[audio logo]

Narrator: OTAN, Outreach and Technical Assistance Network.

Susan Gaer: So welcome. My name is Susan. And this is our team here. All of us created this framework that OTAN has adopted called the EEE framework, and we'll get more into how we got this framework in a bit.

So everybody's familiar with OTAN, I assume. And you know that we offer-- everything we do is free and tacos, right. We need Melinda for that. So shall I move to the next slide? Yep.

So this is the team of people who created the-- who worked on the EEE framework. You can see there's quite a few people-- Kristi Reyes from Mira Costa; Susan Coulter; me, Susan Gaer; Debbie Jensen; Alisa Takeuchi; and Jennifer Gagliardi, who's not here as well. All right, I don't know. Shall we try?

OK, so let me explain from the beginning. So I had this-- I was a member of ISTE. And I found this book in ISTE called Learning First, Technology Second. And I thought to myself, what a great title. That's how I feel about what we should be doing with technology is having learning be first.

And as I read this book, the woman who wrote it, her name is Liz Kolb. And I just like everything in this book. It's all K-12, I want to say. But everything, all the theory in this book, this book is all based on research on how kids learn.

And she's actually a clinical psychologist. And she went-- all for her PhD thesis, she ran around to all these different schools. And she took note of how teachers were using technology. And she found out that everybody uses technology as a fun little tool, and then they put the tool away. And they start doing the paperwork to do the learning. And she thought something was really wrong with that.

So I really loved her stuff. And so I talked to-- I can't remember. We got together at a meeting. And I just said, this framework is a really great framework. And I want to use it. And these guys said, OK, let's do something with it.

So that's how it all started. The links right there are for this book right here, if you want to buy it, and the next one, which is based on case studies. What we have done as a team is take this K-12 framework and recreate it with adult educators in mind.

So everything that we do is with adult education. And we have permission from Liz. She's very happy that we're doing this. So that's the beginning. OK, so let's see.

OK, so this is Liz. She's a clinical psychologist. It was her research as her PhD, as I already said. She found that most students were using-- most teachers were using technology as a game or a tool to engage the students. And they never used it for cognitive purposes. And what we really, really, really love about her framework is that it's very easy to use. And you will see in this little session how quickly you will learn how to use this framework. OK.

Susan Coulter: Our plan for today is we're going to talk about Triple E, but engagement. Then we'll go to enhancement, give you more details about it and how you can implement it in your class, extension. We're going to talk about the rubric. And then a cheat sheet. Most important is the cheat sheet.

[chuckle]

We want to make sure you get that. And then we're going to do a practice activity of evaluating a lesson.

Debbie Jensen: All right. How many of you have heard of SAMR? And TPC? These are frameworks of learning, OK. And they're designed to help us improve our creation of lessons. Now, the thing about SAMR, you've got substitution, augmentation, modification, and redefinition.

They look like they're all going in a row. So that means that we're aiming for redefinition, but there sometimes the substitutions-- what we really want. And so that's the problem is that it's kind of like, well, you're giving me the idea that this is where I'm headed, and I'm confused. It's very linear. And sometimes teaching is.

OK. TPC isn't linear, OK? But you've got technology, content, technological content knowledge, technological knowledge. You've got content knowledge, you've got pedagogical content knowledge, you've got-- I'm going to say well knowledge, technological, pedagogical and--

Audience: Pedagogical.

Susan Coulter: Yeah, that.

[chuckles]

Debbie Jensen: And that was where we were at. What we wanted was something simple. That was something that was simple. And so that's what we have.

Susan Coulter: Something simple and non-linear. Because have you ever seen learning happen step by step? Or is learning like this? You learn a little something-- yeah, so we needed the non-linear, but that was ridiculous.

Susan Gaer: OK.

Susan Coulter: So this is what we-- Yeah, here we go. OK.

Susan Gaer: OK.

Susan Coulter: The Triple E model, OK? So it has Engagement, Enhancement, and Extension. And we have here three examples, under each one there are more. But under engagement, you have the time on task, co-use when you're working with others. The learning goals, which is the big deal that you want to be sure that is what's being focused on.

Under enhancement, this is added value, to the lessons. You've got scaffolds and supports that you want to add for the students. Differentiation and personalization, sorry. And then extension is using authentic experiences-- connecting learning 24/7. So that what they're doing in the classroom is also what's happening in their jobs and at home and such.

And then the soft skills that are what they're going to need to take with them. Now, if you get those parts all together, you end up here in the center, which is, we call it the soft spot. And that's going to be--

Audience: Sweet spot,

[interposing voices]

Susan Coulter: Sweet spot. Thank you. Thank you. And so that's what you have. And you have a lesson that's going to work, that your lesson objectives are going to be the thing is accomplished. My personal experience with Triple E, I had been teaching a long time. So of course, I thought that what I was doing was fine.

And so when we first brought this up and we're all working with it, the one thing I noticed that I wasn't doing was co-use. I was an ABE teacher. And I thought, [scoffs] well, I'll just modify my lessons a bit and see if that makes any difference.

And the improvement on the scores of the students were undeniable. And so I have found that as you do address these things and put them into your lessons and into your teaching, you will find that the students learn more and you'll have greater success.

Engagement. Go ahead, do one more. In engagement, it's more or less getting the student up and getting them involved and getting them going. And we have some questions. Does the technology allow the students to focus on the task of the assignment or activity with less distraction? And its time on task. Are they focused on what they're doing? Go ahead.

Motivate. Does the technology motivate the students to start the learning process? Does it excite them? Does it get them going? Does the technology cause a shift in behavior of students where they move from passive to active social learners?

And this is the co-use or co-engagement. You put two students together and get them to work on the same activity. You get them involved. And how can we do this in our class?

Susan Gaer: So, I'm going to say the technology will remain nameless. But you know, that technology will--

Audience: Oh, yeah.

Susan Gaer: You can just sit-in front of the computer and they learn everything with the headphones and they just learn, learn, learn, learn. Just adding co-use to that, meaning getting your students to talk to each other about what they see on that screen will engage them more.

And if you just put them at the computer and let them do the activity on the computer, you're not engaging them. They're not talking to each other. They're not reflecting on their learning. So it's critical that we increase co-use That's the critical--

Engagement is easy. You give the students a phone, they're going to use it, right? You give them a computer, they're going to be happy. They may not be doing what you want them to do, but they're going to be happy. But the co-use is something you have to put into your lessons.

Susan Coulter: I think the thing that I found with it was that who learns the most? The teacher, right? In all actuality--

[interposing voices]

Susan Coulter: You had to go through the stuff. You had to learn it so you could teach it. Well, if you've got co-use somebody talking to the other and having to teach each other. So you've moved it up a level and it's simple to do.

Susan Gaer: Alisa, how about you. What's your experience with co-use?

Alisa Takeuchi: The first thing that comes to my mind is that when Susan was talking about way back in the day is that, you know, for example, I'm just going to say Kahoot, I'll just say it out.

So, we think like using Kahoot as a supplement to our curriculum is great. We do a Kahoot and then everybody goes, yeah, I won or blah, blah. And then you put it away and it's done. Well, what happens is that, well, what did they really get out of it? Well, they had a little bit of fun, and they might have learned something.

But then afterwards, getting them together and saying, hey, which one did you get right? Or which one did you get wrong? Or why did you get wrong? Having them talk about that content, it's not about the technology that was used for it. That was my aha moment, where I was like, yeah, I want to use technology in my classroom. But really, why.

What are they going to get out of-- from the content, not from the actual technology. So again, if the technology is overriding the content, it's not good technology. If they're stressed about the technology part of it and they're not learning the content, it's no good. The content must come first. Technology comes second. Now, that was my big aha moment.

Susan Coulter: When I was teaching, I taught ABE. And I wanted my students to learn about writing a research paper, how they would go about it. And so I let them choose any topic. And we did this as a class. And they came up with Elvis Presley. I said, fine. OK, we can do Elvis Presley.

And they went to the computers and in partners. Because I only had so many computers in the classroom. They got together and they would do a search on everything on Elvis Presley. And when they found something that looked good, I let them print it out. And then I made copies and that was the reading. For the whole week we would read and I gave them yellow highlighters. Highlight this.

Well, we went on to create an outline, and then we went on to actually write the article. It was only a couple pages long or I think it was maybe two or three. But anyway, in the end, OK, that was great. But then I took it one step further. I divide them up into teams. One team had his birth and his parents, and that.

Someone else had his military service. I mean, all these different areas of his life. And they went to the-- I had IMAX. It was back in the iMovie days-- and put them on computers in their team. And every person on that team had to record their part of the story. They worked as a team.

And then we took all of these and we put them together. That was the best activity for my class. I mean, they were talking about it forever. We made a video-- a long it was a VHS video.

[interposing voices]

Susan Coulter: It dates me. We made-- and we invited an ESL class in. They were so proud of it. I mean, they really were. And did they learn? Yes. They knew all the steps. They knew what to do. But that was the first time where I realized when I got into Triple E, where I realized it was such a success because of the co-use. They were working together. Everyone was a part of it. It was great. And they probably never forget Elvis Presley to this day.

Audience: Yeah, that's right.

Susan Coulter: I don't know if that was my objective, but-- [chuckle] some ideas on how you can involve engagement is turn and talk. Well if I ask you to turn and talk to your neighbor, that would be engagement. Think aloud.

Modeling.

Audience: What's think aloud?

Susan Coulter: Think aloud is I'm thinking in my mind and I'm talking. Oh, I should do this or this is how I want to think about this. As a teacher, I'm telling them how.

[interposing voices]

Susan Coulter: I'm sorry. Think aloud is really important with teaching them how to think through. Like as they're reading. There's the reading. And they can-- they're worried about the presentation of speaking and stuff like that, and they're not really getting the main idea and things like that.

So I will read and then I'll say, you know, I need to find the main idea. I usually find the main idea this way, and I'm thinking and speaking what's happening in my head because it's not happening in theirs.

Susan Gaer: And I have a story. I'm sorry. Everytime I'm thinking. So I'm a kind of person-- I don't know if you're this kind of person. When I do something with a computer, I'm always like talking about what I need to do this. I need to do that. I need to do this. I need to hit the File menu to go to print. And I do all of that-- I talk it through-- I do it for myself.

So apparently when I'm teaching, I'm also doing this. And I had this class that was a total disaster. Nothing worked. None of the computer programs worked. This was an advanced class. They were ready to transition to community college. At the end of the class, I had such a failure. I just sat down like this. And I said, I'm sorry, I messed up. I wasted your whole class today.

And you know what the students said? Oh, no, no, no, teacher. You were teaching us English as you were thinking through the problems.

[chuckle]

I was like, wow, they had a whole different perspective on it. So they're uh.

Susan Coulter: And don't want you to panic about all of these and ask about, how do I do this and how-- we have-- Debbie has come up with what we call a cheat sheet, OK. And it has all the activities with links to explain every single one of these activities.

So it's amazing that you see all the things that-- for engagement, for enhancement, and for extension. So anyway, modeling, paraphrasing, graphic organizers, and predicting what's going to happen.

Susan Gaer: And if you don't know the technique, it's not a problem because Debbie had linked how to--

Susan Coulter: Right.

Susan Gaer: As well as activities. [chuckle]

Susan Coulter: OK. So let me turn it over to Alisa. And she's going to talk about enhancement.

Alisa Takeuchi: All right. So I'm just going to step it back just a couple of steps, because I really want us to understand that this is all coming through with our lesson plans. And we learned this the hard way where we created this course to provide for instructors on how to incorporate the Triple E in our lesson plans. And what we found out throughout-- in our first cohort of participants were that a lot of teachers don't even know how to make lesson plans.

So we had to literally go back in time and go, OK, let's go ahead and start talking about lesson planning in itself. So how many of you feel comfortable about lesson planning-- creating a lesson plan? If you're in ESL and you're like the EL civics coordinators, maybe that's going to be more comfortable for you.

Some of us that have been in the field for a long time, I mean, we might not have written a lesson plan in a very long time because the days of being observed and having to turn in those formal lesson plans have kind of gone by the wayside, at least in my districts that I've been working on.

So we haven't been asked to do that in a really long time, probably since student teaching. And so again, we decided to incorporate the WIPPEA lesson planning to incorporate the Triple E. So I know there's a lot of these acronyms because that's all about adult Ed as well.

So if you're familiar with WIPPEA, Warm up, Introduction, Presentation, Practice, Evaluation, and Application, we incorporate all three of these E's within the lesson plan. So when Susan was talking about engagement, a lot of times that's their presentation. That's the hook.

We're trying to get them hooked on whatever it is that topic that we're trying to teach them. Then when we come to enhancement, we're enhancing those lessons. We're trying to go through. We're on the next step. So you can see engagement was that little step. Now we're in the middle step here, and now we're trying to get those students to understand what it is that we're doing and how do we do it. So go ahead and advance.

So again, we have these questions that you want to ask yourself about the technology that you're choosing to use for that particular lesson, and does it apply to these questions? So does the technology tool aid students in developing or demonstrating a more sophisticated understanding of the content?

So again, are you using that technology for a reason or is it just a time filler? We have 10 more minutes until the class is end. I'm just going to throw this up there. Well, really, ask yourself these questions about really-- is that 10 minutes really being used efficiently where that technology is really helping with your content? Or is there something else that we could find for them?

Does the technology create scaffolds to make it easier to understand the concepts or ideas? Are you choosing technology that's actually going to help your students understand the content. Remember, it's all about the content and we know that we need to scaffold. Are you guys ESL teachers? A lot of you guys. OK.

So even if it's math, if you're an ab or ac, if you're doing math, you're not going to go from addition to algebra. There's got to be these steps in here, especially if the student doesn't understand that end concept. You've got to scaffold it and step by step by step.

And then what technology are you going to use? We love technology. We work for the organization that helps you to support technology. But again, if that technology is not going to help that student get the content, it's not worth it. Technology for technology's sake is not worth it.

Susan Gaer: Next?

Alisa Takeuchi: Yeah. Thank you. Sorry. Does the technology create paths for students to demonstrate their understanding of learning goals in a way that could not-- they could not do so with traditional tools. Again, we're trying to engage them. We want them to hook. Right now we're going to go ahead and enhance their knowledge.

Can they show their mastery? Can they show that they understand with some sort of technology tool that they wouldn't be able to do with a piece of paper? Or switch it up a little bit?

OK. So some ideas. Again, we have that turn and talk. Can students explain to each other what they just learned? Yeah? When you're using that technology? For example, if I did that Kahoot example. And after the Kahoot-- I'll tell you this. So I've done Triple E with my agency. We went through the course itself. And so I created a Kahoot on IEEE so that I wanted to see if my teachers could, show me or demonstrate to me that they understood what we were just learning.

And so, you know, Kahoot, right? It's like all competitive and stuff. And so some of them either went too fast and they got the wrong answer or whatnot. So I afterwards-- I had them turn and talk. And I said, which ones did you miss, if you missed any? And then why did you miss that?

And so what they did was I went around and I walked around and they were like, oh, I missed that one because I didn't read it quick enough and I went too fast. Or, oh, I didn't understand that question-- things like that. And I ended up learning as the teacher about how my Kahoot questions were.

If they didn't understand the question, or if it was confusing for some, I need to understand that my ESL students-- now, if I ever did this, also may be confused. And that's why they got it wrong. You have to understand for you as yourself, that that technology tool was great, but I even wouldn't have known any of that if they hadn't turned and talked with each other.

I've also done this with Learning Chocolate. If anybody has ever used Learning Chocolate, I talked about Learning Chocolate. My students did Learning Chocolate, and then we went back and I had them talk about which vocabulary words are in learning chocolate that are the same as Inventors, which is our book.

So I'm taking that content still, even though I'm using a different technology and I'm having them relate to it. It's always going back to that content. It's not just to do Learning Chocolate for learning chocolates sake, great, 15 minutes, great job. Put your Chromebooks away. It's really coming back to the content that we're using.

Susan Coulter: Do you want to explain what Learning Chocolate is? Because I don't know what it is.

Alisa Takeuchi: Oh, I'm sorry. Yeah, OK. So for those of you who don't know, learning chocolate, it's a website. It's a free website. It's very easy. It's very student friendly. It's a vocabulary-based. It's listening. There's listening work. It's vocabulary-based, but there's listening skills. There's typing skills, dictation, and a plethora of topics.

And some of them are teacher created. So we've had Jennifer Gagliardi. She has done a lot of the citizenship ones that you'll see. So it's a very co-operative and shared experience. So you just type in your topic that you're learning and then here comes a bunch of different ones.

Now, you have to be careful with anything. Some of them are a little bit kid-ish or childish, but because K-- K through 12 teachers also use it. So you have to be careful because sometimes there are Canadian teachers that use it or British. sometimes the languages or spelling might be a little-- you have to vet it out a little bit.

But for the most part, it's a really great resource for teachers. And there's no account creations. It's literally-- you go to the website and you start using it. It's really nice that way.

The graphic-- a lot of these are similar from engagement exit tickets. So now you can start seeing-- the students are starting to reflect. So I have my students reflect every time we use something new in technology. How was it? Did you enjoy it? Was it difficult? Was it challenging?

Maybe the first time they're going to say, yeah, that was hard, or I didn't know. But if you keep going at it, don't give up. Yeah, because technology is hard at the first time. You keep repeating it though, it's going to get easier for them. But again, I won't know that unless they reflect on me and tell me.

Because if I say, everybody good? Everybody OK? Thank you. Bye I have no idea. But if they have that opportunity, maybe either just to write on a thumbs up or thumbs down or, smiley face or something on a piece of paper and just pass it in a little basket as they're going out, and anonymity.

Because they're not going to tell you, no, teacher, I don't know. Or I didn't like it or whatever. They're never going to say that to you unless-- until you get hired. But I won't know that for myself as the instructor as well.

And then differentiate instructions-- metacognitive strategies, things that are really bringing that critical thinking out there. And so again, we're really trying to take these lessons-- this technology that we're using, bringing it back to the content and having the students re-use it. So again, it's not supplemental, it's incorporated.

Susan Gaer: How many of you use exit tickets here?

Alisa Takeuchi: Exit tickets.

Audience: Yeah.

Susan Gaer: That's where you have the students before they can leave the room, they have to reflect on something they've learned. And so it's really a good strategy to make sure--

Alisa Takeuchi: And I had not done this before. And I started it. It was a slow-go. I did beginning literacy. And so, I was thinking, how could I do it? I mean, it could be as easy as green and red or, yes or no, or whatever it is, or whatever the language is that you're teaching them.

And just having them reflect on that lesson or that activity or something. And then for my CTE class at night, I have them do it almost every day. And it's like, what did you learn in today's lesson and how will you use that in your future job? You know what I mean? I mean it's a much higher level. But again, I'm having them reflect on the content that we did in class. So that now they're also being self-aware of their actions on during that lesson.

Susan Gaer: And that's something you do every day at the end of class?

Alisa Takeuchi: I'm going to say, 75% of the time.

Audience: Do you ask more questions about what you're confused about or? I mean, do you it every day?

Audience: That's interesting.

Alisa Takeuchi: Yeah, it really just depends. It depends on what it is that I'm asking them to do it on or whatnot. But yeah, a lot of times, exit exams-- it's a reflection for me. I'm seeing-- did that lesson work for me, for them. Did they understand?

Because it could be a comprehension question as well. Because it's like instant formative feedback. If I give them a comprehension question on something and then they're giving me these answers and everybody's getting it wrong, I better go back tomorrow and review on that answer.

But if everybody pretty much got it right, 90% or so, then I know that lesson went well. And then we can move on to something else. Yeah.

Debbie Jensen: Before we start with the extension, I wanted to share with you what a teacher that I observed did. He was a math teacher. And what he would do is he would have his students work together and then they had to go up to the board and thought, this isn't going to go well.

And one would write and the other would talk and say, what's happening. And then the rest of the class would be able to bring ideas of what they're doing and discuss the problem. Math is tough to teach. Math is tough to get them to understand and to really be able to use it in a variety of ways.

And I found so much in his method with the students, the class, the tone of the class. Because I taught math, too. But the tone of the class, what they were learning and what they were then able to express. Because one would talk and the other would write, and then the class would contribute. It was really impressive.

And so that would be a good example of the enhancement. Now let's go through extension. Go ahead. There's three questions again with extension. Does the technology create opportunities for students to learn outside of their typical school day? What would be an example of that? How about your phone?

Debbie Jensen: OK. All right. So there's a lot of things where they could take something and they could then continue using it at home. All right. The next one.

Alisa Takeuchi: Sorry, Debbie, can I just interrupt? So I just want to reiterate for all of us that are adult-- Adults ED. Our job-- my job, our job is not only to teach English or CT or whatever it is that we are teaching. We are responsible for allowing our students to learn what we're teaching them outside of the classroom. That's my number one goal, right?

We're doing everything we are in our classroom. So that they can actually do it outside of the classroom. That's this. So when we're doing EL civics or something, or job applications, resumes and things like that, I want them to be able to whatever they do in the safe environment, my classroom, that they're going to be able to go down now and go to Target or go to someplace and do that online application on the kiosk because we've already practiced it.

So that's what she was talking about, about being able to do it outside of the classroom. Not everything you do in the classroom should have the goal that they're going to be able to do it outside of the classroom.

Debbie Jensen: I've had students that would say I love your class. I'm so successful in your class. Well, I view that as a failure. Because I want them to do it outside the classroom. And so, yes, safe here. Create a place where they're safe and they can learn it, but they need to take it out. So there needs to be the application outside the classroom.

Susan Gaer: Or they say, I can understand you, teacher, but nobody else

[interposing voices]

Susan Gaer: --myself a failure when they say that. Because they need to be able to understand everybody else.

Debbie Jensen: Yeah. Yeah. Next slide. Does the technology create a bridge between school learning and everyday life experience? Now, sometimes that's a little more difficult. What are we doing in the class that they're going to be doing outside the classroom? But consider soft skills. Now, when I say soft skills, are you all OK with it?

Audience: Well, yeah. Like for me, what I explicitly tell my students when I'm teaching them is OK for-- they say, well, teacher, why do I have to summarize? Well, it's a soft skill. You're going to have to make sense of this information and to remember it.

And then you-- and then of course, you have to decide how you're going to use this. So I'm teaching the soft skills of communication. They're doing a grammar exercise, I said, this is still communication. But teacher I can't understand my classmates.

Well, here's a site that has many different people with many different accents speaking. You can go, listen here. But this is why we're doing the dictation exercise. So you can understand classmates, not just me. This is why we're doing this. I just do not want you to be talking to me [muffled].

Susan Gaer: No, that's great.

Alisa Takeuchi: That's why a lot of reason why a lot of students don't want to leave their class to promote to another class. Because they love you and they're so comfortable. And I like-- I love you, Alisa. I'm like, I love you too, but you got to get out.

[laughter]

That's my job. You're not helping my job. I'll get fired if you don't leave my class.

Debbie Jensen: On soft skills and on summarizing, I had a student who-- OK, many of our students are the early jobs. They just get jobs. They are not the ones that have been there for 20 years and they're safe. They're the ones that get laid off most often.

But I had a student who had learned how to summarize and his supervisor couldn't. And so when it came time to be laid off, he never was. Because he could write. And that's what I tell them. I say, the power to write puts you in a much safer place because so many people just can't do it. So that was a good one.

Susan Gaer: And sometimes you just have to show them where the bridge is. Because if they don't understand why you're doing something, just tell them. At work you're going to have to do this. And you've created a bridge,

Susan Coulter: Right.

Debbie Jensen: Yeah, very good. The third question, does the technology allow students to build skills that they can use in their everyday lives? OK. So let's take a look at some examples of things that you can do. OK real-world issues.

OK. In your class, what's happening in the world? Bring it in. Capture daily experiences that they have or that they might have in a job experience. What's the big picture? What is the thing that they're going to be having to face when they get out of school with that type of perspective?

And then always facilitate collaboration, curation, and organization skills because this is what the boss wants. And so be sure you have that in your class that they have to do. So that they can learn those skills.

Susan Gaer: Can I elaborate on number two just a little bit? Because I've done quite a bit with capture daily experiences. And it's as simple as having your students take their phone with them during the day and capture-- you tell them, capture one picture of your day. Let them decide what it is they're going to capture.

Have them bring it back. Put all the pictures-- and text the pictures to you. Or if you're familiar with Padlet, you can have all the pictures go on to Padlet and then you can have the students talk about their pictures. And you've connected their daily life and they're going to learn about each other.

I found out I had these students who were in-- they were in a manufacturing company and they had to wear suits, with the gloves and the beer everything. They had to be covered and they had to go through sterilization and they couldn't take pictures inside the place.

So what they did, how am I going to get a picture of my class from my teacher? They stood in front with all their gear on and they took a picture of the three of them in front of the business and they brought it to school. And we learned all about protective clothing.

[chuckle]

We couldn't have that conversation if we hadn't done the activity. So just as simple as having them take a picture is a way to do that.

Debbie Jensen: All right next one.

Susan Gaer: All right, that's me. OK. So let me go back a few slides. Sorry to hurt your eyes.

[interposing voices]

Susan Coulter: What's curation?

Susan Gaer: Debbie, do you want to talk about--

Debbie Jensen: Organizing information. Being able to take in the information, your research and such. And then putting it in the logical, these things go here, these things go here, these things go there. So it's an organization skill that I think very few people have.

Audience: Well, it's also quality of content.

Debbie Jensen: Exactly.

Audience: Is it-- is this good, is this good content? Is it-- maybe entertainment content. What does this give me? The sort of curation. What does my audience want to do with that sort of thing.

Susan Gaer: So before we go to the rubric and how to analyze all this stuff, I just wanted to give you the big picture back again that we have these three different E's that's why it's called Triple E-- Engagement, Enhancement, and Extension.

And they all fit together like a Venn diagram with-- if you have all the perfect lesson, which I have never had, by the way. You would be in that Triple E soft spot.

Audience: Yeah.

Susan Gaer: But you don't really need to be in the Triple E soft spot. And if you just engage me a minute here, we're going to go back to the rubric. [chuckle] I want you to see how you can grade yourself.

Alisa Takeuchi: So while she's doing that, real quick. So we're still talking about the lesson plan. We're still going back to that lesson plan. So the enhancement is going to be more of your practices-- scaffolding. Because you never want to move forward with anything until you know that your students can master whatever it is you're doing at that moment. That's your scaffolding.

So that's where you're going to extend your lessons a little bit more. And then the extension is more towards your application. That's at the end of your lesson plan where you're trying. But does it mean you have to do these three E's at certain times? No, of course not. You can mix and match any time. But again, with the focus on where should it go and what's the purpose of it.

Audience: Yeah.

Debbie Jensen: I just have to add that I met OTAN in Alameda at the convention-- whatever

Susan Coulter: Diesel.

Debbie Jensen: But I never really used the lesson plan until last week. And it was very nice.

Alisa Takeuchi: Yay. All right.

Debbie Jensen: I don't know. Like, does everybody know?

[interposing voices]

Susan Gaer: But we're going to get there. Thank you for bringing that up. So there are three E's. And within each E, there are three points that you need to remember. So that's a total of how many?

Audience: Nine.

Susan Gaer: Nine math teacher

[interposing voices]

Susan Gaer: Nine, OK. Most people, when they grade themselves, if they only are doing engagement, they're not going to get high enough. They're going to be in that red zone. And I will say that 90% of the teachers that I worked with before they learn the Triple E framework, they think they have great lessons, but they're all in the red zone.

Because they're not taking the tool any further than that first E-- engagement. When you give a student a Chromebook, they'll be engaged, right? They'll have time on task maybe. But if you try to extend that learning into other areas, they won't do it because you take the stuff away and then you start working in the book, right. So that's where we want to be, not in the red zone.

I'm happy if I get teachers in the yellow zone, I'm very happy. Green is beautiful, but don't always myself get into because I often forget-- I keep trying to remind myself, but sometimes I do forget to add that enhancement or that extension. So yeah. So this is how you do it for the questions, I think it should be next. Yeah.

So each of these are your, these are your questions-- engagement, enhancement, extension. And you just say, yes, I did. Students focus on assignment activity goals. You can just say yes, somewhat, or no. Somewhat is one point. And this is all online. So you don't have to worry about it. You can do it all online. Put in your lesson plan, figure out what you're doing-- yes, no, or somewhat.

And then you add up your points and you see where you are on the traffic line. And try to get yourself in yellow as much as possible. That's what we want to do, is be in yellow. I mean green is perfect, but I'm not perfect. I don't know if anybody here is perfect,

Audience: No.

Susan Gaer: At least you want to be an [interposing voices]. Because the yellow means you're at least doing two of the three E's. And let's face it, we're teachers. We deal with everyday life. We can't always do everything perfectly, but we can at least do two of the three. That it. That's how I operate my life.

Alisa Takeuchi: Yeah. And this is just at the beginning, too. at this stage now, where you're just like investing in what Triple E is and stuff and thinking of this technology tool that you already use. Don't go find something new.

What is something that you're already using in your classroom? And ask yourself these questions. Give that self a score. And then as you're doing more technology, you won't have to use it. You'll know. You'll say, oh, it does do this or it doesn't quite do this. Or duh, duh, duh.

Then you can also use it when you do find something-- after this conference. And one of your colleagues goes, I went to this session, it was amazing-- blah, blah, blah, blah, blah. And then you can start asking yourself, OK, well, would that work in my class with this rubric.

So you don't always have to have this rubric right there and always do that scoring just at the beginning since it's so new.

Debbie Jensen: I liked your point about Kahoot. It wasn't qualifying. It was just fun until you added the questioning afterwards. And that's a lot of times all you have to do is just take a look at the technology and say, OK, how can I take this--

Alisa Takeuchi: One little bit.

Debbie Jensen: Is this going to work?

Alisa Takeuchi: Yeah.

Susan Gaer: OK. So I want to go off the agenda because the question was asked about the lesson plans. And I just want to show everybody the Teaching with Technology Lesson Plan Database, if you don't mind. Because we have incorporated this framework into this lesson plan database with grab and go lessons that you can use, as she said, and they're good, right? Tomorrow.

And we have created all these lessons with links and we have how to do it and we have the ease for you. So you know what part of the lesson is doing what part of the E. So let's just show them a sample.

Debbie Jensen: So here's the teaching with technology. It's under Resources on the OTAN website.

Alisa Takeuchi: If you've not used the OTAN website, please, please, please do yourself a favor and go on there and explore and stuff. And create an account so that you can also get email notifications when we have new stuff.

Susan Gaer: So let's show them this one. Just to show. So you can see it. And we've vetted all these. We have all we make sure the links works. They all have lesson plans. Let's show them the lesson plans.

Debbie Jensen: They don't all have lesson plans. We are working toward that.

Susan Gaer: No. But the ones that show up have a lesson plan first.

Debbie Jensen: Yes, we're working on that. That's our homework. OK, So your preparation, your how to.

Susan Gaer: The ones that don't have lesson plans may not be good. So there's the lesson plan and you see how we have the E there? We're telling you which E it matches. So you don't have to do anything. You just do the lesson and you can get all these things-- and the links are all there.

So these are great lessons. We vet them. It's a team, at least not on that team. But we have a team of people that actually read each and every one and make sure they fit and we make sure they have all-- and they don't have-- only click the ones that have a lesson plan. Because the other ones are old and we haven't vetted them.

Alisa Takeuchi: Just like Joe said this morning, don't just take it and take and use it as is. It's nothing set in stone. Take it and tweak it to fit your needs. Yeah, get the ideas going out there. Get started, and then just start tweaking it to make it successful for your classroom.

Susan Gaer: So anyhow--

Susan Coulter: Most times there's other resources within that lesson plan where, it might be the one I use is division. The Khan Academy teaches division. But Khan Academy teaches so much more. So don't see it as a negative. If it's on one topic. You can use it for just about anything.

Debbie Jensen: Are we a one hour or one and 1/2.

Susan Gaer: One hour.

Debbie Jensen: OK. So we need to move.

Susan Gaer: Yep.

Susan Coulter: So we can't do this RH case study. But I'll just go over it with you real quick, but we won't have really time to do it.

Debbie Jensen: It's a fun thing to do. It's a bigger class.

[interposing voices]

Susan Coulter: Well, I don't know. Well, you want to go over the cheat sheet, though. I don't really have time for that. I want the cheat sheet.

[interposing voices]

Susan Coulter: So let me just tell you this, and we'll discuss it as a whole group, OK. Because we don't have enough time. So this was the-- this was the learning objective that they-- she wanted the students to be able to participate in a book club discussion and a shared reading novel. So the students had a novel that they were supposed to read and they were getting together in class to have a book discussion.

She wants the students to be able to be active in the conversation, sharing and commenting on their peers ideas. And she wants the students to draw evidence from the novel. This is probably a high school class-- to support their claims in the discussions. And what the students tool was their own cell phone and a QR code scanner.

So they had to know how to use a QR code scanner. So this was the activity. Students-- and the online rubric is there. If you want to grab that with your phone, you can then have that rubric that you can do online. So the students would read the novel prior to the book club discussion. Now, I have some problem with that. Just don't because I can't get my students to read it before the class.