[UPBEAT MUSIC] SPEAKER 1: OTAN, Outreach and Technical Assistance Network. 

ELISIA DOONAN: He will I hope give you some extra tips. So I am Elisia. And I am from Community College San Diego-- community college and have been teaching with adults with disabilities. And I am the OTAN Subject Matter Expert. Go on to the next slide. So hello. We did our hello. 

[CHUCKLES] 

ELISIA DOONAN: Here's the clincher that is-- I just came from the AI. I was in the panel for 38 years. So if I think about, I have been working in this field of students, adults with disabilities for 38 years-- minimum of 38 years. And you think about what have we learned and someone had said, I hope in the last five years, I've learned something. So with that, what kicks in right now, the most current with AI, that's the hot topic. 

And the other thing, well, I was online with COVID. So right now, this is my first back face-to- face. So this is an exciting thing. Many of my learners are non-communicative. They have limited memory, and cognitive and reading skills, and social and emotional attention skills, very limited. 

I almost want to say almost if you can think of middle school as far as the social is probably that. When we have breaks, they seem to be more of that middle school formula. It's kind of that flirting going on, that's what I think of. But we all need to-- that's my population mostly. 

So I'm going to go-- some of the things that I do for online and I know you said a publisher. So a Burlington is digital. 

SPEAKER 2: Yes. And it's all digital. And in my position, I work with teachers all over California, including Sanger Adult School. I saw one of you on there. [CHUCKLES] Hey, Emma too. So one of the reasons to join this is that we have a lot of schools that I work with teachers that do some type of online learning or blended. It's good for me to learn more about this so that I can help them when I go and do teacher trainings myself. 

ELISIA DOONAN: Well, especially in many of the years, I had looked at a lot of ESL. But because of the adult ed, that's where I would get some of my information because I do like the simplicity, especially in the beginning. So a lot of-- that's where I have to get I get a lot of my information. If not, I am making it up. Literally trying to make it. 

So because I'm online, I like to be a routine perso. I find especially with my students, routine is the best. And now that I'm face-to-face, routine still works because again, my students-- and it doesn't have to be particularly mine but because of the learning, I want it to be consistent. I like to say I like the consistency. Yes, I do it every day in my morning greeting but then every day is a-- I do on this day it just works. And they like the routine. 

So I start with social greetings. And on Zoom, we do Zoom etiquette. So I'm sure if you were online-- were you online, did you just do that? So what was the etiquette that you can think of? 

SPEAKER 2: Mute yourself. 

ELISIA DOONAN: Mute yourself? What's another thing-- onliners, was there any type of Zoom-- I'm asking the onliners, any type of Zoom etiquette that you would think of or can think of? 

SPEAKER 3: Put in chat? 

ELISIA DOONAN: Yes. 

SPEAKER 3: Just put it in chat and then I'll share with the group. 

ELISIA DOONAN: We have time. [CHUCKLES] 

SPEAKER 3: OK. So what was it? 

ELISIA DOONAN: Is there any Zoom etiquette that they would use when they were online? Did they have any Zoom etiquette? I just want to see. You said put the mute off. So especially with my students, I will tell you-- especially with my students because some didn't know how to use the online. They could have been in a home, like a group home. They weren't quite sure. And some [CHUCKLES] because they're watching everyone else, they forget what they're doing. 

So I've been like, OK, can you sit a little closer. You've got the sun behind you. I'm only seeing your nose. Now I'm seeing the ceiling, can you bring it down. So making sure they know and they have to change it around. So that's part of the things I'm saying with Zoom etiquette. 

The other thing is-- and I would tell them because I was at home online, I have dogs, there would be barking. I have to put my headphones on. So if there was outside noise also, that type of Zoom etiquette is what I'm talking about. And again, is that social? Yes, we're still being social. That's within the realm of when you're face-to-face, I can't hear you if something's over there going on. So again, everything is what we're all working on. 

The other thing that I would do, so besided have Zoom etiquette, social. And the the end of the three years, two and a half years I was on Zoom, I will tell you that my students were so good. Because you have the picture of the gallery is, right? So all of a sudden I would say-- I forgot your name. 

HILLARY: Hillary. 

ELISIA DOONAN: Hillary. I would say, Hillary, how was your weekend after-- and this would be really hard for me because well, they all have their name on there but very shy. I had some stutterers. I had some who had minimal eye contact even to look at me, which I understand that's part of them. But for them to kind of for a moment put their head up and say, Hillary, looking in the gallery, how was your day? 

That was fabulous. I always told them. They did a great job of that. So interacting even on Zoom is even a big step. And again, that's a great big deal for them. So that was something else. 

So here's my objective of the day, I would have something, critical thinking. I could change it up again. Remember, I could play around with this. So what does everybody know? They know food, right? Is that not? So I had put a hamburger because it's one of my favorites. So I'm working on categories, things you put on a hamburger. 

So here's your clue. I could introduce it but without the photo, and they have to think-- and then I would like you-- what did Hillary just say? That would be a hard one. It can be. For some, it's hard, especially if you don't have a picture, right? Because if Hillary would say, I like the onions the best. So you have a picture there, so what are you doing now? She said Hillary liked the onions, so what comes to your mind? What's the first thing that you might do? Look at the onions, right? Right? 

So that's kind of your little quick reinforcing, right? So if I don't have that picture there, what do you-- in your mind, because I'm such a visual person, I think of an onion, right? But some people may not. I don't know what they're thinking. They receive the onion, they see the word onion, they might be that type of a visual. So these are things that I would work on, again, working very systematically. And that would be a bit more [MUFFLED INAUDIBLE]. Here we go. 

So what else might you-- what might you order on a hamburger? So a different format but kind of the same thing. So I changed it up a little bit. So what else might you order with a hamburger? Now, what I understand-- some of my students, with that first one, they said, oh, french fries. That's not my question. So again, working on what did I say. So here, on this side one, they might say what? What could be something else? And I forgot your name. 

LAURA: Laura. 

ELISIA DOONAN: Laura. So what else? What else might you order with a hamburger? 

LAURA: Some milkshake. 

ELISIA DOONAN: Milkshake. OK. And how about you, Hillary? 

HILLARY: Some french fries. 

ELISIA DOONAN: OK, yeah. No one said french fries. Or you could say Coke or onion rings. So another way to engage those-- now, I said, for all learners. What if you have someone who understands but is shy? So I'm going to say-- Lori? 

LAURA: Laura. 

ELISIA DOONAN: Laura. Laura, do you like french fries? You can do yes, you can do no, put your hand up. Or I might say, all right, let's say-- I'm just going to say, how many like onion rings? Put your hand up. So changing my question so all participants-- and also by the time you'll know who cannot answer and can't, you kind of get that vibe watching them, so you can do it that way. 

So am I engaging everyone? My job is to make sure, at least during some of that component time, I'm going to touch base with everybody. I think that's my job. So that's what I will do. 

OK. So now, as we know as teachers, what's the thing we always try to do? We want to see the interaction, which I've talked about, but how did I summarize it? How am I going to-- how am I going to do that? So I might say, Laura? 

LAURA: Say what? 

ELISIA DOONAN: OK. Laura, what did you remember? Did you remember anything? 

LAURA: Yeah. Burgers and milkshakes. 

ELISIA DOONAN: OK. Burgers and milkshakes. Or Hillary loves onions. Or it could be something-- or it could be like, I really like that picture. OK, that's fine. The other thing with it was I am eliciting language. I want them to communicate. The ultimate goal is communication for me because this is what they don't do. So I'm trying to elicit it. 

Now, with that, what else am I doing? Categorization, memory, right? I mean, critical thinking. So we're engaging them in so many things that we-- I don't know about you, but I think, yes, that's what I want. So we just want more and more of that. So that's something that one of the tricks-- one of the things that I do to engage you. 

I also use photos. Again, I think the session before me was different types of learners. And I have many types of learners. So I like to use my own photos because it's so much easier with the copywriting, OK? So I would do that. So in this one, that's another thing I do now every day in my in-person class. I will have a picture. I start off with music. Everyone rolls in. And then I have a picture. 

Now, I don't care if they like it or not, but what do you see? Just engage something. Does it make you remember something? So that's exactly what I did. On this one now, what do you see? I don't care what they say. OK, it has to be within the main thing. Hillary, I'm sorry. There's only two of you. I'm going to be asking you. What do you see? 

HILLARY: Swimming pool. 

ELISIA DOONAN: Swimming pool? OK, great. Laura, how about you? 

LAURA: Dog. 

ELISIA DOONAN: Dog? OK, very good. Would you-- I mean, you said it, a swimming pool. So that's it. Trying to engage students in here, in the language. All right. Now, here's another thing that I-- yeah, OK-- another one that I like to do. 

Use of language, memory, and critical thinking. So on this one, I'm going to-- sometimes I do three, but this is a good example. For this one, OK. Now, pictures 1 and 2 have something in common. What is it? 

LAURA: The sky. 

ELISIA DOONAN: The sky? OK. Anything else, Hillary? 

HILLARY: Clouds. 

ELISIA DOONAN: Yes. OK. Which one, does any one look like-- can you tell us, is there any difference? What's the difference? 

LAURA: One's at sunset. 

ELISIA DOONAN: Yeah, OK. And it's kind of that, one has-- you can see a branch. Again, just kind of eliciting more language. So for example, maybe I could have, like you said, one's light, one's dark, sunrise, sunset. I just wanted to have a commonality, which was the clouds. All right. 

And now I'm going to go into the PowerPoint. The other thing I really like also is-- well, because I'm doing PowerPoints. When you're online, that's what you do a lot. So obviously, I made this out of PowerPoint. I also, with PowerPoint, I'm sure you know how-- have you done the little numbers, identifying? 

I really like this one too, again, because-- now, if I looked at it better, I probably wouldn't have chosen this dark color. I would have had a yellow or something, but 1, 2, and 3. So what I would do with that is, all right, how many know what number 1 is? What is number 1 pointing to? So you can answer it like that. Or that doesn't mean you necessarily want to say it, but you know it. So that's another way. 

And I'm going to say, Hillary, what's number 2 pointing to? What is that? What do you think 2 is? It's kind of a tough one. I know. Well, yes. OK, it's a microwave. Yes. And this is kind of tricky because as I was looking at it, 1 is the microwave. 2 could be the microwave. It could be this. And it could be this down here. So I mean, any of those answers would be all right. So that is kind of tricky with that one. 

And where do you think it's taking place? Where would that be? If you would see this, where would it might-- where would it be? Where would you find it? 

LAURA: The kitchen. 

ELISIA DOONAN: In the kitchen. So you might say this is the counter, number 3 is the counter. So I might ask a question, number 3 is pointing to what? The counter. So you can use these different types of ways of teaching online this way, so changing it up. Can I do that with the clouds? Probably. I like having objects a little bit better. All right. 

Now, this was done on a Google slide. I know in my description, I think I had Google Page. Is anyone familiar with Google at all, any Google Docs? 

LAURA: Yeah. 

ELISIA DOONAN: On the Page, I had a hard time. So I chose Google Slide. I think Google Slide is the easiest way. Google Page was horrendous. And I know that there was a segment on Jamboard. Have you used Jamboard? I like that. 

HILLARY: It's going away, though, right? 

ELISIA DOONAN: I know, so I can-- I do think I have a segment on that, but yes. So I just did the same thing. Again, I really like the simplicity of 1, 2, and 3. And again, you can ask questions. Where do you think this is taking? Where is this at? Is it on a baseball field? 

How many think it's on a baseball field? How many think it's on the tennis court? Is this pickleball, or is it baseball? Which one? 1, pickleball, 2, baseball. So those would be the ways of answering that. Do we have any questions in the chat, Barbara? 

BARBARA VAN DYKEN: No, not yet. 

ELISIA DOONAN: OK. 

BARBARA VAN DYKEN: Lots of hellos. 

ELISIA DOONAN: Oh, OK. All right. So here's the Jamboard. Jamboard, what's great about that, in Google, they have some great photos that you can just slide in. Again, the others were ones I did myself. So I like not having to hunt. But again, this is a little bit cleaner. I like that they have the little Post-its in there. Again, asking questions. 

All right. Have you ever heard of Baamboozle, anyone? Chat, maybe? 

BARBARA VAN DYKEN: Anybody in chat hear of Bamboozle? 

ELISIA DOONAN: Thumbs up. Well, I will show you. Never fear. Let's see. So it is free. It has different categories, interactive, and there's many game modes. I will tell you, I did pay for the teacher And it could've been probably $20 a year, under $20. And your district can probably pay for it, or you can get it somehow with budget money or something. 

I'm going to see-- I think my next slide goes more into it. Let me see. Yes. So I'm going to go this way. All right, fingers crossed that I do this correctly. All right. You all see it? Yes? 

BARBARA VAN DYKEN: Yeah. 

ELISIA DOONAN: OK. 

BARBARA VAN DYKEN: You see it online? 

ELISIA DOONAN: OK. Yeah. I'm always so worried about it. 

BARBARA VAN DYKEN: OK, they can see it online. 

ELISIA DOONAN: OK, perfect. Excellent. So I'm going to go to my Folders. And I'm going to go to Sports, just because it's here. Now, I will tell you that a lot of times, I don't like the photos because it's not always adult-appropriate. But all I know is that my students really like playing these. So I'm going to give you-- yes, let's go ahead and play. We're going to go classic. I just want to show you. All right. 

BARBARA VAN DYKEN: One question-- 

ELISIA DOONAN: Yes? 

BARBARA VAN DYKEN: --from online. Will we-- it's from Julie Southworth-- will we have access to these great slides after the presentation? 

ELISIA DOONAN: Maybe if they put an email in the chat, I can give it to them. 

BARBARA VAN DYKEN: OK. 

ELISIA DOONAN: And I think that eventually-- I mean, I will give this to OTAN, and then they do their magic. But she can-- yes. 

BARBARA VAN DYKEN: OK. 

ELISIA DOONAN: Thank you. OK. What is this piece of equipment? I forgot what my category was. Let's see. Oh, it's a mouthguard. Oh, it's right. The category was sports. OK. Hillary, what number would you like? 

HILLARY: 7. 

ELISIA DOONAN: 7? Lucky 7? 

HILLARY: Yes. 

ELISIA DOONAN: What is the name of this piece of clothing? It's like, what? 

HILLARY: Am I answering? 

ELISIA DOONAN: Yes. 

HILLARY: Oh, shorts. 

ELISIA DOONAN: Shorts? OK. I'm like, is it a swimming trunk? 

HILLARY: Oh, it could be. 

ELISIA DOONAN: I know. Like, what? Shorts, OK. Yeah. I'm like, huh? I know. Like, what? That's too obvious. All right. Laura? Lori? 

LAURA: It's Laura. 3? 

ELISIA DOONAN: 3. What do ice hockey players use to move on ice? 

LAURA: Ice skates. These games, are they all created by the site? Or do you have the ability to make your own? 

ELISIA DOONAN: No. That's a great question. I believe you might be able to edit. But I don't have time to edit, so I just go with it. And you can choose so that-- so this is just an example. The best thing at the end is it'll tell you, you did an awesome job. My students love this at the very end. I'm just going to go-- we're going to-- because I want you all to see it, so I'm going to go super fast. 

Sorry onliners, but you can kind of see-- some of them are animation. Oh, boom. And if you go into teams, it can be crazy. And you get to win, however you set up the rules. So it's kind of cool. OK, so wait. Here is the grand finale. OK, here we go. Oh yeah. Guess who it is! Taylor! [LAUGHS] 

So everyone loves the last. They're like, oh yeah! And you might get-- who's the guy on Fresh Prince, the Charleston dance? 

HILLARY: Carlton? 

ELISIA DOONAN: Yes! Carlton, yeah. So that gentleman is in there. So it's a really fun game. Again, you can do it in teams. It'll have also-- oh, you have to look at it. It's pretty cool. OK. So that was that particular mode that we did. 

Now in here, I also did this slide that shows you. I did games. And my topic was breakfast, as you can see. Who wants breakfast food? For some reason, as you can see, my students really do well with snacks, food. That seems to be one of the keepers. So that does work. So that was one of them. So the website was Baamboozle. 

The next one I will show you is JeopardyLabs. We'll go into that one. And it's like a Jeopardy game. This one you can edit, and you can also make your own. You'll see when you go in, you might like it, and they'll say, what is Mrs. Smith favorite color? It's like, I don't know who Mrs. Smith is. So you can make your own now. 

What I had a hard time, there's a lot that are-- they say they're free, but it's a trial free. This is literally free because I have gone in and edit a couple things. It takes a while to edit. So free, different categories, interactive, game mode, and you can customize. So that's a nice feature. 

Similar to Jeopardy that we know. So I'm going to find a Jeopardy. I don't want to create it right now, so we're going to find one. And again, right in here, I'm going to put snack. Maybe it's not a good time for this, but then. So this is highlighted-- music, childhood, yums, about us, and miscellaneous. 

And I'm going to pick-- and over here, you can see 25 questions, snack time, snack time. I'm going to go with this one. We're just going to pull it up. I want you all to see it. Yes, you can have teams. Check that out. All the way to 10, and then you can customize it. I typically play with no teams. 

Lately, I have with my face to face classroom, it gets a bit demanding. They get all out. So I like to not-- I like to have no teams because you can have too much bickering. And then they're like, yeah! Ay, ay, ay. All right. Who would like to take one? Go board. 

LAURA: Chips for 100. 

ELISIA DOONAN: Chips 100? OK. What chip comes in an all red bag? 

LAURA: Doritos. 

ELISIA DOONAN: Oh, you said that so fast. 

BARBARA VAN DYKEN: Wow. 

ELISIA DOONAN: OK. All right, let's see. Yeah! She said it confidently and just knew it. 

BARBARA VAN DYKEN: Yeah. 

ELISIA DOONAN: All right, very good. All right. Hillary? 

HILLARY: How about fruits for 500? 

ELISIA DOONAN: Big money. Big money. 

BARBARA VAN DYKEN: She knows how to play Jeopardy. 

ELISIA DOONAN: Big money. What are at least six types of berries? 

HILLARY: [MUFFLED]. That's big. Strawberries, raspberries, blackberries, boysenberries, blueberries, and gooseberries. So many berries. 

ELISIA DOONAN: You're on it! 

BARBARA VAN DYKEN: That's very interesting. 

ELISIA DOONAN: Bam! OK. I'm sure onliners are loving every minute. 

BARBARA VAN DYKEN: Yeah, they're rolling on the floor laughing. 

ELISIA DOONAN: And what's not there? Because I have a daughter who lives in Montana. Montana? 

LAURA: Huckleberry? 

ELISIA DOONAN: I'm going to say, though, I got to share your love with huckleberries. All right. 

BARBARA VAN DYKEN: I like the way the form in which it's answered. What are-- 

ELISIA DOONAN: Right. It's true Jeopardy. 

BARBARA VAN DYKEN: Yeah. 

ELISIA DOONAN: And some of my students, you will find that some students are going to do the real Jeopardy. And let's pretend-- remember, I said all learners. So what if I have some students-- I'm going to go back to this over here. Some students likely-- OK, Hillary, which one? And you're just like mm-hmm, mm-hmm. OK. Is that the 300 one? Is that the one you want? OK. All right. 

Do you need some-- and then I can pop it up. Do you need some help with that? Would you like someone to help you? So that way, I'm still engaging the nonverbal and still help. And like I said, I'll look around on the gallery online. Do you have someone? Or is it OK if Lauren helps you? So that's how I can engage the nonverbal. 

I like the smaller ones like this. They have some that are very massive. That's a good way of doing that one, JeopardyLabs. 

Here's another one, Edpuzzle. Are you familiar with that? OK. This is a great one too. Free, interactive, videos, quizzes, categories, and you can customize it. I'll go ahead and show that. 

BARBARA VAN DYKEN: Oh, a comment. 

ELISIA DOONAN: Yes? 

BARBARA VAN DYKEN: From Elizabeth Vale Stoods, I like to ask my students, can we get some teamwork when someone is struggling? 

ELISIA DOONAN: Perfect. Yes, I love it. 

BARBARA VAN DYKEN: Yeah. 

ELISIA DOONAN: So now I have to sign in. I forgot all my codes. But I'll go to my next slide. OK, so this one, if you do go in, it'll take you to all the different categories. And so right now, because I'm so into mindfulness with my class right now, I decided to pull up something on mindfulness. 

I'm going to show you. I think this might be four minutes or less, but it's probably a minute and a half. Onliners, are you familiar with Edpuzzle? How many thumbs up in there? 

BARBARA VAN DYKEN: Yeah. How many are familiar with Edpuzzle online? Never used it. Yeah. Two never used it. 

ELISIA DOONAN: OK. Let me get my captions on. Move this up. Is it playing? No? Let me make it bigger. 

BARBARA VAN DYKEN: You have to turn on the sound. 

ELISIA DOONAN: Oh. Thank you. That's right. 

[ECHOES] 

So-- 

BARBARA VAN DYKEN: Yeah. You have to play-- [ECHOES] 

ELISIA DOONAN: Sound off? I'll just put my captions on. 

BARBARA VAN DYKEN: Yeah, that's better. 

ELISIA DOONAN: We'll just put my captions on. All right. If it was talking, it would tell you-- oh. There. Is that better? All right. It helps enhance his brain and improves how well you get along with people. Our experiment, eight weeks of mindfulness training. There you go. 

I really like this. Concentration. Best of all, mindfulness increases how happy you feel about your life. And just like physical exercise, the more you practice mindfulness, the better you get. All right. So now I'm going to get out of here. 

What is that? Oh, sorry. 

So Edpuzzle is another one that I've used. Put this back down. I'm not going to forget about the toolbar. How many of you know that there's so many great things in the Spotlight tool? Does anyone use that? How many are familiar with that one? Let's see. 

BARBARA VAN DYKEN: Yeah. 

ELISIA DOONAN: Yes? Some people on Zoom said yes? 

BARBARA VAN DYKEN: I said yes. [LAUGHS] Sorry. 

ELISIA DOONAN: All right. So learners enjoy being in the spotlight. Now, when I was online. I also did a small component of music. And we would end our Thursdays or our Fridays, and I would do-- I could do a Pharrell song, Happy. And so I could Spotlight. You add a Spotlight to a student, and they would be the dancer. 

And they would just, I mean, do the shoulders a little bit more than the others. They just loved it. And of course, I would ask if you want it, how many want it. Everyone would shake their head. And if you don't, just say-- don't shake your head. You don't want it. Everyone loved it, and that's how we would end our session. 

And of course, the Annotate, which I can't use enough, especially online, to do point arrows to. If you saw the pictures, maybe in the picture, I would have a bird in it. Like if I had the clouds, and I would have a bird flying in it. No one would pick it out, so I would point my arrow to the pictures, and they could see it then. So that would be one way of using the Annotate. You all are familiar with that one, right? Yeah. 

So these are my websites. For the other particular ones that I use, has anyone heard of this one, Helpful Games? I'll show you this one. Now, because I've done so much research on this, it's very hard sometimes to find a game now. 

So this is what I like on this one. You have this option. But for my students, I need to have it numbered, OK? So I want to show a number because how are they going to tell me, I want the one in the middle. That's not happening. It's very hard. I was in a computer lab before, and I had touchscreens, so it's super simple. 

All they had to do, because they didn't have control of the mouse or the keyboard, if you have a touchscreen, you just tap it, right? And if you have a computer that you're using, you can just tap it. But sometimes we don't have all those great advances. So this is what I would do. 

And let's pretend, again, a nonverbal or someone who doesn't know their numbers, they might start learning it. Or they might say-- or we're going to start with Hillary. You pick two numbers. 

HILLARY: 5 and 8. 

ELISIA DOONAN: 5 and 8. Oh, not a match. So this was very interesting. Also with this, I was noticing when we were doing matching games with the strategies. There was no strategy that they would use. So I had told them, what would be a strategy you could use, Hillary, when doing a matching game? 

HILLARY: You follow a pattern? 

ELISIA DOONAN: Follow a pattern? I had told them what my pattern was. I like to do the corners first. But that's me. Now, you might like to do 1-2 because I could do-- there's many who would do 1-2, 1-3, 1-4. And it's like, OK, but you already did the 1. You know what 1 is there. But I mean, this is the way their mind is thinking. Is it right or wrong? It works for them. I can't tell them. 

So I had told them I do the corners. And then from there, I might go in here in the middle. Now, I could tell them, but I could see some of them knew it, some of them didn't. It's OK. It was just something to-- OK, I'm going to go-- yeah, OK. 

LAURA: 5 and 7. 

ELISIA DOONAN: 5 and 7 OK. So the other way of doing it too would be-- it was what? A little-- what was what? This was a firecracker or explosion. And this was like a little bucket or like an ore. 

BARBARA VAN DYKEN: One of those train carts. 

ELISIA DOONAN: Yeah, a miner, like a mining thing, right? So the other thing that I could do also is say the word after each one. So those are some tips too. And some of them you can see, you can kind of hear them whispering online. And can we do all these things here in the classroom? Absolutely. You don't have to be online. You can have a great class and do this here. So that's not a problem. 

But whatever you do you can do this online also and engage. I'm just trying to show you other ways. And as I'm saying, Hillary could be someone who's shy, nonverbal. I can read her cues, and I can ask her, Hillary, does that seem good to you? Just give me a hint. That way, I engaged her also. So there's so many ways to read-- as you all know, read your class. 

That's one thing I liked about this. I had the option to put the numbers. There's many games out there that are-- I'm going to call them concentration matching-- that don't have a number. So I'm going to tell you, I've looked. And if you have another one, someone knows one that has numbers. And you can make this one even more. So let me go back. No, I don't want that. 

But you can make it have more. I think there's up to maybe 24, maybe 30 blocks in it. So that's really good. So that's that one. I like it. 

OK. The next one, have you heard of Khan Academy? Yeah. That's a great one. I'll go ahead and put that up. 

So just gonna follow this. 

So here is the - drumroll. 

For my students, this is pretty high level. But I have looked at some. And actually, the one that I really like in here that I have cited is the internet-- I like this internet safety. 

BARBARA VAN DYKEN: We got a comment from online. Yes, I loved using Khan Academy with my advanced ESL students. That's from Ulrike Diaz. 

ELISIA DOONAN: All right. Nice. It is great. And I love-- I am going to-- did you say you he used it? 

BARBARA VAN DYKEN: Yes. 

ELISIA DOONAN: I love-- I forget the gentleman's name, but he is awesome. I'm just going to put him on. This is a minute and a half. 

BARBARA VAN DYKEN: Yeah, but we can't hear him because of the feedback loop. 

ELISIA DOONAN: OK. All right. He's spectacular. I like that-- another reason why I love this gentleman is he also has a-- he uses different colors whiteboard to write. His visuals are excellent. He has different colors. He has a blackboard. And then on it, he has neon highlighters that he uses. Again, I love the visual aspect. But also, my students, that's a real winner for them. So I really like that. He uses a different variety of visuals behind it. So that's one of the win-wins that I like. 

And the internet safety is awesome. He talks about basic, not giving your passwords out, how to go through that. So that's kind of high-functioning. Would my class do it? Maybe one or two. But I'm just kind of showing you another step that he does. That's that one. 

Here's another one for reading. And again, I got this from an ESL that I really like because there's a lot of great things. I'm just wondering which one I pulled out. Ah, this one. This is the one I used. And this is free. These are free. You don't have to pay for these. 

And probably, if we have ESL instructors, I'm sure you've seen these. Now, for my particular students, I could probably go up to here, these two paragraphs. That would be more than enough. What would I do? Probably break them into groups, see who could read, work in smaller group. That's what I would do. 

And how many-- have you heard of reading, this one? Oh, OK. Great. I'm going to take you and show you what else it has. It has a pre and postquestion, so I'm going to show you this. 

BARBARA VAN DYKEN: Deandra online says she's heard of this. 

ELISIA DOONAN: So prereading-- 

BARBARA VAN DYKEN: And Elizabeth uses it too. 

ELISIA DOONAN: OK. It's great. Look at this one. What do you know about spring? What do you like? Why or why not? And then this is awesome. It gives you definitions for words. Sheds. Now, I know in some of my class right now, some of them wouldn't know what shed meant. So I like this. It gives you the words that they may not be familiar with. So that's a great one. 

I'm going to go with a supplement just to show you. So obviously, it's a bit long. Oh, and it can even-- it'll read it for you too. So similar to the Immersive Reader, there's a component in here that you can click, and it will read it to you. So that's really nice too. OK. So that's Reading Skills 4 Today. Oh, sorry. 

And then here's this one because I wanted to include a drawing aspect. And this one, this is free. So obviously, you can take-- I have the pencil ready to go. I'm going to just take my pencil. I probably should have made it thicker, but I didn't. Go in there, and I'm just going to do this. Now, some are really digitally-- you know, peace sign. 

Some students are really good with this. If I had a touchscreen and have one of those pens, I could probably draw something a lot better. But you know, I mean, if they want it, you could probably print this out. This would be awesome for someone. And again, this is free, but there's probably a lot more out there. But this was just something I thought, OK, I'm going to-- what is available and free that we can use? So that was one of them. So we're just going to close that out. 

So I just wanted to make sure I covered some. And concluding, I showed you Baamboozle, JeopardyLabs, Edpuzzle, using your own photos-- which is, for me, one of the most key things-- and I showed you all the different websites and ways to engage your students. So thank you. And I think we're a little bit early. There's my end.