DOWNLOAD TRANSCRIPT PDF

00:00:03

Um, brilliant to see so many people from everywhere in the world. Um, this is really, really fun and I think it's going to make for a really nice uh, talk. So, um, what you kind of know about me already, all that you really need to know. Um, so what I think we're going to do first is kick straight off because I have quite a few tools to show you. I have tried to condense it down um, today. So, please bear with me that there are a few um and just remember that there is a recording if at any

00:00:36

point you need to pause um and have a look at the videos that I'm going to show you. Um so, first of all, we're going to start with a poll and I think the poll has been set up for everyone to um answer. Um let me just double check. So, brilliant. Thank you very much. The poll should be up on your screen. Um and the question is which tools have you used in the last month? Now I realize many of you haven't been working in the last month. So let's say the last month of your your last teaching month. Um so

00:01:12

may that may have been more June uh May time. So options chatbt Google forms mentimeter and diffit. Um it only gives you one option. Just go for the option that you ch uh that you use the most. If you used a few, feel free to put it in the chat as well. Um, that's absolutely fine. I'm seeing chat GPT as expected flying down the chat. Uh, that's, uh, good to see. Good to see Google forms. Nice. All of them. Brilliant. Uh, nice to Google forms. So, people are quite familiar with uh, some of these tools,

00:01:49

which is great. Um, Google forms. Nice. Um, I'm kind of seeing that. Yeah, there doesn't seem to be a clear winner apart from chat GPT. Um, the other three seem to be kind of equal at the moment. Um, isn't it annoying how chat GBT always changes to chat? Um, okay, great. Yeah, we've got some more meters coming up now. Okay, brilliant. Um, great, fantastic. So, I'm not going to um spend too much time on the poll so we can get on to important stuff. Um, how often do you use the digital tools? Again, in

00:02:26

your normal working months, um, we'll just roll on to poll two very quickly. Um, how often do you use Thank you very much. Um, the digital tools in a normal working teaching month, do you use them every day, two or three times a week, two to four times a month, or never? Um, oh, good to hear. Thanks, Alina, that diff is the only option you've never used. It's really useful to see what you also haven't used. Um because uh obviously then we can spend a bit more time going through them. Pretty much

00:02:56

every day. Nice. Every day. We've got lots of people using every day. Yeah. Two or three times a week, which could be every day for a lot of teachers. Um often. Nice. Two or three times. So great. Uh this is great to what is different useful mainly? Pause that question and we will answer that in the next half an hour. Um great. So we're seeing lots of regular ones. Are there any barriers that any of you have to using digital? Jenz, you do need it every day. You're right, Fatima. Um,

00:03:28

what are your biggest barriers to using digital, if any? It may be that you feel comfortable um and you just want a rundown of the tools and different ways to use them. Um, which will be absolutely fine. Internet access, yes, Wi-Fi, yes, I can imagine. Um, even doing a talk like this, everyone is slightly on edge just in case something goes wrong. Um, great. So, okay. Yes. Okay. Great. So, yep. Permissions as well is a big one. Um, internet problems. Okay. Internet problems are the other big one here. Um, so what we

00:04:02

um will be looking at today is a way really to follow on from Allison's talk um is lack of tools. Okay, great. um that she really brought into um you know kind of provenence here how it's really important to have an approach of philosophy and our main cause um before we start using our tools. Um so what we're going to look for here uh the way I've kind of organized this session today is the requirements of all of us teachers um these days there are many um having a teaching qualification not

00:04:39

necessarily always I've just put it there because sometimes it can be the case but not necessarily always not only do you have to get to the curriculum okay do covering the curriculum you would have thought would be enough but you also need to teach the pedagogical ical skills. We've got the five C's. Um, and we've also got now the global skills. So, we've got sustainability, um, the SDG skills and digital literacy, which of course we're going to be looking at today. Help your teacher uh,

00:05:11

your teachers help your students to pass the exams. No big deal there. Um, so that's always a pressure and I know that some schools or some systems um, have regular exams, not just at the end of the year. So this is a constant pressure digital competence. So not only do you have to have it yourself, but you've got to pass it on to your students. And how are we going to do this when the internet's not reliable? Um and then on top of that to be adaptable. Um as you talked all all of you discussed in the

00:05:42

previous session, teachers are walking into new classrooms. You're having to be in carts. Um you're having to share spaces. You're having to cover a a a lesson. um you're having to suddenly teach online instead of uh face tof face. So all of these and then just to top it off inclusive classes. So in many of our classrooms today we have students with many different first languages. Um so they're coming with uh different backgrounds, different experiences. um and also they're coming um with uh

00:06:15

maybe some special educational needs which is another of my specialisms and it's one of my things that I love that we will see in the next slide. So how can we use digital to help us do all of this without creating more workload of learning to use digital? So the generative AI which is essentially any AI that can create or generate something uh most usefully for us as teachers text audio and videos and sound are what we have um using the most. Um so we've just showing here the reflection and as the

00:06:54

comment was earlier that Gen Z need um some digital um this is how much it's used. I'm not going to read through it all. Um but so essentially it's just to show um this is according to offcom survey um how much our students are using generative AI um and in fact as blue mentioned earlier our students know how to use digital. So they expect us to be meeting them in the middle ground in our classes um to be using it with them as well. But again as blue mentioned we may be using it in slightly different

00:07:28

ways. Um so therefore I'm going to recommend today we have one everyday tool. Now an example here is chat GPT. Some of you will be using Gemini. Some of you you will be using other things. However, how can we use our everyday tool to actually amplify the teacher that we are? So we hear a lot of people saying you know I don't want it to take over. I don't want it to kind of replace me as a teacher. So how can we use chat GPT to basically make me my approaches and my philosophy um what's most um you know kind of amplify

00:08:07

into the class and into our teaching. So here we are and I'm just talking to chat GPT and I'm asking from all the previous conversations we've had what type of a teacher do you think I am and what's important to me when there's my thinking time uh giving classes. So obviously Chhat GPT and I have a bit of history as I'm thinking a lot of you do. So it is inferring that I am inclusive and empathetic is CHD is always very polite isn't it? Um clear and practical empowering globally minded tech with a

00:08:42

purpose not just because it's shiny professional reflective human centered. So what's important to me? Inclusion clarity student voice global perspectives. Now, I'd like to focus on three main points that CHT has pulled out here. We're going to go for inclusive because that's what we've said that teachers uh you know have to really go for clear and practical and just so you can see where it comes from and global perspectives. So now I'm asking chat GPT, can you tell me how best to amplify my teaching based

00:09:28

on these three main points? So remember that these three main points are coming from what chat GPT has learned about me in the past. So how can I make my Okay, I'm just going to try and make this bigger so you can all see it. Bear with me. I'm going to stop sharing. See if I can make it slightly bigger and then you can all see Whoops. Here we are. Um the video a little bit better. I'm actually going to just make the video take up the whole screen. Um and then we can see if you can see a little

00:09:59

better. Okay. Right. Let me share again and let me know in the chat if it is any better. Let's skip forwards. Okay. So, let's fast forward. Is that better guys in the chat? Can you? Yay. Okay, brilliant. Brilliant. Thank you very much, guys. So, just bear with me when we go through the uh each um Oh, I'm loving all the hearts here. Great. So, you can see I'd like to focus on the three main points. We have already done this bit of the video. Clear and practical, inclusive, um and global perspectives. So, can you

00:10:36

tell me how best to amplify my teaching based on the things that are important to me as a teacher? Okay. So it's saying um m multimodal essentially listening plus visuals plus simplified transcripts or texts representation. So this is really important as well as a teacher. You know there are many textbooks or materials that are obviously quite general because they're for the whole world. Um so how can I make it relevant to my students? How can I make it clear and practical? break things down um and

00:11:09

using different you know um pair setups there authentic voices so I want to hear different accents I want to see different stories from different worlds and beautifully thank you JPT has pulled it all together and given me three very short um points for my teaching so now I'm asking it can you tell me what digital tools would best help me d the anticipation here what I'm thinking align with the three main points there. Okay, so this is just there we go. So we've got the immersive readers

00:11:53

um we've got the Padlet and Canva. A lot of you will be very familiar with these menita myro Cahoot. So these are just examples. Um and then we've got different places where we can get global perspectives. Okay. And then this is coming in. Yeah, I love cahoot as well. Fasma is great, isn't it? Um okay. So I'm asking it to be in a table because it's always good to see things in the table. Different visuals. This is more inclusive for many students. Um uh a lot of people just prefer seeing it in a table. Um so there

00:12:28

we can see um how they help how they can help me. So this is just to help you use chat GPT to advise or inform how you can multiply yourself in the classroom. Okay. So that's that video. Um what then do we do this with this information? How do we go onto the next thing? So what is chat GPD good for? What is it not good for? Currently, um there is a website teachingwithatgt.org.uk and there are others that help you um use it properly and to really um uh you uh make the most of it. So great for

00:13:07

ideas. Um that's absolutely fine, Fatima. If you don't like it, that's absolutely fine. Best not to use it for lesson plans, information sources. We know it can hallucinate. Marking and feedback not accurate enough. Um however when we are looking um for ideas how can we reduce the hallucinations this will not completely get rid of them but it could help uh reduce some of them. So using the deep think mode asking it uh you can give it the sources. Um so take from these sources and summarize the

00:13:41

information and you can actually say in the prompt please don't hallucinate if you don't find the answer tell me rather than hallucinating. Okay. So um these are just uh you know some ways we can kind of make the most of chat GBT. Now how can we then get into our research? So if we're wanting to research a topic or we're wanting to research uh something for our class stories um that uh how can we do this that we can trust the information. So bear with me. I'm going to stop sharing and make the video

00:14:16

larger. I don't think this is big enough. Is it for you? Is that big enough, guys? I think it isn't. But just just in case. Can you see that? No. Okay, that's fine. Let me just make it bigger. [Music] Okay, here we go. So, we can go and use perplexity. And I'm going to skim through this example. Um, so that any of you use Plex perplexity? I struggle to say that word. Anyone used to using perplexity? [Music] Just whip through the chat. Okay. Yes. So, some of you do use it, some of you

00:15:06

don't use it. Um so with perplexity, what the good thing is so first of all if you want you can um uh take from chat GPT what it's told you that is good to align with your approaches um and you can just copy and paste something like that. So I've gone for taskbased learning as an example and you can go to perplexity and you can put it in. So, can you give me um a list? I think I'm going to say of ideas. Let's just fast forward a bit. Guidance, suggestion, how to So, my uh learning

00:15:42

objective for this class and for this example is going to be free time activities. So, students can talk about what they've been doing over the holidays. Um if your students have been on holiday, um so these are the examples that chat GPT gave me. Now the important thing here is where I choose not the model where I choose where it looks for the information. So I could choose web I can choose academic. So academic would be the um they have to be peer reviewed academic papers that the information

00:16:13

comes from. So I can get answers from there. But also if I want to share with teachers around the world I can choose bear with me my Hoover has just set itself off. This is the problem when you have too many digital things going on in your life. The hoover goes off. Okay, so with um here we are. Bear with me. Just fast forwarding the video. So um if I want to be sharing with teachers, I can go to social. So I can choose the social option and I can get then information from other teachers and share information with teachers

00:16:57

around the world which can be really really nice thing to do for my research. So that's when it comes to my planning. Now planning my digital tool with my digital tools. Um so we've got as I said the free time activities. So we're just going to focus on free time activities um because that's what you may be discussing with your students as you come in. remembering we're going to use it for m multimodal to engage our students. It has to be differentiated or universal learning design which I saw that some

00:17:27

people were discussing earlier. Um and it has to be relevant to our students. It has to teach all those different skills global sustainability digital as well as the five Cs and also it's all got to be really fast um because you don't have time. So mentimeter lots of people have been using this I think um just to double check. So let's say you're coming you're planning your lesson and you just want to check what language your students know um that is the vocabulary for free time activities.

00:18:03

So what do they already know? So this can be checking um but it also can be um uh activating their prior knowledge. Um, so I'm just going to do a very short. The problem is, sorry, is every time I'm doing these examples, I have to stop sharing. Okay, great. Now you've asked what mentter is, I'm going to show you the example. So bear with me. I have to stop sharing. Zoom in the video and then I can show you clearly what it is. Bear with me one sec. Um, people who do use menter, do you want to put in the chat

00:18:35

what you normally use it for? Uh there we go. Just going to make the video larger whilst you're sharing ideas. Sorry, it's going to the slides are going to now become very messy, but hopefully at least you'll be able to see. There we go. So in the chat box people are using asking for opinions, polls, surveys, completing completing sentences, translations, nice warm-up activities, Q&A. Excellent. So as you can see, it's got loads of um really useful uh uses, I should say. So again, this has to be

00:19:22

quick. So the idea with my examples that I'm going to show you here is how long this takes. So remember I put at the beginning that ideally it would take I keep starting doing it from the start. Sorry guys made myself silent. Um less than 10 minutes is my uh thing that has got to take less than 10 minutes. So here we go. Mentimeter. So I'm in the menntimeter website and I choose to create start from scratch. Okay, new mentometer. I'm going to do a word cloud because they're pretty and I'm going to ask my

00:20:03

questions. So, this is going to be my warm-up activity for my class. What free time activities do you know? Okay. So, as I'm choosing the themes now, because I uh am specialized in special educational needs, I'm going to choose a light blue background. Now this is not for everyone but the most useful background color for most students but particularly those with dyslexia is either a pale blue or a pale yellow. So that's why here I have gone for a pale blue color. Now in if I go down I can

00:20:38

show the QR code. QR code is on the slide. Don't need to put it in because there's a joining code at the top of the screen. Now once I've done that, I will go to the phone which I've cleverly put behind the other slide. So I apologize. You can see half the phone. Um but I am putting in three words that I know and you'll see what they were. This kind of adds to the mystery actually. um what my three words are that I'm going to put up on the So now I wait for the slides to change and then the teacher view

00:21:17

which is the main screen is going to show the three words I have put in. Now you're going to the anticipation to see what words I put in. Oh, time with friends, swimming and reading. So and of course I will be doing this with lots of different students. So, the answers will be coming up. Sadly, I've been doing this all on my own. Um, so there are only three words, but as you can see, it's a very short um warm-up activity. Um, and this is this you can do with students. Now, um, as mentioned, this

00:21:53

could be um now you could um use these uh, of course, in your online lessons. Um but you could also do a flip classroom and have this as a homework session and then the answers will come in um before you start your class. So it's part of the lesson planning. Now next one here, next slide. Anyone use Adobe Firefly to make pictures for their class? So again we are in the input section here. So, this is in your planning. Um, you're planning a lesson and what can you do now? I am going to Now, don't worry, you don't need to read

00:22:34

anything here. I'm just going to read it out and you're just going to look at the final picture, which should be a bit bigger. So, I'm just asking for a series of different teachers doing the following activities. And I've put playing basketball, bird watching, I know, maybe reading a book, and mixing music on decks. I've gone a bit, you know, left field with the vocabulary there. Um so I am asking Firefly to create me an image um that um is going to that I am going to use in my class. Now I can choose to

00:23:04

have here we go um a picture rather than a photo obviously depending on the say it's age of my students or I can turn it into a photo. So there we go. That was just me screenshotting it so you could see it. Um, and now it's creating a photo for me. Um, and then it chooses one of the photos. Ding. There we go. And we have the students doing the activities that I have asked for them to put in. So then I would use that either um in, you know, at the beginning of the class to hold up to my students or again

00:23:42

I could be using it at the end. Do you like these activities? Do you not? I like bird watching. I don't but you know um and or you know I don't like bird watching if we want to add in some grammar there. So again that took uh under two minutes to create that photo. Okay. And another one going on to diffit. Now again sorry I'm going to zoom this because this is text. So remember we need to uh or you know a requirement is going to differentiate our uh inputs or the presentation of language that we are offering to our

00:24:15

students. So, we can have a text and this could be from a textbook. It could be a text that you've taken from anywhere else. But how can you make sure that it's accessible to all your different students without you having to rewrite the whole thing or trying to sit down with those students then to help them in class which can be quite difficult to manage sometimes. So, I'm going to again stop the sharing and I'm just going to zoom uh into diffit again on the chat. How many people of you use diffit?

00:24:48

Do you find it useful? How often do you use it? There we go. Now I'm going to Not yet. Not yet. Are these tools free? Don't worry, I will talk about um paying and the free ones at the end of this very quickly. So when let me just share again and we are going to jump into the example of diffit remembering how long this is going to take me. Um and there we go play from the current side. Here we go. So let's play the video. So write me a text. And again this is I'm just using chat GPT as an example here. Um

00:25:26

remembering that chat GPT does not understand word counts. I've put 150 words here and it will rarely come out as 150 words. So that's just something to be aware of. Um, but I'm just creating this text to show you as an example. Obviously, you take your texts from wherever you want. And again, I haven't checked the level of this because I'm just doing an example. Sorry. Right now, so I'm copying it from chat GPT and I'm going into diffit. This is straight onto the website. I've

00:25:54

copied in my text and now I go for generate resources and then we can have a little chat while the bar slides along. You can look around for a little bit. Roll your neck, which is what all teachers need to be doing. Rest your mouth for a little bit. And here we go. Now, so it's very nicely created me a picture. Um, which is an extra. Um, here is my text. Here is the summary of the text. It will be obviously always offering you things and it's giving me activities. So you may not want activities and you do not need

00:26:33

to be using diffit for the activities. I'm just showing you what it's offering you. And again, always check them. Notice with each activity, I can modify the questions. I can change the activity type. It's gone down to a think, pair, and share. It's gone down to a social media summary. Doesn't need to be a social media summary. It can just be a summary. Um, and I can share it on Google Docs, Forms, or in my Google Classroom as well. Um so then these you know things now important thing here

00:27:02

reading length I can change the reading length and now I'm going for a short text so it is adapting my text to two short paragraphs I can modify my reading include more detail I can add information remove information and I can rewrite rewrite it with specific vocabulary words which could be my basketball bird watching playing music that I could put in there. Um, and then from there I will update my reading text. Oh, I changed it there. Went hiking, swimming, reading. I'm guessing I can actually

00:27:42

type properly. Update my reading text. And there we go. My updated reading text is good to go. I can change an activity. Uh, just briefly showing the activities again. There on the right. I can do different models pulling out the vocabulary. Um and the key thing here obviously I can print these and use them in the classroom. Okay. So this is the digital tool is in you planning the um lesson. And now I can make my uh text really long if I want to challenge some of my other students. Um and just so you know this video is 3

00:28:20

minutes and 20 seconds. So it has taken me 3 minutes 20 seconds to create a text that is short or long and I can choose all of the vocabulary and information that I want to go in. So this is called diffit diit. Now what you can also do and I haven't got a video of this. You can then copy and paste this text into something that's called 11 labs. I'll put it in the chat and that 11 labs will read out your text. However, you can choose the voice. So therefore, we can change the voice not from just the, you know, maybe

00:28:58

the one that's available in your um course book or the one that was originally or you reading it out. You can change the voice to many different accents from around the world. So therefore, you also have your text to speech to be inclusive. And also a lot of students, you know, it's really good to listen whilst they're reading. Um so you can just uh take your information uh your text along there. So now, if you're using younger learners, you can create your own coloring pages. I'm not going

00:29:28

to show the video just because I'm aware that time is running on. Um, so on the left, uh, I just put into the app, which is called coloring.app, um, that I need to, uh, that I want, uh, uh, some free time activities pictures. Um, so that's on the left is just an example of one that already existed. However, I can always just type in really quickly um uh I want collage uh of uh showing different activities. And I am just going to show you quickly because it'll just show you the picture

00:30:01

that it came up with. So I just said I want a collage of different leisure time activities. And as you can see it's creating and then it comes up with a collage of different activities that I can print out and my students can color in. So, if we've got younger learners, this is a really nice little tool to use. Um, again, this is called coloring app. Uh, American spelling, c o l o r i n g.app. Um, and you can, yes, the name was 11 labs. Yes, it was. Um, and you can use this prepare your students obviously

00:30:37

activate knowledge or have them practice um their language um afterwards by coloring this in. So, this is great for our younger learners. How do we get our students to produce language in a creative way? Now, one of my favorite things to have my students do um is to make a cube shape. Um and they can either write on the sides of the cube shape things or they can type it um as you can see in my example here. So many ways to use Canva and I'm just showing you an example of my favorite way to use

00:31:10

Canva because I love the cube. Um, so what the really good thing about the cube is that you can have your students you or you, sorry, you can give them the cube uh printed out. You can either have the empty cube template or you can have your students fill the cube in um and they can either do that on the computer using their practicing their digital skills or they can write it uh by hand using a paper print out of the cube. They can use the cube then as a prompt to give a talk or a presentation. uh in

00:31:42

this case about free time activities. So they can say either six activities they like doing or six activities they did over the summer or it could be three activities they like doing, three activities they don't like doing and they use the cube um so to speak and to use as a prompt and support for them. It's another way of having notes and a really easy way to do this is you go on to Canva um and you click uh on the two the cube template. Um again because I'm aware of time I'm not going to stop

00:32:14

sharing and going into this but this video is 1 minute and 30 seconds and that's including me writing um the um text. So at 30 seconds it took me to get that um blank document with the cube template on. So I could just print that out and have students use the cube or then they can uh fill in or you can fill it in and they just talk about whether they like those activities or whether they don't like those activities. So that's my favorite way of using Canva. There are many ways to use it.

00:32:50

Um, I could not do it without Google forms because I think this is a really nice safe and comfortable one for teachers to use. So if you don't feel confident with tools, you can go for Google forms. Um, and as you know there are so many ways to use Google forms. I am using here as producing language. So again this could be done for homework, this could be done in class or this could be done as the flipped learning. So, this could be done before class as well. Um, and this is me creating a survey. So, it could be my

00:33:27

students are create, they've learned the vocabulary, they're creating a survey so that the next lesson they're going to do a survey um with their students. So, this could either be online. Um it also you could just have your students do this for homework and at the end uh Google has a really nice way of um showing the infographics of the results. Um and then they can be using um sorry they could use the infographic again to do a presentation or as a prompt to do some writing um as the

00:34:00

results for the survey. Again I'm going to skip forward because I think we're coming to an end. Um, so I'm just going to show you the very last tool. This is quite a fun one. Um, some of you might know Sunno. Some of you might have used it at home but not in class. How can we use it in our classes to practice with our vocabulary? This is me going into create a song. I've put yes, don't make fun of my lyrics into the song. I like skating in the park. I like swimming in the sea. Um, free time, my time. So

00:34:34

these are just lyrics that I've created. I've gone for a tropical pop um kind of music here and therefore and I am asking my put free time activities as a title. Now I ask it to create and I'm just going to go through the options. [Music] Okay. And that is an example of what students can come into class and play. Um that is the vocabulary they've used and then they can share it make playlists of all the vocabulary they've made with different songs. So they make their own playlist on Sunno. Um, and

00:35:32

that's what they're using uh using it for. I have run out of time. Um, but there are slides. Um, I think a lot of you know how to use Cahoot, but I'm just going to end on this last slide because it's got some good tips uh places for you to find more information. These are just very small things that um you can use tools for uh online notepad, converting documents and explain things like you are five years old which is really really useful. Um, so thank you very much. Sorry to have run over. Um,

00:36:03

thanks for staying with me. Um, and the yes, the slides will show you a couple more of the tools, but the key thing with these tools really is just to be using them as one tool, one small tool for your classes, and you don't need to be using all of them. They were just examples of how to use different ones. Choose your learning objective and test them out. Um, lots of these ones have free um, trials, so give them a go. If you like it, then you could choose to pay for it. If you don't like it,

00:36:31

nothing lost. Thank you very much.