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Speaker 1: OTAN, Outreach and Technical Assistance Network.

Matthew Rhoads: All right, welcome, everyone. Thank you so much, everyone, being here in person and online. Hopefully, everyone online can hear me. If you can hear me, say yes in the chat please, and if you can see the screen. And I provided the link to the slide show in the chat, so just please make sure just to let us know. Cool, Savannah, thank you. Thank you. Awesome.

So today we're going to be talking about using thinking routines with interactive slides to amplify student engagement, collaboration, and learning. This has been something that I've been doing for probably the last five years starting in the classroom experience at the k-12 level, working with secondary students, a lot of multi-lingual learners, law students with diverse learning needs, and really taking this to [audio out] taking this approach to really engage students. But doing it in a scaffolded way, so that they can solve problems and apply these types of thinking routines I'm going to talk about it's really a wide range of content ranging from learning English to algebra to social science. So the goal of these is essentially a set of strategies that are content agnostic. I'm to talk more about that as we go.

So if you can, if you're in-person, there's a QR code right there. Please scan that and it will take you to this presentation. It will take you to my flow page. If you scroll all the way down to where it says OTAN TDLS at the very bottom, then you'll be able to access this slide deck. And I would love for you to access the slide deck because there's going to be a number of opportunities where you can have a time to really play with this and be the student and see what feels like and it looks like. You can do it on your phones. But if you're at home, PC is probably the easiest. When I do thinking routine with students, I have them all have a Chromebook, or they're at a computer. I've done it with phones before so it's possible.

So just a little bit about myself before we-- while you guys are doing that. So I work for Education to Career Network in North San Diego County. I basically am the tech integration which is the technology coordinator. But I do all of our professional development, all of our coaching, all focused on teaching and learning and tech integration for our schools. I work with about 125 teachers building capacity with them in our TPE, ESL, and our ABASE transition classes. So a wide range of students a wide range of content areas. So this is something that we've focused, these thinking routines, last spring. And we're really re-engaging in them this spring as well for a series of professional learning opportunities that we have. So this is something that we're doing each and every day in our context. So-- and these classes are in-person and online, and they're in a blended session for the most part.

All righty, so what are thinking routines? So they come from-- so they're derived from Harvard's Project Zero. And it's essentially a series of strategies where you can take a routine of scaffolds that help students think about some question, problem, et cetera. And it allows you throughout the course of a lesson to scaffold how students are thinking. And for you, as a teacher, to see how students are thinking throughout the time that they're with you. So you can provide and monitor how they're doing, and you can give them feedback. So that's really what they are. They're used as a also formative assessment because you're just consistently monitoring what students are doing in real time on the slides. So that is something that is really cool.

And I like to use Google Slides and interactive slides, we can use a wide range of slides. You can use PowerPoint. You can use add-ons to slides, such as Pear Deck, to Nearpod. You can do Quizizz Live. There's a lot of different tools that you can use that encompass what I call interactive slides. I prefer Google Slides because that's what I've historically done. I think they're the easiest for students to play with and utilize in classes. And they are the easiest things to learn. So that's what I recommend using, Google Slides. And I have my slide show out like for this presentation because I'm going to show you how it looks for when I am going through these thinking routines. So you'll see why in a minute.

So like I mentioned, we want to engage our students in active learning opportunity. So after you provide direct instruction, model how to do something, then you want to release it to them to do something actively. And as an instructor, you want to really chunk the time that you're talking. You want to have students do more of the work. So that's kind of my philosophy is that provide them with that short, little direct instruction. But then have them go and complete that task, release them too. And that's what thinking routines does, and you can do it in a scaffolded way throughout the lesson. You're going to see what it looks like in a minute.

And I mentioned all these things. And I think it's an equitable strategy because you can do this synchronously together live, in-person, online. Or they can be doing an asynchronously. You can provide them with a video of how to complete this thinking routine, and they can follow along and complete it. So it can be done really together in the class in full group, or it can be done on an individual basis after they've watched an instructional video.

So I mentioned a number of these strategies that are basically incorporated into thinking routines, so formative assessment, scaffolding, modeling during guided practice, gradual release, I do, we do, you do. Cause it's fun with these thinking routines, so you can place students in small groups, into pairs, and then they can do it independently. You're being direct and explicit with your instruction because you're essentially doing an initial model. You're going to see in a moment. And then use Kagan cooperative learning strategies as well with these types of thinking routines to make them collaborative. So there's a wide range of opportunities here.

And I mentioned, some of these tools that you can use the thinking routine with. But you can do also low tech options as well. You can have a piece of paper like I have given you. And you can have a thinking routine printed out on a piece of paper. And you're going to be doing that at the very end of doing the low tech option when you're here in-person. So that's kind of a cool thing. And I wanted to mention that when you are participating in this, if you would like, you will be able to be in a drawing to win a book. So hopefully that gives you some more motivation to want to participate in some of these thinking routines I'm going to go over in a minute.

When you want to deploy these thinking routines, so you can use your Canvas LMS. You can have your slideshow hyperlink directly in the Canvas, or embedded in the Canvas. That's an easy way for your students to access it. You can put in a link like I just did on Zoom at the very top right here in the chat. You can just paste it in the chat and give them access to the thinking routine in the chat. You can put it on a QR code similar to what I just did. It could be a link directly to the slide deck or a landing page where the slide deck lives. So there's a lot of different ways that you can deploy this for your students. So it's-- I think makes it really easy.

So let's talk about how this looks like an action. So the first strategy we're going to talk about is called Notice, Wonder, Inference. And I'm going to show you what it looks like. I'm going to model it. Then we're going to go to slide number 11. And you're going to be the student in the case and interact with this thinking routines. So first off with Notice, Wonder, Inference, this is what the thinking routine looks like on the slide. And see, it scaffold into three different places, notice, wonder, inference. Each of the boxes is a scaffold for your students. And as a teacher you have opportunities to have students do their work on each of these boxes individually, or as a pair, or you could do a pair for one or two of those boxes. And then the last of the boxes is for them to do it by themselves.

So here's how the strategy works. You provide them with a problem. It could be a worked example. It can be an image. It can be-- it can even be a short little video. It could be a GIF. It can be really essentially any sort of representation of something you want your students to evaluate and analyze. So if you look at this picture, for example, we have California. And we have installation density. And it says, prior to 2007 and then 2007 to present. In this situation, I haven't given students really what this is about, but I've given them a lot of context clues.

So what you'll do is now go to slide number 11, and click on the notice, and wonder, inference. And everyone here, I'm going to show you real quickly. So if you're a teacher and you have students in your class, see I'm going to duplicate these slides. So say I have a group of 20 students in my class. I can quickly make these duplicates on the slide. And I can start assigning students to slides, or depending on how much responsibility that you want them, they can just choose their own slide, and write their name on it. So I'm going to create at least 15 of these slides.

And right now, if you could, for those that are in-person or online, if you would like to participate, please select the slide and put your name in the notice column so that you can get your slide for this activity and put your name there. So I have 16 so far, if we needed more, I will do that. But as you notice is that it's a template. So with all these thinking routines is that if you have an archive full these templates, then people can easily make copies of it so your students can interact with it.

And you want to make sure, on the far left hand side, when you are-- anyone who has a link can access. And I wanted to double check and make sure on my computer, anyone with the link can edit. And when anyone with a link can edit, anyone can essentially type or draw or do anything on the slides. That's when you can make them interactive. So I'm going to just double check on my end, just making sure anyone can edit. Yes, anyone can edit. So go ahead, select your slide, write your name on it. As I see Sonia's done with her slide. So go ahead and select your slide real quick. Put your name on it. And put it in Notice box. I'll give you about 30 seconds to do that. And then we'll jump into the protocol.

Audience: Is the slide deck on your website?

Matthew Rhoads: It is on the main slide. So for example, it's on my-- it's on my presentation right here. And you're going to click on Notice, Wonder, Inference at the very top. And that takes you directly to the interactive slide.

Audience: Oh, we're trying to get to the presentation slide.

Matthew Rhoads: Oh, I put it in the chat.

Audience: No, but for the people here.

Matthew Rhoads: Oh, that's on your QR code. So at the very beginning of it, it's on your QR code.

Audience: So if we are trying to get access it from a laptop.

Matthew Rhoads: Then you're going to go onto-- let's see, it's the very first part of the slide show, you can go to Flow Page-- flow.page/drmattrhoads, and then you're going to go all the way down to the bottom here.

Audience: Can you pull back one more-- sorry.

Matthew Rhoads: So you'll go to flow.page/drmattrhoads, and then you're going to go to My Flow Page. And you're going to go all the way down to the very bottom, and click on Using Thinking Routines with Interactive Slides.

Audience: Thank you.

Matthew Rhoads: No worries. All right, so we're back here. You should be-- enabling the chat. I do see your slides. Yeah, Sonia, Vicky, great, thank you. If anyone has any issues, just go ahead and select your slides. So here's the first thing you would do with your students. You would have the image up on the board. Everyone's on their slide deck.

And you would say, first, class, 30 seconds to do this. First think about it for about 20 seconds. Start writing down what do you notice about what's happening here in this image based on what you're seeing. What's happening in this image? Write a number of bullet points. It can be a single word. It could be a phrase. It could be a short sentence. So go ahead and spend some time noticing what is going on here. I notice that x is happening. I notice blank. So go ahead and take this moment to write down what do you notice.

Audience: I'm not able to type on that screen, is there a simple solution?

Matthew Rhoads: [inaudible] you had to go up here. You have to click on that. And then events like the slide that we want to show you. There you go, right here.

Audience: Sorry.

Matthew Rhoads: So I usually give students, it just really depends on what type of groups I'm working with. If it's someone that is doing this for the first time, you can spend more time doing this. If it's groups that you've done this quite a bit, it can go pretty fast. You can do this entire sequence here in about five or six minutes. So I'm going to give you about 30 more seconds for the notice slide. So, and as I can see, I can see everyone working. So what's nice is I can see everyone's progress in real time before I go back to whole class. So while the students are working, I can see what's going on. I can notice the trends of what they're writing, what they're saying.

You can even show them some cool support within Google Slides which I really like. You can show them voice typing and speaker notes. So you can do voice typing and speaker notes and say something that you could support them with, or you could show your students, for example, to use to explore option if they want to use an image. You can have them search an image here and place it in the box instead of text. So there's a lot of adaptations that you can do that I think that can support a wide range of where your learners are at. It doesn't necessarily have to be a sentence or phrase. It can be a picture, a series of pictures. It could be even a short video student plays for each of these boxes, so--

All righty, so here's how sequence goes. So after about that couple of minutes of students thinking and writing down what they notice, then I take them usually into a pair and share. So the students next to each other, and they'll pair and share. And depending on the group of students I work with, sometimes I have a sentence frame to help the conversation. Sometimes depending on what I'm working with ...and after they pair and share-- after they pair and share, I go to whole class.

And what I'll do is I'll post up a slide, for example, like Sonia's slide. And maybe I'll call on Sonia, and ask her like can you tell us what you and your partner noticed here on this diagram here. So we'd go through, I'd select one or two groups of students. And sometimes, I would add additional pieces of information. Sometimes I may have my own slide that I am modeling. So I may use my own slide that I'm modeling and jotting down everyone's notes here, or some major themes in the Notice box. It just depends. There's a lot of freedom here that you can utilize.

So the next step after we talk about the first of the Notice boxes, we go into Wonder. And wonder is like a question. Based on what you've noticed, class, what do you wonder that's going on here? What is this image here trying to illustrate? And then think about what are a couple of questions that you can come up with that you wonder if that is happening here. So the students will then, for the next box, you're going to start now, yep. So for example some--

Audience: I didn't type that.

Matthew Rhoads: Oh.

Audience: Someone took my...

Matthew Rhoads: Oh, no. So-- and then if someone did take the slide--

Audience: Cause you're using Zoom annotation.

Matthew Rhoads: Yeah, you using Zoom Annotation. So you're not doing it on Zoom Annotation for those that are online. You're going to go to the slide show in the chat. And you're going to click on-- you're going to click on the presentation right here-- here. And access it there. You're not annotating on Zoom. So the next box, like I mentioned, you're writing down a couple of wonderings related to what's happening in this image. You're writing down what are a number of things that you're wondering about what's happening in this image. So I'll give you about a minute or two to write down a couple of questions that you may have that is-- could possibly be happening in this image.

Then you can watch and review student progress which is fantastic. Oh, someone went ahead. Just try not to go to the next box yet, please. Don't get ahead of the class. Sometimes, that does happen. You have to tell your students to try not to go ahead because we're not there yet to try and make those connections.

Audience: There's always one. [inaudible]

Matthew Rhoads: About 10 more seconds. So as you notice here, Sonia started writing down some questions. Are people moving? More people move to California? Are people moving to where the work is? Why are people moving? Then if we go to Vicky. Why is the density changing throughout the years? Irma says, why so much more? Wondering what this all represents? What's it all about? Can't figure out the title installation density, density of what? So we've come up with these questions, now what we'll do is, sometimes, you have, as an instructor, you can just say these out loud. You can have the students just do a quick gallery walk review of those questions.

But then you can say, now with a partner, I would like you to come up with an inference based on the questions that you've come up with as well as observations, the noticing that you found as well as your classmates. Can you guys come up with a possible conclusion or inference of what you think is happening in this image? So now everyone please go and fill out the next box for Inference. And based on the context clues and the questions that we presented, what is happening in this image to your best guess. So go ahead and spend some time writing that down. And then I will tell you at the very end what this means.

[indistinct chatter]

And you know what's nice is I can continue to see how students are doing throughout this process. As an instructor, I can monitor and adjust kind of where I want the conversation to go. So this is something that is really helpful because you want to monitor and adjust instruction all the time based on what your students are thinking and doing.

Audience: So if someone writes a question after I-- for wonder, you know, they are going back because I have a question that I'm wondering about and I can't put it in inference.

Matthew Rhoads: All right, so for time reasons, let's-- will move forward. So what this is actually, this represents the installation density of solar panels in the state of California from 2007 to present. So we can see where solar panels have been installed in California. So what you would do is I would first go through the students' responses. And we would talk about what exactly could we be thinking about. And so someone figured out it. It was solar panels, right. So-- and you can see through this gallery wall here, you can have the students examine everyone's answers relating to their thinking process and how you got to that conclusion.

So this is just an example of one thinking routine that you can do at the beginning of a lesson for the first 10, 15 minutes. And it can go faster too. So based on, if you do this quite often, it can be like 5 to 8 minutes for any of these. And you're going to see why. And then someone had a question.

Audience: Well, I was just curious. Like I wondered the chart is 2007 to present-- what date is present? So I wondered that after you had already gone to inference. So I just wondered.

Matthew Rhoads: Yeah. Yeah, so it is for that diagram, it means 2023.

Audience: Oh, OK.

Matthew Rhoads: Yep. All right, so the next thinking routines can be sequenced within a lesson. So the first one is see, feel, think, wonder. The next one is claim, support, question. Another one to call it a connect, extend, challenge. So what you can do with these is use a passage. So you can use an informational text. Yes.

Audience: So those a text. It's saying, they want you to show again how you duplicate slides.

Matthew Rhoads: Oh, duplicate, OK. Yeah, so when you're duplicating a slide, so say I got my blank slide template. I'll right click on the computer, or I'll double click on a touch screen, and I'll just click Duplicate. Duplicate. Hopefully that helps them answer that question. So yeah, so now you can put multiple thinking routines within the course of a lesson. So see, feel, think, wonder, claim, support, question, connect, extend, challenge.

And you can start off with using like a text. It could be an informational text. It could be a story. It could be a poem. It could whatever. It could be any sort of text. And what's nice is that you can either differentiate the text. So using a tool like Newsela. You can have three or four different versions of the same type going around based on reading level on multiple different slideshows within your class. So you'll see in a moment what I mean.

So first, I'm looking at this slideshow right here. And I'm going to make it big, so everyone can see. This is about solar energy. This is probably about a 11th grade reading level about solar energy. So I have one of these here, then I have it slated on a number of slides that go after. So what you're going to notice is that you would place the text in your slide deck first. So these would be the first two slides of your slide deck for your students.

And then following that, you would have the following slide. You would have See, Feel, Think, Wonder. Claim, Support, Question. And then Connect, Extend, Challenge. So the first thing you would do is that you can divide your students into pairs, or they can be doing this individually. And their first task would be, I would like you to first read the article and tell me what did you see when you're reading this article? What do you feel when you read this article? What do you think when you're reading this article? And then what do you wonder after reading this article?

So the students would go through, read it. It could be in pairs, could be in small group, could be individually. And I can model, for example, one of these boxes. I can say, I see x happening. I see x happening because-- you can provide those sentence frames in there and do that modeling, if you would like. It's up to you. So this would be the initial first read of the text completing this here. This set of thinking routines. And depending on where your class is and their level, you could essentially just tell them let's first do See.

After you finish reading, you're going to do See together for a pair. Then we're going to come back in about five minutes. And then we're going to go over that. And then we'll do the same thing for Feel, Think, Wonder. Or if they're further advanced in where their thinking is and what their level is, you can essentially have them complete all of this at once. Then you can have a short conversation with the entire class thinking of the example they provided before with Notice, Wonder, Inference on everyone's findings.

Then you can move into the next part of the lesson where it's Claim, Support, Question. You can have the students individually or as a group first ask them, what is the claim of this article? What's it's arguing? And you could write a sentence frame here. The article's major claim or major thesis is x because-- we can model that here as a teacher. And then essentially have the students then go into their own and complete this box. Or you can have them complete this all by themselves, or in a pair after you model.

This is what I'm looking for in each of these boxes. So as you notice, there's a lot of freedom in this based on where you think your learners are at. And I preferred to scaffolded approach. First, we start off with a claim. We find a claim first. Then five minutes later, 10 minutes later, we'll go and do the support box. Then we'll go and do the question box. But sometimes, if you want them to be more independent, you could essentially have them complete everything after you [inaudible]

Then at the very end of this sequence here, you can have this strategy, Connect, Extend, Challenge. How do you connect to what you've read here to the world or your life? If I wanted to research this more, where do I go to extend my learning? And the last box is challenge. Is there anything in this article you don't disagree with? How would you challenge that? So you could do that towards the very end. So you can see here with this article, you can use these thinking routines throughout the course of-- this could be an entire lesson. This could be an entire 30 minute to 45 minute lesson. Or you could only use one or two of these in your lesson with your students. It's up to you.

So the next one, another example would be Connections, Challenges, Concepts, and Changes. This is another one right here. And what you can, do and I'm going to show you once again using the template, how you can duplicate these slides. So this is the slide deck that you would share with students on your Canvas page or on Zoom. And like I said, you could deploy it from that initial slideshow. You could put it within the chat on Zoom. There's a wide range of things-- ways you can deploy it, like I mentioned. And then I would just then go to duplicate, duplicate, duplicate. And just make as many as I need for my students. I can do that right beforehand, right before class, or based on how many students are in my class that day.

So for this one, I would like us to-- this is one of the last ones that we'll do. I know that we have-- we're done here-- when are we done?

Audience: 9:30.

Matthew Rhoads: 9:30, OK, so we only have 15 minutes. So what I would do here-- so this could be done at the end of a lesson. But so based on what you know so far on thinking routines teams, what connections can you make? What concepts do you think you could use these types of strategies with? What would be some challenges that you would have implementing this in your class? And then thinking about changes, how we could possibly change this, or change a strategy, or change maybe how it's deployed, or the tool to meet your needs?

So go ahead and choose a box right now. And I would like you to begin writing based on what you've seen so far, what connections were you able to make? What concepts does this-- is something that you could implement with that you're teaching? What are some challenges do you think he may run into? And then changes essentially, could you change the tool that you're using instead of Google Slides? Or would you-- you could do this on a piece of paper instead of Google Slides? Or you could use a different tool like Quizizz Live? It's up to you. So go ahead, and I would like to just use one of your slides. Write your name on it. And start thinking of the connect-- of each of these boxes right now.

Audience: In the chat box, how this one makes this slide interactive? It's one of the--

Matthew Rhoads: So you make the slide interactive by essentially just going to the share box on the very-- when you're the editor of this slide, you make it viewable to anyone with a link, so that they can edit. Anyone with a link can edit. So anyone with a link can edit. So you need to make sure you're on the slide show, and then anyone with a link can go in and select the slide that they're working on. Sometimes, if it's a new group of students, I will write their names of the students on the slide. So slide number two is John. Slide number two is Sally. I'll write their names on it for them. Or I can give the students a number that they're assigned to in class. And that number that they are assigned to corresponds always to slides they're assigned to, right. So there's multiple ways to do it. It just depends on what works best for you.

Audience: There's another question thinking about simplifying some of these organizers for intermediate ESL.

Matthew Rhoads: Yeah, there's a wide variety. There's about hundreds of these strategies that are available. So you can choose whichever ones that you want to use. And also too, you can think about how can you modify these to meet where your learners are at. There's not a-- they don't need to always be exactly what these look like. They can be paired down or paired up. It's not something that has to be etched in stone.

Audience: Can you explain concept again?

Matthew Rhoads: Yeah, so concepts would be like how-- what type of concepts would you like to teach with this? Or how could you use some of these strategies with some of the concepts that you may be teaching in your class?

Audience: And then connection?

Matthew Rhoads: Connections is like how can you connect this to some of the skills or some of your lessons that you may be teaching your students?

Audience: So another awesome question saying can you explain again the directions for this device?

Matthew Rhoads: Yes, so for this particular slide deck, I would ask students to write down what connections do you have here. So this is just for you guys as the participants. This box here connections is how would you connect this, these strategies to what are you teaching in your class? Concepts is how-- or basically what type of, like this person here is like curriculum that they're teaching. Then the challenge is essentially what challenges could you foresee with your students using thinking routines on Google Slides. Then changes, what type of changes would you make to these strategies, or how that they are deployed to meet your students' needs or meet your needs?

Audience: And look like somebody just jumping in to slide-- to someone else's line. How can you prevent them?

Matthew Rhoads: So like I mentioned just a moment ago is that you can assign students various slides. So like every student has a number, or I put the student name on each slide. So that's one way I can do it. And what's nice is at the very end, once I'm having the students completed with editing, then they will-- I'll make it view only. I'll get the editing rights away from everyone and I'll lock the slides. So no one else could touch them. It will just turn into essentially just a viewable slideshow at that point. Well, I love your answers thus far. I'll give you another couple minutes.

Audience: Somehow I took away my writing area in challenges. There's a couple of [inaudible] Oh, did it turn your [inaudible]

Audience: No, it was just kind of there in a conversation. Irma was in the one slide. And then the Rebecca started writing on Irma's.

Audience: See, mine doesn't even show her on. When I went into Rebecca, it was blank.

[interposing voices]

Audience: Yeah, you didn't see that person's name--

Audience: No, there no name on the--

Audience: Yeah, it doesn't show.

Matthew Rhoads: And what you'll notice is that when it's the first time through, it's obviously you're going to have more of the hiccups. But after you make it routine, what I like to do is you have two or three these thinking routines as part of your everyday instruction. So it's not like you're reinventing anything. It's just consistent strategies and consistently how you're utilizing the slide. So it's just-- it'll take a number of times where everyone's like, Oh, I totally get this now. It's going to take, like any strategy or any sort of tool, you've got to build a routine.

Audience: So how can you back out, if they have two people fighting over the one slide?

Audience: See, on mine, I don't see any other name.

Matthew Rhoads: So you can see the two-- you can see the two people here. And generally, this is something that happens just the first time around. And not everyone has-- yeah, so for example, Vicky put your name in a title so that makes it-- or that makes it when someone's-- when it's claimed, then it makes it really easy. If you have your name there then you're most likely not to have anyone claim your slide. Or if you have a number assigned to you generally, you don't have as many issues.

Audience: So I actually accidentally did away with my challenges box. The lighter pink is gone. So I can't type in there. Is there a way I can get that back?

Matthew Rhoads: So you'd have just to go back-- what slide number are you?

Audience: Two.

Matthew Rhoads: So go ahead and put your cursor in the challenges box, and go ahead and right click and click Insert Table.

Audience: Right... I click Insert Table.

Matthew Rhoads: And then Insert Row.

Audience: [inaudible]

Audience: Right, but she could just copied her from the blank--

Matthew Rhoads: She could copy from the blank side too. There's multiple ways to do this, yeah.

Audience: Or you can make this slide as a background, so the students won't be able to move anything. And they just create their own textbooks. And then--

Matthew Rhoads: Yep, you can do that as well.

Audience: [inaudible]

Matthew Rhoads: Yeah, so that's the way as well. So you need to, just do this...

Audience: And change low level ESL, and that's a lot going on there.

Audience: Yeah. Yeah.

Matthew Rhoads: Yep.

Audience: So that's a background--

Matthew Rhoads: Yep.

Audience: That we don't get to move anything.

Matthew Rhoads: Those are all really good points. Yeah, and that's what's nice about these is they're really flexible. You can flex them to really sensibly to where your students are at. About two more minutes. And I'll show you just, like I mentioned earlier, is that I can see what the students-- the trends are as I'm reading through this. And a fantastic strategy is when students are all done, you can lock these slides.

And you can have them go on a digital gallery walk. Then I could ask, hey, class, go view all your classmates text, read through it. You can have a pair and share conversation thereafter. And then bring it back to talk more about some of these findings and make any clarifications as to what the trends are, whether it's students or understanding what you're trying to ask them or what type of feedback do I need to give them. And because you can see what they're thinking in real time, which is what is fantastic about thinking routines and interactive slides is that you can see what they're doing in real time. And you can see and think what they're doing in real time and make adjustments.

OK, cool, so I want to move on. So you can, like I mentioned this earlier, that's how you would sequence the end of that particular slide. So for those that are online, I would like you to complete-- click here. And for those in person-- actually, let's do this. So for those that are here and online, go ahead and scroll through these slides. And what I'm going to do is review everyone's answers thus far. This is from a previous conference.

So go ahead and review these answers from a previous conference. And what they were asked to do is in the first box write what did you use to think about thinking routines. Did you know anything about them? Did you know anything about integrating them with interactive slides or Google Slides, et cetera? And then, the next protocol is thereafter, you write down now-- now what do you think? Now I think-- what do you now think about Google Slides? Or what do you now think about thinking routines?

So spend some time right now reviewing what people have written in a previous conference. And what I'm going to do right after is unlock that previous slide show, so that everyone can go to slide number 15, and on to add their own responses from this presentation today. So go ahead and read through, and then go to slide number 15. That me. I may have to reload. So yeah, if you're on this yourself, go to slide number 15 now after reviewing everyone's answers thus far. And I would like you to select the slide thereafter and write down what did you use to think about this, and then thereafter what do you now think.

Yeah, good. Everyone go after to slide number 15. Select your own slide. And write in your name, please. Write your name, please. Because what I'm going to do for everyone that's participating here, I'm going to select your name and for those that here in-person, you have an opportunity to win a book that I have written. So please for those that are here in person, write your name on the slide. And after this, you'll be put in a drawing so--

And this can be done in groups too, by the way. You can have a couple students work on each slide together. It can be a group of two students. It can be a group of three students, four students. You can assign them to a particular slide. And they'll complete it. So like I mentioned, there's a wide range of ways for you to implement this with students. There's a lot of freedom for you to incorporate the content and skills that you want them to teach. And like I mentioned earlier, you can add those various adaptions such as showing students how to do voice typing and copying and pasting that over, including images. Sometimes, you can put videos instead. Remember this is-- you're not annotating. You're going directly to that link and accessing the slide.

And this is something that you, like I mentioned earlier, you have to build the routine. You have to do this quite often to build the routine. But once you do, it's very, very clear to students. And it is very powerful strategy-- set of strategies. Got one more minute. Then we'll review these last little bit of reflection. Be sure to put your name on slide number 15 and on. All righty, so let's talk a little bit about anyone's reflections. So anyone in-person here want to share what their thoughts were.

It looks like Suzannah, I know she's online. She says, I used to think this would be too hard for my ESL students. Still think they would need to have some computer literacy and even challenging for me. Definitely, it takes time. So that definitely is a response I see often. It just takes, like I mentioned, you have to build it into your everyday routine. Sonia once thought this may have been too difficult. You can use for a variety of topics. It can be used with images. Now she says, you can be modified to the level of my students. This can be used for several topics to expand critical thinking. Interesting example, thinking routines can be used with images.

Rebecca said that she didn't know how to at first incorporate thinking routines with technology. And then she said, it's a great way to teach your routines as well as technology skills. I used to think Google Slides, Vicky says, Google Slides can only be used for presentations. Now she realized that they can also be used to deliver a lesson, very interactive. Awesome. So that's just another thinking-- I used to think, now I think which can be used at the very end of the lesson. It's also good for adult learners. So you can have them focus on metacognition skills and reflection. So I hope that you can connect with me.