Hello everyone, welcome to our session talking about insights on rearchitecturing to a single code base. My name is Erez. I'm working at Ogory for the past four years. I'm a firmer embedded engineer. I'm also a firmer engineer at Ogory for the last two years. So what is Ogory? Ogory providing predictive health maintenance for a predictive maintenance solution for clients that has critical equipment that need to be monitored. So what we basically do is place sensors over our machines with different kinds of sensors implemented in them. We sample and send the data using Bluetooth to a local gateway and to our cloud platform. So basically we monitor, we diagnose, we guide the owners of the machines what to do with it. Hopefully they should act accordingly and repair or do whatever action is necessary. So today we're going to talk about single code base and we'll explain what it means at least for us. And then we're going to talk about why Zephyr is a good fit for a single code base concept. And afterwards we're going to speak about migrating to Zephyr. Whether you have different kind of code base or software stack and you have to migrate to Zephyr. We're going to explain how it's done. And afterwards we're going to proceed, talk about single code base design rules. So this was our starting point. We had a legacy device on the right side that was developed a few years ago over a very old Nordic SDK. It was based on Nordic chip. It was developed on very old Nordic SDK, supported up to BLE 4.2, and it was un-updatable for us in that particular aspect. And pure data, we developed the new generation device. We chose Zephyr authors for that. And of course we used the latest NCS. We keep on updating that. And basically we created a situation that we have two different devices, but that doing more or less the same functionality, but have two different code bases, entirely different code bases. And we didn't like this situation. We wanted to create one single code base for all our hardware devices that can be used for us to add more features and maintain these devices in a better way with one single code base. And this is why we chose Zephyr for that, because Zephyr emphasizes hardware abstraction and modularity in a very nice way. And these are important features for a single code base application that runs on multiple hardware, because you want the ability to compile two different kinds of boards and use the same application for that. And also modularity is very important, because you want to exclude and include features. It depends on what board you're using. And here's an example of application there on the top. And below that, below the Zephyr abstraction, we can see two different hardware. The applications use, application needs accelerometer, sensor, it needs magnetometer, it needs thermometer, and it uses a flash. But in these two boards, the sensors are different, different accelerometer, and so on. And also the flash is different, but the application is exactly the same. Another reason to choose Zephyr for a single code base application is that a lot of features are already built in. In the Nordic Connector SDK and Zephyr. For example, we adopted the usage of MCU boot.  We also use a file system, which was a little fast, but Zephyr is a more than one choice of file system. And we also use Memphold, which is a very powerful debugging tool. They're also here presenting in the exhibition. Simpsys DSP, compression libraries, and many other features that are already built in in Zephyr. So when you're designing or thinking about single code base application, you need to attend to a lot of issues. For example, are your devices that you want to change the code base already deployed in the field? And if yes, will you be able to update them over the air from one code base to another code base? Will they be backwards compatible? After the update, will they behave the same in your IoT stack? Will they perform well in terms of memory and performance? Perhaps there are older devices that have lower capabilities, and performance will not be suitable for the new application that implemented on it? And of course, how will the boot mechanism look like in this case? So in order to proceed on that, we came up with a strategic plan. We decided to tackle first the major risks, make sure that we can achieve that, and only then continue development the single code base application and then deploy it. And the first risk or the first milestone that we marked for ourselves was over the update. Will we be able to update the devices that are already deployed on the field from the older code base to the new code base? So let's talk about that a little bit. Our legacy devices of those stack look like that. Remember, it's a legacy. It's a very old SDK from Nordic. So it launches from address zero to the bootloader, and then launches our application, which is the Oguri app. In this case, we used our own bootloader, and not the SDK bootloader, but it doesn't matter too much. So this was the old software stack. This was the new software stack, Zephyr-based, launched from NCO boot, and then we have the NCO boot secondary and primary for the application. So what we basically needed to do is to shift from old software stack to new software stack. Well, is that possible? Well, it is. We know that our application has access to the entire internal flash, and we know that we are able to disable and enable the bootloader as we want. And immediately we're going to see how we use these two effects in order to accomplish the migration to Zephyr. So what we see here is the internal MCU flash, software stack, and on the side we see external flash. And let's try to follow up. So first we perform regular firmware update for the Oguri application. We updated the Oguri application 2.0. Once we do that, this new application now has migration capabilities and can help us in the transition. So we pass along from the platform to the local gateway to the MCU, to the external flash, three artifacts. One of them is the new version of the bootloader. The other one is the MCU boot. And the last one is the Zephyr app. And these last two are the artifacts that you actually want to migrate to. So once they are safely stored in the external flash, we disable the bootloader. Remember, we can do that. And the application also can erase it and then copy the bootloader that we stored before to the same location. Now the bootloader 2.0 also has migration capabilities and it will also participate in this game in a minute. Now once it's copied to the internal flash, we can re-enable it and boot. Now we're running the bootloader. Once the bootloader is running and takes control, it scratches the internal flash except from the MBR and copy MCU boot, copy Zephyr application. And once they are there, we can disable the bootloader. We don't need it anymore at that point because once we boot, we boot from the MBR. And because the bootloader is disabled, we're going to jump to others 1,000 and then to the MCU boot, which takes control from that point on. So what we did is successfully migrated from old software stack to new software stack over the air using BLE only without flashing or something similar like that. And we've proven it's possible to do it over the air and we can continue on developing our project, which is a single code base for the entire install base. And let's continue from here the second part of the session. So now we're going to build in the application and strategy is the same risk first. And the first uncertainty we had is with size. And the reason we had that uncertainty is that our new devices have 266 kilobytes of RAM. And when they built our Zephyr best application, they got to 160 kilobyte of RAM footprint. Our legacy device has only 64 kilobytes of RAM. So there was a serious question, can we squeeze it? And to answer this question, we took our Zephyr best application. We gave it a very serious diet. We left only the communication protocol. We built it on the legacy devices and it built. It was the first milestone and it also worked with the BLE communication. And at that point gradually we added more devices, more drivers and more models to achieve a complete full application. While doing so, we used onsize reduction. We removed unused config. We optimized stack allocation. We shared a walk you instead of having several walk you if it was possible in our case. And we used the mempool. Zephyr allows to have a statically allocated memory managed like a hip, meaning you can allocate and free dynamically while the application is running from that statically allocated memory. And we used that. And we used it to save memory. We had a static allocated pool. And at one state of the program application that needs buffers like sampling and streaming to flash, we allocate from this pool. And once this stage is over, we freed it. Next stage was to transmit the data via BLE. Again, we needed buffer from this. From the same pool, we allocate these buffers and the freedom once the procedure was over. So by that we saved having all the buffers stack all together. Keep in mind when doing some stack optimization, there may be a case, maybe not right when you do it, but maybe later along the way, did you have some stack overflows? It can happen. And just keep in mind, if it happens, goes first to the stack optimization, maybe it's there. Zephyr gives us stack sentinel, which is a tool that the checks help to check for a stack overflow. The way it works, it has some magic number on the address of each thread. And every time there is some context switching or some other operation on the thread, it checks this value. And if there is some problem, some corruption, it will give an alert. The minus of this is that if the corruption jumped this number, then you will not get an alert. And also it will not give you an alert exactly when the overflow happened. It will give you an alert only when it checks this value, which means when there is some operation between the threads. It's also hardware stack protection and MPU stack card. We use the stack sentinel because it has less footprint than the other two. So at that point, we have an application that compiled full application. And the next uncertainty was functionality. Our sensors sample at a higher rate. And they streamed all the samples to flash. So it needs to achieve, to write to flash fast enough. And the reason it was an uncertainty, our new device has none external flash, which can write two kilobytes per one page write operation. And it writes faster than our no flash device that we have on our legacy device, which can only write 256 kilobytes per page write operation. Meaning eight times more operations requiring CPU intervention for streaming the same amount of data. And again, that was a big question mark. So we flashed the program and we send the command for the end point to sample and crossed our fingers. And it didn't work. And we had to, we didn't give up, moved to a scene, what we can do to optimize the procedure. Our program, all with our application already used PPI and DMA. And if your hardware allows it, you should use it. It saves on CPU. But what we did is use the profiling with a picoscope, with some GPU at some functions. And what we see here, the blue line is the sensor interrupt whenever there is a sample ready. The yellowish line is the thread that manages the write into flash operation. And the red line is a thread, is the high priority thread. And it takes, you see here, like four and a half milliseconds, which is quite a lot. And what it basically does, whenever the driver collects samples, and when it gets some certain chunk of samples, it calls on the callback for the application. Now this driver, we run it in a high priority thread because the accuracy of the rate is important for us. And in the same thread, it calls for this application callback. And its application callbacks, basically, its job is to take the samples and give it to the thread of the flash streamer to, not to the thread, but give it to the buffer of the flash streamer to put it to flash. But what it does this thread, this callback, it calls on the normal Zephyr API, which is sensor of fetch and sensor of fetch for each sample individually. So there is a lot of sample fetch, sample get. And what we sought to do to avoid this is to change the callback API and the Zephyr normal API to give us the buffer, the pointer to the buffer of the chunks and not use the sample fetch, sample get operations. Basically, it's all there. I'm not going to go into details. You can see it in the presentation later. But this is like the error show, the sensor, the Zephyr generic code that we know. And the changes that we made to it, we created like our own sensor of each module, header, sorry. And by that, we were able to reduce the time of this thread from 4.5 milliseconds to 220 microseconds. And it enabled us to achieve the functionality that we wanted. And we can actually see that it was not the flash that is writing slow, that did not let us do the functionality. But the way we used the function, the thread was too long. So the flash operations did not happen every time the flash was available. Okay, so second uncertainty was removed. And at that point, we were very happy. We were confident that we will have this single code base on the way. And we moved from the red light to green and yellow. We'll talk a little bit about design because this is not just like we did to make it work. When building an application that should support several hardware, you want that each build will contain only what it needs. You want to avoid having some modules that are related to other boards that you compile only part of them using if-defs and stuff like this. So in a general note, avoid filling the code with if-defs, if any possible, and for exclusion of models from CMIC, module segregation and encapsulation. And also use the device tree for distinguishing data. And some examples for using the device tree to get some generality in the application. So here is the example. We have two device tree. One is we see the drivers of the sensor implementation, sensor 3 and sensor 1, different sensors. But we use LISs, they are both vibration sensors. In that case, it was possible to do this LISing. In the application, we will use this macro DT-LIS with the VIP sensor. And the application doesn't care from which device it is or which sensor it is. It will know how to bind it. Also, we can use information like if it's, for example, flash. We can use the page size and block size, put it in the device tree. And by that, we will not have to configure it specifically for each board or target or have separate models for different flash. You can use, just draw this data from the device tree, and that I have more generic application. And I'm going to talk about, show an example now of how we sometimes need or want to expand an API to have more generality. And this example is the beast. Beast is a built-in self-test. It's a mechanism that we have that whenever our device is powered up, they go over all the components in the board and check if they function as they should. So we have a beast module manager. And for each possible driver that we have on all of the boards that we have, we have a module that uses Zephyr API. If it's, again, a sensor, FET sensor, sample get, trigger set and all these APIs or if it's a flash, write to flash, write to flash, see that it is, see that you really tried. So these models use, these app models in the application use this API to talk with the drivers, which are in the driver area. And the code basically looks something like this. We have a beast directory with all the modules for all the possible drivers, again, that all our drivers have. And we have a lot of if-defs in the code, also in the included section and also in the function itself. And we didn't like it so much. And we thought, how can we, sorry, how can we create agnosticity to hardware in the application? And the way we thought to do it in that case, in the beast case, is that we said, okay, maybe the driver will implement their own beast. But then how will we call on this beast without using the normal API? Okay, maybe we need to expand the API and we'll see in a minute how we did it. Another thing is, how do we bind to the driver? Again, we want a way to bind to different drivers that are not all vibrates and sensors, they're different sensors and flash and stuff. So we need to bind without knowing. So first things first, this is how Zephyr currently without any changes of power implements the drivers. It's just an API, just a reminder. So we have a sensor H model. We have a sensor driver API with all its functions. And here is an example for a sensor channel get function, now it's implemented. And then in the driver module, we will have the sensor driver API struct and we will give it to the initiator. And this is how it is normally work. What we did, we create like a wrapper, another module that we call it my device for this example. And we include it also in the CMEX. And in this module, we build our own API. We traps the Zephyr API with the union. This union will have the types of drivers that we know if it want, if it's a sensor or flash or some other drivers. And also the beast run. Now, important note is, if you implement it like this, we want to stay aligned with the Zephyr functionality of each driver. This union must be the first element in the struct. Because the pointer points to that element. And once we, in the application, if you use a sensor channel get, for example, we will give it a pointer to the device. And in the implementation, we can see explicitly cast to this type. So it must be the first argument. And after that, we include it. This is my beast implementation. This is again in the driver model. Instead of having my sensor device API, we have my device API. And we implemented the beast function. And we put it to the initializer as the device API, driver API. So this was the first section. The second session is how do we bind without knowing. So we decided to add a beast property to the driver, which driver that implements a beast. It's a Boolean. So if it's in the device tree, it's true. We add it again to the device to drivers that implement the beast. And MacroBotics is always fun. Basically, what this macro does, this macro is in the application layer. It's in the beast model. And what this macro does, it goes over all the nodes in the device tree. Each node that has a status okay and a beast property set to true is inserted into this array of device pointers. And so in the application, we can use this array. And again, not knowing anything about the pointers there. But instead of having all these models here that we don't need anymore, that I remind you was for all possible drivers. And instead of having all the if-depths, we have much cleaner code, which is only an array, a loop going over the array with our new My Beast Run API. And that's it. So we wrote a blog. I wrote a blog about this topic, this single code-based construction. And there are some personal notes also, and most of the data you heard here. And you are welcome to enter and comment, and I will respond. And I want to thank all the image-peak photo contributors. And there are some in the presentation. And thank you for your interest and listening. And we are open for questions. We use really, I don't know if it's really large, it's a matter of perspective, but I think it's 16 megabytes. This is the size of the flash. Not after we did the improvement. Okay, if there's another question, thank you.


Today guys, we check out a new legendary, an item I haven't paid much attention to and yes, more for me. How's it going guys, my name is DPJ and today I bring you another BF3 video. If you do enjoy leaving a like really helps me out and subscribe if you want to see more. On screen I can see my weekly giveaway along with last week's winner. To be in with a chance of winning this yourself, follow the instructions on screen now and good luck. Now thanks to my pal Avril Aro99 for bringing this to my attention, he sent me a video by thickfilay which showcases a new legendary shield. He does a great showcase and review of the shield and his channel can be found linked within the video description. He's also a zain main so go show him some love. Now I won't lie, I've heard of the shield but never really paid much attention to it. I got it, put it in my vault and just forgot about it. Now seeing this dude's video on it, I realised why I seemingly forgot about it and that's because it's a one time drop per mox's highest DLC completion. It's a mission reward drop, the mission is all bets off and you can only run this once per campaign completion unless you play on PC and back up those files or do the old ps4 trick with saving your file and so forth and it might work on xbox too so I think I've tried in the past with another game and deleted half my save so I stay away from them but on PC I know it's super easy to do and quite safe. Without those means you would have to run through the entire DLC again and an alternate character to get it drop again. Now the thing about this shield and probably the reason I took no notice of it is because of the fact, a quick glimpse at the thing and it doesn't seem that great on paper especially if it isn't anointed. But in fact it's quite the opposite, this thing is quite a capable shield it really is. 50% chance to reflect projectiles while shielded, 80% chance to reflect projectiles while not shielded. This and 92 Zayn, perfect for my current setup. You want to live forever? This is a reference to Starship Troopers, the main character who's called Riko and a part of the movie he says and I quote, common new apes, you want to live forever? So that alone makes it an amazing shield. Now the shield itself gives me those sham feels if you remember that from BL2. That more so absorbed bullets whereas the reflect them back at enemies. Now the phone I had of this shield you can see on the screen now is the Arc Battery Riko but thanks to my pal rangersmad69 for sending me this one which sits perfect in my current Zayn build so I'll shout out to him. Now again thanks to Fick Filet for showing info on this shield as it does indeed save much time in testing it myself. He found that what this shield indeed does upon working and reflecting bullets back at their enemies is indeed apply any damage bonus you have active on your build. So for instance if you have a grenade which applies 50% bonus corrosive damage upon action skill end this actually applies to bullets that enemies fire at you but ricochet back at them. And you can see this in action on screen now with the two damage numbers flaking off this enemy. What this also does is pair greatly with the scene dead class mod as bullets that have deflected back at enemies can trigger the usage of your kills skills thanks to that scene dead class mod which is absolutely amazing. And it also works while you in that fight for your life instance has been shot to activate your kills skills and also ricochet shots also obviously help in killing the enemy or shooting that to get that second chance. Now the shield itself is a very good and capable shield but I feel this kind of shield requires a build to work along it. It wouldn't fit into everyone's build so that is for sure. This is 100% a defensive shield but in terms of helping deal damage because although it does what it says on the tin it isn't very effective in terms of actually dealing that damage by ricocheting bullets back. Using it on mayhem 4 it didn't help much at all. The damage from the ricocheted shots just isn't effective enough in my opinion. Hence why a lot of the testing you can see here is on mayhem 1 so we can see actually how this thing works. What this shield does do is work great in turn with build setups concentrating more so on defence and working forward from that point. The shield does indeed work best on zane in my opinion there are a few revolt hunters I feel this could do good things with but for me off the top of my head anything zane does and indeed needs and the combo possibilities this is a shield we will see more so on zane. Now this video review is of my initial thoughts on this shield. I do have a few builds in mind which could possibly be fun but those need to be tested a little further before anything else is uploaded people. But yes the recoil shield is a one time drop per moxie's highest compilation for doing the mission all bets off. It's a new legendary shield in my opinion centred around defence. I would put it in the same category of shields such as the transformer and the backham. The backham more so this kind of shield though. An eye for the most part would not choose this over the transformer but that's just me. It's just not a shield I feel you can rely on alone to actually save you while in any form of semi-hard combat but in saying that it is very unique and I'm 100% certain this thing has much more to offer so testing on my behalf continues people. Now I have learned that using this alongside distributed denial apart of the barrier under cover skill tree the bullets do ricochet after barrier and bounce back to those enemies. This is something I am definitely going to build something around so stay tuned for that people. But on that note we have come to the end of the video if you guys enjoyed it leaving a like really helps out. If you're new here on Tieng want to see more about our lens videos be sure to subscribe and if you never want to miss a video I upload counter notifications on by hitting that bell button. But guys thanks as always for stopping by hopefully you enjoyed the video and hopefully I will see you on that next one.


OTAN Outreach and Technical Assistance Network. We're going to show you Alvin. We're going to use Alvin to find some order factors. We're going to investigate the learner factors. We're going to determine how you can use this tool for your students and your faculty. And we're going to look at it in small groups and I guess we'll put the people on the line. So, yeah, by the end of this, you'll see what we think is just a fascinating tool for adult educators. And if you saw the plenary session this morning about how important it is that we have our students along this tool, I'll be back.  Hi Alvin, is everyone here in the physical room? Are you teachers? Yes. And so how about those of you joining by Zoom? Can you share in the chat, are you a teacher or administrator or something else? So, I am sometimes an administrative role, but I'm also an administrative role. And for you teachers, are you sometimes observed? And for Steve or anybody who's an administrator, you observe the time. And so in my experience as both, you know, I love to integrate technology, but I know the research too. And on the other hand, when I'm observing evaluations of teachers, they know that I like to integrate technology. So they have that in their mind that I need to do something great with technology. Honestly, I've seen some really stuff that did not fit, did not fit. And maybe you've experienced this part, you know, early on, you know, we got speaking so excited by a new tool, I'm going to try this out on Monday. And the students are just like, what is this about? How does this fit with my lesson? So the beauty of this, you are teaching and you're going to be evaluated and you want to use technology, connecting it to your research. So if you're an administrator, or you're doing any coaching or mentoring of other faculty, of other instructors, you can help them out. Just as an anecdote, for example, my son is in middle school.  So it was like the Thursday before the winter break. So what did you do in school today? Oh, we did like ten cahoots. Oh, really? Okay, what was that like about your son? No, it was a brand of stuff. And that's why we're such adults. It's fun technology. Engage them. It needs to be rooted in what works, fitting with our lessons. So that is the beauty of this website. So should we go ahead and let's put this in the chat. If you have two devices, you can just open up your camera on your device, point it at the QR code. We're going to be having you use the site shortly, not just yet. And we have a short version here. I'll try to put this in my hand. I'm not with your phone or type in bit.ly or slash tdlsalvn. And so we'll be going to that site in a moment, but just have that ready. You can come back to this if you missed this, but you're going to be using the site shortly. And it's kind of hard to find because there is a version that's like 80 to 12. So I have this QR code for you, and if you scan this QR code, it should bring up a tool called Mentimeter where you can answer this question, which you cannot see use Alvin to find learner factors. What are some factors do you think for a learner. Let me know if the QR code is working. And it brings up the question. What are some critical learner factors. Like, I can't see, well, I have to wear my glasses. And if I forget my glasses, I can't really engage with this lesson or some students. It doesn't matter for you. Some of my morning programs are elderly. I don't want to use that we're saying factors. You can also kind of think of maybe barriers, barriers that adults bring that literacy background education, children work. There are so many right let's put them on the table. I don't recognize this. Bring it up, but I'll show on the, this is making a word cloud. And, and the larger the word, the more people said really large right now are childcare and time emotional trauma. The learner factors that Alvin talks about. So there are critical ones, their background, and that's what you put that in physical well being trauma with it there safety sleep social support or something. Well, and then we have social and emotional learning. And that's your emotion your sense of belonging this early resonating with me because the primary that we just watched which was so fantastic how important that is. So we have stereotypes, threats, social awareness, then we have what we call cognition, which is sometimes people only think that cognition is important but there's all this other stuff. And so we have memory, metacognition reasoning short term memory long term memory these are all learner factors and the last one is. The last one I'm going to give you a problem. Oh, sorry. It's here. I can get this going away. Yeah, adult literacy. And that's the thing for communication numeracy foundational reading skills, disciplinary literacy so literacy was in there and a lot of this when we talked about learner factors I saw a lot of social and emotional learning so we're really well aware and I saw a lot of learner background, but I think I saw less of us put down the information from cognition and adult literacy, but they're also really important factors. I want to ask you if there's anything on here that is something you're not aware of or you're not sure what the term means, is there a couple that are not always very frequently used to kind of academic. Like, for example, is, is everyone aware of stereotype threat. Oops, I touched it can go back stereotype threat comes from the work of. We think of the same Claude steel. And I've seen this in my program with some of the ESL learners. But this is with students belong to a certain group. And they come to our classes. And they feel that maybe their class or their instructors are judging them by the dominant stereotype for that group. Okay, and their mind gets so clouded with these thoughts of like, Oh, they think I'm like that, but they cannot perform well in class. And so this just a quick example, pretty much all of our adult programs, you know, when students come to register, they're filling out a form that asks what kind of questions age. What else address address, which they may not have demographic. Yes, former, you know, level of education, previous schooling. And so I've had students in my ESL program, they come in, and they have in their mind. Oh, I have minimal education. And they, they start with that and they're filling out this form and that starts clouding their, their ability to even focus on the assessment the placement exam. So that that can be really difficult, but there are great, great ways to break that and you're going to see if that's something that you, you know, have with your students age sometimes. They come in thinking, Oh, I'm too old to do this. Right. So that's a really interesting one. And then the only other one that I sometimes folks don't always know what that means is metacognition. Does everybody know what that means. So, yes, like thinking about your learning. So we do that. For example, when we're teaching students reading skills, we do the read and think aloud, but having students reflect on their learning. So we need to give more of that because there's not enough time usually for reflection, but it's research shows very valuable and important. Let's find out if there's any questions for us. Any questions from the. Okay. So you say inhibition. Can you think inhibition a little bit at all? I think of that, especially for this again, I'm a language teacher, but this could be across the board. When students, they're feeling like, I don't want to raise my hand and, you know, be wrong. And then that's so humiliating. And, you know, so that that comes into practice too, and how we give feedback to students, you know, when their answer is not quite right. And we don't want to say when that's not right. But in keeping encouraging them to participate. So a lot of times students just feel very reserved because they want to save face. They're not willing to put risk. So that's about, you know, creating that really comfortable environment in our classroom and they'll be more. They'll be less inhibited to take risks. Here we go. Okay. So I think we went through all of this. This is just, this is what it looks like on Alvin when you go to the factors. They have all these different factors. What we really like about this is that it gives you a factor and then it gives you a teaching tool, and then it gives you the research behind that teaching. Yeah, and just one point here. When you're exploring this tool, we feel that you can look at strategies connected to learner factors, but we feel that it's best to start with learner factors. We've been working with some teachers and of course we're teaching for OTAN called best. Building an ed tech strategy toolkit. We have teachers go through this. And just for an example, one teacher said, well, oh my gosh, there are so many learner factors. You really need to think about the major factors for the majority of your class, but then you can go back and you see other one student who's just really struggling. Then you can go back to this and kind of differentiate the instruction by looking at specific. But you should start with the factors and then go to the strategies rather than the reverse. It's a little bit more effective. Okay, here we go. I mean, this is another major activity and this time we're going to be looking at the, well, let me get there. You're going to see the same thing. Otherwise, it should be the same QR code as before. I'm going to skip to the next slide. So if you have a second device like a phone or a tablet with a camera, if you just want to point it at the QR code and it should open in your browser and answer that question and just a minute and just to kind of clarify what we mean by learner strategies kind of like what kind of activities do you do in the classroom. And I'll give you an example for it then for me. It's really important I teach totally online right now. And so it's really important for me to check in with my students during the class and to check in with them, all the time. I want to know where they're at mentally and emotionally. So I use a lot of check in and I do different things with check in sometimes I use meant to meet her as a tool for check in sometimes I use Google Horms as a tool for check in. But I'm always checking in on my students because I don't see it really. They're actually, I don't tell them to put the camera on because I feel that's a privacy issue. I see the little boxes and in order for me to know how they're feeling I do a lot of check in so that's one of the strategies that I use as a check in. So that's an example. So go ahead and let's see what's coming up here. So you get the question, what are some learner strategies that you use in your classroom. Now mine's still stuck on the past question. Let me see what. Let me try this. We're still learning strategies that usually pressure right. Yes. Should be what are some learners strategies that you use in your classroom and my example. Yeah, so I had to hit present. This is a cool tool meant to meter that you can use with your students to. And I'm seeing. We're doing this. Yeah, that would work. Okay. I don't see any answers. Yeah. There we go. Now it's coming. My unfamiliar words, including breaking down word parts, interviews, dialogues, hands on practice. I'll show you guys over here. This is what it looks like. This was not a word cloud. This one is just open ended answers. There's no participation in conversational tools to increase confidence and accountability, hands in practice, hands on practice, checking in verbally with students with comments on their assignments in Google classroom. And I often get responses and have conversations through Google classroom or email. So verbally checking in the vocabulary words specific skills interviews and dialogues. activities. How do you decide on those activities? You were just trained on some different activities, right? So the beauty of this is you're connecting the learner factors with some strategies, strategies based research, right, research. Adult research for adults. That's the beauty of this. Okay, so we'll go ahead and move on. And this is, this is really great if you're like, you know, students like routines, though if you have this set routine that's working, keep that. And if you see, well, this is, I need to, you know, I need to spice it up. I need to try something new to meet the needs of my students. There are more than 74 strategies here. So you can browse that just the strategies alone, just to get ideas for different things that maybe you haven't tried before in your classroom, but then really focusing on your learner factor their needs. So if you go from the factors, and the site is interactive, it will hook you up with strategies specific to those learner factors. And if you make an account with the site you can actually save those strategies and those the research that you find into your account so that you come back to them later. Yeah, it's completely free. There is no, it's through digital promise, which is a massive federal grant. And so it is a tool that you can use with yourself or your teachers and your students in order to make yourself know that what you're doing is based on research, not just maybe it work. I wanted to show really quick before we have you do some hands on and a demo by Susan is here we are, you can see that there's the about tab right over here. We again we think it's best to start with the learner factors. And there are three different themes you can see the theme one adults need a variety of 21st century foundational skills. So the literacy, then theme to adults need to see the benefits of learning tasks to fully engage. So making sure everything you're teaching at your explicit about how this is related to their needs and their goals and relevant to their lives. So theme three, engaging in lifelong learning activities is interconnected with general well being which is kind of come to be known as the cell, social emotional learning that you know, I never thought it was coming to it. Because I had heard about it in 12, but working with some of my students there are. There's a lot of trauma right now, if you've noticed and so how can we give them that physical but also emotional well being and feel welcome and comfort comforted in our classrooms. So what you do is just to have a quick look. Can you do that. Yeah. So, again, what you do is you start with the factors. I'm going to call it in. We have the Ukrainian refugees. Yeah, yeah. Yep. Susan, you're going to have to see if it's how it works. Yeah, I can do this though. Okay, can you do that. And then, can you go up please and go ahead to factors that yeah. I think it works better to touch. I think so too, because this is. Thank you. And so look at all those factors so basically let's see someone said, what did someone say earlier, inhibition, just as an example. So if we go there. To inhibition. It gives us a good definition what is inhibition and, you know, look at how that is connected to all those other factors. Someone might be in a habit, have some inhibition because they're just tired. Yeah, it's a good night's sleep. Maybe they're in a class adult secondary class and they're the only second language learner. So it could be something like primary language. So there, you know, it shows the connections to the other factors but then when you go ahead and go down a bit. I like that it shows that inhibition actually has two different levels you have the behavior level and the cognitive cognitive level and I would never have thought about it in that way, unless I had looked at Elvin. And then so what you do is you go down and you see specific strategies just for that factor. And then when you choose one strategy, for example, okay let's choose. I want to choose check in because that's her favorite. Very effective though. Here's the really wonderful thing it tells you how to do this, but also it gives you a list of many different research studies and resources, look at all those and examples.  Well, I'm going to use this technology because I looked at my learner factors and they have this certain factor, and the research says that this is a strategy I should use with this is the technology that serves that purpose and it clearly gives you what's what's an example and what is research so that you can and although a lot of it is using employers and workplaces for adults because a lot of adults are in workplaces, you can apply the workplace as your classroom because for many students that is their workplace. So the things that they say about workplace could be said about. This. Yeah. There we go. Okay, go ahead. So there's an article for example. Of course magazine. Okay, can we go back. Okay, over here. Of course, I vertically challenged people. The research that they're going to present isn't always open source research so the website itself is open source but sometimes you'll come across research is not necessarily open source. It's not usually paywall. They have they you know if that's what you mean like sometimes I want to look in an article is New York Times I need a subscription. No, with all the other research there is open to you. I'm not sure what you mean by open like what I mean is if you want to turn around and share it in a slideshow you still need to get credit. You need to give credit to the original. And we're going to say this because we're doing a thing on AI later on. Predating over crediting is not a problem. So should we go back to the slides. Okay, yeah. I'll do this part. Okay, that's another factor by the way. The term compactly enabled. Okay. That's a good one. Okay, so this was an example because I love check ins. So this I think we went over this already because we did show it online but yeah, so this is an example of the different pieces I think we go to the next slide. So, and then I think we already went through this too, right. Well, this is where we're going to now, because I just want to demonstrate a little bit what we're going to give you about 15 minutes to explore the tool on your own. So, Susan, for you. This is one of the major learner factors right now Susan is teaching students in Afghanistan. Yeah, I'm teaching. I'm teaching a writing class, I have 30 students in my writing class, and they are, I don't, I teach totally remotely. And so what I have been doing is using Alvin to give me a lot of social and emotional learning ideas because these students are incredibly traumatized 90% of them are women.  So, yeah, so I use the check it like I said before I use so many check ins I'm checking I only get to teach them live once a week because they don't have enough electricity to come every day. So I use a sync for asynchronous, and then once a week I get to meet them, and we have a class, and most of the time when I'm in the class with them, and I'm checking in on how they're feeling how they're doing, getting them to communicate with me as a human because I don't think they get very much of that. So I spend a lot of time on social emotional learning and Alvin has been instrumental in me, giving me ideas of things that I can do. So what Susan would probably look for going to the factors is something related to trauma or something right she would go into the factors. Let's go back there. And let's go to the win from there, she would find the strategies. See if I want to do adverse experiences, for example. I would read about it. And I would look at the main idea of which is interpersonal and not interpersonal, which would be the things that are. This is hard. And then, and then here are the tools that we can use. And so I do actually do do a lot of annotating I have a, I don't know, it's a paid tool that I use on campus called perusal. And I do have students to read it what's really cool about as you can bring in different reading levels so I can go to New Zealand and take in a low level of medium level and a high level of put them all in perusal group by students based on what level they need, and they can annotate, and they can have a discussion about the article. So I do a lot of annotating I think you could buy do something like that and Google with an article and have different students go to a different URL and have them annotate at their level. So I do a lot of that. I try to work on building empathy, but not with me and then with them. And the way I work on the building of empathy is I have them using a WhatsApp group. And I'm in the group, and it's just amazing to see how much they help each other because their morning is my night. So when they're asking questions for me. I'm sleeping. So, but I wake up in the morning I go to my WhatsApp and I see this was a question and another student answered it and every question is almost always answered by the time I wake up. And then I just answer I respond and I say, yes, it's due Saturday at 830. And just to make sure that they know that they have the right answer. So yeah, it's WhatsApp is way I build some empathy with them. And I do a lot of annotating. And so what I would what I did to find this out is when I went to Alvin, I said okay let me see where are some ideas for building empathy. And here they are active listening, motivating adult learners using empathy so I used some of these examples to help me formulate the best way for me to handle that and that's why I think it's a power. Yeah, so now go where to the start. Okay, can you do it. Yeah, okay. Okay, so this is what we want you to do. Was everybody able to open the site on your device. Okay, just go back to that chat. And then anybody having a problem with anything. So the link there, bit.ly forward slash Alvin is a link to a spreadsheet that we're going to have you use not yet. Not yet. What we want to do is first on your own. Let me actually go back to slide. Kind of how Susan just demonstrated there thinking about some the major factor, one or two factors of your class your learners, your school, I guess if you're an administrator, and go to Alvin. Start with the factors, take a few minutes to click on the factor, see what strategies, browse a few strategies, look at one or two pieces of the research that you will see at the bottom of the page, and just kind of take a, we're going to say 15 minutes to explore on your own. And then we're going to be having you contribute to a spreadsheet so that we can share some information together. So any questions before we give you a few minutes to explore on your own. Yeah, just take some time because it's very meaty. And just take some time and see, you know, just get kind of used to it.  No, they need to be at the, they need to have the link. We'll go back for a second. It is right there. Yeah, so that they can go to the QR code code or the link. Yes. You're on zoom. Well, they want to do that. Yeah. Well, the chat right here. But I didn't have to get the link probably without going out. Here. Sorry. One second. I'm going to go back to the chat for y'all. One second. Back to the main page. It comes in the chapter. So just, you'll see it in the chat. It's on inhibition. If you can just click on factors to get to the main factors that would be best. Yeah, but yeah, it's on inhibition. So just to get to the main factors. Do a nice job with color coming. Yes. So forever just came in. Welcome. Right on time. I'm going to put the link in the chat or go to bit. They won't have a chat. Tdls. Alvin. Okay. Yeah, every time somebody comes in, they don't have the chat. And this is a, this is totally three website open source website. Only three. Yeah. So K-12 can use it as well. They have a K-12 version. It's a different version for K-12. Yeah. So the instructions are to click on the factors tab. For the Alvin. Then select maybe the major factor one or two, but just start with the major factor for your learners. Then explore a couple of the strategies. And as we go to a strategy, then. Look at one or two pieces of the research. You don't have to read and follow the research links, but just kind of. We'll give you about 10. Yeah. I saw the K-12. So if I go back here. Right. If you want to find the K-12. Yeah. And then I'll also have social emotional learning and all that. Now it shows math. I think there's more. No. Okay. We'll try. The instructions. Maybe go. Out. I don't think I can. Okay. So it's not. To go to. Or slash T D L S Alvin. Or open your phone and point it at the QR code with your camera. On. And think of the major factor. Or factors to would be best. The major factor. Or factors to would be best. The major factor or factors that influence your students learning. Okay. Select a factor. What it says. Then go down to strategies on the same page and select one or two strategies. It's usually good to look at something you don't know about. So you can kind of broaden your toolkit. And then you can kind of read what the strategy is. And at the bottom of each strategy. There are links of resources and research. So. We'll take about seven or so more, more minutes to do this. Select one of the pieces of research or resources there and just skim it. As you will just kind of explore the site. I hope you can hear it better now. Okay. I don't mean this one. The right one. No, no. I don't know. The first semester, no math. The first semester, I don't know. Okay. Yeah, and this semester, I think more women are smaller. That's the last semester. So they're getting out. I don't know. It is. It is. And that you haven't been to the cake. I don't know a lot about the K-12. Yeah. That's just ideas, but it actually feels like it. Right. Yeah. Yeah. And there is research, you know, adult debt is like. Oh, yeah. Yeah. So how many. Five more minutes and then we're going to do a group activity. Yeah. So we have 18 people online. So should we make three breakout rooms? Sure. Yeah, they're asking for the link. So we're going to put it in the chart. We're going to put you guys into breakout rooms in just a second. So you can talk about this is just like working on your own. And then you're going to think pair shares. What it is. The spreadsheet link as soon as we put you into breakout rooms. Yeah. So just. Just take a couple more minutes to explore the site. And then you're going to be doing. I'll make the break. Activity. Oh, I can't make them. And I hear that from earlier. Oh, right. I'm out of here. You know, I'm not. For co-hosts. Make this risk computer. Okay. Sure. So let me see. We have to do it here. No. No here. Which computer is this one? Okay. Okay. Actually, it's going to be Michelle. Michelle is Michelle. She's going to log in right now. Okay. Because we have to make you a co-host or we can't make the breakout rooms. I mean, we could probably do it here. But. Oh, there it goes. Click on it for sure. She's lodging in right now. Okay. I'm going to make the breakout. Okay. We have 15 people. So shall we do three people in a room? Okay. We'll make five breakout. Sign automatically. Okay. I can create on my. I'll do it. Yes. This. The host. I have to let you in. Okay. One second. The waiting room is disabled. Yeah. The waiting room is disabled. Yeah. The waiting room is disabled. So I don't know why you can't get in. Hmm. Turn off. Yeah. And then I can make this computer is already. And I believe. But I don't even see this computer here. I don't even see that computer. This one is the host. I don't see anybody who's a co-host. Yeah. I don't see how to do it right now. I don't know how to make a co-host. Yeah. I don't see your computer. Cynthia King. Oh, Cynthia. Okay. Yeah. Cynthia King. She should be in there. Oh, there she is. Okay. Let me make this person. Yes. Okay. Now. Good. This is so much easier to do. Online. Okay. Okay.  Okay. So. Um, don't leave. Don't leave. You can just put in the chat. I'm listening. If you prefer not to participate and zoom in the breakup. Okay. Let me see if I can move this just a little bit. To this side. Let me just move. Okay. So here's what we're going to do. This a little bit. Yeah. See, I'm getting the hang of it. Hey. Yeah. Oh, no. I got a little overconfident there. Okay. So, um, Let me go forward here in the slides. Can you help me? Yeah. You're just going to slide. Yeah. Okay. Yeah. Okay. Yeah. I'm going to go back over there. Okay. I'm going to slide over your way back. Here we come. This is what we're going to be doing for an activity. So hopefully you had a little chance. Let, let me just show you go back. Oh, I'm going back. Yeah. Okay. So you had a little chance to explore. Hopefully one factor and at least one strategy. So we're going to partner you all up.  We made good partners. Okay. Yeah. Yeah. Let's see. Steve, would you mind? Sure. Over there. Okay. And we're going to put you into break out rooms. And we're going to be putting the spreadsheet in the chat in a moment. And this is what you're going to do. You're going to talk to your. To your. Group members. You know, say what and where you are teaching or your administrator, what your goal is. And then. What you're going to do is just say, well, my, my learner's making factor is like, and just in my quick time of exploring Alvin, I found this strategy. Okay. And then once you kind of talk through it, what we'd like you to do as you're able in your groups, we'll be sharing the spreadsheet in the chat. And you're going to work together. So if Susan and I are working together, maybe I'll just go with her check in since she loves the check in so much, we can just use hers or maybe I can convince her, Hey, but you thought about this strategy. So together we're going to enter. Some information for the, the two of us. Okay. And so on this spreadsheet, you're going to think of one. You're not yet. You're going to summarize. You know, what the research, maybe just one piece of research, what it said, why this is a great strategy for learners with this particular factor. And then this, since this is a technology summit. You all, I'm sure use technology. So what is a technology tool that you could use to implement that strategy in your classroom. So let us show you not yet, Susan. I know she's really excited. I'm going to open this spreadsheet just to show you what you'll be expected to do after you have a little chat. Okay. That's a little exit. Let me just close it for now. Okay. So this is what you're going to do. And this is maybe the wrong one because it doesn't have our, so this is what you're going to do. You're going to work together. There it is. So you can see that Susan, she kind of wanted to be on independent and that is a learner factor. And she put in, she found this strategy. She teaches vocabulary quite a bit to her English language learners. So her strategy is explicit instruction with vocabulary. She put the hyperlink to where she found that. If you are able to do that on this spreadsheet, that would be great. But if you want to just type it out, that would be fine. And then she just copied and pasted. Why? An instructor would use that strategy. I think actually she didn't copy. She kind of put it into her own words. Then she thought, okay, what do I use now? And maybe what is something I've heard about that would really fit with this. And so she thought, Hey, using a KWL is everybody familiar with that? K is what? What I already know. What I want to learn. And what I learned. So when she's introducing some vocabulary, she brings up that KWL. Hey, we're going to be talking about, you know, words for job application. Here are some words. What else do you know? What do you want to know afterwards? Her other one was a reflection Google form. So we won't, we won't go to those actual sites, but she had students kind of, they are able though. So you can go there and sit down. You're in your groups. Correct me if I'm wrong. This was kind of to reflect on what they had learned as well. Correct. We had vocabulary. I haven't used the vocabulary. And then do you want to talk about your pilot wall? Yeah. And then the pilot wall is my favorite activity. That's why it's highlighted in yellow. Is that I have the students actually take the vocabulary and they have to do something with it. They have to find a picture that illustrates it, write a sentence and comment on other people's work on tablet. And so that's what we did. I had, it was amazing. I did with low beginning ESL students at the time. And they were doing adjectives. And they had the best time commenting on each other's photos. It was their English language skills. Incrementally went up when they were having these free discussions with each other on the tablet wall. And then when they talked to me there, they have no language. Right. But when they were discussing each other's photos, they did have language and it was amazing to me to see that. So that was a tool. The highlighted one is a tool that I think I use the most. And then you can see she put just like a one sentence explanation of why she chose. This I cut and paste. Why she chose that tool. So then my example is the next row down. And how many of you teach writing? Nope. Teaching writing is really tough. And actually that one is not mine. So what I wanted to do, I know that it's so important to have students read each other's work. Modeling peer review. It takes up a lot of time. I know I always have a lot of time, but I know that they need that. So I decided to try to incorporate more peer review. And instead of just them talking or by hand, filling out a form, why not just use again a Google form where they're, they're working together and they're filling out a Google form. What, you know, not really correcting grammar of their classmates because they're not linguistic experts, but giving a sentence about what was the best part of this writing, what part they didn't understand or want to know more about and what questions they have. And so you can see I did with the Google form. I can also do that in canvas. If you use canvas, you can create collaborations and peer review as students are submitting that one. And then also, I can use rubrics because honestly, it's hard to stay honest with and be objective when you're looking at students writing over time. And I see someone who started very low. And they've made some progress, but they're still, you want to give them 100% when really they're not quite there yet. So that, that is the other tool. In canvas, I can put in a rubric, but also I can just put a link to the rubric in there. If they're using Google docs, for example. So I want to read everything. A little bit verbose about why I chose that tool, but hopefully you get the idea. Thank you, Selma for highlighting on the screen. What to do. So we're going to go ahead and put this link. Let me just in the chat. There's no more thing is that Christy and I actually tried our three tools out in class to choose the one that we like the best. And you're not going to be able to do that obviously because you're here. So you can do that later. You know, try out all three tools that you guys talked about and then decide which one you like the best and you can go back in and highlight it later because the spreadsheet will still be there. So I'm going to put this link in the chat. So if everybody who's in zoom, if you can click on that link now. To have that open. We're going to be putting you into breakout rooms. I'm going to go back to the slide show for the folks who are here physically in the room. So that they can open up the slide show, right? Okay. Okay. I got to do the break. Okay. Okay. Back to the slides really quick. Okay. Okay. So for those of you right here. There it is. And we can share it in the breakout room. It's in the breakout room already. Okay. So are the instructions clear? Do you have any questions first before we give you some time to work with them? Or in breakout rooms. Questions from in the chat. Questions so far. Okay. So if you are in zoom, if there's someone from your team who can kind of, when you get to your breakout rooms, quickly introduce yourself, say what more you teach. And if there's someone from your group who's in zoom, I'm not really sure, but that would be great. And I think we can share this slide to the breakout rooms. Okay. So let's do that. All right, everybody. So we're going to give you about 20 minutes or so for this activity. So when you're ready, say hello. They're in your breakout rooms if you're in zoom. And we'll walk around here in the classroom. Any questions from the breakouts? Please just press on the help button. And we'll try to come to your breakout rooms. Okay. And then I'm going to go here to new share. And I'm going to share this right here. And I'm going to share it to the breakout rooms. So everybody should be able to see it. I'm going to share this right here. And I'm going to share it to the breakout rooms. So everybody should be able to see it. Okay. Let's see this. Sammy. I'm going to tell him. I said, don't go down in right now. You're not far from us. I'm, um, you're waiting. Okay. Yeah. Yeah. We're going. Yeah. So if you're coming down. Yeah. We're going to share this right here. Did you know there's a lot of room. I'm going to share. Yeah. Yeah. We're going. Yeah. So if you're coming down. The room. Right. And I'm a teacher. Okay. Okay. Yeah. Yeah. Yeah. Exactly. Are you too much? I am. I am so happy. I'm so happy. I am, I am somebody getting my. I'm going to come down first. Yeah, I'm down there. Right now, it must be, it must be a big credential. I think it's gotten better. I've heard over the year before prior. Yeah. Racially and disability-wide. So it's in person. Yeah, I am. Sorry, I just learned the way I process things. Okay, so Francis goes there. So there's two rooms of three. One room of two and the other person. Yeah. Okay, let's see. Yeah. I think she's gone. I think she's gone. But everybody's there's nobody. That'll kind of help me. No, no, no, no, no, no, no, no, no. Okay. Okay. Yeah. Yeah. You guys are like. Yeah. No, we're trying to start one. you guys have that advantage that there is a library. So you have somebody that used to be a student at the bottom of your class, a lawyer, so I guess they just love it. Core killer created what she's done. Wow, thank you. Thanks. So she's used to get her current school. Mine? She's back in her room. So that was cool. In one of those high-grade schools. Okay. We're running out of time. So she's got it. Not acting. Yeah. Secondary like that. Yeah. Yeah, I can put her in room. So I have to.  You're going to see. Yeah. I think. We'd be willing to. Class regardless. Yeah. Because it's not. It's okay. Yeah. But. Make it bigger. It goes so well. And she needs to train people. Then there has to be a little bit. Yeah. Well, she gets that. She can become a trainer or a trainer. Also from the funding. Because you got all these things. Well, which. Yeah. She's just like. Yeah. So what did you find on the. So what did you find on the. So what did you find on the. So what did you find on the. So what did you find on the. So one of the biggest things that. Our students have a hard time with is actually the competition, especially on our. Higher level when they're transitioning from. Last level of itself to the first level of G. Okay. So we kind of give them like a bridge. Okay. And so when they transition, it's always a competition. Right. It's difficult for them to write. Yeah. Yeah. So. Yeah. And we kind of like each of them. So we have. Basic level. They start writing like sentences and levels. And paragraphs. But once they get into the GD, they gotta. Learn how to write. Yeah. Yeah. But. Break it down. So I think this composition. Is chunking. I really liked. Because I just give you. Actually give you something that. That's simple. It's. Easy. But you can print it out. People in each of them. And. Yeah. The keywords. From the text. Yeah. What's the theme of the text? Okay. My other. The things that I like. Is. I always use tools. Yeah. Right. So. Putting here. They could put. Here. But they put. Keywords that they want to use. Leave it as a basal sentence. Okay. So the way I would use it is I would have just. And just have them right there. Okay. Okay. Let's start again. Who would like to share out. Maybe from David Rosen Katrina. Barbara layman from your group. Would one of you just shared a couple of sentences. What you discussed in your group. I think that would need to be to Katrina. Okay. Okay. Okay. Okay. Okay. All right. We, we chose. Growth minds. We chose the long-term memory. And develop. We talked about. Developing a growth mindset and how we would do that. And we talked about it. We talked about discussion boards and. And. Vision boards. And creating. We, we, we video the group. Group projects. So we know that students have all of the, like this experience and background that they have been storing for years and years. And it helps to. To acknowledge that and call upon their previous learning and their previous experiences. And, and that helps them to, if they're using their current language to, to discuss or their, their current skills. To accomplish something in the present. They're likely to remember it. And so group. We chose discussion boards because teachers can share their goals and. Jam boards or vision boards can help students present. Their goals and. And. Their vision for growth. Right. Thank you. Let's hear from Elizabeth. Josh and Corey. It looks like Elizabeth's on camera and ready to speak for your. I'm calling on my friends here. Sorry about that. Yes, Christy.  Right. So we discussed a few different strategies, but the one we chose to put into the chart was the competency based learning and assessments. You know, we understand that. Learners need a growth mindset to, oh, I'm sorry, we were addressing inhibition. The idea that students might be reluctant to try new things. If they know it's kind of a one and done approach that they only get one chance. And if they get it wrong, they get a low score. I mean, I personally really like this method of grading because I think it, it's the students learn more and it's much better for their confidence. So it, you know, we Google, sorry, I use Google docs in the Google classroom setting to do this. This is actually the strategy that I talked about. So this, because it's outcomes based, then students really need to know what their goal is. They need to know, okay, I need to write three paragraphs. I need to cover these things. My teacher is looking for these qualities in my writing. And as we go back and forth, you know, I can, they can submit a first draft and make comments on it. I make comments on it. I return it to them and I make it clear to them, you get a lot of chances. I'm not worried about the due date. I'm not a college professor. I don't have to care about due dates very much. I'm like, okay, try and get it done before the end of the semester. Okay. I'm working also with people maybe who haven't had a lot of formal education. And so they may feel very nervous about doing something as academic as writing. So I'm very much trying to make it a cooperative effort where the student can come to understand that I'm more like a partner, a collaborator in trying to help them understand better how to write and how to write well. And I mean, I've had students, I had one particular student a few years ago who literally, I think she went through eight drafts because she wanted everything to be perfect. She wanted every comma correct. She was there for it. Right. So competency based learning for me has been a really positive tool in my classroom strategy, I should say. Okay, so now we have the in person people who'd like to come up and you have to stand where I am. Thank you. So right about fair is good. You can see yourself there. So we were looking at the self regulation. And so that is the ability to regulate your behaviors and emotional responses. And it was really interesting to find out that that is on a limited capacity basis. It runs out quickly based on the task and based on the day. And so one of the things we were looking at to help with that was goal setting and that works really well with things like chunking. And so you break it up into manageable achievable goals. And there's a lot of different ways you can go about doing that. My favorite one would be sort of considered the big rock approach. We come up with a big rock goal that you wanted more long term. And then you record your progress towards that each week. So each week you would come up with like, how are you moving that rock up the hill?  And then you choose what you're going to do next week. And on every week, you kind of review backwards and see, Hey, how much progress did I make? How successful was I this week? What am I going to do next week?  If you only put a little bit of effort in, maybe it was a tough week and you didn't have a lot of settle in. Yeah. And so the jam boards, the vision boards, those worked very well for that. And then just having some sort of journaling platform is very helpful. And that can even be like a group discussion thing to bring in some outside, you know, peer review on that as well. Thank you. Awesome. Thank you. Yeah. Can I stand here or does it? Oh, yes. There you are. Can you guys hear me? Yeah. Okay. I think they can. So we actually chose. Composition, mainly because of writing is something that's I'm a para educator. I'm not a teacher. But a lot of things that I've noticed is that like somebody mentioned, it's difficult for. To try. And so using the composition tool, we found chunking. And what we really like about the website is the templates. So there's a pre-made template and you can kind of tailor it to how you want to teach your style. So we actually read a book called Enrique's journey and one of the classes for GD, which is about the story of a 17 year old who comes from Honduras. And he just tells his whole story as an immigrant. So I really like this tool because you can actually use three or four of the different aspects in one. Teaching style or to really hit or target for different areas. So as I was thinking about it, we just by doing that, we can use some belonging. We can do hearing and we can do composition. Those three things in just that one activity. And then you can tailor it and change it and, you know, have them write their own experiences and use that template to break down their sentences to create their essay. So I thought that was really cool. And that's why we really like these, the store. I'm sorry. Don't say you're not a teacher. I'm an educator. I'm an educator. I always say I'm an educator, but it's not a credential teacher. We'll put it that way. I don't have to use a paper yet. Thank you. Is here. No, you have to see yourself in the little square there. Oh, we're the same. Yeah. All right. So in my group, we were really looking at motivation. You know, our adult learners, they're typically more motivated than, you know, those in K through 12 for different reasons, but they face a lot of different barriers. And so in my group, we were talking about, you know, building kind of like a community building culture. And finding ways that they can still connect, you know, even if they cannot make it to school. And so, you know, we were looking at, you know, some of the tools that we used to, you know, some of them are official through our like LMS is, but on the side, we can use a tool like what's up where, you know, it's like a more casual space where, you know, students can talk to each other if they miss class, you know, teacher can just post, Hey, this is what we do.  And I also shared that in my class, I teach how to use the Google tools. And so I am heavy on using Google chat and Google spaces. So that way at the same time, you know, students are engaging with technology and also, you know, we're being able to, you know, communicate in the different kinds of digital spaces. Thank you. Wow. I am with this whole group. And the fact that we actually completed the session. Your knowledge of the album is just increased so much as you walk in the store where you probably didn't know what was at all. I'm surprised that people even came with this. What's up. Yeah. So we wanted a little mystery there. Who is this album person? Is this someone I should know this like equivalent to Elon Musk or who is he? But I just like, yeah. Your short little presentation in the short amount of time you spent on this site. Very impressive. So hopefully you can go back to your agency and present this album. So I'm going to go back to that. I'm going to go back to that. So hopefully you can go back to your agency and present this to your teacher. Because I think it's an amazing tool. We do so many things to me. You know, sometimes like, I don't know why I did that. I just felt right. But then you have the research to back you up. If you ever questions or you again, or observed or you do an observation, you have that research basis as well. And I might just add that if you don't find research to back you up, you can go back to your agency. So I think the research you're looking for to support the technique and make your own research because they will, they revise this tool quite often looking for more research and your research might actually get into the album. Yeah. In research, you know, it's scary.  It can be just classroom action based research. It can be doing a pre and post survey of your students after you've implemented a new strategy with any effect tool. It can be doing a pre and post survey of your students after you've implemented a new strategy with any effect tool. So if you're looking at all of tons of data, you can just be something small and then present it. Maybe next year. So if you have any questions, we have one more minute. I just want to do a little shameless advertising as Christie and I teach a class called best, which is building an ed type of strategy toolkit. And what you do is you actually take Alvin and some other tools from the class and then bring them back and we talk about your experience and reflect on it and you get a nice certificate from OTAN. So we're going to be teaching this class in the beginning of fall, September, September, September-ish. Yeah. So are you members of OTAN? Yeah. Okay. Cause you will get an announcement about the class, but if you're not members of OTAN, you need to let us know. We'll put you on a list so we make sure you get the announcement because it's a really fun class. We have two classes that OTAN teaches. One is called best and the other one is called tips. We call it best tips. So after you take the best class, you take your two routines that you developed in the best class and then you put them into a full blown lesson plan in the tips class. So it's a really good combination of classes and that comes in the mid-fall after a finishing best. So, you know, our time is up that maybe as you walk away or during lunch or tonight before you go to sleep, you can think about, hmm, how am I going to put this Elvin into you? So I want to make Elvin my friend. And thinking about the benefits and strengths of the tool, I think you got a good glimpse into that. I mean, you could get lost in that site. Really? There's so much there. And thinking about your next steps, I really think you should share this Elvin to, you know, have Elvin be friends with other people. Yeah. So, excuse the interruption. Oh, good morning. Oh, lunch is now being served in room 203. This is the same room you visited this morning for coffee and pastry. A very important note, if you have not registered or checked in, please do so before getting lunch. Your event batch will be required. Please go to the counseling center, which is located adjacent to the shop. Thank you. Thank you. Sorry, y'all. You can have your virtual lunch now, but I think that's the signal that they want us to wrap up. So. Bye.


Hello everyone, bonjour à tous and happy Vesak. Today, Buddhists will commemorate the birth, enlightenment and passing of Gautama Buddha, the founder of Buddhism. In Canada and around the world, Buddhists take this time to practice age-old traditions, like visiting their local temples, taking part in chanting and meditation rituals, and offering gifts to show respect and gratitude for the Buddha and everything he represents. Vesak also gives the opportunity to all Canadians to think about what Buddhists do to make our country stronger. Whether you are a teacher, a health worker, a soldier, a community leader, or others, you will improve your community with little and big gestures. And you will show us the true meaning of values such as generosity, compassion and altruism. So, as you mark this sacred day, Canadians will be celebrating the strength of your culture, values and traditions, and all that you've done for the Canada we share. From my family to yours, Sophie and I wish you a joyous and peaceful Vesak. Merci.


Well, not only from an emergency management point of view, but also just from a friendship point of view, it's always good to be as on good terms with your neighbours as it's possible to be.  It's just very comforting to have that sort of relationship with your neighbours.  The security's good if you're not home or they're not home, you've always got someone out looking at your house, but it's also good if you need a hand to sing out and you've got someone there to help. I believe helping your neighbours and helping the community is something that everyone should do. It's important because your neighbours are people who live next door or in the same street. If there is an emergency, these are the people that you will see before you see any emergency services at all. Having a good relationship or even if you don't have a good relationship, knowing that they are there, that helps me and it helps them in a crisis situation.


Toxoplasmosis is a parasitic infection nipples. And we're recording. And I know you cheated. I know you saw my stuff. All right. What's up, you guys? So, down and welcome back to my channel. You did. Anthony saw my paper, you guys. But we're still gonna do this. And the hubby husband.  I mean, your channel, hold on, what did I say? Your battery dead? No, it's, no. And I told you it always does that. Okay, like he's not used to this setup, you guys. It's okay. It's okay. But no, they're always, they're always enjoying your channel when they watch your channel. Well, a little bit more, a little bit more like light, happy, fun times. It's always light and happy when you want to pray.  When I was crying. Yeah, you know.  You didn't see that video, you guys. Don't even watch it. It was sad times. Anyway, yeah, go ahead. But yeah, so I have aunt with me. We are going to do the whisper, a medical whisper challenge for you guys. Really excited about this. We've done this before, like when we had our old channel. And we just, and look, we just recently did this, okay? And we were gonna put one up last week, but somebody did not just record audio button. I forgot, you guys. So we got a whole video of this and no freaking audio. But we're doing it again. So it's still going to be great. And they don't even know we won last time because it don't even matter. I won last time. But why is that? No, because you guys already know. Don't. You owe them medical. So we're going to give him another chance. Well, I'm going to give my revenge right now. And you about to, they don't even get to see you win because they're about to see me win right now. Okay, all right. Yeah, yeah. So that is what we're going to do. Please go ahead. Drop a comment in the comment section below because I want you guys to tell me who you think is going to win if it's going to ant or me. Ant. You could do A2. No, ant. A2 for ant. A1 for Adana. And we're about to get into this. Let's do it. All right. And make sure that volume up all the way. You make sure the audio is working. It's working. Let me just check it. Can you hear me? Can you hear me? Huh? Say it again? Okay. Don't talk too loud because I might be able to hear you. You can hear me? Is that quiet? I hear you a little bit. This thing loud because I hear you a little bit, I think. Okay. Willy Wonka ate so much chocolate.  Here we go. All right. Hold on. Go ahead. Go ahead. Willy Wonka ate so much chocolate he got type 2 diabetes. All right. Listen, listen, listen. Listen. The same thing. The same thing for your lips. I can see. All right. Willy Wonka has chocolatey chocolates. He got type 2 diabetes. Willy Wonka has chocolatey chocolates. I spit on you. Willy Wonka has chocolatey chocolates. Something about a penis. Go, go, go. Willy Wonka ate so much chocolate he got type 2 diabetes. Willy Wonka has chocolatey chocolates in his factory. What the freak? No. All right. Willy Wonka ate so much chocolate he got type 2 diabetes. Willy Wonka's... I don't freaking know what you're saying, man. Are you giving up? All right. One more time. One more time. Willy Wonka ate so much chocolate he got type 2 diabetes.  Anthony, stop it. Is that what you're saying?  I said Willy Wonka ate so much chocolate he got type 2 diabetes. No, that's the freak. It's the diabetes. Willy Wonka is friendly over here. I know. That's the medical term.  I didn't say... Oh my gosh. Please stop. All right. Here we go. I love touching your mammary glands. What? I love touching your mammary glands. I love touching your mammary glands. I love touching up on your legs. I love touching your mammary glands. I love touching your... I love touching your mammary glands. I love touching your baby relays. You get two more tries. I love touching your mammary glands. I love touching your bare-bone legs. What is a bare-bone leg? I love touching your mammary glands. I love touching your baby relays.  What was it? I love touching your mammary glands. My mammary glands? But and subscribe to my channel because it's gonna help my algorithm out. Score zero zero. If you want to see more of this. That wasn't really fair though. Mammary glands, mammary glands. Charlie bit my- Whoa, whoa, whoa, all right. Do it again. Charlie bit my finger and I got a fella. What the freak? That sound like a, so I said again because I don't know what the, said again? Charlie bit my finger and I got a felon. Starberry stuck my finger. What? And I got a felon. Starberry stuck my finger in a factory. Charlie bit my finger and I got a felon.  Charlie bit my finger and I got a felon. Scarlet, Scarlet made my finger. Go ahead, finish, finish, finish. And I got a felon. Scarlett made my finger wet. Charlie bit my finger and I got a felon. Scarlett made my finger and cauliflower? The freak? I said Charlie bit my finger and I got a felon. Oh! I didn't have a point. No you didn't have a point. You said I got finger and I got felon. Yeah Anthony but you got them in two different sentences that you were doing. That's significant though. Those are significant pieces. Well I got touching. I like touching on stuff. You said I... It don't matter. Is felon a medical word? So I got the medical word. You get half a point. I'm in the lead. I'm in the lead. I'll give you half a point for that. I'm in the lead. Come on now. You hear me? Right. What? Toxoplasmosis.  Toxoplasmosis is a parasitic infection nipples. Toxoplasmosis is a parasitic infection nipples. Cytoplasmosis is a medical disease that affects your booty. What the freak? No, no, no. Toxoplasmosis is a parasitic infection nipples. Toxoplasmosis is a medical disease that affects a person. No. Did you get in there? I could be two more tries. Toxoplasmosis is a parasitic infection nipples. I don't even want to say the last word that I think it is. Toxoplasmosis is a parasitic infection nipples. Toxoplasmosis is a medical infection that affects a P-U-S-S-Y. What? No! No, get that off. Using the language on this channel? What is it? I'm living in truth for the king, King Jesus. And you over here talking about what? I spelled it out. Toxoplasmosis is a parasitic infection nipples. Nipples? Yeah, just throw it in at the end, just to throw it off. And clearly it worked, but I didn't know you was going to go there. Well, I just saw peas in there. Toxoplasmosis. Alright, so we tied. We tied. Okay, that's you. That's your headpiece. Y'all see this? You see what kind of language this girl would really be about? That is not true. I don't talk like that. Oh, gosh. If you're enjoying this y'all, hit that like button, please. Hit that like button. And if you really think I'm about to win this bad boy, give me Team Ant. Oh, whatever. Adana. Come on, let's do this. The blue dragon let out fire from his gas gangrene. Alright. The music got fired. Go ahead. The blue dragon let out fire from his gas gangrene. The music got fired from what? Say it again. The blue dragon let out fire from his gas gangrene. Oh, okay. I'm there. Say it again. Say it again. I'm laughing. The blue dragon let out fire from his gas gangrene. The music got blown from the Caesarean. Caesarean? You didn't say Caesarean? I sure did. Why are you answering my questions back and forth? Because you know what I'm saying. Are you yelling? No, I'm yelling now. Go ahead. The blue dragon let out fire from his gas gangrene. Say it again. One more time. The blue dragon let out fire from his gas gangrene.  You making some stuff up. You ain't even saying nothing. The blue dog is in Caesarean or something like that. One more time. The blue dragon let out fire from his gas gangrene. The blue dog got fired from the Caesarean.  No, take it out. I said the blue dragon let out fire from his gas gangrene. You don't get no points for that.  Let's go. What is that? That's what we did the last time. I don't remember what a gas gangrene is. Alright. Come on. Can I get some menial? You getting what it is. Alright. A PA touch my pee pee. Tickle me Elmo. What? A PA touch my pee pee. Tickle me Elmo. A PA touch my pee pee. Tickle me Elmo. Oh yeah. A PA touch my pee pee. Tickle me Elmo. A PA what? A PA touch... A PA touch my pee pee. Tickle me Elmo.  A PA touch my pee pee. Tickle me Elmo.  One more time. PA touch my pee pee. Tickle me Elmo. I don't know what you're saying at the last part. What were you saying at the last part? P.A. touched my pee-pee. Tickle me Elmo. Tickle me Elmo? I know what I'm all about. Okay, but I gotta P.A. touched my pee-pee. You get a point. Come back, Tom. Come back, Tom. You up, one and a half to a half. Okay. All right, here we go. I have to deflate your balls.  But gut, so you up one and a half, gut.  All right, what? Say it again.  Say it again. Stop laughing. Is this bad?   Did you say I love touching on your balls because of something? Is that what you said?  Come on, come on.   What? Is that what you said? No. What? That's what I'm saying. Hell, do you need hydrochloroquine? Come on. Okay, are you ready?  Do you have syphilis on your balls? No! No! All right, all right, last time. You get one more chance.   No! What the freak? Bye!  What in the world? What is that even? What does that even mean? It's an enlarged scrotum because of fluid.  Last time we did this, she talked about my scrotum. Well, that's the thing. I figure you might be able to get it. I want to give you a chance because I use the same word. I've got balls. So that's a half because I got the ball. Well, then I should still be up because I had way more than that, Anthony. Did I get the medical term balls? No, the medical term is hydro seal. Oh, that's not a medical term. Balls is not a medical term. No, it is not. So this is my last chance and then you got one more chance, right? Wait, so, hold on. Did you get a point? Did you get a point? Did I get a point? No, you didn't get a point. All right, you got one to a half. All right, there's still... So it's still anybody's game, okay? She got one more chance. I got one more chance. I can still get this. All right, here we go. COVID-19 needs a vaccine. Tupac's alive. Oh, my gosh. What? COVID-19 needs a vaccine. Tupac's alive. Girlfriend has to fast for the fast life. Hey, girlfriend! Girlfriend needs... No. COVID-19 needs a vaccine. Tupac's alive. Fasting in my life? No. COVID-19 needs a vaccine.  I'm moving my lips as big as these freaking blights right now. No, you're not. Look, I can't move it any much more, y'all. COVID-19 needs a vaccine. Tupac's alive. I'm moving my lips. I'm moving these things. These things. No, you like... Girlfriend might as well say... I'm not saying girlfriend. My life. Girlfriend might as well say... You say you're girlfriend. I didn't say... Two more tries. COVID-19 needs a vaccine. Tupac's alive. To my life. Why are you saying it so fast, y'all? To my life. That's all I get. One more, one more. COVID-19 needs a vaccine. Tupac's alive. I don't know.  Yeah, yeah, I do tell a story. I said... COVID-19 needs a vaccine. Tupac's alive. Tupac's alive. You keep throwing these little randoms in there. All right, all right, come on.  I'm next. All right, hold on. All right. This is the last one, right? This is my last one? Mm-hmm. All right. We still recording? Yes. All right. Okay. NBA season is back. I'm so excited. I might have a heart attack. What are you... Wait, what? Is this exciting you? Because you're like, ooh, yeah. Like with the freak, come on. NBA season is back. I'm so excited. You're not talking, babe. You're not... You're doing that no moving the lip thing again, Adana. You're trying to win the game. Stop doing that. Just talk. I'm speaking. When you talk, you be like, I'm speaking.  That's what you were doing. NBA season is back. I'm so excited. I might have a heart attack. Babe, right now what I see coming out of your lips is nothing, Adana. Nothing is coming. You're just moving your lips. That's because I'm about to win. Give me some, give me some more depth to that, please. NBA season is back. I'm so excited. I might have a heart attack. All right. Some about a racist and a cardiac patient? What? Go ahead. Go ahead. Is that right? No. Go, go. How did you get that? What? NBA season is back. I'm so excited. I might have a heart attack. All right. The first part is racing and a car, cardiac? No. Oh, hold on. We're getting a call from Grandpa Jay. No. Are you fighting? Yes. I can't add that. Go ahead. Declined? Okay, fine. Oh, it's in the thing. We recording right now. I'll call you right back. All right, all right. Okay. Love you. Bye. I can't freaking hang up on your daddy with the free. He might watch this. NBA season is back. I'm so excited. I might have a heart attack. All right. Go ahead and go. One more time. This is your last chance. Come on. I need you. No, no, no. She's cheating for the purpose of weighing the game.  You can at least give me a shot. I'm giving you a shot. All right. Come on. NBA season is back. I'm so excited. I might have a heart attack. Heart attack. Heart attack. Heart attack. Heart attack. Come on. Come on. Give me more. NBA season is back. I'm so excited. I might have a heart attack. One more time. Do it again. No. Come on. One more. NBA season is back. I'm so excited. I might have a heart attack. Those who wear backpacks can get heart attacks. Nope. Dang it. Man, what is it? NBA season is back. I'm so excited. I might have a heart attack. Come on. That's not even medical. But the medical part is heart attack. Heart attack. Yes, I got a heart attack. I get a half a point. I get a half a point. I'll obey. Well, that's it. So we tied this time. All right. So we tied. We tied. I really shouldn't be up though, because I got more on that. Oh, I got more on that. Yeah, Mom's done. All right, I got one left. Okay. This is your last chance. This is your chance to take this. This is Donna's chance to take this. You guys, you guys, hit that like button so I can win. No, no, hit that like button. Donnie, hit the dislike button. Hit dislike five times for Donna to lose. No, no, hit the dislike button. That doesn't help my album rhythm. Is that good? What? Is that good? What are you saying? Perfect. All right. Here we go. Tennis elbow is inflammation of the tendon, Serena wood. You're not doing, you're doing the exact same thing. You're like this. You're not moving your mouth. Stop.  All right, come on. You're not. All right, all right, I got you, I got you. All right. Tennis elbow is inflammation of the tendon, Serena Williams. No, no. I'm talking. No, you're not. No, now you're talking. Now you're talking. All right, here we go. I'm going to let them see my lips so they can see my lips. You're really trying, you're cheating. Wait, wait, no, no, watch, watch. Tennis elbow is inflammation of the tendon, Serena Williams. Senator, oh, come on. Senator. Come on. Tennis elbow is inflammation of the tendon, Serena Williams. What? Tennis elbow is inflammation of the tendon, Serena Williams. Senate, don't want to help the working people. Okay. Tennis elbow is inflammation of the tendon, Serena Williams. You get one more try. Go ahead. Tennis elbow was inflammation of the tendon, Serena Williams. Senate want to take the food from the working people.  What was it, Aunt? You lost like a sack.  I said nothing about no daggles. Senator, I said tennis elbow is inflammation of the tendon, Serena Williams. Serena Williams. Damn, William.  So you was not moving your lips at all because you wanted to win. It feels good. You didn't win though. So it doesn't matter. I take a top. Sometimes when you win, you actually lose. Please, Rosie. No, no, no, no, no. This is easy. You guys, look, this is powerful. Okay. This is the message for the day. You said, sometimes when you win, you actually lose. Sometimes when you lose, you actually win. Sometimes when you win or lose, you actually tie. And sometimes when you tie, you actually win or lose. Rosie Perez, white man, Kenji. Okay. Let's go! So today we tied. And you actually lost. That's what it is. Anyways, you guys. So that was it. Thank you guys so much for watching. Please let me know in the comment section below who you think really won. Who had the best? Who had the best line? Let them break the tie. Who had the best lines? I think I did. And I'm in. You guys, it's my channel. So go ahead and put it down on. Don't worry about that. I did all your videos, you guys. You wouldn't even see these videos if it wasn't evidence. Come on now. Team Ant, I did the best. Break the tie. Give me a win right here, please. Anyways, thank you guys so much for watching. We will be back next week. Well, I will be back next week with some more PA related content. Some more stuff for you guys. I'm working on some really exciting things for you all. So stay tuned. I will be making announcements shortly. All right. You got anything to say? I love you. Oh, I love you too. All right, you guys. I will talk to you guys next time. Bye.