green group. We're green. No we're blue. Hello blue group. I can't even remember. Hello! Thanks for coming back to us after lunch. I hope you feel full in your minds, your bellies, and your spirits and we're gonna get started again with our fourth and final of the focus sessions. In this session we're going to take a look at two modules, not surprisingly, from the summer quarter content and those will be the writing basics and internet basics modules. In this final session, you know this is this is this is our sort of our check to make sure that we really are comfortable with what the resources are, where to find them, and how to put them together. And so certainly in this session as we did before lunch, we're really going to be looking at pieces of what's going on in Canvas for students and pieces of what's going on in the face-to-face sessions, in the face-to-face class sessions, and where your resources are in your instructional guide. And so we'll be doing again some practice to explore those modules to find that and then also to put that blended all together and see what it's going to look like from the student perspective. So those are our objectives for this time. We will experience a couple of student activities and so you'll get a get a chance to look at what some of those face-to-face pieces look like for the student portion and also we'll see how again these two modules are kind of connected together. I'll take a look with you here at the scope and sequence and you're familiar with this view. I do want to click over this time I am going to click to the full scope and sequence which you'd find you know in the in the mid-40s in your conference book. I think that the summer is on page 48. Maybe 48. Check me check me on that but I think it might be page 48. Okay so that will be for the summer. I'm going to click over to that because there is something a couple of things that are a little bit that's not good. It says the file is in the owner's trash. I'm going to ignore that. I don't want to know that right now. Google permissions are funny sometimes. Okay so I've clicked over to the summer tab in the online version but if you have your page 48 page 48 is that and what is a little bit unusual about the summer quarter here is that well there are actually two things. One is that it's shorter than there are fewer modules than in the other quarters because for institutions that offer a summer quarter it's typically a shorter quarter. For us it's typically more like eight weeks as opposed to 10 to 11 weeks something like that and so you'll just find fewer modules placed there. Another thing that's a little bit unusual is again I don't know if from your vantage point the color banding shows up very well on here but you can see at the top intro and writing basics are white together and then below that there's computer skills and internet basics that are blue banded together. Then you can see information literacy team collaboration and business websites and those are banded together. What's unusual here is that if you look more closely do a little bit of a zoom. If we look more closely at those last three modules we can see that team collaboration and business websites are for the most part in the tech objectives and the writing objectives the same. These really are written intentionally to cover essentially the same skills through a different theme but essentially the same skills. This gives just a little bit more flexibility so that if you have a shorter quarter and you need to choose just one of those go ahead choose just one whichever one feels like it might be more applicable or more interesting more relevant for your population or more palatable to you as the instructor I mean why not consider that why can't we consider that once in a while but also if you have if you do have the time you could do both or if you have a little bit more time you could do one of those and just give it a little bit more time because even as content themes they're a little bit unusual and might just require or allow for a little bit more time to explore. So just wanted to point that out because it is unique in that way. All right well all of that said let's go back to these two modules I'm going to forward to the questions you know these questions well but I'll go back to that previous slide in a moment if I'm sorry that's not right oh wait something's funny ignore me on that let's just take a moment to look at these two modules together think about writing basics and internet basics and think about those questions that we've been reflecting on with each of these module pairings. Do you see ways in which these connect with each other and why would these be relevant themes to include in the course content? Do you notice anything? Is it a little bit harder to see the connections here? Do you now? I'm gonna go out for a second I'm gonna go back to that scope and sequence and I'm gonna just remind us and point out that even though for our purposes here these are the two modules that we chose to look at together they're not banded together here they're not connected in the same way that the other pairs of modules throughout our two days have been and so if you're looking and thinking well I could stretch pretty hard to find the connection that's okay you you would stretch because they weren't written to be together in that way. On the other hand that second question what is the relevance of these themes can you do you have a feeling about why these might be appropriate to consider within the context of this content that's probably an easier question to answer I'm guessing hoping seeing some nodding so I'm assuming yes yeah okay any comments that you would offer about that it's okay if the comments are internal sorry let me go you know what I'm on the probably the wrong screen for you to be able to refer to that so let me go back to this one yeah so you're saying in their academic writing they're gonna be prepping with writing but then using that maybe to do research if they're looking at internet basics but they will get into an information literacy one later on so really I'm so glad that you're pointing that out because one of the key pieces about this writing basics module is that it's different from a lot of the other modules and you'll you'll see how in a in a couple minutes here but it's it's the kind of thing that actually comes up twice in the year I think this one is placed both in the summer and in the winter some instructors actually like to use this module every quarter some way they like to fit it in early on because it it is different in terms of its theme but it's covering just concepts well basics about writing that will be skills that we will utilize and develop throughout the course of a quarter yeah I mean you can see how writing basics is gonna be you will see that it's more about things about basic grammar subject verb agreement parts of speech parts of a sentence mechanics punctuation capitalization these kinds of things that are going to be important for us over the course of an entire quarter in addition to one subtopic that's just called the writing process and so you can see we're gonna we're gonna start out with that and get everything in a really condensed form and then continue to develop all of those ideas throughout every week of every quarter so that one is really it's a good setup for this module and all other modules so thank you for pointing that out even if you didn't realize that's what you were pointing out I'm giving you full credit for that one thank you all right well in terms of in terms of this module writing basics you know this is a kind of we have the context from these other content themes that runs throughout the course sort of week by week but as I mentioned this is one that sets up a lot of important skills that will be great for students throughout every week of you know every module running through every quarter of every term and so as I mentioned you know we place this one twice in the yearly layout but some instructors will choose to just use this one or pieces of it in every quarter or in other classes this is one of those modules where you know that instructors often will take and utilize in a different class that's not an idea class just because it does have sort of a quick primer or a really condensed version of you know a few activities on parts of speech a few activities on parts of a sentence and makes you sure that you have subject verb agreement a few activities on just what does it mean to work through a writing process and to break that down into step-by-step fashion so this takes students from you know it's funny to think of going from day one of the week what is a noun to day five of the week a seven-step writing process it's a pretty quick trip but again it's meant to be a quick trip at the beginning and then we'll get into each of those things more and more throughout the quarter not in-depth instruction during this week necessarily but just something that can apply throughout the quarter one other thing that I'll mention about the writing basics module is that it does include even though it's the writing basics module even this module will have a math I'm doing halfway quotey fingers math component and in this one it really is more sometimes we think about math as math sometimes we think about it more as numeracy and this one might be a little bit more of a numeracy type perspective but in the writing basics module our math comes in the form of when we use words to write numbers and that is you know that's its own thing and is interesting and worthy of discussion with students so anyway it'll come up here it we won't really touch on that portion of the module as much in what we do today but I just want to highlight that it is there even in this module all right and I will just highlight I don't know if anybody else in here sort of math phobic when I heard we had to have math coming in I was really concerned about what that meant I thought I'm an English teacher I'm not a math teacher and there is a reason for that for me but one thing that and as those new requirements came online was at about the same time I was piloting this curriculum and I very quickly came to see that it was life skills math math that of course we're all using all the time and it was so wonderfully contextualized that yes it was a math opportunity for the students but it didn't feel like a math lesson there's a math basics unit we it's a little more explicit but typically it's you know let's find a good cell phone provider and let's you know review these plans and find out the cost or here you know we're writing numbers so it really just helped to illustrate for me all of the creative ways that math can be embedded and contextualized where the students are getting it so you're building that skill for them to to go on to other math classes perhaps but anyway I just want to point that out because I felt much more comfortable after I started teaching in this curriculum I'm gonna offer just one more I like the way Shannon said that and a lot of this is about just sort of keeping math and keeping numbers and numeracy in view right it's not always about getting into particular mathematical functions kind of things there is the math basics module and there are some things like budgeting you know that are really mathy but there's also things just you know again keeping numbers in view in the health and wellness unit there's an activity on BMI you know our body mass index that's math it's using numbers and it's a way that numbers play an important and practical role in our everyday lives as adults so just wanted to offer that as an additional example thank you thank you yeah no it's great another piece we often hear about writing basics specifically is this looks a lot like a traditional class right these are things content that we're used to including parts of speech well to start with with parts of speech for example and we're gonna take a look at some of the other pieces and so teachers do like to include this it also looks familiar to students right how they have sort of traditionally perhaps had things instructed to them and introduced so there's a lot of comfort in this one and I do think it's a nice one to have woven into other places and I've certainly pulled this also as a review unit with even my higher level classes where it's just a supportive piece and that's worked very well also so here we are looking at the writing basics module and one of the subtopics parts of speech so here are they going to learn any new vocabulary in their pre-work for the subtopic I see a head nodding yes how did you know that thank you anything marked as learn is going to be the new vocabulary of how many words 12 okay and in each module how many learns are there how many learn yeah there are three learns each with 12 new words so they're getting a lot exposed to a lot of new vocabulary is very contextualized so here they're going to have the parts of speech vocabulary followed up of course always following a learn as a discussion and then they're going to read and watch parts of speech they're going to read and listen to writing numbers so we're kind of bringing in that math piece and then practicing writing numbers online so they're going to come in primed and ready to practice those items so here we have the warm-up sorting activity number information gap number competition little gamification there and then as always we're ending with a preview so our book ends of warm-up and preview and then directly practicing the things they had done in their pre-work so we want to give you an example of an activity that they do that's very interactive and I would like to direct your attention if you have your program page 33 there is a handout on page 33 that supports an in-class activity that uses a powerpoint so at home of course as we just saw oh goodness adria how do I oh excuse me yeah on the wrong way I just want to get to the are you able to okay thank you so I'll let her do that it's harder for me to navigate okay so in this activity the instructor is provided with a powerpoint that's used to practice in class the parts of speech another great reason for previewing those module at a glance or just previewing first time I did this in all honesty I was printing out because I think I had mentioned in an earlier session I like to go to the handouts the face to face materials and I printed from there all the handouts so I printed everybody a copy of the powerpoint obviously unnecessary it was another one of those okay note to self important to walk through these pieces and see how they're going to be utilized so they got a little extra bonus handout they could play at home with their family but so again the students would have this handout coming in prepared for what from what they had already done in canvas and we're going to show them we're going to look at a picture and the word again important this part to point out it is both the picture and the word that we're looking at identifying the parts of speech and then writing it in the correct category on your paper before we start going through this there are different ways that people did this some of them did it as a call out which we're going to do a little bit today right so the whole group's doing it together some people did it with kind of a race who can raise their hand and tell me first and others did it as an individual activity and then coming together and going over it as a group so just keeping in mind for the level of student there's a lot of ways that you can kind of be flexible and how you approach it so what part of speech adjective right some people might say noun why because they're looking at the pepper so that's really important on this first one it's really the word that they're identifying with the support of picture so yes something again just a preview and realize that would be something to explain okay we'll just do a couple of these one of my favorite pictures and the whole thing is in here so let's see if we can get to that yeah so one of the categories that they learned was actually proper noun so it's a great time just to remind them of that particular rule here it is yes I don't know why I just love this picture it makes me laugh every time I see it so some conversations side conversations happened earlier about how you know this picture is it really reflective of this particular one and I want to give huge thanks to the librarians who spent countless hours trying to find the most supportive and the most relevant picture they could that was open source to support the vocabulary word so every quizlet all of these so I mean obviously this one you know yes you know he's pointing at you but some of them are you know it's like okay when you know the word you can recognize why that picture was selected but you always have the ability if there's one that you'd like to change that you can take your own picture and edit things in and and you can have that for yours but every image in here is open source so you can feel comfortable in reusing things but I just point that out because it was a lot of work what about this one they might say I don't know what is that antique so and so I can't remember there are a lot of slides on here so this activity is one yeah so yes a lot of opportunity for them to really dig into this and also for you to recognize if there was a particular category that isn't clicking with them adverbs is sometimes more difficult for students so as those are coming up being able to address that and kind of explain more about that in class so uh now if yesterday wasn't the 20th I don't I don't know they might not the picture may not be as helpful but uh you know so I'll just flip through a few more students really engage with this activity they like I have found the dynamic in the class where you do something as a group at least for the first part so people are understanding what they need to do really gets them into it and then at some point I phase it out to okay now let's continue on your own as I as I continue on but yeah but they don't all need a copy of it okay here we go so the writing basics and the subtopic the writing process I think in one of the earlier sessions I talked about how you were sort of implicitly teaching the writing process although it wasn't explicitly a part of the actual lesson and here it's actually called out right here we're really looking at the process but as adria mentioned this is obviously the writing basics module is introducing material that's going to be applicable and repeated throughout the curriculum overall and this one of course having it introduced to them here they're going to see it even when it's not called the writing process several other times as we've already seen when we've been looking at these so if I could ask you all in canvas so come back over there we are now in focus session four so way down towards the end of your page just go ahead and open writing basics and I'll give you a moment to see what some of those other subtopics are there and as you scroll down to find the writing process just looking at my screen can anybody tell me what day of the week I would be teaching the writing basics I'm sorry the right excuse me the writing process subtopic the last day perhaps the friday how did you know that it's the last one and it's directly followed by this extra practice so I know I've reached the end of my week whatever that week might look like so I'm going to give you a few minutes um for this I just like you to open up and look at what they're taught here you can just take a few minutes through the writing process subtopic to go ahead and look through those online activities okay we'll go ahead and come back together so hopefully you've had a chance to kind of look through those activities and you can see really what are the two things they're being introduced to in the online so the two things they're really learning online so google docs for the technology piece and the writing process right so when they're coming into class I know those two things are going to be what they're practicing and indeed those items are synthesized into an activity so when I look at the face to face I've just pulled this slide up again when I look over here you know I've got my warm-up my preview and oh I've got this one activity and this is sort of similar to when we looked at that career test when I see there's just one activity I know it's a layered activity it's multi-step and so I'd like you to look through the activity for that day if you could please go to the instructional guide so the writing basics module you're going to click on the blue link at the very top and then you're going to go to the writing process subtopic and I'll walk through that here as well because I'd like you to get a sense of how that looks in the classroom so going out to my google drive in writing basics I already know this is the last day so it's going to be really far at the bottom of my instructional guide I'm just going to go all the way down going I'm going I'm looking for my bold my bold here good writing process now again this is a Friday class so what is unique about a Friday class one hour exactly so this activity has a one hour time frame on it I'm reminded of what they did in canvas they had a learn so I'm reminded of the vocabulary that they covered and then I'll ask you to walk through the face-to-face class for a moment okay so I'll give you a few minutes so again we're on the Friday class and looking at the google docs pre-writing which is a 40 minute activity okay so really there's not a ton to preview in that sense right this one class has really one activity that's pulling together both items that they have learned and obviously it's asking them to have recall on things they've learned earlier in the week as now we're writing basic sentences if you have a higher level student you may be asking for more production there they might be asking them to write a paragraph you know really making this applicable to the group that's there so they're kind of it's one activity that's really focusing on what they learned the night before but at the same time it's asking them to use all of the previous knowledge from the week as well and then of course after that we get down to the previewing 15 minutes and then I just want to note what do you notice after the pre or I guess it's part of the previewing handouts this doesn't happen a ton within idea but there are those times so even here within the IG there's kind of a heads up hey here's a quick link you need to give these to the students before they go home so okay any questions about what you're seeing here or what you saw in canvas for this particular sub subtopic okay so I'll just give you another little preview of one more activity from this particular module and in your in your participant book it's on page 34 and 35 if you want to see yeah okay and this is a this is a part where in the module delivery notes you would see that you needed to print this out and cut up enough sets for you know however many groups or students who wanted to do this and it's a jigsaw so they're working together and it's interactive those really parts of a sentence this is really fun this always gets a lot of laughs because they get to put together the sentences independently and typically they end up with one odd one that can't seem to match and so it's really fun to have people call out well how did you match this up and then figure out what the outliers are and then to be able to discuss why didn't that one work with that so there's different reasons obviously that they wouldn't be compatible to be together so just wanting to show you another example of the type of activities that students are doing there's a lot of interaction we talked earlier about how on the scope and sequence that the speaking and listening isn't sort of called out on that piece but there is a lot of interaction collaborative work that students are doing throughout every class so just to show you you know we've seen the power point here they're kind of calling out we've got this jigsaw they're doing and then of course the independent work they're doing also for example in something like google docs yeah so now that they're such proficient writers here we go let's go to the internet and see how we can use this writing thank you all right so we know that these days nowadays our students and everyone else are connected to the internet in some way many ways very many ways and so the goal of this module is really to provide students with information on safe and secure internet use the internet makes our lives all of our lives and their lives better and richer in so many ways but it can also be a source of a lot of dangerous and misleading information for our students and it's you know our students are of a population that's easy to take advantage of so we like to spend some time and give some give some special attention to learning some basic techniques to help our students to protect themselves not letting everyone not having everyone in their house use the same accounts for example what their students are what their children might be using as an account for school maybe should be separate from what their family is using for family communications and those kinds of things not sharing passwords etc and of course we got into the tech ambiguities the tech knowledge ambiguities this morning about writing down passwords versus not writing down passwords and so that's another kind of thing that can kind of play a role here our students are active in social media and may not know they they know what they know to use or someone has shown them how to get here go there click this click that but they don't necessarily have all the background information that will help them to protect themselves protect their information etc and also you know what is what information of theirs is publicly available online so in this module students will learn to search for information online how to communicate effectively and appropriately in an online format and also even think and talk about things like different using different styles of writing or different register for different types of writing whether we're text messaging versus emailing a teacher emailing your boss that kind of thing so we will also get into things like analyzing internet service provider plans and so that would constitute the math or a numeracy objective for this module and students will also in their face-to-face even though it's internet basics is the thematic content in terms of their language development they'll have vocabulary that's related to that but they'll also have a lot of opportunity in their face-to-face class to have genuine interpersonal communication discussions about advantages and disadvantages of wi-fi access and using that what else similar uh what else sorry similar kinds of you know good and bad practices maybe for using internet and and oh yeah a netiquette thank you for remembering that one different kinds of netiquette you know they're online manners so all kinds of things and then in terms of both as sort of a tech skill and as a language skill they're going to reflect back on what they learned in the writing basics module that preceded this even though these two aren't as we said bracketed together they certainly got a lot of things out of the writing basics module and some opportunity to start working in google docs that they can then pull forward into this module and when they do a survey about wi-fi access and wi-fi use they can then start to process some of that information that they had in a survey format to write sentences complete sentences with subject verb agreement so you can see how we're going back to that writing basics content and then be able to write those sentences and type them up into a google doc so we're pulling that previous content forward into this one as they move ahead if i could just interject just for a moment there's been a couple people on some side conversations who have asked me about what about when can students start when can they enroll does it matter if they came in you know mid quarter and just to reiterate it doesn't matter these modules are sort of stand alone right i mean obviously they build they build upon each other but if a student comes in in week five they are still able to move forward but there are a lot of opportunities for you as the instructor to be pulling information in from what you've done before pointing back to things and then also that students are naturally going to bring forward these new skills to apply and one other thing you were talking about writing basics but one other piece that comes to mind with this is the discussion of what's posted on social media so a little bit that netiquette and talking about their use in social media there's so much in the news when we're thinking about employment now for example so pulling from the real world and things that they're hearing and seeing on the news as i do you know i'll bring things in and for those students who have been with me to have one of the job skills modules or job search modules then this is a place where we can make that connection between the two items too so there's a lot of opportunities for the instructor to kind of bounce back to things and remind them thank you all right so as in all the other modules in the instructional guide there is a section devoted to just highlighting the college and career readiness standards that are addressed in this module and here's just a quick snapshot of what they are for this module but i want to ask you to think about you know we've already talked about one of the ways we can use this which is even just at a glance even without thinking or going into which anchors each of those are but even if we just take a glance and we can see that our various skills are in relative balance in this module whereas in say writing basics writing was had much more in math basics math has much more but i want to ask you um how just in other ways how might having this short section at the bottom of page one usually in each instructional guide how might that information be useful to you is it useful having it printed there in your instructional guide yeah oh you know what i'm going to bring this because you're going to say something really good and i want it to be heard i see it is absolutely useful we have to write point of instruction which is like a an individualized lesson plan for students and we have to reference the anchors as we we write our plan for that so that's putting it right there i don't have to hunt for it right so articulating that for students that's one great great reason or something that is very useful uh something that we can use use that for okay go ahead i think reading the specifics kind of help you get an idea of how the lesson or activity should be implemented or like gives you ideas for how to frame it with students so it sort of gives if if i look up those anchors if i don't have them all memorized yet if i look those up and i can just highlight that it gives me an idea of what was the intent the way that this was written oh i see i really want to try to focus on and hit hit this if that's not already immediately obvious to me these are the particular pieces that i can really highlight the points i can hit for students in delivering this content okay other thoughts how you how else you might use this information come to the back and work my way forward yeah i was also thinking that programs that aren't able to do the full blown version it can maybe provide some guidance and a little bit more intentionality about which modules you're using so you have a balance of all even though you're not using all great so this is a way that we can kind of map what we're hitting and if even if you can build some kind of matrix to see oh i have a lot of modules that hit this and i i can only use so many modules so if i have many that are duplicating some of the same anchors uh maybe i'll prioritize getting another module that's you know hitting one that i'm not getting otherwise students did you have the same you're nodding a lot so it helps me when i have to put together the course outlines to take instructional counsel so this helps us to articulate not only for students but also at the program level and also for justifying what we're doing very often as well all right taking account of what what we're creating here those are wonderful ideas any others that you'd like to offer i think we hit them it's useful for a lot of reasons so it's a very short it's the shortest section in the instructional guide but hopefully is not just a space filler and it has a lot of different ways that we can use that for mapping our curriculum etc wonderful thank you and i forgot i i thought i thought oh what's on the next slide i don't remember oh this is this is fun all right so we said it's session it's focus session four this is kind of a summative assessment right now i'm it's an enjoyable summative assessment but it is so we're going to distribute to you a little packet of tiny bits of paper this was one of those where we had our module delivery notes and we knew that we needed to print and copy and cut things up so we did our arts and crafts properly i give all the credit to shannon she did her arts and crafts appropriately before class anyway we're going to bring you a little packet with little bits and strips of paper and what you will receive are little strips that have all the components for one subtopic in the internet basics module i'm not going to tell you yet which subtopic because for some of you figuring out which subtopic it is will be part of the fun so i'm not going to tell you which subtopic but i'm going to guess you're going to figure it out so you'll receive little pieces that represent all the components of the online pre-work and the face-to-face activities and your job is to figure out which ones are online and which ones are face-to-face components okay okay and you're you're also going to want to put them into order yeah after okay so first we're going to identify what's online content online components and which are face-to-face components so you're going to have a column you want in one column you want all of the face-to-face activities and in the other column you want all of the online activities in addition to that you have the little icon that needs to be matched with the correct type of online activity as we've been looking at those so in the beginning you're going to have three columns don't worry about the order just getting those separated into online and face-to-face okay and we have enough for for pairs pretty much yeah i think you're going to have one group of three at the front okay we'll bring you back together for just a moment don't worry it's not done you're going to have part two yeah i love all i love all the dedication and focus here it's fabulous um can i just ask if anybody noticed something about the names of the activities that helped you to split them into groups okay the colons and were there were there names of any online activities that you're now starting to recognize learn discuss read and watch practice yeah there's kind there's like a naming convention you start to notice that it's it's sort of giving you a heads up to the type of activity that's there fabulous i'm just curious next to the learn what icon did you match next rocket ship absolutely good next to the discuss the little chat bubbles a little chat box great so you might have it totally done you might be midstream with this but now we're going to go to part two it's not only having them in the correct sort of categories but now we need to have them in the correct order so for this activity you can use online or the i'm sorry i'm sorry canvas online or the instructional guide to locate which subtopic it is and then put the activities in the correct order okay so i will ask if i could you guys good yeah all right in the back are we good yeah okay so first i'd like to ask are there any are there any of those activities that you could put in order without looking at anything i see a head what could you put in order fabulous for face to face you know it starts with the warm-up and ends with the preview what's the other one thank you the learn and discuss those are learns are always first in a subtopic and they are always paired with the discuss that's about as far as i could have gotten so i could have put them in the right category i could have done sort of those bookends if you will and then i would have needed to look also to see the order of other events so where if i could ask a few people there were different ways to get to the information where did you look to find the correct order instructional guide what part of the instructional guide i just want to say all the hands are going like this yes the module at a glance where it shows in those bands here's what they're doing online here's what they're doing in class what was the subtopic because you had to find that searching the internet yes so absolutely you could have gone to canvas and looked and just looked at what they were doing there you could have looked lower in the instructional guide to find those and see the step by step instructions but truthfully the quickest way to see that is going to that module as a glance so we'll just put as thank you adria so for those of you who have not seen the answer key yet here you go and funny enough i had to jump in there and lock it down because this is another it was another google doc that was unlocked i thought no we don't want anywhere to change the answer key for heaven's sake it is worth noting and this is something that you'll just internalize as you continue to work through this but even though right now we we knew that these would be in this order and we weren't necessarily sure about the rest of it but over time you'll get this sense that oh if i see two things with a similar title and one of them is practice it's going to come after another one that's probably an input activity so that i'm getting that kind of presentation and then i'm getting like the practice and production part of it and very often most often the order when we think about there being kind of three three prongs of what's going on in idea the language piece the content theme piece and the tech piece the tech skill in a pre-work the tech skill is usually going to be be presented last if there's a tech skill that's being presented it will probably follow the other two so you'll probably have language first content theme second or it could go the other way but that that tech piece will usually be the last one so wonderful that's that's i hope you enjoyed and i think you all on a four-point scale i think you're all at least at meets expectations number three or exceeds expectations so i think you can be feeling pretty good if we're thinking about this as a summative assessment all right all right wonderful so we're still in the internet basics module this is our last module we have a couple more activities to do just so that we can kind of work through we'd like for you to have an opportunity now to look at not from that you were just looking from the instructor perspective how do i organize my bird's-eye view of what's going on in this entire subtopic and how do i organize my my own understanding of how that's laid out but now we'd like to give you an opportunity to do a couple of student activities actually one small set of student activities in canvas and then we'll come back together and do one student activity from the face-to-face portion of the same subtopic we're going to look at the internet basics and access subtopic can you tell me from whatever you have open in front of you where this falls in the module where is this subtopic is it the first second it's the first one isn't it okay so in this subtopic students will start out by learning some internet basics and access focused vocabulary they'll have a discussion and then they're going to do a bit more of a discussion about the specific topic of wi-fi access in their community that's going to relate forward into a survey that they're going to do in the face-to-face but we'd like to give you a chance to work on to explore some of these activities in canvas and then we'll come over and do one of the face-to-face activities together in your internet basics module i'm going to ask you to take a look at the last three activities in that subtopic so let me get out there closing writing basics opening internet basics so we're in internet basics and access we know that there will always be the learn activity followed by the discussion and you've had a couple of opportunities today to explore and really get into learn activities and what they look like so let's take a few minutes now to look at the last three activities in this subtopic that's read and discuss wi-fi in your community read and listen questions and answers with do and does and then finally a practice and so that's grammar content so would you please take a few minutes to look at those three activities so hopefully everybody's had a moment just to kind of look through there and see some of the activities and so now we'd like to show sort of the connection to an activity in class i feel like don't do that i heard quick question in the pre-work how it's how it's presented the pre-work so i do want to remind people again that students are not expected it is not at all anticipated that based on what they have been introduced to in canvas that they're coming in at a level of master or proficiency with the new grammar so they're so it's it's being introduced to them they're seeing some examples they might be hearing some examples they might be watching a short video with some things or seeing a powerpoint with some pieces and then really coming into the class then you will also be supporting in class and obviously just through virtue of the actual activities the activities will require the use of that grammatical tense that has been taught did i see a hand over here sorry yeah so i hope that yes so there is no expectation of them coming in that day going great god it doing does i'm never going to make a mistake with that oh no no you're fine so um in your oh sorry yes if you okay did you see that what she had there okay great so i just want to draw your attention to page 37 which is a copy of a handout that's given for an activity in class this is in the participant book and this is a multi multi-step writing activity so really they're kind of moving through a lot of the steps of the writing process but they're going to start with sort of pre-writing brainstorming together in class through this activity so if you'll notice the pre-writing it says you will write about the advantages or disadvantages of wi-fi and so we would ask the students to be brainstorming together what are advantages or disadvantages of wi-fi so just for fun just going to give you a quick like minute or two at your tables to please try and think of a few advantages and disadvantages of wi-fi and then we'll hear your ideas in just a moment just a very quick activity advantages and disadvantages of wi-fi okay let's hear some of these ideas what are some of the advantages research you can research anywhere any time great convenience mobile office allowing for a mobile office okay so saving on printing not needing access to a printer being able to have it at the ready therefore you absolutely what are some of the disadvantages you could think of privacy not secure okay distractions yes all right okay so okay okay and i know one that comes up what's that oh viruses spotty connections or lack of connection perhaps in some of our rural areas yeah running slow so getting that speed yeah one thing that comes up often too is like price price for being able to have access to or you know pay for that access frustration so for some students just yeah just having to access things electronically in general okay yeah great so just to kind of go back to this activity so your students would work together to think about some of those advantages and disadvantages and then they'd be moving on down to drafting now it's time to write your sentences and there's a template on the next page so it really helps them take those ideas they're going to choose whether they're going to do advantages or disadvantages they can organize their ideas and write it here with the help of the scaffold for those of you who've talked about i've got multi-level mixed levels don't give this to your higher students right so if if you think they should be able to produce that amount of writing on their own then this particular handout could be shared with those who need it and then just a blank you can edit that to just be blank in that part with the same instructions but not have the scaffold so they're doing that and they go back and they kind of revise and edit they're not sure they're given a chance and then they're asked to now recopy it but they've got to write all those words that were just given to them and then they're asked to put this in a google doc so you're really walking them through these steps helping them get each piece into place before you're asking them to put it in a document and then publish it or share it out so we're bringing together all those pieces from what they've been introduced to online what they've been practicing and this online activity pulling that all together for their final sort of artifact for that particular activity so great exactly right but kind of still tying back writing the writing basics and the internet basics finding that intersection even though they're not necessarily paired right but there's always that overlap thank you for pointing that out that's great writing basics ends up being connected or bracketed with every module sort of right yeah that's great but this is one where you really can see that process in play wonderful well we made it through both of those modules at least a preview some touch on each of those modules and that leaves us with a little bit of time to take a look at that that technology skills pre and post assessment that we mentioned this morning that's part of the intro to idea module and then also comes again at the very end of the quarter it lives in its own module so it doesn't show up inside the intro to idea module we actually want to do it even before that it's the very very first thing I will yeah I'll come out and I'll come out and show you where what it looks like when we're out in canvas but we'll take a couple minutes just to look at these bullet points and then I'll get rid of this slide and we'll go actually look at the tool itself so this one is meant to be both a pre and post assessment and you can you'll use the same assessment both times it shows up in two separate modules in canvas just called like technology skills pre assessment and technology skills post assessment that I think are one item modules maybe but so it'll be be in both places you don't have to find it and move it and reuse it it'll be there for you but it's the same tool used both times it's 30 questions this one is set with a time limit though when you're in the instructor role if you want to remove a time limit or extend a time limit you can but it's the kind of thing probably it's the kind of thing that more more time isn't really going to affect the way that you can do on it's not meant to be time limited particularly it's just either you know how to do these things and then you'll do them quickly or you don't and no amount of more time is going to change that so you know what that's like okay good so I'm going to actually go out to canvas now and we'll just take a quick look at that I will close my internet basics module the next module in that shows up here on this page is the one that we looked at this morning in the very special yet very common modules intro and end of quarter but following that we can see those four student modules that would be the tech skills pre assessment that's marked doing class intro to idea doing class then the end of quarter projects and then the tech skills post assessment and again the post and the pre are the same often often what we'll do and I think you probably would end up choosing to do something similar but I'll just mention it I'll just mention it now that when you have students who return from term to term you can certainly use their post assessment from the first term as their pre assessment for the second term you know we said this morning no harm and definitely some benefit to be found in having students repeat the intro to idea module but there's really not much advantage to having them repeat the pre assessment if they just took it the week before as a post assessment so that's probably a piece you could skip all right so if I click to open up that module I'll see just two items one is read listen and watch about the tech skills pre assessment so it's just a little orientation a little sort of a how to about here's how you're going to click and it's a it's a little just a very short video that shows where to click it gives students the reminder about if you don't know how to answer a question it's fine to skip it it reassures them that this assessment has no bearing no impact on their grade we can talk with them about what does pre mean it means before why are we taking a test before we learn and talk to them about why that is just reassure them about that it's not a normal kind of test but it is a pre test just to give us an idea of the skills they have now and give them an idea of the skills they have now so if I click on the assessment itself you can see as you scroll down that okay if you do not know the answer skip the question it's meant to be pretty low stakes also quite visual and really just clickable and it's not even even if my mousing skills are not super on point if I can see that if I can find at which one of these images represents a laptop I don't really even have to click right on the little bubble you know how that's difficult for some students even if I click over here it will still select that yeah so so I can identify so some of those are going to be just sort of labeling terminology kinds of things I'm going to scroll down slowly but I want to get down to where we can see that some are more skill so these are more still terminology what's the thing I'm going to do to turn on a computer do I recognize these kinds of icons it's not a judgmental assessment it's just have you seen that before or have you not I think it's important to message to the students that they do not this is an assessment to figure out what they know now and it is okay if that's nothing because everything that's in this test are items they are going to learn during this course so we just want to get a sense of where they're starting but really saying to them because you're doing this like day one right you need you've got to do this early on and so people who are already feeling maybe a little just hesitation with the computer really reassuring them that it's okay if you don't get one right they're going to learn it and take it later and see their growth so I just want to mention that so I imagine that many of you are scrolling through the same thing at the same time so I'm giving a slow roll here but again you know I'm going to take a minute to point out that some of these items some of these visuals are not they may not correspond exactly with the visual that would be in place on your campus or in your setting right this is a little screenshot of gmail and if you don't use gmail you use yahoo or you use outlook or you use whatever it might look different but if you are an experienced email user you're going to recognize the similar types of functions that come up across many different platforms and so it won't it won't matter um okay so continuing to scroll there's another type of question that I want to get to and it's taking me a little while but slow roll slow roll okay so here's another type type the word in the box below so this one isn't just this one is not just a terminology thing but this is looking for can the student make a capital letter and can they find the punctuation yeah this one is another skill copy and paste and there's actually a little animation that's showing how to do it so just in in case they're not familiar with the terminology of copy and paste but they have that skill it's meant to try to isolate the skill and keep it separate from do they know their terminology but if I know how to do that oh I see what they're doing they're highlighting they're copying they're pasting it in the box so either I know how to do that or I don't but I can try to follow along with that okay all right right so good job you're done click on submit quiz and be done with it all right so that is just a snapshot of what that particular tool will look like I'm going to mention to that um this is another one of those things that was kind of a process to find what would be what would constitute a good and useful tech skills pre-assessment we used to use earlier on in the probably the first year maybe in the second year second year two we also used a series of assessments from north star digital learning some of you may be familiar with that and they have many different assessments there's a separate one for email a separate one for word a separate one for like computer security a separate one for keyboarding there's many many and in order to gather just the little bit of data that we needed on our students and to assess the few skills that we needed to know about for our purposes in delivering this curriculum we had to use five different tests among their battery of tests and it it was just it was way more than was needed it was overkill if you will and also those tests were not written with our students as the target population and so over time we realized that this was not working to our advantage for a lot of reasons it wasn't serving us well but it also wasn't serving the students well because it was so much time that they needed to spend and then the results that they got were so discouraging it would be you got 30 out of 42 questions correct this is a failing grade that was how it was worded on the results page and it was just oh wow welcome to class week one so this was not good so we ended up over time just working with our instructional designer and a small focus group of three or four faculty neither of us among them we're taking no credit but i don't think right not me okay so just a small focus group of faculty and our instructional designer worked together to create a canvas based tool that we could use that was within you know the the platform that we're already using with students and that we will be using with students and that really targeted the very specific terminology and skills that we needed for this curriculum 30 questions it will take about 30 minutes done and so this was really an improvement on what we had before yeah i'll just jump on to that one thing i do want to mention is this needs to be given right away because the minute you start instructing intro to idea you are teaching some of these skills first moment so to really get that true baseline for where the students are this is truthfully the first thing you're doing beside you obviously you're welcoming them maybe doing a community building exercise getting the laptops checked out but as far as what you're doing in here that will be the first item and just to kind of add on to what adria said yeah the first ones they were they were testing on much more than we were ever going to be instructing them on so even to see the growth from the pre to the post test when we use the other one they were being retested on things that we hadn't covered because they weren't a part of this so when that focus group and the instructional designer worked on this we really thought about what are we really teaching them during this time what could we expect to see gains on and so all of the questions that you're seeing are reflective of the type of technology instruction that they'll be receiving throughout the program while we're here i'm going to also mention you know we we took a little time yesterday i think toward the end of the day to talk about different ways that instructors will mark for students which activities they should do on any given day for their pre-work and one of the one of the suggestions we offered was the start here stop here approach um there's actually an example of it here and i haven't thought about that um this one is not done as a as a text sorry as a label as sort of a header label because that wouldn't show up when students are clicking next next next so these ones were actually created as a little page i think so i'm going to just click on one and we can see what that looks like if a student is here and they've got something hi students please complete the pre-assessment so they click next and they're going to walk through this and you'll probably walk through this together as a class they'll read they'll listen they'll watch the little video they'll click next now i'm going to get a teacher looking page so it won't look like what the students would have but anyway they'll click next after they finish and then they get stop here so that is something congratulations you're now ready to be project idea teachers um that's for you not for your students anyway it's just one more you know reminder of the fact that there's ways for us to mark those start and end points for students so that's the one that we can do all right well y'all this session is meant to go to 245 it is 238 this either gives you seven extra minutes to pack up and be able to eat brownies or it gives us time to answer questions by pretty sure that there will be a snack when we go out into the lobby and then if we make our way back to the evergreen ballroom we won't be coming back to this room but that will be our time to do the getting started session with jody she's going to go over some things that directors probably talked about yesterday in terms of just some of those background requirements and the technology specifications for implementation on your campus also some things about reporting attendance hours and those kinds of things reporting distance hours and proxy hours but most importantly she's going to go through the steps for how to create your own course so that you will be in the teacher role you won't need a new account you already have an account each and every one of you but she'll go through how to create your own course which will automatically put you in the teacher role how you would add students to the course how you would get your modules pulled into the course again it'll be really step by step so let's get on over there but before we do we want to say thank you to you for a really enjoyable group and hopefully we got you to that point that you needed to be at so i hope that you feel like you've kind of gone through this arc that students experience from that first week of intro to idea where everything's feeling very new and okay i'm kind of getting this and then moving through that process where now you're going to do your end of quarter project and you're ready for it and you're just going to be bringing it in and being self-directed so thank you so much for your attention you've really been such a wonderful group with your contributions and your participation so thank you so much thank you thank you


Hey Lauren, Tom, welcome to SuperUserTV here at the OpenStack Summit Barcelona. There's been a lot of chatter here about how the design summit's evolving. Can I kind of talk about what attendees should expect in the next couple of months? Sure. It's probably the most popular question that we've gotten all week, so glad to talk about it today. But basically, right now, the way that the software is planned is, you know, every six months at the summit we host the design summit alongside it. And we've just gotten feedback, the last couple of cycles that the developers are basically, you know, too busy in the design summit to be able to participate in the rest of the summit and, you know, have the important conversations with users and have more strategic conversations across, you know, across the different projects. And also that those planning discussions were happening a little bit too late in the process. We run in the six-month cycle, but by the time that we were at the design summit, we were into the next release cycle and have already made a lot of decisions. So basically we decided to take out, I would say, about 70% of the design summit and put it into a separate event called the PTG, which will occur about two months beforehand. And that's where a lot of that, like, heads down, you know, implementation decisions type work will happen among the different project teams and then, you know, keep those more strategic discussions and that opportunity to interact with users at a new event called the forum at the summit. And the reason why we decided to change the name to the forum rather than keep it as the design summit is we, you know, we really want to show that this is a new event that's not completely developer-led. It's going to be collaborative among the communities. So maybe, I know Tom might be able to tell us more about that collaboration and how it's put together. Absolutely. Alison, we're really very excited with the new, neutral way that the forum's going to be organized. We're going to get together representatives from the developers, from the users, the various working groups in OpenStack, and get them to put together to the schedule rather than having separate ops and developer sessions. At the stage, we think there's going to be three main types of sessions. As Lauren mentioned, there's going to be quite a few strategic discussions for cross-community issues and those kind of things. More to do with the technical aspects and the project aspects, there's going to be the cross-project sessions, which is similar to something that happens in the design summit today, but with much more of an emphasis on issues that are across the user side of things as well as just developer internal issues. In addition to that, there will be, of course, quite a number of project-specific sessions to talk about the latest ideas that users have for fantastic projects in OpenStack and also talk about the recent release that will have come out about three months before the summit. Awesome. So you have the PTG in the forum. So who should attend the PTG, the forum, and should some people attend both? That's a great question. I think the biggest fear around this change is that it means the developers are no longer going to come to the summit, and that's not at all the intention. Right now, the developers are going to the summit, and quite a few of them are also participating in these mid-cycle events where they're meeting up with their team and doing work. So effectively, we'll be, you know, getting rid of the mid-cycles and having more of the focused work time at the PTG and more of the strategic conversations at the summit. So ideally, we'd like to have as many developers as possible attend both events. And to cap out the rest of the community, of course, the summit's always been a fantastic place for those who are running clouds and those who are developing applications on top of clouds. We want them to interact with all the developers on that neutral playing field to get together, as well as our friends from places like Product Management. We need skills from a variety of areas to make sure we can achieve the open design aims. Awesome. So with these changes, how do you think, especially Tom, I know you are really close to the operator community, how do you think this will impact the ops meetups at the summit or the mid-cycle one as well? Absolutely. So we will still have operators mid-cycle, but to focus on the forum, there will no longer be dedicated operator sessions. Instead, what we'd like to see is the various operator groups getting together with development teams in vice versa to plan sessions together. So rather than having a session in the summit where operators are ranting about Neutron and one in the Neutron session where developers are asking questions about operators, we want that activity to merge. We want developers to come with specific questions to ask operators. We want operators to come with bug links and feature ideas. And because of the timing and the release cycle change, we believe that it will be a really good opportunity to have those discussions. Well, thanks for taking the time to talk to us today, and I hope to catch up with you all in February after the first PTG. I think it's what, the second or third week or when? February 20th. Awesome. We'll talk to you all then. Thank you very much.