What's good y'all Chris from justice case breaks calm. We got it done our potential last break of the night It is 2022 tops clearly authentic baseball 20 box case break PYT number nine Christopher our guy hopped in grabbed the last six spots that we need to do is one of the bricks that we also needed by the way for all spots Promo $2,500 and break credit given away tomorrow. Look at that sold out Christopher. Thanks again everyone else Thanks again for getting this filled out All straight-up spots. We appreciate y'all. Let's get this printed out and let's get to it Here's our fresh case our beautiful boy What's good Rex? How's it going there? Perfect time and hop it in for a quite authentic Let's pull some more heat hot hands keep on rolling Yeah What's that last move all the last six box here? Until it sells out there's what five four spots left you grab the one of those last last spots Matthew. Thank you, man but I Would say at the very latest tomorrow night tomorrow night's looking like where it might go unless there's a lately rally someone grabs up with the last Just the one step Crooked a little damn crooked vultures. All right, y'all. Let's get to it cool authentic 20 box piece Nice all-on cards Just a beautiful little product here Let's go first up Hoy Park Pittsburgh Pirates Rookie Auto Pittsburgh Pirates going to Michael Ocea. Nice start What do Rex asking? What do I think? About the top statement on the missing extended short print rookies. So obviously It's a huge wonder. I Don't know if they're saving face by saying that it's on their production even though I could definitely believe it. I Think it's a mess. Obviously, it's going to be messy kind of fixing and correcting everything, but I do appreciate them Accepting fall on it like taking the blame being honest about it Because they could have easily not do that next up second card For the blue jays auto Lopez that's that last spot mojo that's going to go to Christopher V It's going to be a very interest. It may take a long time, but I think they'll get it done Next up a little long boy here For the gnats Josiah Gray rookie pitcher auto James Decano with the Washington Nationals next up box for Another blue J on January and then in 1987 style Nice non-number another one going to Christopher V. Nice one man. We'll last spot mojo once again Exactly like I trust Nick and Joe and Jason everyone to figure it out We'll do it together. Obviously, that's what that's what I've been saying is that we'll get it done Definitely, but the fact that they're doing it. It's for breakers and for people who bought personal boxes of it, too Like it's going to be messy Another Yankee me another rookie auto 13 out of 50 on the Louise Heel New York Yankees that's going to James Decano.  That's a green Rookie for the Cubs. It's going to be Greg Deichmann 76 out of 99 do the Joe Jaspie test of this one So she's on my night Chicago Cubs. That's going to Daniel No, definitely. I agree. I'm glad they aren't trying to ignore it, but it is. This is a rough one And they just got into control of this too. It's it's crazy Ray's that's gonna be Austin Meadows 49 out of 75 from the 1970s line down one of the last about mojo's going to Christopher V That's right. The Guardian scored ten of their win today sneaky Thinking good teams Next up Nice another one for the raise that's going to be Joshua. Oh rookie auto for Christopher Here's box nine little back-to-back skis for the raise the Yankee like that Little Paul O'Neill had his number recently retired by the Yankees Paul O'Neill another one going to Chris V Do me no James James. My bad. That was Matt's Matt's My bad my bad. Paul O'Neill Yankee James DeCon my mind playing chicks on me Here's box 10 first half Some more green for the Cardinals a little wizard Three out of 99 on the Aussie Smith St. Louis Cardinals. That's going to Richard G very nice First half done. Let's get along with the second half here is box 11 some more green for the Reds That is sunny gray 24 out of 99 Cincinnati Reds. That's going to Walter. I'm shock. He's a Now making some more noise for the 20. They pulled off man. It's crazy. They were leading them central for a long time number 12 Gonna be a long boy generation now 40 out of 75 for Reds back-to-back Tyler Stevenson second-year cards and say Reds once again going to Walter Let's heat up a little bit here. Yeah, I would say that's a nice little heat here That's an angel See if I can get a number here without good to look at it for the Angels Nice Jim Abbott the one-hander 29 out of 50 this dude He really should be in the hall. He pitched a full major league career. He had one hand That's incredible Jim Abbott that one is going to Chris V grabs the Angels a little color match there on the red One hand next up for the expo. They'll go to the Washington Nationals and James It is the Rain Man Tim Rains not numbered auto James once again This is box number 14 Rookie Auto LA Dodgers little Andre Jackson service Jackson I am for real Dodgers go into Chris V got the Angels and the Dodgers with those last spot Tigers named Giants GM present operations. Did they really? Hopefully a step in the right direction. They've got a talent man. I think they've been developing wrong Hopefully just the mentality and mindset change will help them out by the Tigers should be good They should be better long boy here. What is this? High-tech Wow Seven of 25 on the high-tech one-soto auto for the Nats James Nikana cleaning up here James Congrats man. That's a sweet one Four more boxes here. That's a sweet one man Love the high-tech they gotta bring a high-tech bag next up Houston Astro another one another high-tech Alex Bregman 26 out of 50 Houston Astros gonna bury Roberts He'd enough here a bit. Let's get it going Three more boxes. I asked a heat up. We did like that. See if we get something low get low for the A's little Big Mac 36 out of 99 Mark McGuire Oakland Asagish and that's gonna go to Oliver nice Oliver Two more long boys same style and across the Bay It's the thrill will court three out of 99 San Francisco Giants. That's going to Chris V very nice Look at these boys same card art Same year very very nice and last box. Thanks again over getting this filled out Got the break credit being given away tomorrow if everything sells out a couple more breaks to do but for this one We are good to go on That's right grew up grew up with Giants man. Big barrier guy for Oliver and our last one. Thanks again. Good luck one more a Current guy well current 40 out of 75 on the mat Chapman one more for Oliver to end it on Very nice do a little recap here real quick Thanks again y'all appreciate you for a fun case always a quick easy one to do. It's fun Matt Chapman will Clark Big Mac Regman out of 50 on Soto out of 25. That's got to be Pretty pretty one with the blue Andre Jackson Tim Reigns the Jim Abba out of 50 as a cool one Tyra Stevenson out of 75 Sydney Gray out of 99 Aussie Smith out of 99 Paul O'Neill Joshua rookie auto awesome man is out of 75 great Deichmann out of 99 Another high tech out of 50 on the Louise heel for the Yankees hung-gen real Josiah Gray rookie auto On a low-page rookie auto and the holy part rookie auto nice Thanks y'all that take cares of that break all your names have been added to the break credit for tomorrow night if the brakes up Thanks again. We'll be back with more breaks very soon on jazzy's case breaks calm. Bye. Bye


Hey guys, Brian Hare here from freestyleneducation.com with step four in your fourteen steps becoming a better hair colorist. Today I wanted to go over some of the perks of not running your color through to the ends when you're applying a single process color. I think one of the first and most important ones is not running your color through is going to help to keep from over processing your client's hair. If you think about it, you're using a strong enough developer to get the job done on the roots of the hair and if you run that through over and over and over again, you're just going to unnecessarily process that hair more than it needs to be. So not doing it will definitely improve the integrity of the hair as well as keep it from drying out and becoming brittle in damage. I think another really good point of not running your color through is you're going to keep from over depositing color molecules in the ends of the hair. While color does tend to fade out, there's always going to be a couple of color molecules hanging on there and if you pile them over and over and over each other, eventually it's just going to get dark on the ends. A really great, slightly dramatic example of that is when you see somebody who is doing the at home box color on their hair and they tend to run it through from the roots of the ends over and over again and you see them and they have the color that they were going for down at the root and then it eventually just gets darker until you have black ends. On a more positive note, not running the color through is going to allow you to have a very natural look to the hair because natural hair, even virgin uncolored hair, is going to be a little bit lighter on the ends anyway, so only applying color to the roots is going to allow the ends to fade out a little bit and give them a little bit more natural of a look, which is always a really nice option. The fourth point that I wanted to make, which I think is my favorite, is only putting color at the root and not running it through is going to open you up for more services. My favorite is it gives you a chance to talk about maybe adding a few balayage highlights. You could also discuss with your guests maybe doing a conditioning treatment or a gloss or a glaze or anything like that, which just helps out your bottom dollar. Thank you very much. I hope this helps out a little bit. Be sure to check us out at freestyleneducation.com. Subscribe to our YouTube channel. My name is Brian Herron. Thanks very much.


So we've decided here at Bellevue High School that we're going to collect food items. And if for chance that we're not back in school Friday, we'll have backpacks ready for the kids. We're trying to contact all of them to let them know that they'll be ready at that time.


Good afternoon everybody. I wanna thank you all for coming out and sharing these more so our celebration 15 years and the dedication of our new building 901 Elmwood Avenue. So this is my little boy, Aiden Lucas Robinson. He's what keeps me going. He's my heart. And he's gonna help me cut the ribbon. Okay, go ahead. All right, come on. One, two, three. Good afternoon, everybody. I'm Aisha Driggers with the City of Columbia Office of Business Opportunities. Our office supports initiatives that assist small minority women and veteran-owned businesses. So we are so excited to be here for this dedication for Dr. Robinson's new facility. It's beautiful inside. I can't wait till everyone gets to see it. We're so excited about her accomplishments and what it means for our community. And this is her building and that's such a big accomplishment that it belongs to Dr. Robinson. And that's right. And Dr. Robinson, just looking around to see all these people here that are supporting you. That's amazing. And we want to see them continue to support you as you move forward and make referrals and be patients here. So congratulations and welcome, everyone.


OTAN, Outreach and Technical Assistance Network. So we are here for a quick look at formative assessment. And as I mentioned at the very bottom of this slide, you can see a link, oops, not sure why this is popping up, let me get this out of the way. At the bottom of my slide, you can see a link to my resources, bit.ly slash gdls22 bit.ly links are case sensitive, so you need to type it exactly as you see it, and then that should get you to a copy of my slides and also my notes document as well. Okay, so here's our agenda for the next bit of time here. So just for those of you who are not familiar with OTAN, I just want to give you a little bit of information about our organization. And then we're going to take a look at a number of different tools that you might consider using for formative assessment in your classroom. We're going to start with polling and surveying tools. We're going to then talk about how you can use video to present and assess, how to use slides to present and assess. We're also going to talk about some classic formative assessment tools. These are tools that I think many of you or a number of you have learned about in the last couple of years. So think about a tool like a Hoot or Quizlet or quizzes, something like that. Then we're also going to talk about exit and entrance tickets and how you might use those in your class. And then, again, at the very end, if you could complete the evaluation and then the resources folder is there as well. Those resources will be available after TDLS, so please feel free to take advantage of them, share them with your colleagues, and all that good stuff. Okay, just a quick word about OTAN. So we are very lucky in the state of California to have three different state leadership projects for adult education. Hopefully you're familiar with all three of them. CalPro is one, COSSIS is another, and OTAN is a third. And we focus on technology training for adult educators around the state. So besides TDLS, we do a lot of technology training for agencies all around the state. So if you ever have any need for technology training, please reach out to us. More than happy to be in touch with you and see how we can help you with your technology training back at your agency. Okay, so let's get started with kind of a definition of formative assessment. So this definition, I like it, it says on the screen here, formative assessments refer to tools that identify misconceptions, struggles, and learning gaps, and assess how to close those gaps. And in my view, formative assessment really helps you decide what it is you're going to be teaching, what you need to reteach, and maybe what you need not to teach. So this is really important for us when we're working in the classroom and working with our students is that we walk into our class with a lesson plan, kind of an idea about how the time has been to go in class. And if we're doing formative assessment as a part of our work in the lesson, we may come to points in our lesson when we realize we need to kind of pause from the lesson plan, perhaps deviate from the lesson plan a bit in order to, because maybe we've identified some sort of a learning gap with the content that we're working with the students. And rather than just sort of continuing on with and not really doing anything about it, we in the moment might want to figure out what it is we can be doing to try to close those gaps in the moment. So rather than sort of leaving them to the end or until next week or whenever, we can use formative assessment in the moment to work on those learning gaps and whatever it is that the students are struggling with. So it's a really powerful tool as a teacher. And again, it really helps you decide what it is you should be doing at any one moment in your classroom with your students. So what I'd like for us to do first is to start with an exit, sorry, with an entrance ticket. And let me go to the chat. I'm going to put a copy to the entrance ticket in the chat. It's another bit.ly address. BIT.ly slash capital T D L S 22 and lowercase entrance. So I did put a link to that in the chat. Go ahead and you can click on that link, open up the my entrance ticket. What I'm going to do is I'm going to stop sharing and I'm going to navigate over to that entrance ticket so we can all see that. Close this up here. And make sure my screen again so we can all see what we're looking at here. OK, so what we're looking at here is an entrance ticket. For those of you who have used Google Forms before or Microsoft Forms, this is a Microsoft Form, so basically the Microsoft version of a Google Form. So I'm using a Microsoft Form here as an entrance ticket. So basically we're coming into the class, we're coming into the session. I want to get some basic information about who's here, things that you're interested in learning about and all that. If you're not familiar with Microsoft Forms, by the way, I do want to point out this tool that's embedded in a Microsoft Form. It's called Immersive Reader. And basically what this tool enables you to do is Immersive Reader will actually read the text that you see to the person who's looking at the form. So think about your ESL students, for example, or some of your ABE students who are still working with the language. This might be a great tool to use for those students so that they can read the text but also hear it using the Microsoft Immersive Reader. So that's why I like to use Microsoft Forms over Google Forms at the moment just because that Immersive Reader tool is available. And it could be a real great tool for some of your students, depending on who you're working with. So like a Google Form, Microsoft Form is a dynamic form as well. So as students are completing the form, the responses are coming in. So I can see that so far I have eight responses. I'm also checking the chat. Susan, did you click on the link to the bit.ly? I'm not sure if you're- Yes, and I even tried to copy and paste it into my address bar. Keeps giving me the same message on Microsoft and on Google Form. I mean on Edge and on Google Form. Okay, not sure how to solve that problem at the moment, Susan, but maybe you can just- Okay, sorry, sorry about that. That's okay, that's okay. Okay, so looks like so far 13 folks have completed this, mostly teachers. We do have an administrator in the room. We have some other folks as well. Always interested to know what those other folks are up to, back at their agencies. And then I did ask a couple of questions. What's one thing you hope to gain from today's session? And then if you have a favorite formative assessment tool, what is it? Why did you choose that one? So again, I can take a look and see what my students have- My students have answered this question. So looking for some new ideas, how to use them effectively, help teachers, creating common formative assessments. Okay, very good. Yeah, how to close those learning gaps once I've identified them with a formative assessment tool, good. Okay, so good. So we're getting some good responses here. And then also, what's your favorite tool and why? So let's see what people said at the moment. So CASAs, tests, okay, Kahoot, don't have one, Google Forms, polls, only Google Forms, Canvas quizzes, Google Forms. Okay, so for example, let's think about this from the teacher point of view, right? So we've already gotten a number of responses about Google Forms, like people say, yeah, I do use Google Forms already. So let's say in my lesson or my presentation, I was gonna do this whole 20 minute segment on Google Forms. Okay, well, maybe I don't need to do that. Maybe I should show you all something else because a lot of you are already familiar with Google Forms, like there's no point in, well, sorry, from my point of view, in the moment as a teacher, there's no point of view in talking about Google Forms when like half of you already know what the Google Form is, right? Maybe I should use that opportunity to teach something else or to cover something else with the content, okay? So this is the power already of the entrance ticket. I'm getting some information about what's going on in the class with my students. And it's helping me to kind of, maybe I need to make some adjustments as we proceed through the class or proceed through the session or whatever. So this is really what we're talking about in terms of how we can use formative assessment as a tool for our teaching, okay? All right, so let me stop sharing that. I'm gonna go back to my slides. Oops, and I have lost my Zoom, where are you Zoom? One sec, Zoom, here we go. So we did our entrance ticket already. We're gonna move on to the next thing here. All right, so the next thing that I wanna talk about here is polling tools or surveying tools. And we tend to use these interchangeably. We tend either call it a poll or a survey, just we think it's the same thing, but there is a difference between polling and surveying. So polling is used, a poll is used to ask one question at a time, okay? One question, next question, next question. While a survey is generally used to ask a wide range of multiple choice, multiple questions, sorry. So what we just did with the entrance ticket was a survey, right? Because basically you had all the questions and everybody was able to proceed at their own pace, okay? Versus if we did a poll, if I just ask you a question one by one, then we all proceed through the questions as a group, right? So some of us will finish it quicker, some of us need more time, but we're all, if we're doing a poll, then we're gonna go one by one. And it doesn't really matter whether you did it quickly or slowly. This survey allows the students to, or the respondents to answer the questions kind of at their own pace. So think about this, when you think about how you wanna set this up in your class, you always, as teachers, we know some of the students are gonna do the work a little bit faster, some are gonna need more time. So that might decide, that might help us determine whether we use a poll or a survey in the class, okay? We tend to think of polling and surveying from other fields, not education like PolySci or marketing or things like that. So there are a number of tools that are out there. Fortunately for teachers, we are, we're very smart, we're very flexible. So we're able to kind of adjust these tools for use in our classroom or in our settings. So just some examples of polling and surveying tools, you already might be familiar with some of them. You can use forms again to create a poll or a survey. There's also Swift, direct poll, everywhere, SurveyMonkey, Slido's another one. So there are a lot of possibilities. You might just wanna decide on one that gives you the most flexibility, for example. So let me, okay. So right now we're gonna practice with a tool called Swift. So as a teacher, you're gonna wanna create an account at this website, swift.excitem.com. I don't know if that's the best website address, but anyway, they decided on that, swift.excitem.com. But anyway, in order to create your teacher account and then create some Swift polls or surveys, that's the address that you're gonna use. Okay, so what I'd like to do now is I'm gonna stop sharing that and we're gonna do a Swift poll. Oops, let me close that. Let me shift over to my Swift polls. Share my screen again. Okay, so I just wanna show you kind of what this looks like from the teacher point of view. So what I've done is I've gone ahead and created a number of polling questions here. And when you create a poll question, you have a number of options in terms of how you wanna administer it. You know, the questions you wanna ask, you wanna ask a multiple choice question, you wanna ask an open-ended question. So you have some options with this particular tool. So what I'm gonna do is I'm gonna go ahead and start the poll so you all can participate as students. And hopefully, I think you're seeing this on your screen. So you should see the first question, which city was the previous capital of California? Now over on the, so I'm on a desktop view here, or sorry, laptop view here. So on the left-hand side, I see three different ways that I can connect to this poll. I can either text my vote to that phone number, that 916 number. I can hold, where is my mobile device? I can hold my mobile phone up to the screen and I can scan that QR code, which is in the middle. Or I could go to that website, swiftpolling.com and it gives you the option to add in the poll number, which is 24574, okay? And it looks like already, so this is a dynamic poll. So it looks like folks are already participating in the poll. So again, this is a great way. So again, think about this from the teacher point of view. You've launched this poll, you've asked a question. I'll let you know what the correct answer is in a second here. But again, in the moment, we can be asking questions about the content that we're working on in the class. Okay, so I'm going to pause this. I'm gonna kind of close this poll. And I think what should happen on your screen is to, you should see what the correct answer is. So the correct answer is San Jose, okay? So it looks like about maybe almost half of the class got that answer correct. The other half didn't. So again, as a teacher, I'm in the moment, I'm like, okay, hold on a second, only half of my students got this answer right. Is there something that I should do about this? Do I need to pause? Do I need to reteach? Do we need to cover that content again? And then maybe launch the poll later and see how the students do it with a second go around, okay? So that's that. Let me move on to the next question so you can continue. There was a question in the chat, Susan, why not use a Zoom poll? So Zoom poll in my estimation is very limited, right? You basically can just ask, I think a multiple choice question or I think you only have like two question options. So, oh, I think, sorry, I think I need to turn this on too. Okay. So you only have a couple of options. So when you start looking at some of these other tools like Swift or DirectPoll or Slido or something like that, it gives you many more options in terms of the questions that you could include in your polling. And, okay, it looks like maybe there was a little bit of a lag, but I see the word happy to describe your feeling right now. Okay, so it looks like people are chiming in. So this is a word cloud question. So for those of you who are familiar with word clouds, basically if a number of people are typing the same answer then that word will actually get larger in size, okay? So it's a way to kind of see maybe in a way you could ask sort of a multiple choice question and see which answers or answers become the biggest answers. Maybe one of those answers is correct. Maybe another answer is not correct. So this might be another tool for you to, or another way you can kind of check with your students to see how they're doing, okay? Word cloud, let's move on to the next question. This question is, what is one activity you do to stay healthy? I'm gonna turn this on as well, okay? This one, once we start to see some answers, yeah, basically what we're getting is sort of like a kind of like a waterfall type thing. So the answers are gonna come sort of in the, the answers will appear in the order that they're entered, okay? So here's some great ideas, one activity to stay healthy, walking, yoga, meditation, kickboxing, eating healthy foods, dot, dot, dot, dot, dot. Okay, great. Let's move on to the next one. Now, so what I've done now, and I'm hoping it'll work correctly, is I'm gonna ask you another question and you're actually gonna start a three-question survey, okay? So then you should be able to answer the next three questions in your own order. Yeah, let me move to the next one. So you should be seeing this first question. Let me turn this on, I believe. Okay, I think I can, it's not the moment, okay? So you should be able to answer the next three questions on your own. So you have a multiple choice, and then I think you have a word-clad question again, and then I think you have a waterfall question. And Lois says we see the teacher screen. So Lois, hopefully you should be able to see the poll as it's being, or what you should see now is the quick brown fox jumped over the lazy, and you have to answer one of the questions. I still see the last question. Okay, there may be a little bit of, okay, there may be a little bit of a lag, right, in what you're looking at. So who asked the question? Can I change the answer? So you, I'm sorry, Eva, not sure. I think that if I remember correctly, when I set up the poll, I think I only gave respondents the option to only answer once, and that was it, and that's your answer. So you should be able to adjust the settings on that to allow like a retake or redo or something like that. So that's why you might choose one polling or surveying tool over another, is because you have a lot more flexibility in terms of like how you can set up the questions, what are the options for the students, when they're responding, things like that. Karen said I had to click on the yellow poll tab at the top to go to the next question. Okay, Susan, teacher would administer this live via Zoom. Yeah, so Susan, that's actually what we're doing right now. We're in a Zoom room, but I'm able to, yeah. So basically what I'm doing is I'm bringing the poll into the Zoom session, so that it's now visible on the screen. And as the students are working on their devices, we're showing the results in real time here. If that kind of conceptually helps out. Yeah, you, I agree with you too. Swift is, I kind of, I've recently discovered Swift, so I'm still kind of playing around with a little bit. I'm not totally 100% versed on Swift, but it seems to be pretty straightforward in terms of setting it up. So, okay, so I'm gonna, let's see, let's go through the questions here. So the first question was the quick brown fox jumped over the lazy, and the correct answer is dog. Okay, so again, it's sort of 50%, it's like, oh, okay, wait a minute, what happened, what happened with this content? Okay, so maybe I need to do something here in this moment. A little bit of reteaching, we can come back and try the question again, okay? Let me go to the next question. What's your favorite day of the week? Okay, and yes, those of you who said Saturday, that is the correct answer. Good on you, but like I said, no, Saturday's not the right answer, it's whatever your favorite day of the week is. But yeah, you might use this though, however, see which answers rise to the top, and then think about, okay, do I need to reteach or do something like that? Let's look at the last question here. How, when might you use a poll or a survey in your class? Okay, good, so we're getting some answers. And as you can see as the teacher, we have a scroll bar here on the side. I'm not sure what your view is exactly if you have a scroll bar as well, but we can actually take a look at all the answers too, okay? By going up and down the scroll bar, okay? Again, this is another nice thing about polling and surveying, doing this kind of an activity in the class is you'll notice that the answers are anonymous. And we know, depending on our students, sometimes students are hesitant to raise their hand or answer the question in front of a larger group. So, I really like the, and I'm sure a lot of you already know this too, but we really value that anonymity with these kinds of activities because we don't have to focus on any one student, but we can definitely do some error correction, things like that in the class, in front of the entire class. Okay, so let me, I'm gonna switch back to my slides here. So let's go back to the slides. Let me actually stop sharing here. Any questions about the polling or surveying? Any questions about that? I did, I don't, I usually say this in the beginning of a presentation. So at OTAN, you know, we don't, I like to think we're sort of tool agnostic, like we don't really say, oh, this is the tool you should use or whatever. Like I just wanna give you Swift as an example, of polling and surveying that you could do in your class, but really, you know, it's up to you as the teacher to really decide, you know, what's the tool that you, you know, maybe what's the tool that you like or you really find it to be the most powerful tool to use. So, we just wanna kind of give you the idea about using a polling or surveying tool in your class. So, okay, so let's move on to the next item here. Using video to present an assess. So, the idea here is that while students are watching a video, they can also be answering comprehension questions. So rather than having a student kind of watch a video from beginning to end, and then answering the questions after the video, after they finished watching the video, we're actually gonna break up the video into segments and we're gonna take a pause after certain segments of the video and ask a comprehension question. Okay, so that's kind of the basic concept. This is an activity that you could do in class. You could put this in your LMS, for example, Canvas, Moodle, Google Classroom, dot, dot, dot. There are a number of examples out there for programs and actually there, and this is also growing as well. I think a lot of folks have figured out that this is a really powerful tool that you can use in your class with students because if you're already using video anyway, why not make it a more robust activity where you're really checking student comprehension along the way, right? Rather than waiting and then getting questions wrong and maybe not necessarily knowing what content I didn't understand or whatever, it's really being able to take that video tool, break it up into pieces and then check comprehension as we're moving along through the video, okay? And like I said, there are a number of programs that are out there and growing. Ed Puzzle, Play Posit, TedEd. If you use TedTalks in your class, there is a teacher companion website, TedEd. And in the TedEd site, you can also use that to do some of these video activities that we're gonna show in a second. ESL students in particular, a couple of good sites. You might take a look at ESL Video and ISL Collective as well. So we're gonna practice with a tool called Ed Puzzle. Again, as a teacher, you're gonna start at edpuzzle.com. And one thing to know about Ed Puzzle is, like many of the tools, many of the tools that you're learning about in TDLS, there's also an app as well. And sometimes that's the easiest way to have the students engage with the tool is by downloading the app to their phone. With Ed Puzzle, you can either work on your browser or you can use the Ed Puzzle app. One thing to know is that typically for the first time to use Ed Puzzle, it's gonna prompt you to download, do a download first. So just be, and with any of the tools that you're learning about, just be aware of like, what's the startup process for these tools? Like, you wouldn't wanna come into a class and like spend like valuable time in class, making sure everybody has our downloading the app or if they're having trouble or whatever. If it can be done ahead of time, we definitely would recommend that. But anyway, just be aware with Ed Puzzle that you may be prompted to, if you're using your phone to download the app. Okay, so Ed Puzzle. So what we're gonna do is, so I'm presenting an Ed Puzzle option to you that you shouldn't need to create an account, but I can't guarantee that it's not gonna happen. So I've set up what's called an open class in Ed Puzzle. So basically that should allow a student with a code and the code is right here at the top, G-A-S-I-C-K-U. So with this code coming to the open class, all they have to do is put in the code and then they should be able to participate in the activity. However, depending on your device, it may prompt you to actually download the app first and then you can join that way. But we're gonna go to edpuzzle.com. Here's the address I put here, edpuzzle.com. You're looking for that open class option and then the code is G-A-S-I-C-K-U. G-A-S-I-C-U. Okay. So let me, I'm gonna stop sharing my slides for a second.  Give me a second here, navigating over here. Okay. Oh, I need to, sorry, share my screen, not seeing anything. Okay.  You're gonna go ahead and create your teacher account. And then once you are in Ed Puzzle, basically what you can do is you can have classes, what they call classes in Ed Puzzle. So this would be a way you could bring all your students into a class and then as you're doing Ed Puzzle activities, everybody kind of is, all the activity is happening within the Ed Puzzle class. Okay. So like I said, I've set up, I've set up this open class. It's called TDLS Practice. And if you use that code G-A-S-I-C-K-U, you should be able to navigate to the activity. So what we're gonna be looking at is a video on voting. So you will recall in the last election, there was quite a bit of controversy about voting and elections and things like that. Susan, you can enter a nickname, you could put in your name, whatever you would like to do. If you just wanna put S, that's fine. You'll see, so as folks are joining the class, you're gonna start the video and then the video is gonna have a number of pauses. So let me give you a minute or so to get into the activity. Anthony, excuse me, I'm sorry. Yes. Can you please share that link in the chat? Sure. I will definitely do that. Thank you. Yeah, no problem. Okay, so. So for to do this activity, do we just join as a student and then still have to sign up? I'm a little bit, I zoned out for just a minute and hope missed one critical thing. Sure, no problem. So, okay, so in the chat, I put the link to edpuzzle.com. So you're gonna first navigate to edpuzzle.com. If you're on a laptop or desktop or on your phone, you can open up a browser at puzzle.com. You're looking for the open class option. Open class, and then, so right, anybody can join an open class, whether it's the students in your class, whether it's a group of teachers here in the session. The code that you need is G-A-S-I-C-K-U. And then that should join the open class called TDLS, camera, what is it? It's called TDLS something, TDLS practice or presentation. And then you should, you're looking for, I think you might see a couple of tabs across the top of one of the tabs has this video assignment. It's called understanding absentee voting, mail-in voting and early voting. Not seeing the link for the open class. Okay, so let me do this. Not sure whether you can see this, but let me, I'm gonna go incognito here for a second into, let me stop sharing. Let me reshare, let's see if we can. It's kind of smaller, it's on the top right-ish, yeah. Yeah, right. So if you go to the edpuzzle.com site, you're looking for this open class. Okay, click on the open class. I did, there we go. Then you should get a window or something that looks like this, open class. You put in that code G-A-S-I-C-K-U, find the class. Here we go, it's called TDLS practice. You can put it in a nickname or just, you know, your initials, whatever you would like. Join the open class and then there's a video listed here. Yeah, go ahead. Sorry, so I ended up, I signed out of my feature account in order, because I just created a feature account and I had to sign out, so thank you. No problem, Elizabeth, you're very ambitious. I love it. Okay, so then you're gonna come to the video, click on the video, and I think some of you are already in the video, but if you're not in the video just yet, you should, so you'll see the video, gosh, my Zoom stuff's in the way, you'll see the video and then across the bottom of the video, you'll see kind of like these teardrops or whatever. So these are the places in the video where I've set up those pauses. And you'll notice that actually the kinds of questions that I've asked is here on the right-hand side. So I've asked, I'm asking a series of questions so as you, as a student proceeds for the video, when they get to those places, those stops in the video, the video's gonna stop, and then a question's gonna come up. Okay, so hopefully that's working for folks. Let me close this and see if we're back on. Yes, we are, okay. And if I refresh my screen, okay. So as a teacher, so as students, as you all are working on the video, I can see that a number of students now are doing the activity. This is kind of the teacher side of it. I'm getting some basic information about how the activity is going. So let me, I'll stop talking here for a sec and let you continue with that. And meanwhile, I'll turn to the chat. Give me a second here. Susan, you were asking about ready-made stuff. Yes, there is a lot of ready-made stuff on Ed Puzzle. Yeah, so you don't necessarily need to start from scratch. Refresh, let me just see where folks are here with the question, with their work so far. Okay, so it looks like folks are watching the video, answering the questions. I'll give you another minute or so to finish that up. Chat, let me see where folks are at the moment. Okay, so it looks like some folks are getting close to finishing up. Refresh one more time here. See how we're doing. Okay, it looks like folks are getting close. Give me another 30 seconds or so. Susan, you asked an option to slow down the video. I'm not sure that you can.  Right here. Yeah, Susan, I think in general, you may not have... You can click on the video progress button and drag it back, but I don't see a slowdown option either, but you can click on that and drag it back five seconds or 30 seconds. Yeah, I do think, yeah, thanks, Mary. I think that when you're bringing the videos into the Ed Puzzle platform, you may lose some of that functionality that you might otherwise get on YouTube, for example, or maybe if it's in an LMS, for example. There's kind of a structure to the video assignment here, but you're right. Yeah, you can always drag it back to watch the segment of the video again if you would like. You can also pause the video too, so. Okay, let me do one more refresh. Let's just see where we are at the moment with completing. Okay, it looks like a number of you have finished or are close to finish, so that's great. So maybe what I'll do is, just in the interest of time, if you, if we could just take a look and see what we're looking at here in terms of as the teacher. So as I mentioned, I get kind of two views of what's going on with this assignment, with this activity. So I can see kind of individual students one by one, how those students are doing, and kind of visually I can see some students are getting through the assignment faster, some students are getting, need more time to complete the assignment, so on and so on. I can also see how the students are kind of are doing with the questions. So, if a student is answering most of the questions correctly, if they're not doing so well, things like that. So that's at the student level. If I click over to this questions tab, now I'm gonna get a kind of a view of what's going on with the entire class, okay? So there are five questions in the video, and I can kind of get a view of the results of those questions. So here, it looks like about, what about 75% or so of the students got this one correct. So that's good. This one not as good, a little bit over half. So maybe about 60% or so got this one correct. This one, okay, another 75% or so got it correct. So that looks pretty good, that looks pretty good. Let's look at this last one, 15 out of 29.  That's barely just over 50%. Okay, so again, as the teacher, you're in the moment. It's like, okay, what do I do with this information, right? Because this information is coming to you in real time, right? So as a teacher, you need to decide, okay, I'm at this point in the lesson, what do I need to do? I've identified this gap, this learning gap. How am I gonna close this gap? What is it that I'm gonna do? So do I need to go back and reteach? Do I need to kind of present the content in a different way? Maybe we need to do a different kind of activity. Maybe some of the students are better at reading. So if we did a reading activity, for example, well, actually we watched a video, but if you, maybe the video, ESL students were having trouble understanding the video. So maybe we need to do a reading. Maybe that will help close the gap. So again, as the teacher, we wanna think about, always be thinking about how do we address these gaps as they're coming up in the middle of the class, okay? Any, can the teacher, I'm just looking at my chat here, Lois, can the teacher show the video and stop it for your question? Yes, there is an option. If you do this live mode option, Lois, so you can actually show the video and the students answer in real time on their own devices. So yes, there is that option as well as the teacher, for the teacher to do it live in the class as a group. Okay, other questions about the ed puzzle? Otherwise we'll, and like I said, this is, I've really noticed kind of of all these, of all these kind of formative assessment tools that you might use in the class that this video option has kind of really started to take off and we're seeing it actually as an option in a number of different tools. Like Canvas, for example, has that Canvas Studio. Some of you know about Canvas Studio, that basically allows you to do something very similar, but again, it's really, it's getting to be more and more popular as an activity to do in the class. How's this, if the students have joined the class on their phones? So Elizabeth, I think you can do the activity on your phone as well. So you definitely want to try it out first. Actually, what I would do is once you, as a teacher, once you set up some assignments, do a practice run through the assignments, but kind of have your desktop or laptop and a phone kind of side by side or tablet or whatever, do the activity like as a student and see how it's showing up in both locations. Students can do the activities on their phones. Yeah, some of the students don't have laptops exactly, right? All right, so let's move on to the next one. Okay, so the next tool that we're gonna talk about here or the next option that we're gonna talk about here is using slides to present and assess. So it's a similar concept to the video activity that we just did rather than kind of watching the video from start to finish and then asking the questions. We're doing something different. Same here with the slides, rather than presenting all of your slides and then doing an activity or asking questions after your entire presentation, you're going to take pauses during your presentation to ask those comprehension questions, kind of see where students are as you're proceeding through teaching your content. Some of the tools that you might consider here pull everywhere, Mentimeter, Pear Deck, Nearpod, there are other tools as well. My assumption is you are using something like PowerPoint slides or Google Slides. Not everybody, not every teacher does that, in terms of presenting content, but if you are or maybe this would be a prompt for you to start doing so because then you are able to get this kind of new way of presenting and assessing simultaneously with your students. So the tool we're going to practice with is called Pull Everywhere. So as a teacher, you're going to create an account at pulleverywhere.com. You can create a free, excuse me, you can create a free account at pulleverywhere.com. Just be aware that one of the limitations of the free account is that you can only have up to 40 students participate at any one time or 40 individuals participate at any one time. So I'm not sure how big your class is or anything like that, 40 should be enough. They actually, at the start of COVID Pull Everywhere actually bumped it up from 25 to 40 because they realized a lot of teachers were using Pull Everywhere and they had larger classes. So 40 should be adequate in most cases, but just kind of be aware of that limitation. Okay, so with the Pull Everywhere, we're going to do a Pull Everywhere activity here. So I mentioned that if you're the teacher creating the account, your teacher account, you're going to start at pulleverywhere.com. If you're a student or on a desktop or laptop to participate, you need to go to pullev.com, pullev.com, and then it's going to ask for a code. The code is Anthony B for Burek, 912. Again, Anthony B, 912. You would use that same code if you want to use your phone or tablet, you can actually text the code Anthony B, 912 to 37607, okay? So there are a couple of different ways to join. And so what I'm going to do is, I'm going to go to the next slide. Okay, so basically we're going to do a couple of questions in the middle of my slide presentation. So I believe I need to actually start the, one second, let me do this. I should need to start the Pull Everywhere activity. So give me one second, and I'm going to, okay, so I think it's actually, I believe that is the, yes, people are seeing it. So let me go back to my slides. So I'm sharing, let me refresh this. It might take a second for it to show up on the screen here. I saw that people were participating in the pull. Let me go, do I need to, one second here. Oh, yeah, it is active. So what should be happening is it should be, gosh, I can't, why is it not working? So the results should be showing up on the slide and for some reason they are not, and I don't know why. So let me show you otherwise what's happening. So this is in my teacher account. So you'll see that for this question, it's a multiple choice. You can assign students to a Zoom breakout room in all the following ways except four. So the correct answer here is electronically. So there's that. Let's go on to the next question. Oops, my Zoom again is in the way. Okay, let's go to the next question. So the next question is another multiple choice. Let me see, let me go back to my slides and see if it's showing up. And I think, I'm not sure why it's not showing up. So sorry about that. It should be working and it's not, and that's not very good. Let me just see, yeah, oh, good. Polina, thank you. Yes, this is a poll. Yes, good. We're learning something, right? So we're going through these questions one by one, right? So we all have to proceed at the same pace. Thank you, Polina. Oh, that's unfortunate. Why is it not showing up? I thought I had it answered correctly. I think I, there must be, let's see. One slide. Okay, for some reason I don't know why it's not working. Okay, always test things out before you use them in the class. I'm sure that, oh, I have not activated it. Let's try, maybe that's the reason. Okay, so now you should see the question. There we go. We're getting some responses now. Okay, good. Okay, so the question here is, what is the name of the Zoom button to invite the teacher to the breakout room? Okay, and the correct answer, I'll give a few more folks the opportunity to answer. Let me see if this is showing up in the PowerPoint or not. It's not showing up. I thought I had this set up correctly. Oh, okay. Well, the poll, that's, yeah, the results that we are seeing here should be showing up in our PowerPoint slides. And I must have, I've done this before and it's worked out fine. And for some reason it's not working out now. So I don't know why it's not working out now. Anyway, so when it works correctly, the results will show up in your slides. So you actually don't need to go somewhere else. Your answers are gonna show up in the slides itself. So that way you can get the results from the students in real time. Let's just see how things are going over here. Okay, so actually for this question, the correct answer is asked for help. So it looks like more than half of the students got that one correct, fantastic. Again, as a teacher, you have to think about, okay, what am I gonna do with these five students? Like, do I, am I okay to move on? Do I need to do something in the moment? So again, these are the decisions that you're making as a teacher. Let's do one more, oops, let's do one more. This should be a, I believe this is gonna be a, one of the open-ended questions. So we're gonna kind of get the answers. Oh, wait, do I want this question? Oh, actually I do not want this question. Let me go to the next question. Sorry, I cut you off if you were midstream there. One word, what is your first impression of assessing while presenting? Well, my first impression is it didn't work right. So as a teacher, you wanna make sure you wanna make sure that you have the activity set up correctly. Again, I apologize, it's worked before. I'm not quite sure what I did wrong this time to not get it to work correctly, but so the question, Eva, how do you get the poll into the Google slides? Okay, and Karen is asking. No, Karen, I actually have the, I have it downloaded, I have the PowerPoint actually downloaded to my machine and I'm just running it, I'm just running the PowerPoint from my machine. I'm not on the web or anything. So that's typically how I do it. When you go to the poll everywhere site, they have a really good help center for how you get started with, if you're using Google slides or if you're using PowerPoint, how to set it up so that you're gonna be able to actually incorporate or embed the poll everywhere activity into your slides. I think you do have to do some downloading of the apps, I believe, or maybe load it, if you're in Google, you're loading it as a Chrome extension, I think. So you have to do a bit of legwork in the beginning and then you definitely wanna test it out. I should have tested it again. I'm not quite sure why it didn't work, but anyway. Okay, so that's the basic idea here. Let me go back to this. Okay, and that was unfortunate. Okay. But again, with both the video at puzzle activity that we did and then the slides activity as well, again, just remember the concept, right? The concept is rather than going from start to finish through some sort of a presentation, you're actually pausing along the way and you're asking comprehension questions along the way to check, see if there are learning gaps, check for understanding, and then in the moment, if there's something that you can do or should be doing to address those gaps, then you know, as a teacher, now you have the information, now you know, okay, wait, I need to pause here, try something different before we move on. So all right, so the next item that I wanted to talk about here is what I'm calling classic formative assessment tools. So as I mentioned at the beginning, I think a lot of people in the last couple of years have gotten to know these tools, one or more of these tools. Kahoot, I think is very popular. I think a lot of people know about Kahoot, you're probably using it as a teacher. There's also Quizlet, quizzes, formative, Socrative, there are many others. So this seems to be kind of a popular way for teachers to do formative assessment in their class. And again, lots of options that are out there. Typically it tends to be the tool that a lot of, people kind of gravitate to one tool or another, and that's the one that they use in their class, but they all kind of do very similar things. One suggestion I have for teachers is, a lot of us have our own individual Kahoot accounts or individual Quizlet accounts, but what about if we were to get kind of, what about if we were to create like a department account or maybe even a school account, depending on the size of your school? And so what we're doing is we're actually investing, we're probably gonna have to subscribe, pay for a subscription for a school account. But in that way, so rather than everybody in their own classroom just building their own quizzes individually, what if there were kind of a central repository where you all were putting your work into the repository so that then as a teacher, now I have like a lot of different options, not just the quiz, the couple of quizzes that I've created, but actually now I have a bunch of them from my colleagues back at the school. And then I noticed in the very beginning, people were wondering about like common formative assessments, for example, right? So what if a bunch of teachers were actually doing, administering the same Kahoot quizzes or the same quizzes quizzes in their classes and then you got together as a group and you started kind of looking at that data that you're getting back from the quiz results, looking at that as a department or as a school, thinking about, okay, where are some of the learning gaps, kind of the larger learning gaps in our ESL student body or high school students or whatever. So just think about kind of the kind of collective power of some of these tools, rather than just kind of doing your own thing in your own classroom, okay? We all spend money on textbooks and things like that and maybe we might consider actually spending some of that book money on subscriptions and some of these tools and then, thinking about them in a much larger way rather than just sort of individual teachers using them. Okay, so not a lot of folks know about quizzes. So I thought this would be a good opportunity to do a quizzes activity. So as a teacher, you're gonna get started at quizzes.com and I always felt quizzes wrong, right? Because it's like way more Zs than I'm used to and I'm not always sure where all the Zs go but it's Q-U-I-Z quiz and then I-Z-Z, so quizzes.com. Learners can play at quizzes.com. slash join or you can go to the quizzes app. There's Cahood and Quizlet and quizzes, they all have the apps as well and a lot of students are able to do the activity, do the activities on their phone, for example, in the app. Another thing about these tools as well is this might be a really great opportunity for your students to actually create their own quizzes. And so rather than you as the teacher kind of always having to create everything, what if the students were actually doing this as a kind of assessment, right? So they're the ones kind of coming up with the questions. You could also make sure if they're putting in the correct answers with those questions. So it's kind of another way to kind of get an assessment of how your students are doing with the content. So a suggestion. Oh, okay. So let me stop share. We're gonna go to quizzes. We're gonna do a quizzes activity. Give me a second to navigate there. Okay, let me show my screen. Okay, so as I mentioned, as a teacher, you're gonna get started at quizzes.com, Q-U-I-Z, I-Z-Z, dot com. Go ahead and set up your teacher account. And then once you're in quizzes, you can then get started with creating quizzes activities or quiz, I guess, creating quizzes. I did wanna point out there was a question. Somebody asked a question back when we were working with the Ed Puzzle. Is there kind of an Ed Puzzle library that I can draw from? So rather than me having to start everything from scratch. So the answer with Ed Puzzle is yes. The answer is also yes with quizzes as well. And I think those of you who also use like Kahoot and Quizlet, you know that there's actually a much larger Kahoot library, a much larger Quizlet library that you can actually make copies of, bring them into your account and then you can adjust them as needed for your students and for your classes. So we have something similar in quizzes as well. When you go to the sixth floor, you can take a look and see lots and lots and lots and lots and lots and lots of quizzes that you can bring into your own account and adjust them for your students. So we are going to, where am I here? I'm gonna go to my library. So my library is basically kind of my workspace, right? Where I'm doing, creating my quizzes, bringing in copies of quizzes from other locations. And we are going to do, let me see here after a moment, which one? We're gonna do this soft skills sync quiz, I believe. Yes, this is correct. Okay, so what I'm gonna do is I'm gonna go ahead and start a live quiz and sorry, my zoom is in the way here. We'll do a classic one. So we'll go ahead and continue. Okay, so on the screen, just taking a second to load. Okay, so on the screen, we have some instructions for how to participate as a student.  And then once you are at joinmyquiz.com or if you have the quizzes app on your phone already, then the code that you need is 320147. Three, two, zero. Yes, let me copy the link. Polina, one second. Oops, that is not the right one. That should be the link. Let me put in the code again, 320147 is the code to join our activity. Okay, so so far it looks like about nine students have joined so far. I believe it gives you the option to put in your name or type in a nickname, something like that. Give you all a couple of seconds to join because we want a bunch of folks to participate in the activity. Let me just check the chat again, see if there are any questions. Yeah, Polina, although I did that and it didn't quite come out right. Let me try it again and see if that works. I got kind of a strange code. Maybe I did it the wrong way. Yeah, I'm getting kind of a weird code. Anthony, it's the little link kind of symbol underneath or share via the very first symbol on the left. If you click on that, that should work. Oh, I see what you're talking about. Okay, thank you. Thank you. I did not see that. I saw this here. Okay, let's see what comes up in this case. Okay, there we go. Thank you. My experience is the easiest way to share the link because it takes them right to the game you're playing right now. Yeah, exactly, thank you. Yeah, and it also, right, it has the join code, the code embedded right in the link as well. So it should take you right there. Thank you, thank you for the suggestion. Okay, and so it looks like we got about 18 or so. So let's get started. I believe when I turn this on, some annoying music is gonna come on. So I will make sure that that's turned off, so. Or maybe only I'm getting the annoying music. All right, so, oh, and if you could try, get a question wrong, get a couple of questions wrong because I want you to see what happens in the quizzes activity when you get a question wrong. Okay, I know you're very smart. So, but if you can get a question wrong because I want you to see what that looks like for the students. I know some of you are super competitive like me and I'm like, I am not gonna get anything wrong. So Elizabeth, your question, student needs to be in my Zoom class using a computer or tablet if they wanna use quizzes on their phone. So that's a good question. I mean, yes, I think the answer is yes. But one thing about quizzes is that you actually can embed quizzes activities in your LMS and your students can do them asynchronously. They could do them for homework, for example. So there is actually an asynchronous option with quizzes. And I think that actually like who also figured this out early on in COVID where it only, it used to be that you had to be in the class like in doing it all together as a group. But then they came up with that. I think they called their homework option or something like that. So actually students could be doing the activity outside of the class if that's your question. You can also put a like a time limit on it. Like, okay, between Monday 8 a.m. and Tuesday 4 p.m. is when you can do the quiz or do the activity. So, okay. As a teacher, again, we're getting the answers. We're getting the result in here in real time, right? And we can see as we scroll towards the bottom. Okay, so most students are finished. We have a few students who are kind of still answering a couple of questions. So again, I'll just say as those students are finishing, think back to one of the first things that I said was, basically you're either doing a poll or you're doing a survey. That's what you're doing in the class, right? So you wanna think about how do you set this up? How do you set up this activity in your lesson, right? And so if you do a poll, you know that some of the students are gonna, you're gonna go as a group through the questions.  So, some students might be frustrated on either end. As if you do a survey, like this is basically a survey because everybody's working at their own pace. So again, some students are gonna finish faster, some are gonna take more time. So what do you do with those students who finish faster? Do you turn them on to another activity?  So again, these are the decisions, you're making these decisions every day as a teacher in the classroom, how you're gonna be administering these activities. Okay, it looks like we're almost all finished. So I'm gonna go ahead and end the activity here. I do wanna end the quiz. Okay, and so we can do our current congratulations for Alexis in third, Polina in second, tomato, you did it, you are number one. Okay, and then mastery party as well. So good, we got a lot of, so this, the mastery, so again, hopefully some of you saw that when the, as a student, when you were going through the questions, if you got a question incorrect, it gave you an opportunity towards the end to redo one of the questions, okay? So that's kind of a nice little feature of the quizzes activity. And so, you know, with another chance, you know, some of the students actually might, you know, might do better. Well, you know, hopefully they do better. That's the idea, I guess, right? Again, we're getting some, you know, results in that, you know, and as a teacher, we wanna kind of take a quick look at this and see if there's anything we need to do about it. So we get kind of this cumulative up here at the top. So for the five questions, this is how our students did, they did best on question two, and not so good on questions four and five, okay? So again, you know, like I've said before, you know, this is the moment where as the teacher, it's like, okay, what do I do with this information, right? Do I, you know, I probably wanna zero in on those last two questions in some way, whether it's kind of just going back to the questions, you know, checking for comprehension, maybe students almost got the concept of not quiet or maybe there were two diff, there were two really close answers and they couldn't decide if it was this answer or that answer, you know, that you all know how it goes. But again, as a teacher, you have to think about, okay, what am I gonna do with this information? How am I gonna kind of wrap up this activity? And if there are still those learning gaps, how am I gonna close those gaps? Okay. Any questions? I'm just kind of looking at the, looking at what we're in the chat here. Okay, good. All right, so I'm gonna go ahead and exit from here and let me switch back to the slides. We're almost done here. We've got about 10 minutes or so left. Stop. There we go. All right. So that is, oops, there we go. That's the quizzes activity. Okay, so the last thing I wanna talk about before we finish up is kind of going back to what we started with. So we had the entrance ticket at the beginning of the class, but another tool that you might consider is an exit ticket. Actually, in the scheme of things, exit tickets preceded entrance tickets. So exit tickets have actually been around for a little bit longer, but then some people said, oh, well, why can't we just do something similar at the beginning of the class as well? And thus was born the entrance ticket. But basically we use an exit ticket at the end of class. Again, to, now we're thinking about sort of the entirety of the class, the entirety of the lesson, right? We use that exit ticket just still, like what are still the learning gaps that are out there with my students, right? And then, but the idea here is that, the students are completing an exit ticket. Again, it's not a lengthy activity, like you're not asking like 10 questions in an exit ticket. You're really only asking maybe one, one maybe two questions. So you really have to think about how you're gonna set those questions up, right? What is sort of the essence of the class, the essence of the lesson that I need to do a check on so that I can get ready for the next class. And if I need to do something about learning gaps, misconceptions that are still out there, okay? So what I really, I kind of like this model of an exit ticket where you're creating the exit ticket, you're collecting the information, you're collecting the results back from students, and then this information really helps you as the teacher clarify what are my next steps in terms of what is it that I might need to be doing, okay? If everything is good, like if students don't have any questions, like if you've taught the 100% perfect lesson, then the clarity is that you're good, like you don't need to worry, you can move on with certainty to the next piece of content. But hopefully the results give you some clarity in terms of, okay, if there are still gaps, what are those gaps? When we come back for the next class and we start the class, we do an opening activity, maybe we're going back and reviewing some piece of the content that we've been going over where you think there might still be some trouble, okay? So in terms of exit tickets, you have a lot of possibilities in terms of how to structure an exit ticket, checking for student understanding or maybe emphasizing the essential question or the essential topic, the essential grammar point, whatever. So for me, what would be a good question to ask? So definitely I want you all to know the difference between a poll and a survey, okay? So maybe in my exit ticket for today, that's the one exit ticket question I'm asking you. Tell me the difference between a poll and a survey, okay? And that should give you enough clarity to know that people really understand what the difference is, and if they don't, it should come out in the results, and then that's what we focus on when we start the next class. Another possibility is that you could have the students ask questions that they still have, right? So you've covered a lot of content in the class, you know, maybe for some students it's their first time looking at this content, so what are some of the questions that students still have about this content that they didn't quite understand or they're still confused about or whatever, okay? Another possibility is to maybe give students the chance to apply the content in a new way or maybe have students solve a problem or answer a question. So again, just think about this in terms of the timing. You don't want this exit ticket to be too involved, right?  So this is not like a 15-minute activity. This is really, it needs to happen very quickly, very efficiently, but again, you have to be very strategic in the questions that you're asking in your exit ticket, okay? So I do have an exit ticket set up. Let me, where am I here? Let me go back to the chat for a second. I will make a copy of that. I'm gonna pop that in the chat, that link, okay? So if you wanna navigate over to that exit ticket, I did put the link in the chat. If you wanna just type it, again, remember with the bit.ly addresses, B-I-T dot L-Y slash, whatever comes after the slash with an exit ticket, sorry, with an exit ticket, whatever comes after the slash with a bit.ly is case sensitive. So you have to type it exactly as you see it. So capital TDLS, number 22, lower case exit, no spaces, all one word, dot, dot, dot. Let me see if folks are filling that out. Second, I appreciate all of your patience as well by stumbling through presenting and hosting duties simultaneously here. Where am I? I got a little bit of a lag, so I'm trying to bring it up. Give me one second here. Exit ticket, looks like we've got about half dozen responses or so to start. Okay, let me share that screen, excuse me. Okay, again, for those of you if you weren't here at the beginning. So for my entrance ticket and my exit ticket, I'm actually using a Microsoft form. Those of you who are more Google folks, Microsoft form is very similar to a Google form. Again, I just wanna point out one nice feature with the Microsoft form is there is this tool called Microsoft Immersive Reader. So basically the Immersive Reader will read the text it'll read it out loud for the student or for whoever's in the session or whatever. So they'll be able to read the text as well as hear it. So again, especially for like ESL students but also maybe some ABE students, this might be a good tool for you to consider. Immersive Reader actually shows up in a number of different Microsoft apps. So like Microsoft Word, for example, does have newer versions of Word, have the Immersive Reader built into it as well. Colleen, I saw your question. I will put the link to my materials again in the chat. Give me one second. I just put that in the chat. So that folder has both my slides and my notes document. It's about a four-pager or so. Okay, let's go back and see what's going on. So we've got about 13 responses. Okay, good. So again, I'm the teacher. I've finished my class. I'm gonna go back and take a look and see what my students were answering. How they answered that question. What is one tool that you will use with your students and why? So this, yeah, this is good information. So maybe quizzes, maybe ed puzzle. Good, good, good. Exit tickets Swift. Okay, good. Yeah, really, I know. So the title of my presentation, a quick look at formative assessment. So we definitely looked at a lot of things very quickly. But really, you know, I'm hoping that, I'm hoping that kind of maybe one or two tools really stood out for you. And you feel like, yeah, like I wanna, I think I wanna use, like I wanna start using exit tickets for my lessons, for example. Or, you know, or I wanna do something, I wanna, you know, I'm already using video in the class. So maybe I wanna try now to see if I could do like an ed puzzle activity so that we can make, we can kind of structure those video lessons a little bit differently. Let me go back to actually my slides. Sorry, I'm trying to do a couple of things here. Let me, so we have a couple of minutes left. I do wanna put a link to the evaluation form for this session. I just put that in the chat. So if, again, if you could take a couple of minutes just to fill that out, that would be great. I'd appreciate it. In the meanwhile, I just have a, I think a couple of final slides here. Three to one reflection tool. I always like people, you know, at the end of a presentation to just think about, you know, we really did do a quick look at a lot of different things today. So, you know, I always like people to kind of reflect on their learning. So three things that you learned today, hopefully you learned at least three things. Two things that you will share. So what are a couple of these tools maybe you wanna share back at your agencies with your other teachers or with your administrator. And then definitely like one thing that you'll try. So hopefully, like I said, there was a tool that kind of stood out for you today. You're like, yeah, I think I can use that in class. Like I feel pretty good about it. I can feel like I can get that set up with my students. You know, we're all, you know, we're always thinking about how do we better engage the students in the class?  Any and every way that we can make use of formative assessment, I think is gonna make us a better teacher. It's really gonna help the students with their learning. It's gonna be, you know, help them be more productive with their learning. So, yeah.


So far, we've learned how to determine the cost of inventory by using one of four methods, either specific unit costs, FIFO, LIFO, or average costs. When we report inventory on the balance sheet, however, we report it at the lower of its cost or its market value. And market value is defined as the current replacement cost of inventory. Estimating inventory at the lower of cost or market value follows the conservatism principle by not overstating the value of assets. Let's look at an example. The cost of inventory is $75,000. The market, which is determined by the inventory's current replacement value, is $80,000. So the lower of the two is cost. Therefore, inventory would be reported on the balance sheet at $75,000. However, if the replacement cost had been $65,000 instead of $80,000, then inventory would be reported at $65,000, which is lower than the cost of $75,000. If we have to write down our inventory value, then we would record an adjusting entry. In this case, we debit costs of goods sold in credit inventory for $10,000 in order to write the inventory down from $75,000 cost to a $65,000 market replacement value. Finally, the lower of cost or market rule can be applied to the entire inventory, as I did in these examples. It can also be applied to major inventory categories. When I worked in the dairy business, we applied this rule to categories like fluid milk, ice cream, yogurt, et cetera. And finally, it can be applied separately to each individual inventory item.