Sign Washington Assignment of Partnership Interest Online

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[Music] [Music] [Applause] [Applause] [Music] [Applause] [Music] hello everyone and welcome to our first session in american english live teacher development series 10 happy new year and we're so excited to have all of you here with us joining us today my name is kate and i'll be with you along with my colleague behind the scenes heather who will be serving as moderator to help answer your questions and respond to your comments during the session let's begin today with these wonderful comments from participants viewing together virtually during our last webinar series so we have fiza who says thank you for the wonderful series once again i learned new things to implement in the classroom each time thank you for being so interactive and informative thanks for that great comment fisa and marcia says thank you so much i've learned a lot through this awesome series we always learn a lot from you our participants as well and finally micah t says i really appreciate the ideas for digital digital activities extremely helpful in 2020 and we certainly hope that they will continue to be helpful for 2021 as well so we love to see our teacher participants actively engaged in our webinars and we encourage you to continue to engage with each other virtually please continue to participate with us and share your thoughts and insights about ae live sessions by emailing them to american english webinars at fhi360.org or by sharing them on social media make sure to tag us and we may feature one of your comments or photos in the next webinar so today is our first session in american english live teacher development series 10 throughout the series we'll explore sessions related to the theme of making the transition to online or hybrid classrooms we hope you'll be able to use all of the practical ideas that we share which section from this list are you most excited about please let us know so here's what to expect today each session is about 60 minutes long and is often related to an online professional english network massive open online course and for this series of course we're focusing on online learning or hybrid learning the presenter will present the material and i as your host will ask questions and make comments as well but we really hope to hear from you our audience so that we can address your ideas and experiences please do share your thoughts and comments in the comments feature or the chat box and when our session comes to a close in about an hour you'll have an opportunity to receive a digital badge for your participation at the end of the session we'll share a link in the comments and at the top of this post click on that link and complete a short quiz about today's session you must answer 2 out of three multiple choice questions correctly and once you've successfully done so you can expect to get your badge via email within about a week so the online professional english network open program has three open and free massive open online courses available for teachers and learners like you visit the website listed here www.openenglishprograms.org mooc for information on how to enroll in english for journalism english for business and entrepreneurship or english for media literacy take any or all of these great moocs or share them with your students to take as well and now for today's session unleashing your true teaching power interaction in online learning environments in this webinar we will learn how to engage learners in online environments by transforming traditional classroom tools we'll also reimagine common techniques such as reading circles interactive lines information gaps and jigsaws for the online setting we'll learn a model for adapting your favorite instructional ideas for the online classroom and we'll explore a research a resource kit with activities ranging from warm-ups to guided and independent practice for reading writing listening and speaking and now we're pleased to introduce our presenter shane dixon shane is a senior global educator at global launch arizona state university his research interests include language learner engagement instructional design and online learner ecosystems he's the author of five books and multiple publications including 100 tesol activities and 100 ways to teach online shane is the lead designer for the largest t-cell certificate program in the world with over 300 000 enrollments from 190 countries his online course design work earned coursera's prestigious learners first award for the most outstanding course among the 1800 moocs found on that platform so welcome shane we're so happy to have you here with us today thank you so much i'm glad to be here can you hear me yep we can yes we can hear you great okay well let me go ahead and get started um all right welcome to unleashing your true teaching power interaction in online learning environments my name is dr shane dixon and i am excited to be with you let's go ahead and begin if you are like me you started out your career teaching english in a traditional classroom setting and now you are either going to or already teaching online again if you are like me that transition to online teaching can be difficult so i want to give you a few tools that will help you become a master online teacher all right before we begin let me give you a simple road map so you can follow along my presentation today to begin we're going to talk about online versus traditional classroom and start instruction and then we will talk briefly about teacher interaction interaction among students and then finally i'll give you a useful framework called samur to help bolster your ability to expertly transform ordinary classroom activities to fit the online world all right with that let's begin by discussing online versus traditional classroom instruction okay i like to think of this transition from traditional to online instruction a bit like a sculptor who has decided to get into painting now he is still an artist right but the truth is now to create art he's going to need to learn a very different set of tools in a similar way when you teach online you're still a teacher of course but you need to move from an old reliable tool set one that you know very well to a new set of techniques and activities a new online tool set that works for you all right i'll use that metaphor throughout our pres the presentation today so before we go any further permit me to ask a question i'm going to give you a chance to complain do you love to complain i sure do i think it's kind of a teacher hobby anyway here is my opening question as you move to the online world what tools or activities have been taken from you is there any one tool or group of tools that really make it hard on you feel free to make comments all right yeah let's hear from you everybody so during this time what tools or activities have been taken from you maybe you missed certain aspects of teaching in person and certain things have been taken from you we would love to hear your ideas about this so let's see the use of the board from jacqueline viscara physical activities from mannell what else group work role plays from karen paper jigsaws from carlene eye contact from rodrigo and the warm-ups that were more physical micah says i'm not a fan of complaining but i miss being able to student shoulders or look them right in the eyes when they're working on something and kerry similarly says i miss walking around different groups and providing feedback so great responses everybody thanks so much very good thank you for complaining i i mean sharing with me now let's move to the next portion of the presentation and i'll share some of my feelings about the limitations of online teaching and as you can see here one of the things that jumps out the most to me is my ability to interact with my students or what i refer to here as teacher interaction all right so here i am in my class my domain my kingdom i'll be honest i miss it now first of all i can tell you that when i started out online my interaction with students felt really limited you see i love walking around the classroom i love moving from group to group peering over a learner's shoulder and helping a group of students that is obviously struggling or distracted i also love when i am giving a lecture or sharing information the idea of looking into a student's eyes which was mentioned just earlier thank you for those comments i like to get a read on how much the students are with me or not with me and i can check energy levels i also love and this makes me really old school i know but i love handing out and collecting papers paper just feels comforting to me for some reason so yeah i'm old school and above all i think a lot of you can relate to me my classroom has always been a place of energy a place of fun and online having that energy i really appreciated the music at the beginning thank you ae live team to kind of build that energy with exciting warm-ups as was mentioned before and seeing everybody and getting those activities where students stand up it's just a little bit harder online isn't it well now i do teach online and i admit there was a transition period but i did discover that many of my complaints came simply because i did not understand the new tools for example i realized i could create movement even if it wasn't me physically going around the classroom since i teach young chinese children english i found that they really respond well to my puppet bill can everyone see bill here all right now whatever students have a question or don't know an answer they can always call on bill to help them out i know everything bill that's just not true that's not close to true all right so who's feeling smart today why don't we call on kate yes kate kate let's go ahead and have bill and you have a head-to-head competition who knows more than bill are you ready okay okay all right let's stick with fruits all right bill what's a favorite fruit strawberry that's right bill strawberry that's a fruit very good kate do you have a fruit for us um i don't have a picture but my favorite fruit is a banana i love bananas good job bill loves bananas too all right so let's go ahead another favorite fruit my favorite fruit is soda what what do you think kate i don't know bill i think this i don't think soda's a fruit nope kate is smarter than bill soda is not a fruit oh man all right that's okay we'll give you another chance all right um kate can you give me another fruit let's see how about an apple an apple all right i love apples green apples are my favorite all right very good all right how about a weird fruit what do you think kiwi oh yeah kiwi that is a great fruit bill you did a good job all right now this is an activity that i love to do you can have it be like a paired activity with a student creating a certain amount of movement you can do this in a lot of different ways sometimes i'll say what animal do you want for a pet right and then bill will come riding in on a dinosaur or something like that right so lots of ways to engage students obviously this is more for children but i just want to show this activity for you so you can see some of the ways that you can involve a partner and a friend let's just do one more activity really quick all right kate back to you let's find colors this is a great activity for getting students to move i'm going to get her to move find something blue that's okay you can leave your seat right now good luck find something blue oh there she goes bye bye kate here i found can you see it i found it yeah all right a blue pen great job all right bill some try to find something blue that's bigger all right here we go all right there we go what do you think flower all right and so you can also have students who maybe have been sitting too long need to get up and move around you can do simple activities that involve movement all right so let's talk just a little bit more i'm going to put bill to the side thank you bill and thank you kate um you'll notice that i like to bring in a number of visual aids that also creates a certain amount of movement right sometimes i like to surprise students with something at the bottom of my screen and i'll pretend like i don't notice uh what's going on there and then when students kind of bring it up or they say hey what's that we can have a fun conversation about that um now i am seated and so obviously it makes it a little bit hard to move around but another thing i like to do is for example um if i want students to look at something with me i'll use a pair of binoculars if i want students to circle something like i want them to use a whiteboard like a digital whiteboard then i'll use my giant pencil here let's see i also have a mini white board that i use a number of different uh activities that can really um are visual aids that can really prompt a lot of different kinds of activities now let's not forget we have we have a lot of great comments about how much people like these like hellstrom says bill is so cool and diana says visual aids enhance engagement and lorde says puppets are not only for children but people of all ages and i would have to agree with that i love puppets too well it's amazing how much we can actually get engaged with a puppet and i must admit even me at my 47 years of age i actually have quite tender feelings for bill and when he lost a nose i was like frantically looking for it so i could glue it back on but anyway that's neither here nor there so you'll notice behind me too i have quite a number of colors and that again creates a sense of movement as well i can refer to the the the colors behind me i can of course bring in colors when we were doing the fruits i could bring in different kinds of colors and we could do a color activity as well ooh purple grapes or red watermelon and orange carrots things of that nature again tpr very very common online you have to learn instructional tpr lots of that is giving a thumbs up when students do a good job or clapping when i want students to repeat i'll cut my ear right so i i'll point very carefully i'll say a word and then i will cup my ear um i will also maybe when i want students to think i'll point very carefully at my temple and maybe the hardest part is i'll sit quietly and wait until people are able to type things in in general i think carefully about how to use my eyes and my hands and there are even more things of course i can do to create movement um and so one thing that i've started to do is play with zoom backgrounds uh so that students can respond to what they see behind me so go ahead let's we're gonna watch a video here and i'm going to have you guys comment on what you think went well and what you might do with backgrounds yourselves so take a look because i'm going to change my background are you ready whoa okay here we go ready now write down some words what do you see okay so first of all my student you he is adorable isn't he all right but also you can see there's an activity in which i ask him to write some words down that's the activity that i did but i am certain as you guys look at this it's a tool a background behind you and zoom is just a tool but you can create a lot of activities or art using this tool so the question again is what kind of art could you create with this background yeah so let's see um sometimes i use avatars um says mauricio great idea i do too um yeah kamis says that um this provides some really great interaction so yeah what else do you think everybody how else could you use a similar activity and what do you think went well yeah so a clave a clavuba says that it helps to create a great atmosphere i apologize for that pronunciation um you could use it to teach weather from giana yes um let's see you could even hang a visual chart behind you maybe if you're not able to update or the zoom or something like that you could use um gifs and mina says not everyone's such a good actor as you are so i'm not sure no but i i think you can do it too and i think a lot of us as teachers our actor personality comes out with our students when we're able to be silly with them so great thanks for your responses everybody certainly there's a lot of things that i think that you could do with this with this tool um sometimes i'll hav a student just look at the verbs or just the nouns and write those down or i'll have them write a story again they could look at just the colors they could use sentences in the past maybe in the present maybe in the future you could have them write a poem afterwards so again this is a tool and i want you to think of the thousand activities or pieces of art you could create with this tool so i'm using that metaphor again of a sculptor moving to a painter you have a new tool here how are you gonna use it all right thank you for your comments everyone now let's talk about eye contact while it is true that i can't see students in the eyes and that really is hard on me i can pay attention to student engagement in other ways i make sure to ask a lot of questions that involve reactions so i'll ask students to raise a hand to give a thumbs up i'll also keep an eye on the chat room to see where students are think what students are thinking and asking to be honest one of the most important tips i can give you today is that you need to create breaks in the online world about every five to seven minutes or so you're going to need to learn to read the room i like to think of it also i'll give you another metaphor i i love metaphors if anybody's ever done live theater before you can feed off of an audience the audience is right there they laugh when you say a joke they're looking and and they're participating and you can feel the energy in a room that's easy for an actor to kind of like build off that or feed off of that feeling but now it's kind of like being a movie actor a movie actor doesn't see the audience laughing doesn't see the audience interacting and it's a little bit harder that way so in this sense it is harder being in the online world but that's one of the reasons it's so important to take a break read the room and then get back to it all right finally while my love of paper hasn't changed i find that online teaching offers an even greater opportunity to use multiple types of media you can and should use images videos infographics and powerpoint presentations all of these additional media can bring your classroom to life all right let's hear from you again my fellow audience here is my second question for the day or my third how have you updated your own teaching toolkits and specifically what have you done to make sure you have movement in the classroom have an eye to eye connection with students and what do you do for fun let's hear from you yeah what do you think everybody how have you updated your teaching toolkits to add movement to make up for eye contact loss and to have some fun in your class so let us know let's take a look here at the chat box how have you updated your teaching toolkits let's see playing games online from arjona great um kate has tried near pod fun adding some jokes to the class from muhammad visualizing a lot playing videos i asked them to use their phones and take pictures during class from jose that's a fun idea yeah asking open-ended questions and asking for responses doing different games like kahoot quizlet etc great so yeah lots of awesome like listening to music doing breakout rooms playing find someone who's singing i love that idea that sounds fun great thanks everybody great ideas very good now many language teachers complain that student interaction that is the ability for students to respond and communicate is also limited you know i meant somebody mentioned that idea of using music now again this is one of my skills so another thing to always keep in mind is whatever your skill is make sure that you can use it but i certainly love to use music in my classroom i'll sing and then i'll have students kind of respond and this is a way in which i can make up things and i'll make things on the spot because i know three chords so if it is about colors i'll say str red yellow oh what chord is that blue and then whatever i say i'll kind of have a choral response this is similar to the jazz chants that were so popular in the 1980s my way of just having a little bit of fun if you're not good at music you can still do something pretty simple to have students kind of respond to you that way all right so let's go ahead and kind of consider a little bit more and get more into the idea of how to get students to interact now remember my metaphor there are tools that have been taken from you but that doesn't necessarily mean that there aren't tools that you can use that will accomplish the same goal in a classroom setting like the one on the left right there uh boy did you have tools didn't you group work of all kinds but now with an online classroom with students physically all over the place you might be thinking and i certainly did goodbye group work there's no group work goodbye think pair share goodbye jigsaw goodbye information gap my tools from the classroom from the traditional classroom brick and mortar are gone well maybe let me introduce you to one of my favorite teacher trainers her name is marie mitchell we became best acquainted when we went on a months-long sojourn to iraq in 2010 there we taught 169 teachers from all 19 governorates throughout iraq it was a special time and i loved the iraqi people and iraqi culture marie taught me a great teacher tip about transforming activities she pointed out to me that when teachers are given a strategy or technique often the technique or strategy doesn't work that's really frustrating for a teacher trainer i plan so hard i give all of these ideas and suggestions and then teachers just say nope doesn't work we can't teachers would always say things like well in my school we don't even have white boards it almost became a competition in my school we don't have chairs that move around in my school we don't even have internet so this activity doesn't work and then being the seasoned veteran that she was she would look teachers in the eye and she would always say the same thing she would take her hand and make a motion and a sound here's what she would say it's not even a word now what did she mean she meant that as a teacher one of your responsibilities is to adapt and change activities to fit your circumstances in fact i believe that is what elevates a teacher into a true artist if you will be patient think coordinate plan you will find a way to transform activities all right i want to teach this to you now everyone go ahead all over the world let's do this together ready very good one more time good very nice thank you all right now i created a book with two colleagues dr justin shull and jenny crandall entitled 100 ways to teach language online i'll offer a free excerpt of the book just for attending the seminar you know what my colleagues and i decided to do was to take all of the common esl activities we could find including those that have to do with interaction and see if we could find a way to transform them to online environments and this really surprised me but in almost every case there was a way to transform the activity it truly shocked me that we could uh transform every activity now i don't want to take a lot of credit for this and in fact the reason i don't want to is because we receive some excellent help by referring to something called the sammer model so let me share this with you in the last part of my presentation now if you have never heard of sammer it is a simple framework created by technology expert dr ruben puente dura and this framework allows you to think about how to transform activities from a traditional to a more modern approach you can do this by thinking about different levels or investments of transformation maybe intensity of transformation at level one substitution you find an online tool that does the same thing that you're used to doing in a traditional classroom you use the technology as a direct substitute in augmentation we improve on the traditional in-class activity in other words the technology substitutes and slightly improves functionality in modification we not only change the tool but we change the actual content as well in other words the technology allows for some rethinking and redesign of the activity and finally we come to the final possible level of transformation redefinition redefinition means that you create a completely new task or activity doing things that you weren't able to do earlier without the tool you now have in your toolbox all right now let me reverse the order of these four activities to make an additional point notice that each step in the sammer model represents a level of change that the activity undergoes in substitution the technology changes but the activity itself remains precisely the same let's show that we'll wait for the transition there it is the medium changes but not the activity itself all right now this is also true in augmentation although now the technology may actually improve the functionality of the task so it's a little bit more transformed so to speak in modification you start to see how the technology itself allows for a significant task redesign so the activity itself has improved or transformed itself and then finally in redefinition the medium or technology allows for a completely new kind of activity one that could not be conceived or performed in a traditional classroom it is a new kind of art so to speak precisely because you have new tools all right now let's talk let's ask a question one more t one more time think about the updates you have made just this year moving online do the majority of your activity transformations fit under substitution augmentation modification or redefinition all right yeah let's hear from you everybody what do you think for this time where most of us have switched in some way shape or form from in person to online or hybrid classrooms what do your changes or what category do the to your changes fall under are they more related to substitution augmentation modification or redefinition so let's see lorde says all of them gmr says substitution irena says modification trey lorien says i love this model ida says augmentation so it looks like a lot of people saying substitution and then some folks saying modification and augmentation i don't see a lot of redefinition but there definitely are like jennifer says redefinition gabriella great great all right now for some of you that maybe didn't type in you might not be entirely sure of the stages of the sammer model and i want to make sure it's clear to everyone so let's walk through how we might take a typical traditional classroom tool the whiteboard and samurais it i love to use the whiteboard not only to write on myself but i love students to share their ideas once again if students are a little bit tired and i see them a little bit listless i need them to get up i need them to move right and i want them to compete with each other or maybe evaluate a prompt summarize so i get them up to the board and move them around and online well i don't have that same capability right that's hard so let me show you how the salmer model might allow you to reconsider how to do the same activities using a different set of tools okay for example you may not have a whiteboard for students to use in a classroom however many teachers online have found some clever substitutes many of you i am sure have learned this quick whiteboard trick you ask a student to get a sheet protector right and you put a sheet inside it have them grab a dry erase marker and boom a personal whiteboard for your student even a piece of plastic of any kind will do maybe if they don't have a piece of plastic you can just have them write on a piece of paper like my student you he was doing now maybe you can't expect that each of your students has a sheet protector and dry erase marker handy so let's move on to augmentation here's where we use technology to help us and maybe improve just a little bit you see there are online whiteboards for free zoom for example has a whiteboard that you and your students can draw and type on it improves on a traditional whiteboard in some key ways and allows you to choose a number of different fonts and colors you can even type things in in a text box that's pretty cool that's an improvement now notice the toolbar at the top and make sure you practice before you attempt to use this kind of whiteboard i say this is an improvement but the truth is the first few times you do something like this you may hate it you may think this isn't an improvement this is the worst thing ever that's not necessarily because the tool is bad it's because you have not yet mastered the tool so spend some time learn how to use the tools remember that metaphor of mine you've got to learn those tools and then some of that culture shock of moving online will dissipate all right so um let's see have you guys done anything similar by the way i don't know if we want to take a little break and discuss that but yeah has anybody done whiteboards of any kind here's mine yeah i love big ones oh nice yeah i love and i love the little um little chat feature oh very nice yeah so let us know if you so it looks like leticia says teams also has a whiteboard yes yes they're awesome um can students type on the whiteboard and zoom that was a question yes they can and you can also share a blank document like a shared document so great ideas everybody thanks for sharing very good like a google docs could also serve as a sort of whiteboard for all of the students okay now when we augmented an activity we basically improved it slightly but it had very little functional change however when you modify an activity now you are changing the activity itself because the technology allows you to do even more consider for example instead of using a virtual whiteboard of using a jamboard jamboards let you write in different colors just like a white board but it also allows you to attach documents videos and post-it notes when you create a jam board there is a link that allows students and you to access it multiple times and at any time so if a student misses a class well they can go and still participate in the jam board think of it as a permanent super white board all right so that's my modification activity now let's look at our last step in the sammer model you may wish to completely redesign and redefine your activity so you want students to be involved you're thinking of an activity that would help students to talk and you just don't feel like a white board is going to do it and you don't think a jam board is the right idea now redefinition means that the tasker objective itself becomes different because the technology you use is different for example when i really want my students to interact and share ideas i may decide to use a discussion board a discussion board allows for asynchronous interaction right asynchronous means people can come in the night in the morning at different times of the day and they can post they can see their own post in relation to the posts of others it's kind of like a cafe where students can come in see what others have said and leave their own ideas now this redesign works especially well for students in all kinds of parts so students who can't attend at one time still can still feel like they're part of a lively discussion that's one of the things i love about discussion boards now some of you veterans out there may be thinking ah a discussion board isn't necessarily anything fancy and sometimes discussion boards those of you that have attended moocs maybe they don't promote a whole lot of really good interaction well let me suggest again that it's often your ability to master the tool that will make the difference i have noticed that discussion boards sometimes aren't very good but when you have a good prompt one that uses higher order thinking skills one that really gets students involved in thinking or sharing their preferences or something that's a little bit difficult some of those critical thinking ideas boy the discussion can be much livelier or when you give a good model at the front of a discussion board to show what it is you want when you use a discussion board to have them post an audio or a video of themselves suddenly it becomes very interesting so make sure that you use the tool well to kind of engage students and help th m get a sense of interaction now another thing to think about is that one of the reasons discussion boards sometimes don't work is because the teacher isn't present now think about a traditional classroom if you ask students to do a task hey get into groups and discuss these five ideas on the board and then you left the class what are the chances that all of the students are going to stay on task come on you know students it's the same in a discussion board if you want it to go well you're going to need to make sure that you're there that your presence is there that you're responding to students that you engage with the students as well and so it doesn't feel like you have deserted them and left them to themselves so just two ideas for how to make a discussion board an exciting interactive place i know it's not a new tool but remember sometimes teachers complain because they haven't yet mastered the new tools again a sculptor who is really comfortable chiseling and doing the things that he's done for years now has to paint and he might think oh this is so lame i don't like it it's not comfortable remember that it may be your mastery of the tool rather than the tool itself that's letting you down wonderful yeah this is great we have some great comments and questions i see carlene has a great idea about having a second required assignment to make sure students post more than once and a series of expectations that sounds great very good leticia says because of breakdowns in internet we really need to have asynchronous activities so this is really an important tool so that's great and a couple of people asking about where discussion boards can be and so you can use maybe different learning management systems do you have any ideas about that um shane absolutely so inside canvas or moodle if that's where you're working blackboard there are already discussion features but if you're not using an lms that has a discussion board tool you might want to go to google classroom you might want to go to google hangouts whatsapp wechat you might want to open up a google doc you might want to use facebook itself there's a lot of different ways in which you can have a feature in which students are responding to each other in an asynchronous fashion that's a great question all right you know i wish i had more time to show you how my colleagues and i summarized each of the 100 activities and i am going to give you some resources so that you can look and see how we how we handled the jigsaw how we handled information gap and other activities but the reason what i really want to show you is how to use the principles of samur so that whatever your context may be maybe your internet is spotty maybe you don't have a lot of resources you can just an activity and get it to work for you so i'm going to give you three tips on how to summarize an activity in the simplest way possible so first i want you to find ways online to demonstrate and show movement make movement an important part of your online class now how do you do this well i've tried to give you a few examples today that i hope resonate with you um quite honestly one of my favorite teacher trainers teachers she didn't have a fancy puppet like bill and all she did was grab a sock and she put two eyes on the sock and it is a beloved classroom tool that all of the students love um and she makes it work for her um another thing that you might do is just consider when it comes to movement uh we'll get to time in a second is just the idea of relinquishing the floor again remember every five to seven minutes you gotta shut up online and get students talking and thinking and participating and it's hard for us teachers we like talking and so make sure you relinquish the floor all right second make sure you always specify an amount of time many activities can go too long or be too vague when no amount of time is suggested and conversely sometimes we need to give students more time to process silence often sadly makes teachers go too quickly and that that's me included one of the biggest problems i have as i get so excited i'm so revved up is i move too fast and students really good students are processing and because i'm used to seeing and getting that feedback if i don't get it then i rush things along so please practice slowing down if you're too quick or please practice moving up and getting activities to move quickly if you're seeing that there's a lag okay so time really matters okay finally the last tip that i want to give you is when you're deciding whether to substitute augment modify or redefine consider the truth and i'm guessing i don't know you all but i'm guessing this is true you're busy am i right oh let's get some reactions going on here am i right are you busy okay i think everybody's gonna yes i'm so busy well thank you for coming today yes in that regard i almost always choose to substitute and augment because it's easier and faster right and when i modify or redefine i only do that one or two times a semester a modification activity or redefinition activity those take serious work i like doing them but usually i'll try to move as quickly as i can and do augmentation and substitution if uh it's available all right are there any questions before we move on let me see no a lot of people saying that yes they're very busy okay i'm happy to be here shocker all right let's go ahead and uh before i let you go let's go ahead and get you summarizing yourself i have chosen the very common think pair share activity for you to consider now they're in the book that i've given there's different ways we recommend uh substituting augmenting modifying right transforming this activity but i want you because i don't know your context to consider how are you going to do this now remember what a think pair share activity is um just just to remind everyone uh in a think pair share students first think for a certain amount of time then they pair up and then maybe you have the a pair meet up with another pair so we call this a square a think pair square share and then finally they share with the classroom now can you can you do this online is there any way to do this so let's take a look at our salmer model again and this is the question our last question today how do you do this online i don't want to teach you i want you to have the tools necessary that you can figure it out yourself so give me your ideas how do you do it all right yeah let us know everybody in that think pair square share or think pair share activity what are some ideas that you have where you could substitute augment modify or redefine so manana says using breakout rooms so maybe that would be sort of um very good or augmentation a little bit let's see lots of people saying breakout rooms board from arena that might be a little more of a modification let's see what else so many breakout rooms i think that's a great strategy a great way to change this activity perhaps you could use have students chat on text messaging like whatsapp or wechat uh puppets from lourdes maybe uh or maybe students could make their own puppets and and discuss with other students online um yeah those are the main ideas i think great very good thank you guys again i want you to remember the brilliance of the technique my colleague marie mitchell shared right it's that non-word can everybody do it with me one more time one last time yes there it is remember that techniques that you use in the traditional classroom can be used in an online environment sometimes you just have to change them either a little through substitution and augmentation or a lot through modification and redefinition all right this all reminds me of one of my favorite pictures of my young son let me show it with you right now here he is he never thought in terms of can i do this but always thought in terms of how can i do this now here he is completely convinced he is going to make the basket and by the way he did does anyone want to guess how one more time in the chat box yeah how did how did shane's son make the basket what do you think and yes many people saying very cute aydah i think you're right he helped i think shane helped his his son out a little bit he jumped really high okay you helped him from me he jumped really high now that would be impressive i would probably not have to be a teacher anymore if that were true and yeah from diego he had his father lift him up that's very sweet respond that's right yes to me this is the perfect metaphor for why we teachers transform our classrooms and our toolkits we do it so that we can continue to transform our students lives so what did i do i lifted him on my shoulders i transformed the activity right i transformed it because i care about him because i love him and we do this because we want our students to be successful so yes it's hard and yes you're moving from sculpting to painting like ah i'm not comfortable with these brushes what's what's with brushes i'm so used to the chisel and the hammer that was so comforting to me and i get it i've been there i'm still there now but i want you to know and i want to encourage you all to understand that if you keep your heads up you'll soon see ways of accomplishing what you previously thought impossible so thank you all i appreciate the time i was able to spend with you thank you so much shane for sharing these great ideas and your expertise around student engagement and online learning environments and for how much fun that webinar was i think we all had a really fun time today during today's session and as always as always we want to thank our audience for your wonderful and lively engagement and your participation in the comments we hope that you'll continue to share your ideas through social media on the name or with your viewing groups whether virtually or in person after today's session ends