Promoting Higher Order Thinking with Technology (HOTT)
Hello. Everyone, welcome, to our webinar for, today today, we are having promoting. Higher-order thinking with, technology, hot, skills in the adult education classroom. This. Is a links sponsored. Event, if. You're unfamiliar, with links links is a. Department. Of Education, resource, for adult educators, program. Managers. And state, officials it's, a great place to find curriculum. Lesson, plans etc. Please do check it out links. Will. Have a short survey following. The webinar today, we'll, have the link posted in the chat it's also on the last slide please, do fill that out that helps us a lot, and. Then if, you have any questions, throughout the webinar please, feel free to use the chat function we will be responding, to some throughout, the webinar and, hopefully, from later. On the, webinar, will be posted probably. Four to six weeks after. Today. On our, links YouTube channel, okay. With that I'm going to turn it over to David Rosen, who is the moderator, of the integrated technology, group. Thanks. Megan, welcome. Everybody, very. Much looking forward to this. Webinar today. Before, I introduce Becky, sharing, I just. Want to mention that you may, be able to see, a. Little. Menu. And. In that menu there, is an item called handouts, and if, you click on handouts. You, will see that, we, have a handout that you can download to your desktop, called, hot. Resources. If, for some reason you can't see that and you would like a copy of that, let. Us know in the discussion, that's going to be taking this week taking, place this week beginning tomorrow. Wednesday. And. That. Will, continue through Friday and we. Will be glad to make, sure you get a copy of the handout so. Without. Any, more I'd like to introduce Becky, Becky. Sharings. The director, of professional development and, continued, learning at, squirrel's. Limited. Liability, corporation, she. Empowers. Teachers to feel comfortable, using technology in, the classroom through. Workshops coaching. And other, professional, development opportunities. She. Earned her MA an international, education from. George Washington, University and she has over 10 years of classroom, experience, working with the diverse set of adult, learners she. Started her career teaching English in Vietnam and, her, expertise, lies in working with adult English language, learners, she's. Taught a variety of classes including, beginning ESL computer. Literacy and, advanced, TOEFL. She. Also spent time as an instructional, coach and, she focused on working to help teachers meaningfully. Integrate, technology. Into the adult education classroom, Becky. Regularly, contributes, to educator, professional development. By leading conference, sessions. Workshops. And, contributing. To blocks and webinars. - she's. The. 2015. Recipient, of the Association, for adult literacy professional. Development, known as AAA, LPD. Rising. Star award, I think Becky your, star has risen and, that. Award, recognized, your, innovative, contributions. To literacy. Focused, professional development. Becky. Has experience, in both the educational. World hours, and the, technology, sector so. That provides her with a unique perspective on the realities. Of today's, workforce and the skills that adult. Learners. Need for success. So. Thank, you very much everybody and Becky. I'd like to turn this over to you. Time. To begin, great. Thank you for the introduction, David, I'm, really happy to be here with everyone, and. Just to reiterate one more time we, will be following there's gonna be a lot of information in this short hour and. So we'll be following up this webinar with a discussion, for. The next three days where you can sort of ask questions, and post your ideas and things like that. Based. On what we learn in this webinar today so. We're, gonna start by watching a quick video, clip. And I. Want you when you're watching this clip to, think, about what do you notice about, teaching. Learning. And student engagement. And, you can actually go ahead and just type some of your thoughts into. The chat, box so. What. Do you notice about teaching, learning. And student engagement. In this video, clip, in. 1930. The, republican-controlled. House. Of Representatives, in an effort to alleviate the effects of the anyone. Anyone. A Great, Depression, passed.
The. Anyone. Anyone. A tariff. Bill the. Hawley-smoot, tariff. Act. Which. Anyone. Raised or lowered, raised. Tariffs. An effort. To collect more revenue for the federal government, did. It work anyone anyone, know the effects, it. Did not work again the United States sank, deeper into the Great Depression today. We have a similar debate over, this anyone, know what this is class, anyone. Anyone. Anyone seen, this before the. Laffer, curve anyone, know what this says it. Says, that, at this point on. The revenue curve you, will get exactly the same amount of revenue as. At. This point this is very controversial, does anyone know what Vice President Bush called this in 1980, anyone. Something. Do Oh economics. Voodoo. Economics. Okay. So. None of our classrooms, look, like this. But, we saw that the students, obviously weren't very engaged, see, it what some of you guys said the, instructor is using the, lecture, format, students. Look like they're in a trance. What, student engagement. Monotone. Voice. Blackboard. Chalk student. Apathy, I mean these are all hitting right, on the mark, no. One is really engaged. Also. I, think, about what type of questions. He, was asking. You. Know what is the name of X. There. Very simple recall. Based questions, that, are hit only. At the lower order, levels of thinking so. He's not really pushing students, to. Grow and. Learn in their thinking so today, the reason I like to show this is one, as an on example of what we what we shouldn't do. But. Also so. That. You know we. Can start thinking about not only how do we get our students, to higher. Order, thinking levels, but, how can we use technology while. We're doing that because technology, is really vital to to our students and their success in the workforce. Okay. So, I also, want you to think about these, questions. What, skills do students, need for academic and career success right now but. What skills will they need ten years from now so we're working with a wide, range of, learners and Adult Ed and, you. Know the. Skills that students. Need today are gonna look a lot different than, they need in 10 years from now so what do those skills look like. So. The. National research council actually, defines, skills, for future success, in. Basically. Three different areas they, produce. This report which was called education for, life and work developing. Transferable knowledge, and, skills in the 21st, century and. They talked all about the, these three areas where students, can develop their skills to be successful in the 21st century while we are in the 21st shuri right um, this. Is a really great report, as an aside it's listed. In the references, as, well at the end of this presentation but. It.
Really Kind of lays out I like how it lays it out in three different areas to receive that your cognitive, skills. Your interpersonal, skills and your. Intra, personal skills, and. We need to make sure that we're not neglecting, any of these when. We are designing, our learning experiences, for our students so. You. Know our cognitive, skills this is Bloom's. Taxonomy or, web depth of knowledge as educators. Were really familiar, and, used, to working in this space this is your really academic. Classroom. Stuff. But. The interpersonal, and intrapersonal skills. Often. Go neglected. Because we think we have to get through so much content, you know to. Get students, to pass. The test or whatever it might be we, kind of neglect building these other these soft skills as they are called often. So. You, know interpersonal, skills being at communication, cooperation. At. I think in adult ed advocacy. And assertiveness is huge how do you advocate for yourself or for others in, a work-related environment. And you. Know how. Do you be assertive, without being pushy so those are all sort, of skills that we need to build in our students, and then. Arguably. The hardest skill, set to builder these intrapersonal. Skills. Which. Would be the. Skills that lie within us the skills that are more, intangible, and, can't be seen. Flexibility. Adaptability, you, know we all want our students to value learning and be lifelong learners how, do students monitor, their progress and. Self evaluate. It's. A really hard concept to. To. Teach in the classroom but it's important that we don't neglect these things and so through, some of the tools. That I will share with you today, these. Tools make it easy to kind of hit in all, three of these areas not. Just the cognitive area but also, team-building. Interpersonal. And intrapersonal, I. Also. Know love sharing, this graphic. This is from the Institute, for the, future, which is one of my favorite organizations and. They do a, lot of future forecasting, in all different areas. And. A report, that they put out not. Too long ago is the future work skills series, and this is future work skills 2020, which is literally just right around the corner but they, they, also just put out an update to this but. It really, hits on a lot, of the skills that are going to be important, in the next few years that maybe weren't important, when, you think of the sort of factory-line. Jobs. Of the past, and. In particular, we're going to come back to this later in the session. But. I want to hit on this idea, of new media literacy, which is one that I think. Is increasingly important. And. Then just sort of a last. Bit of information around this I'll share is something. Interesting I came across in, I guess, it was a year ago in the Chicago, Tribune, I. Was. Reading this article and, they. Had surveyed. Over. 63,000. Hiring, managers, asking.
Them What are new graduates. And people newly, entering the workforce you know what is what. Are they lacking what are they good at so. Off. About, a lot of them agreed that poor. Writing proficiency was, was problematic, but. More so than even that it was, the soft skills where there was greater agreement, and, so you. Know about 60%. Over 60% of, these hiring, managers, shared. That new graduates, into the workforce. Don't, have critical, thinking and problem-solving skills. And. They, fail to pay attention to detail so if, we think about the, traditional, classrooms, of the past and we think about how that Ferris Bueller teacher was teaching. You. Know he's not building critical thinking and problem solving skills, and students, students have to sort of struggle through things, and. Work collaboratively to, build these problem-solving. And critical thinking, skills. Even. Just to speak anecdotally. In my experience, and, you know through in different jobs that I've had I work in a training field and working. With. With new graduates, who, are, constantly. Coming, to, me or to a boss or to someone else asking. How do I do this now how do I do this now how do I do this and you, know in the Google generation. That we live in, that's how, how. We're used to just finding answers to problems instead. Of kind of persisting, through, difficult. Situations, finding, a teammate to work through those situations, we, just expect, immediate, answers and unfortunately, that's not, the way that the workforce works. So. Um. We. Will go ahead and. Jump. Into. Sort. Of this framework, for a model, for creating lasting learning, so we are going to talk about higher-order thinking skills. But. You. Can't jump, into, the deep stuff without building, the foundation, first. Um. So. You, know it's important, that we. Expose. Students, to new ideas new, concepts, new terms. And. Build. That foundation. Before. We jump into, letting. Them you know really, dig in with the concepts, so. Let's. Talk about what, that looks like um. So. Before we even start a lesson in order to. Engage students. We. Really need to hook them and I. Suggest, doing, this through, exposing. Them to, information. About what they're going to learn about before. The lesson even starts in class. This. Is going to help activate, prior, knowledge. It's. Going to help them identify key. Concepts, key vocabulary, and it's, going to allow them to predict, and so these three things, activating. Prior knowledge, you. Know identifying. Relevant, information, and making, predictions. These. Are all brain, based learning strategies, that help students, you. Know retain concepts. And build, that foundation. So. I'm going to show, you an example of, how. This might look, so. In, the, video that I'll show you here in a second, this is done through snapchat. I'm. A really firm believer in meeting. Students, where their app and I. Know a lot of students are on social, media on. Snapchat. For example, and so, if that's. Where their face is always looking and I'm going to find a way to put the information that they need to know on that, platform I know. That. Facebook was really. Big among my my. Adult learners when I was in the classroom so you.
Know We. Had created a classroom Facebook, page and a school Facebook page. With. That being said I realize is. That every, like. Every context, is a little bit different and some programs or schools don't allow snapchat. Or social media but. There are lots of tools that you can use. But. At any rate finding, a platform, to share information. About. A topic before you, actually. Broach. That topic in class so let me switch here to the video. Okay. So, this is just a recording of how I used, it in snapchat. So. This was as a, lesson, that, we. Were or a whole unit we were getting ready to do on explorers. And, in particular we were going to talk about Ernest, Shackleton, Ernest. Shackleton, probably. You, know off the bat my. Students, didn't make any connections, with Ernest, Shackleton, you, know being students, from Central America or from East Africa. But. Allowing. Them, to kind of see the content, ahead of time and start, to make those connections, and maybe get a little bit excited about it really. Made a big difference so. All I did was, just kind of take little, pictures, with my phone. Of. The content we were about to do found some sounds and photos this. Was the reading, that we were going to do and I kind of highlighted, an interesting, part, and posed, a question to them. So just taking the idea of putting, little snippets, like little bite-size snippets of information out, there to get students, primed, this. Is just you know what are the current conditions in Antarctica where he was going, this is gonna get students curious about who was this guy you know what was he doing, so. You can really do do, that with. Any concept. But. The idea there is bite-size. Snippets, of information. So. That your students can get primed for learning so, I, want you to just kind of take a moment and, think about what, kind of platform could, you use to. You. Know get, little, bite-sized, information pieces. Of information out to our students, or. Your students before. Getting. Ready to learn about a topic this. Is also a really great method too because if you think about the. Population. That we're working with adult learners they, don't have a ton of time to sit down and you, know do, a whole big reading, before. We. Jump into the topic in class but. It's super easy to just check a snapchat or, check a social media account while. They're on the bus or walking to. Kind. Of preview this information. Okay. So. The. Concept, is to get these little bits of information out to students and start building the foundation. Then, after, we feel like you know and the, in this stage also like, what I would recommend in the hooking students, and building foundation, phase in. Particular, if you're working. With like language learners I might send, out little bits of information with relevant, vocabulary, words so that they can start recognizing. Those, words that are. You. Know central to the topic we're going to talk about all. In, the name of building, this foundation and, then once we've sort of gotten to that stage the, next thing we do is promote. Knowledge processing. And technology, and integration, using. Technology. So, knowledge processing, and knowledge integration I always. Love this quote by seymour pepper. He. Is like, my educational. Hero he's not alive anymore but he's, kind of like the father of educational. Technology, and he, was a researcher, at MIT and, he. Did a ton with technology, in the classroom before it was even a thing and. He. Was really into students building their own meaning and, he says the role, of the teacher is to create the conditions for invention, rather, than provide, IDE ready-made. Knowledge, so I just like to include this because you, know we want to get away from that idea of, like forcing. Information. Into our students, brains and letting. Them. Create. Their own meaning, create their. Own understanding and, then create, something meaningful. To. Their own lives and. Not what we sort of tell them is the important part so. With, that being said I'll kind of share, some. Tools that allow students, to create. Their own meaning, work, collaboratively, and, also, learn new technology, skills.
So. The. First, idea I have here is to get creative with a camera. This. Is really simple and I used to use this in my classroom all the time. So. The idea here is we are asking, students to make connections. We're. Asking them to make connections with the prior knowledge that they have and. The new knowledge that they're learning and there's. Actually, research that shows that actual. New neural, networks, grow, when we provide students this opportunity, and they're, able to access this, information a. Lot, easier than. In in. Other ways, so. It's. As simple as this what, I would ask, students. To do is find. A real-world example, of, a concept that we're talking about in class so. The idea or the example, that you see here in the class we. Were talking about, the. Environment humans. Impact on the environment and. How businesses, impact the environment and so, find an example of, that you know in the real world this. Student, took a picture of a. Business. With, a positive. Environmental. Impact in the community, because it had an electric, electronic. Vehicle. Charging, station and so, the student was able to think, about that concept that we talked about in class out. In the real world in their actual community, and I mean anytime, that I know that a student is thinking about what we talked about in class in, the real world, I consider, that a huge win and allowing. Them to do it in this way is fun and easy I used to assign stuff like this for homework all the time. And. I think it's way more meaningful, than any, worksheet you could ever give students. This. Is a super, simple example, just getting students to kind of recognize. So. A math, example, here you know find a real-world example of a cone and then you know students can write the equation. For finding, the volume of the cone, um. So. I'm gonna at this moment talk about a tool that I use called. Flickr um. To. Help share these photos that's, students. Capture I switch. Windows here. Okay. So there, are a lot of different, photo, sharing, tools that, are out there. But. The reason that I choose, to use Flickr and, this one's been around forever is because. Flickr allows, you to have like. What I would call a dummy email address. So. If, you. Come into your settings, and Flickr um. And. You'll notice sort of like halfway down the page. Here, it says upload, my. Email options, and it says your Flickr upload email. So. This is like a randomly, generated email. I didn't create this at all Flickr created it for me and this. Is one that, I have for ever and ever and I can give it to students, so that they don't have, my actual personal, email but they're still able to email, their photos. Or. Videos to, my. Flickr, so. I give them that and then, what. Happens is you have this photo, stream, in Flickr and. So. Students. Any time if they email something, they. Their. Photo is uploaded so, I'm going to show you one example in, particular how I used it before with students, so. I used to teach, in Washington. DC and, you. Know we had access to a lot of really great museums, there for free, so. I. Always struggled. Though with how do I kind of bridge the connection with, the classroom to, the field trip and then back with the classroom and Flickr, really helped. Me to do that in a very rounded. Way so, the way that this work is me it, was a very small class that I had but we mmm we talked talked. About different Native, American tribes, and then. The next day we took a field trip to the Museum, of the American Indian and. Students. Work collaboratively in pairs and, I had to find a specific bit of information about, the, tribe, that they had studied and, then. Take take a photo of that they're not the, greatest photos. But that's totally, fine so they did that they sent the photo to my.
Flickr Email, and then. When we got back, to class the very next day I, had this up on the screen waiting. And, we. Were able to immediately dive into that conversation, and sort, of bring it back to life that experience. Of going to the to. The museum the day before and each group was able to talk about what they learned and what they saw, and. It was just a really nice well-rounded experience, and. Then. Even. A step further here, it's. Like a really simple, valuable. Skill that, a lot of my students didn't know how. To send, how. To send. A file from a smart phone to. To. An email, you. Know you it seems quite, simple but actually a lot of my students didn't know how to do it and it's. Something that you need to know how to do so you're building all of these different skills in in, one go which is really great. Okay. Um. And then. Other ways I've used that is just to have students upload their work as, well so these are just different we'll talk about these in in a minute here but just different like sketch notes from teacher. Workshops, I've done but this can be done with students. As well so it, just serves as like a nice place to take, capture. Your photos, and. Then. I actually was in, working. With a group. Of ESL, teachers. Just. A couple of weeks ago and here at Arizona State and. Someone. In my group had such, a great idea, because. Not. Everyone, has access, to a. Camera, or a smartphone, I think a lot of students do but not everyone um, it. It, would not be that hard to get sort of a classroom, set of old loaner. Smartphones. If I think about myself I have a junk drawer with, three, old smartphones, that I'll. Never use again but, the camera works. Perfectly, fine. So, you, know finding, a way to get people to donate old phones for their cameras, or. You. Know even doing like a GoFundMe, or something like that online is a, great idea for, getting getting. These types of resources and, then. You know with a smartphone you can still use it if you connect it to the Wi-Fi. So. Along, the same lines, here, of. Connecting. Ideas, is. To. Allow, students. To not, only connect but categorize, ideas, which is taking it a step further. You, know within Bloom's taxonomy and. And when, we think about things in terms of higher-order thinking making. Connections, and then taking all of this information from different places and sorting, it into categories. Is. Really. A way to promote higher-order thinking. So. One, way that I do, this is, with. Padlet. So, I will say - I probably shouldn't mention this earlier but within, each slide and.
I Have, you. Know three or four different tools these are all suggestions, for tools because I realized that some people feel more comfortable with, different types of tools or some, work in some environments, where others might not and, I'm a firm believer in, and, putting, the pedagogy. First, and the sound, instructional practices, first and the tools second, so that's why I choose. To like not really usually focus on one tool, but give options and they all kind of work the same way so. Padlet. Is one of my favorite tools I'm. Going to switch over to the real life version here. Now. With, padlet. They. Just, changed something so it used to be open. And free and, you, could make as many boards as you want but then they change their pricing structure, so, now you can get I think like. Three or four boards, for free or you have to pay a yearly subscription. Um, but. I mean if you use them if you use the boards as a class or you had each student create their own account, if. Each, student created, their own account. And they had three boards I would I would say that that would be plenty to do three different projects within a semester or, a class, so. This is one idea and this is called a connect for when. I used to do this before. I would do a connect for just. On a worksheet, on a piece of paper and, it, would be in a diet, like, a chart with four different columns but this is a much more dynamic way, to do it so the idea behind it Connect for is that. Students have to make connections, to a concept, in four different areas. They. Make a connection to their personal, life they. Make a connection to the media. Something. That's going on you, know in the news or on TV or in books. They. Make a connection to the nation so what's going on in our country around this and then the world. Obviously. Personal. Life is the easiest students, can anyone. Can kind of make connections, to, their personal, life with the concept so in this example here the topic. Is sustaining, our oceans. And. So there's some information here, about personal, life. And. Then different. You know ideas. Around media things. Going on in the news and, then things going on in the world. Generally. As it as, you progress through media. Nation and world it gets more difficult for, students to make these connections. Although. Maybe not so much world if you're working with you. Know adult immigrants or refugees. They. Might be able to make that connection a little bit more easily than the nation, so. But. What as students, are progressing through the columns, they, have to kind of then go to outside resources to, find information, to help them make connections to, the nation in, the world and. So this is also promoting, you know media literacy, it's, a good opportunity to talk about where. You can find you. Know good sources versus, bad sources, and. Things like that so. The other really neat thing with padlet, is that. It's. It's very, dynamic. Like you can upload pictures you, can upload links, I'm. Going to show you a few more examples. Here of what you can actually do with padlet, so this is one layout. So. This isn't this is actually mine. I am. Wrapping, up a. Master's. Degree in instructional design, and so. One. Of the things that I had to do was create an introduction, and I use padlet to create it and so. With, this if you, look on the, this. Right-hand, side over here you. Can actually, create, different, sticky notes with different colors and then, you can, create. Sort of mind maps so, another way to represent connections. So. Students can have flexibility, they can personalize, the board and. Other. You can share it with other students, and leave comments. You, can like, or dislike not, just like but you can hold like posts. So. You can do this on a personal, level you can also have a class class. Board as well where anybody can contribute to it I'll. Show you a couple more examples, and. This. Is one from. A teacher that I used to work with in the past that. Her. Students, work together to, create they, were reading, about Thomas Jefferson and creative padlet all about Thomas, Jefferson and.
So In doing and, so, you. Know they have to locate, information and. Figure, out how to upload it and present it in a meaningful, way and. Stew. Can students, so you as, the sort. Of owner of the board can. Turn on and off a lot, of different, settings. So. You can make it so that, comments. Are not allowed or. You can allow comments, so. It's really up to you you can also make it so that the, boards, are password. Protected. Or. By. Invite only so if you had a class board and that. You didn't want other people to access then. You could either password, productive, or, invite. Students through email, but. It's, a really really it's, unfortunate, that they changed, their subscription, model although I think there's still a lot of value. In the tool and. It's. It's, just a really versatile, tool like you can use it in a lot of different ways you can use it as exit tickets as well asking, students you know post, one question you have, one, thing you learned you. Can upload video. You, can upload sound, it's it's just a really neat tool. Okay. So. We're, going, to move. On from, um. You. Know this idea. Of making connections, and categorizing. To, creating, creating. From scratch, this. Is where I want to revisit, this idea of new, media literacy, that I referenced, in the beginning of the presentation. So. What. Is new media literacy, it. Sums, it up really nicely here so expectations. For the quality of, visual, communications. Will rise. Static. Presentations. Of information, of the past are giving weight. Infographics. And dynamic. Simulations, of data as. Visualization. Plays an increasingly crucial, role in company. Communications. So. Basically. This idea of new media literacy, as a skill. Is. Very very, important, it's, we're. Moving, actively, we are moving away from, 50. Page, reports. And more, towards. Visualizations. Of data with, text, and things, you can interact with. Simulations. You, know things, are not things, are bite-sized, we live in a very. You. Know we we. Live in a world where information is very bite-sized, and so being able to quickly. Present, information that. Says all of the things that you need it to say is a. Very hard skill but, extremely. Important, and I. Would say that there, is probably not a single, job out there that. Within I, I. Don't, want to put a number on it but in the future that. Is not going to need this skill. And just. I can speak about it myself. So, I left. Education. And went to go work for a technology, company and. I. Was. Expected, to do this sort of thing right off the bat and I've never made an infographic before. And I was very intimidated and. So. I'm going to show you some tools to help ease into it in the classroom. With. This idea of new media literacy. So. One. Really simple, way that you can do this is to allow, students, to transform. Text. So. Here's like a worksheet, that I might give my students. With. A reading you know what does your amygdala. Do which. Is a part of your brain this could be any topic, and. Then. You know generally there would be some comprehension, questions, at the bottom and students would answer, the questions and maybe talk, about them with a partner, and we talk about them as as. A class not. Bad but, there's a better way to get at the heart of what's. Important, and what students understood. So. The idea is to transform. Text. And. This can be done in a, variety. Of different ways but I'm going to show you the video so. That, you. Can kind of get what I'm saying here this video doesn't have sound so don't worry if you can't hear anything there's, no sound in this well, I need, to press switch my screen. Annulment. Here. All. Right so this is just a screen, recording, this is using the sketchnote, app, there's. Like a million different. Applications. Out there that you can do this note-taking applications, you could do this with. But. This is a sketch sketch note app on a on, an iPad so the. Idea is the student reads the article, and then. You, ask them to represent both. Visually. And with, texts. What were the most important.
Things, That they took away from this article, so. In this one, you. Know they're putting a title and Magdalene means, almond, and Greek you're. Able to kind of pull in pictures, if you're not a good artist like, myself. And. Draw, over top of those pictures. So. The amygdala, is responsible. For emotion. And. So. The students are able to do that. So you can just see here the student is representing, what are their, most. Important, concepts. Okay. So. I'm, going to switch back here to my. Powerpoint. Okay. So, again that was done with the Notes, app but, this can be done with. A sketchbook is another one I'm, sorry that was down a sketchbook Notes app is another one paper 53, or you can do it with just old fashioned pen paper and camera and upload, it to that Flickr if you. Wanted to. But. So, there's a couple of ideas here and why this is a good activity. The. First one is it's, it's, very amazing. What. You'll see when you give students this opportunity, so after, the students finished creating their, they're. Sort of sketched note I, would. Ask them to compare, it with the, people at their table or the person sitting next to them and. The. The. Differences, between all, of this like they look completely different the way one student, might represent emotion, is very different than another student. But. Then you look around as the teacher and you're able to see who got the central ideas and who didn't so I can still see that you, know emotion, is a key, part, that's that's, represented. On all, of these, students. Sketchnotes. Even, if it doesn't look the same way so. That's. One reason this is a great activity and the second reason is I don't know if anyone has ever heard of sketchnoting, before. But. It's kind of something that people, do when they go to conferences. For example instead, of just taking notes on your laptop, or. Just by hand the idea is to listen to the information that's coming in and represent. It both with text and visuals, and then, is based on something called dual, coding theory, which. Basically, says, that when. You are, you. Know processing. Information, verbally. And then you. Know putting, in a visual, output. You're. Able to retain and recall information a, lot better because you're using two different sides of your brain and so. Basically when you go back to retrieve this information, you're. Able to retrieve, ideas, from two different spaces rather, than, just.
One. And. So that's dual coding theory, and then the other idea here is if you. Know we're having work with language learners before I know that often there's concepts. That students, get but they don't quite have the language to to. Write about it so, allowing. Them to use the language that they do have in combination, with, pictures. And images, and visuals. Allows. Them to communicate, a concept, better than if they have to rely on just English, language alone. So. Before, we gone here. I'm gonna just pause, to. Take any questions that might have come up. There. Are several questions Becky and I can read them to you if you like. Sure. Okay. Let's. See we. Won't get to all of them of course but, we can get to them tomorrow, or Thursday. Or Friday in, integrating, technology. One. Question, what, is the sketchnote, app can you say a little bit more about it sure. Um the. Sketchbook, app is, it's. Who. Is it put out by I, can't, now I can't remember the name of the company that puts it out but, it's just an app that you can download on, iOS. So, your iPhone your iPad you, it's. On Android and it's also on the computer, and so. It just allows, you to, use, the stylus, or, your finger, or you, know any kind of tool to draw. You can also import, as you can see in that you can import other images, you can type, and use text, but, it's just kind of like a like. A virtual. Book that you can do a lot of different things with and. And. It's free and Autodesk. Autodesk. Is who puts, it out and they have a lot of really really great tools, in general. But. Yes. Sketchbook, is is very fun and, it allows students to get creative. Okay. A, couple of other questions. You. Mentioned a variety of great tools but exposing. Adult students, to more than one tool at a time can be overwhelming, sometimes. Students, have trouble with basic navigation and, logging into websites do you have any strategies, to deal with that challenge. Yeah. I mean so that is a challenge but I think that we're doing a disservice, by, only. Introducing. Tools in a very. Linear fashion because, that's that's, not how the world works so. I think number one providing. Students. That might be you, know not, so tech savvy. Options. For support, whether it be, so. I used to have my students go and work with the computer lab teacher who had sort of like open lab hours. To. Work on specific skills also. Pairing. Students, with. Students. That might be a little bit stronger in technology. And having them work together. And. Having, you know one student teach the other and you. Know so, often I'll get pushed back on that idea well that's like slowing the other learner down but, if you think about it we're. Building on both sides who are building these. Intrapersonal. I'm sorry interpersonal. Skills that, I referenced, in the beginning so, you. Know the, the, student that is working, to teach the other student, is learning how to break down these concepts, and communicate. And. And, basically work as a team member as well so. I mean just off the, top of my I had those there a couple of suggestions. Great. A, question. About padlet, can, students comment, on each other's posts and, padlet. Yeah. They, can you can turn that on and off. They, actually have a really neat tool to you that allows, you to turn. On a profanity. Filter if, that's if you see that being an issue so, instead of if the student types like a bad word and emoji, will come up instead, of the actual bad word, but. Yeah as you, have the ability to turn on and off comments, so you can use it however you want okay. Another. Question do, you spend time teaching email, tears to, your English language learners. In. The past yes, I did spend I did, spend time teaching email, um. I I. Feel. That, now. If I were in the classroom I would probably, move, a little bit away from email, and more towards, short. Form communication. Like. Like. How to communicate, professionally, through. Instant. Messaging, we. Are slowly, but surely moving. Away from email, and it is still very important, in the, workplace. But. We are also moving. Towards. More instant messaging out so my company for example uses, a tool called slack and every. Day I'm sending short almost, text, message like, messages. To my boss to, my co-workers and like, being able to understand, how to differentiate between, you. Know how to do that professionally and how to do that with my friends I think is going to be an important skill to teach. Okay. And one, last question. We. Have many more but only, time for one more and. This. Is a this, is an intriguing question someone, asked fairly early on she. Said I'm kind of stuck on this we can't do everything through social media because that really, isn't preparing, them for the workforce and, if. We're preparing them for college courses. How, are the snippets, that you introduced, earlier, helpful.
That's. Not how college, classes as classes, work um. That. A is. A. Really great point so I think that I. Don't. Think that we should only. Present. Information to our students and snippets of course but I think it's a really great way to get them excited about, what, we're getting ready to learn and I think if you're trying to prepare them for a college class you've, already got your platform, in place. So. If, you're preparing students for a college class you need to to use an LMS like. Blackboard, or canvas. Because. Inevitably that will be part of their course so. Using. An LMS and there's free options out there using, an LMS in your classroom. Like I had teachers that used to use school G. To. Get them used to the look and feel of an LMS but also you can send information so you can post information prior, to the. Class through. That LMS, taking whatever format, in a photo in. A quick little message. But, the idea of being like a preview of information, before getting into the. Topic. Okay. Thanks. No. Problem okay. So. Moving. On here, um. The. Next, thing I want to talk about is infographics. And I really, really think that, this is hands-down most bang for your buck kind of tool that or activity, that you can do in the classroom because. It's promote, voting. So, many different, types of things it's promoting, being. Able to synthesize information. Being. Able to represent things graphically, or visually. Numerous. Sica, unsex. And again, all hitting around this idea of new. Media literacy, so. One tool that I love using is canva, and I'll. Tell you why it's so, simple to use, when. I was. In the classroom I, never. I will fully admit I never tried to do an infographic with my students, because I was terrified I do not have a design mindset. Now. I used, canva. Every day in. My. Actual, life. And might get my job so. When you sign up for canva. You. Can work from already made templates, so if I just search for. Infographic. I. Can. Come here and there are a million different types of templates, you. Know students choose a template, and then they're able to swap out the information. Change. Colors, all, of these different. Types of things but, it gives them a framework and like what a good example of this. Visual. Display of information. Um would, look like, I'll. Even share. It like so I told you I'm in this online class I had, to create some, of my own infographics. To, represent, different. Learning. Theories and concepts, and so you know even I can do it and I fully admit that I'm not great at design. And. Then. One, more thing I want to highlight though with canva is. That. So. If someone, said you have to teach students. These design, concepts, I would, freak. Out and run away. Canva. Has tutorials that, you can do that are very very, short I actually do them myself so you can. See the ones I've completed, but. It's essentially. You. Would just pick whichever tutorial, you want to do so let's just say let's, start the essential, tools tutorial. It's. It's so well done, because. It's based on this sort of I, do you. Do the model so. As you can see all. Right let's get started and so you read the first bit of information and, then, it, actually, asks. You, to, do it and so then you would go. In and you would actually. Learn. By, changing. The color and taking, its. Recommendation. I probably wouldn't, actually use yellow but. At. Any rate so you're able to go through these quick ten-minute, design, exercises. Where you learn, about a best practice, yes. And then, you actually do it and learn how to do it within canva. So, you as, the teacher don't have to feel like I'm, I, need to also be a designer. So. There are there. Are a lot of different, types of tools you can also just use simple google apps. So I've used just a Google, slides presentation, to make an infographic and you can just insert images, directly from within the slide so. Whatever you're comfortable with using. Okay. The. Last, tool, that I want to talk about or. Set of tools, are. Around, this idea of allowing students to teach. Others. Tell others propose, something, persuade, others mmm. The. Reason and we all do presentations, in our classrooms. But. The reason that. Teaching. Or telling others about something. Is so valuable it's. Because when you teach, students, something and you tell them okay you're going to learn this but, now you have to be prepared, to turn, around and, and.
Show. Someone else how to do this students. Or people actually. Process. The information in a different way eight. Then if you just told them you're gonna learn this and then maybe there'll be a test about it when, I'm taking in information, with the expectation, that I'm going to then have to regurgitate it and teach someone else how to do it I process. That more deeply and I, think about I, think about it in a different way I think. About it and how to break it down into different concepts. So. I'm gonna show you, one. Of my favorite. Tools and this is always everybody's, favorite, called. My simple show. So. The way that this works is you sign up it's um it's. Free. They. Have a pricing it's, actually free for teachers you get access to all of the different features I just use the free model so. We'll call this one links. Alright, so you create you can upload, a PowerPoint, but I really like to write your own script option um then. They have three different categories professional. Educational, personal, and. They have all of these different things, that you can do so, share cooking, recipe, um. You. Know explain, a historical, event, interpret. Literature, I think. One of them was. Introduce. Your. Introduce. Your company, there. Was one that was I can't find it now but there's one that was a resume. I'll present your resume. So. Then when you click on it it. Gives you a framework, to, work within so. It says okay first you're gonna start with your title slide, um. And. This is what it should be and then it gives you example, one example. Two. So, that students have something to work from and then, you click X, and then the students would actually just enter their, information there. And then. You move on to the introduction. And it tells you what type, of information, goes here and then, it gives you two different. Examples. To work from so. It's providing a scaffolded, experience. For. Students I think when, you. If. You, you, know when you give students a blank PowerPoint template. And you say okay go create a presentation that's a really, hard thing to do. Um. Look. Sorry so then, from there the. Next thing that you'll do. Let. Me just enter some text here so that I can give you an example of. How it works so, students enter, the text. Go. Through the whole thing you can also print this out so they can plan it ahead of time and they kind of type it in that way you, go through all different slides then you click on choose, your visuals. So. The, cool. Thing here is that it pulls out key words and picks visuals, for you I always, say who has had the experience of. You. Know oh asking. Students, telling them you have 40 minutes to do a presentation and, I spend 35, minutes looking through pictures, this. Provides, them a limited you. Know group. Of pictures that they can choose from so they don't feel like they're lost and, like Google image land so, you can manipulate the different pictures. And. Then you go through and you choose, your audio and, just, in the interest of time I'm.
Gonna Just show you what a completed one would look like. Get. Healthy get bike lanes. Cars. Produce. Harmful emissions every day we, also have more people driving and less getting sufficient to exercise, by, putting in bike lanes we can solve this. Sort. Of presentation. That. That. It puts together so in the free version it's kind of that text-to-voice. Robot. Robot, speech. But. If you have the teacher version so can actually record, their, voice, over, top of it so, it's a good opportunity to practice speaking or. They could even just mute, the actual, slideshow and give it live at the front of the room in person, and then, at the end of the day they're able to download that, and it's, an example that they could add to a portfolio of, something, that they were able to create this really dynamic. Clean-eating. Presentation. Like this and, again. Providing, this like really scaffolded. Experience. Alright. So, I'm running out of time here as I. Promised. I wouldn't do but did I'm, so let me just switch back to my powerpoint and, we'll, be able to can, continue. You, know the conversations, over the next three days the. Sort, of the last the. Last piece of the learning, is just to take whatever students, produced, and. Have. A conversation around it and there's really just a few simple questions that you can ask you know what's your opinion about the, students work or how, might you change it the. Idea is not letting those digital creations, just go sit. In a digital file cabinet, somewhere but allowing students, to have conversations. Around each, other's. Each. Other's work, and. So these are some questions and, you know we can continue this piece, the. Discussion around question, I think in the in the. Links. Discussion, and then there's a planning template which is included, in that up. That. Download, that was included in the webinar and then some, resources, and references and we will. Be able to share this like. A PDF copy of this presentation, with you so you can get access to all of those if you're interested in, reading the different reports. Okay. Two. Minutes left. Well thank you very. Very. Stimulating, lots and lots of tools for us to think about and talk about when. We take up the questions that weren't answered or the questions that were answered but, where they're really our follow-up. Questions. We. Can explore this in more depth one, of the advantages, of this format, even, though the webinar, was mostly, talking is that in the next three days we'll have real. Interaction. Lots, of opportunities, to hear an answer and then ask. Another question or dig.
Deeper Whatever. You like in an asynchronous, discussion. And integrating, technology. Meghan. Do you have any final, remarks. Just. Quick directly from there otherwise you can copy and paste from, the, slide but. We would, really appreciate if you fill that out other. Than that we hope to see you in the discussion this week and, thanks, again. You.