So the students at home will see what you see. The students in the room don't see anything. And the students in the room have call out the yes, no questions, and the students home on Zoom have to answer to yes, no questions until the students in the room can guess the questions.

So they'll look at this and maybe ask questions like, do you count money? Do you serve food? Do you sell clothes? Until finally, do you clean buildings? Yes, yay. OK, so we'll do that a couple of times with those questions, and it's a lot of fun. Typically, the students really enjoy it. They laugh a lot, and I enjoy it. And I think it's transferable to other types of vocabulary activities too. Thank you.

[end playback]

Johanna Gleason: So this is an example of a video that's available to our teachers so that they can watch that and they can get that idea. And also, you saw an example of an activity that we use with the students.

And another thing I'll do also is after we've done that activity as a group where the whole group's shouting out, do you serve food? Do you clean buildings? I might have them do it one-on-one. OK, so Muhammad here in the room and Gala on Zoom, Muhammad asks Gala, and then they do one-to-one answering.

And do you know, we call it ABA where you've got a dialogue where A says something, B says something, A says something? I do that a lot also with the students, with room being A, Zoom being B, room being A, and then flip it. Zoom's A, room's B, and then one-on-one. Muhammad, you're A. Gala, you're B. Muhammad asks Gala, that sort of thing.

And then I just wanted to show you some flash cards. OK, so this is another-- this is really very similar to what we were talking about already. This is something I would do on Zoom.

So I might pass out slides like this to the room or handouts like this to the roomers. They've got a bunch of skills. The Zoomers see this. The Zoomers call out what they see. The roomers circle. And then you saw the vice versa with the Zoomers answering on Google Forms and the roomers being the ones who call out.

OK, so I think that is-- oh yeah, we can show a couple of these other things. So we have some higher level conversation cards. Oops. Yeah, so these are things. We can have students in breakout rooms going through and answering the questions. I don't do it, but I have a couple of colleagues who will put roomers and Zoomers in the same breakout room. Have you ever done that?

Audience: No.

Johanna Gleason: Yeah? Yeah, I have. Eric's great at it. For me, I'm not quite there yet, but they'll actually have roomers and Zoomers in the same breakout room asking these kinds of questions to one another, so just general conversation. Oh and then the medical equipment information gap.

So again, so I teach an advanced vocational English class for our health care workers, and this is another activity that we will do, very similar. Maybe I'll show this to the Zoomers, and the projector's turned off so the roomers can't see it. The Zoomers describe what it is.

They don't say what it, is but they'll say, oh this is something that we use for collecting a sample, and then the roomers have to guess. Oh is it a specimen cup? Go ahead. Yeah, this is something that we use to test if somebody has a problem with their kidneys. They need to use this to test for this kind of thing. I can't remember exactly what that is. But yeah, we might also hear-- let's go down.

Yeah, so again, back and forth with the roomers or Zoomers. I show the roomers. The Zoomers can't see. They call it out. I show the Zoomers. The roomers can't see. They call it out, and then we'll go to one-on-one and that sort of thing.

So I don't know. We had somebody in nursing here. That might be a HyFlex activity, that we can do something along those lines. This is obviously pre health care. But maybe you've got some ideas about things that you can do with HyFlex. So do we have any questions or comments? Yes?

Audience: [ INAUDIBLE ]

Johanna Gleason: Canvas, everybody does. That's not just the Zoomers. Everybody needs to work asynchronously.

Audience: [ INAUDIBLE ]

Johanna Gleason: So they have to do synchronous work in class, which is either on Zoom, in-person, or Zoom only. And then they all have asynchronous work they have to do. So yes, they might do some things on our LMS synchronously, but they will also have to do some things asynchronously, like for homework.

Audience: For homework?

Johanna Gleason: We can call it homework, yeah.

Audience: They don't do it in class?

Johanna Gleason: They might do some things in class. It depends on the teacher, yeah, but they definitely have to do some. I like to think about asynchronous work as being what we used to call homework.

Jia Sun: Yeah. OK. Other questions? Yes.

Audience: Can you have-- what we have often is [ INAUDIBLE ] so do you then switch the [ INAUDIBLE ]

Johanna Gleason: Yeah, I'll still do that. I've had that too, and it's not ideal. I had that once last summer, and it wasn't great. But yeah, I still make them do stuff, yeah.

Audience: [ INAUDIBLE ]

Johanna Gleason: We don't. They can make the choice every single time.

Audience: [ INAUDIBLE ]

Johanna Gleason: I think it depends on the class. But you said, Jia, you had about 18 to 20 students in person?

Jia Sun: Yeah, and my class was intermediate level. So once the student get familiar with online, I do notice towards the end of semester. And it's also because weather. There was a lot of rain towards the end of semester. So I did notice more people were online compared to the beginning of semester, yeah.

Johanna Gleason: I even had students say to me as it starts to get colder and darker earlier, I'm going to come on Zoom instead. I've had students have to go back home to their country, and they can still join on Zoom. I would say in my classes, it's probably about one third in person and 2/3 on Zoom, but I think it really varies depending on the discipline and the course.

Audience: [ INAUDIBLE ]

Jia Sun: Yeah, when it's CASAS testing, everyone is encouraged come to-- I did have four or five students, they just couldn't come to campus. And I created a separate reading assessment for them, and I required them to start their video the whole time, put them in the breakout room with my PA. So my PA was monitoring them doing that online test, yeah.

Audience: [ INAUDIBLE ]

Jia Sun: Yeah, I gave them an access code for their-- because other student already take the CASAS testing, so they don't need that extra reading test. But for those students who didn't take the CASAS testing, they did the Canvas online testing.

Audience: [ INAUDIBLE ]

Jia Sun: Yeah, but it requires more PA one-on-one, so we just didn't get that support the last semester. But before I think we did, online CASAS testing, very, very time-consuming.

Johanna Gleason: I have to say I don't secure tests when I give them to the students at home. What would be their motivation for cheating? They don't get a grade in our Class Their motivation is to be able to use English, to be able to be competent in English.

Audience: [ INAUDIBLE ]

Johanna Gleason: Yes, right. Right, yeah, so I think that, yeah, that definitely would require more security.

Audience: [ INAUDIBLE ]

Jia Sun: For me, it's a little bit hard, but the speaking assessment, I will say, my online student did even better because my online students are the students who are more comfortable with technology, yeah.

But with the writing assessment, I can't really compare because in-person student taking the real CASAS testing and the online version is something that I-- I take a look at the CASAS testing, created something similar, but I couldn't copy the questions from CASAS testing, so yeah.

Johanna Gleason: So Jia is going to show you some more fun activities.

Jia Sun: Mm-hmm, fun, interactive. Yes, OK, the next thing I want to share with you is Jamboards. It's activity, but also, it's a very simple tool that you can use for a HyFlex class. As mentioned, HyFlex teacher is already doing a lot of juggling, so a very, very simple tool for the teacher and for students is really essential.

So the reason we chose Jamboard is it's very easy to share with in-person students, online students. I will show you in a little bit. I literally just copy the link for my Zoom students in chat, and I will show you how to quickly generate a QR code so the in-person student can quickly scan.

The students don't need to log in. Really teaching beginning level students. I don't want extra steps for students and for myself. And also, some people complain about the features for Jamboard. It's too simple. But I feel like for my students, when they are low in literacy and digital literacy, it's actually a good thing to have simple features.

OK, so here I'm going to show you some examples, how I use the Jamboard. The first one can be used for any level. It's just a word map. And student, as you can see, the features are very simple right here. You really just ask students to create a sticky note. They put their name, save it, and they could easily drag it to the country. OK, so that's an activity, even though it's not ESL, but it could be a great community-building activity.

And the next thing I want to share with you is a reading comprehension activity I did with my intermediate level ESL class. I put students into several groups and assigned a group leader and a note taker for each group, and I just copy pasted those Jamboards.

And they would work together, read the article together, answer all questions. One of the students in the group had to scan the QR code, get the Jamboard, and record all their answers. So this is really a great activity for reading comprehension, group practice.

Yeah, so they're all the same questions, but they got answers from different groups.

Audience: How did you make [ INAUDIBLE ] does that come from [ INAUDIBLE ]

Jia Sun: Oh you mean the background, right? OK, so yeah, I made the background from Canva. Canva, you design that. And then you just set the background and change the background, yeah.

Mm-hmm, yeah, and another activity is discussion. So when we talked about, what are some good neighborhood behavior? What are some bad neighborhood behavior? And student can just create a sticky note and put their answers there for discussion.

OK, and another thing we did is a vocabulary review. So before this lesson, we did a reading, and we learn a lot of vocabulary. So I gave them some time to type all the new words they've learned in the previous lesson, then I put the students in groups. They each need to work on one vocabulary, gave a sentence, find a picture, gave a definition.

And it's very simple for students to find the picture. It's right here. So students could add image and go to Google Images to search. And usually, when I divide the groups, the group leader, I know is more tech savvy, being able to use these tools. And at intermediate level, it's much easier to show them how to use these features, yeah. OK?

Audience: [ INAUDIBLE ]

Jia Sun: Oh thank you, thank you. Yeah, as I mentioned, this group I taught, they were really very dedicated students. Yeah, I had one student. I know he's taking the class. At the same time, he's working because I saw that he's in a lab. So sometimes he has to leave the desk to have meeting with his boss, and other times, I don't know. Probably, he's monitoring all the machines, everything, but he's taking the class at the same time, so yeah.

OK, so the last thing, yeah, do we have time? We have a little bit time. We could try, so let me show you. OK, so this can be easily adapt to ESL literacy level. And I just show students, create a sticky note with your name. And they could place the sticky note, drag it into the calendar.

Now, I do want to remind everyone when you are using this Jamboard, the thing is when you share, you need to make sure you change it to share anyone with the link can be the editor. And the problem, especially with low digital literacy students, is they want to play with it. Sometimes they change my background. So I've learned that lesson.

One thing to make sure it works is really remind them only use sticky notes. Don't change teachers' design. And after you are done with the activity, quickly change it back to viewer and then share so they could review. Because one time, I forgot to change, and when we went back to review, I realized one student changed the background, wrote her name. So yeah, so this is one thing that you need to be careful with, yeah.

Audience: So are students using-- the students who are roomers, what are they doing?

Jia Sun: Mm-hmm, OK.

Johanna Gleason: They're using their phones to join, and they're getting on too.

Jia Sun: Yeah, so I'm going to show you right here. This is where you could share. Click the link, and there is an option, create QR code. And you don't have to say. You don't need to prepare your QR code before the class. You just have it right there. Yes, and students could-- so you can try it now.

Johanna Gleason: So we can all do it right now.

Jia Sun: Yes, and this is a great community-building activity. When you have two students in the same month, they want to know each other. Oh it's on the second page. So you can create one on the second page. OK, so once I notice someone start to join, I'll say, oh don't do that. Only create sticky notes.

Johanna Gleason: Sorry, it was an accident.

Jia Sun: Don't change my design.

Johanna Gleason: I'm sorry.

Jia Sun: Oh OK, I will keep-- yeah? Oh yes, I'm sorry. And I would keep saying, OK, don't change teacher's design. Don't move my boxes. Yeah, but this is something I designed earlier, but later on, I usually just use the background, so people won't be able to move anything on the background unless they change the background and everything.

Johanna Gleason: But they have had students change the background.

Jia Sun: Oh yeah, I've had, yeah. Change the background and wrote her name, so told me, who did that?

Audience: So the sticky notes on the side [ INAUDIBLE ]

Jia Sun: Yes, this one right here.

Johanna Gleason: Let's see if--

Audience: [ INAUDIBLE ]

Johanna Gleason: I have to click on the plus and then get this.

Audience: And then how do I put it on [ INAUDIBLE ]

Johanna Gleason: We need to go to the next slide.

Jia Sun: Yeah, that's what happens every time I first introduce Jamboard. They mess up with the background. But once you do it second time, third time, they know what is the purpose of this activity, yeah. Yeah, if you--

Audience: It doesn't work.

Jia Sun: Yeah, it doesn't.

Johanna Gleason: You save it, but you need to go to the second.

Jia Sun: Yeah.

Johanna Gleason: You need to go to the second page.

Jia Sun: Oh yes, you can.

Audience: Oh that's fine. I didn't know about that.

Johanna Gleason: It's asking you to upgrade.

Jia Sun: So too many moving parts is not a good design, so have the background. Yeah, so as I mentioned, this is something I designed at beginning of semester. Later on, I always use just one background because people, yeah, they can't control.

Audience: What is the benefit of making a Canvas or something?

Jia Sun: Canva, yes. So all other discussion, reading comprehension, vocabulary, it's all a background that people cannot move.

Johanna Gleason: Yeah.

Jia Sun: But they could change. They go to, yeah, background. So keep telling them, don't change teacher's design.

Audience: So if we did a picture as a background, it would be better?

Jia Sun: Much better, yes.

Johanna Gleason: Yeah, and I don't even use Canva. I just use Google Slides or something to make something like this. But then you save it, and then up here somewhere, you can choose Set Background. And then they can change the background, but they can't slide boxes around like we're doing by accident.

Jia Sun: Yeah, so that will be much easier.

Johanna Gleason: And then so if your birthday month isn't here up at the top of your Jamboard on your phone, you can click this.

Jia Sun: OK, so I'm going to start to change my background.

Johanna Gleason: And you can see the rest of the box.

Jia Sun: That's exactly what happens in the class. So yeah, so it always happens this way the first time you use it. But as I mentioned, it does get better later, yeah. So I have actually a Google slide reminding everyone, don't change teacher's design, yeah. OK, any questions?

Johanna Gleason: Do you have it open on your file there?

Jia Sun: Yeah, Johanna can show you, yeah.

Johanna Gleason: Yeah, and then you just--

Audience: I don't know how I got it, but I got it.

Jia Sun: Glad to hear that. Oh great.

Audience: [ INAUDIBLE ]

Jia Sun: Oh yeah, it's really nice, yeah. And it has the app, but actually, I like that. They don't really need the app to have all the features, yeah. Oh that's just so convenient. I share everything you said.

Audience: I didn't know that because [ INAUDIBLE ]

Johanna Gleason: In the chat or something, but yeah, this is so much easier.

Audience: [ INAUDIBLE ]

Johanna Gleason: The students at home, if they're using a computer and a phone, they can also use the QR code on their phone. You know what I mean? If they're watching Zoom on a computer, they can also scan the QR code using their phone. But most of our students, I think, are only on a phone. They're not using two devices.

Audience: [ INAUDIBLE ]

Jia Sun: Mm-hmm, they could get them, yes. OK, do we want to get in groups for discussion, or we could do discussion, share together? We have--

Johanna Gleason: 10. Oh I think we've got 10 more minutes.

Jia Sun: Oh 10 minutes then.

Audience: [ INAUDIBLE ]

Johanna Gleason: Put it on my thing. Yeah, it says 10:10 to 11:40.

Jia Sun: 11:40, OK, so maybe just ask someone.

Johanna Gleason: Yeah.

Jia Sun: Yeah, go ahead.

Johanna Gleason: Me? I'm doing this? OK. OK, so we wanted to hear what your ideas are. What ideas can you share with us for engaging HyFlex activities, or what have you tried that's worked well in your class? Anybody want to share an idea that they have?

Jia Sun: Any activities or tools you found is really useful for HyFlex class? Nobody?


OK, go ahead.

Audience: I think it's because I was teaching online for four years. I always just use Google Slides, so I didn't stop that when I started teaching HyFlex. And it just made my life easier for keeping me on track.

So regardless of whether the students were in my classroom or online, they could all see the slides. I had links they were on. So it was more like to keep me on track but also so that both Zoomers and roomers can see what I'm teaching. But yeah, that was for me.

Johanna Gleason: Yeah, but for me, I'm the same. I use Google Slides for no matter what modality I'm teaching in, and I was doing that before the pandemic in my in-person classes. It's almost like my lesson plan. So I think it's great for the students, but it's also great as a lesson plan.

Does anyone use Google Forms? Yeah? Is anybody using Pear Deck or what's the other one that's like Pear Deck? I can't remember. Yeah, I don't know. It's an interactive slide, so you can have the students actually touching things, typing in their answers. Hello.

Jia Sun: Is it Nearpod?

Johanna Gleason: Nearpod, yeah, Nearpod.

Jia Sun: But that has more features.

Johanna Gleason: Yeah. Oh Padlet is another thing that I think is really great. Yeah, do you use Padlet? Does everyone know Padlet? We're all pretty familiar with that? Yeah, that's a great one.

So one of the things I do when I create these Jamboards, and then the students do stuff on them, and then I change to View so they can't edit them anymore. Or after we've created a Padlet, I post those in Canvas so that they can go back and look at them.

And with Padlet, there's no need to change it because they can't change anyone else's. They can only add their own thing. So students maybe who didn't participate on that day can go back in later and add my favorite food on Padlet, or my favorite color, or my wedding or something. Yeah?

Audience: [ INAUDIBLE ]

I personally don't use Cahoot. I use Quizlet, but I've heard that because--

Jia Sun: I use the Kahoot, yeah. The problem with Cahoot is every time, it's only 10 participants, and I have more students than that. So I think so. It's only 10, right?

Audience: [ INAUDIBLE ]

Jia Sun: Oh really? OK, so maybe I need to get a teacher's account. But the one I use for Ventures is every time, it only allows 10 participants. So some of the students in the classroom had to share one device, so that's not very ideal, yeah.

Johanna Gleason: Quizlet works very similarly to Cahoot. It's maybe for multiple choice. And yeah, the students can do it online, and the roomers and Zoomers can both do it. Whoever wins is up there at the end, and it doesn't matter if they're home or in person, yeah. I'm trying to think if there's anything else.

I've had with my more-- similarly to what you're doing on Jamboard and my more advanced level classes, I'll put the students into a breakout room, and then the roomers are doing just their work in the room. But the Zoomers are in a breakout room. And I'll share an editable Google Doc, and I'll have questions on there. So you write your names all here.

You need to, for example, name three US holidays. Write the name and describe the activities people do on those holidays. And so I have something to prove that they did the work the way that you do when you're in class walking around and looking at their-- and then we get everyone back together. The roomers share. The Zoomers share, that sort of thing.

I've also had students, when we're doing our family vocabulary learning, mother, father, sister, brother, create their own slides, or send me pictures and I'll make slides for them if they really can't do it, and give presentations. So I've had students who-- and the roomers will come and stand up, and the Zoomers were projecting. They can see. I've had Zoomers who were able to share their screens and give a presentation from Zoom.

And the thing that really touches me, that really makes me feel-- you know how sometimes you just want to cry because you love your students so much? I've had students who attend exclusively on Zoom but have made a special trip to come to class to give their presentation about their family to their classmates and dress formally when they do it, which is really so touching. OK.

Jia Sun: So I think TLDS will upload the slides and have the recording, everything available on the website. So I'm just wondering how we are going to share the slides because these are the PowerPoints. But you do have our email right there, so if you do want to get a copy of the slides and the link to the teacher guide, feel free to email us. We're happy to share. Yes, Cindy?

Audience: [ INAUDIBLE ]

Jia Sun: Sharing? OK, good. So you won't get that from the website, so make sure you take a picture of our email and email us. We will forward this to you, yeah.

Johanna Gleason: Yeah, so any other questions or any other comments? We had planned to put you in groups so you could talk about your own ideas. And I know that sometimes, the reason we do that is because people are maybe more comfortable brainstorming in little groups, and we do have five minutes left. So do you want to talk to your group mates, or do you want to just end five minutes early? You guys are good. We're good. All right, well, thank you so much for attending, everyone.

Audience: Thank you.

Johanna Gleason: I hope this'll be useful.

Jia Sun: Thank you so much.

Audience: Thank you.