Skip to 0 minutes and 5 secondsHi, everybody. Welcome to our end of Week 3 video. Hello, everyone. Hello, Lindsay. Greetings from Barcelona. Yes, lucky you. Absolutely fantastic. So, Lindsay, another busy week. This week we talked about speaking and writing. And lots of contributions, again, ideas from everyone. Thank you everyone for doing that Yeah. We started with talking about speaking. We did. And we asked people to think about face-to-face speaking activities and whether they they're adaptable and usable in the online environment. And I think people recognise, actually, for the most part, you can adapt quite easily the kinds of things you do face-to-face online. Absolutely. And we had some examples. I think I had Gala, and Gala was talking about information gap activity.

Skip to 0 minutes and 54 secondsSo this is where one student reads about something or has some information that they have to share with another student, and Gala quite rightly said that that can be done in breakout rooms. And I think I agree with her with that. I also had Roman, who was telling me about surveys. And in a face-to-face classroom, you would have everybody get to get up and mingle and ask everybody else in the class. But again, that can be done in breakout rooms. You have a group of four or five students, and they interview each other, and do the survey that way, and then share it.

Skip to 1 minute and 27 secondsYou can reorganise the groups, if you want to, half-way through, so that they talk to different people. And you had an idea as well, I think, Lindsay. Oh, it wasn't my idea. It was Christopher's idea. He uses hot seat in the face-to-face classroom. And that's where you have a student who sits on a seat in front of the board. So they have their back to the board, and the teacher writes a word or a phrase - it's kind of vocabulary review - on the board, and the rest of the class call out definitions. And the student has to try and guess what the word or phrase is. Well, he sort of flipped it.

Skip to 1 minute and 58 secondsSo he's saying that you could have one student who knows the word. So he would type the word into the chatbox to that student directly, and they would have to define the word to the rest of the class. And I think that would work really well. Absolutely. Very nice. I think that would - so you would do that for vocabulary review or maybe even if you were teaching and you would, perhaps. You'd get the student to go look it up and try and define it, and then everybody else would have to see if they know what the word is Absolutely. Yeah. And, of course, they're speaking while they do that, so that's also a good speaking practice.

Skip to 2 minutes and 32 secondsWe had the one-to-one example lesson today with the lovely Caio and also the group class with the Russian business people. That's right. And Caio it's interesting, because we had a little bit of reaction from some of the participants on the course saying that the pace was a little bit slow and maybe the students were not very communicative. I think I should just say, in their defence, that they knew they were being recorded. They knew that thousands of people around the world would be watching their lesson. So I find it very unsurprising that they were on their best behaviour and a little bit quiet and a little bit - Except, Caio is just - he's like 14 going on for 45.

Skip to 3 minutes and 14 secondsSo he's a grown man anyway. But the others, I think the business people in Russia maybe were a little bit quieter than perhaps they are. And also, I think that Ina, who was the teacher in that lesson, we asked her to use as many tools as possible in the lesson. And I think, sometimes, if you use too many tools or too many of the different devices, you can drop the pace, because the students have to kind of familiarise themselves. What do you think, Lindsay? I agree. Yeah. I think that pace can be slower online. I think there are lots of reasons for that.

Skip to 3 minutes and 48 secondsClaire actually said that in a face-to-face classroom you have the physical energy of being in the room together, and you just don't have that online. So something does lack. That's why the rapport - we talk so much about rapport in Week One. But I think pace might be slower. But I also think that it's about engagement. It might not be rolling around, laughing, and sort of all fun and games that you might feel that you're sometimes having in a face-to-face environment. But I think the students that we had were very much engaged in those lessons. I agree. And they were doing things. I agree. They were active, even if they weren't sort of calling out or talking at great length.

Skip to 4 minutes and 26 secondsI agree. I think that those students worked really hard in Ina's lesson. And Caio as well, in the one-to-one lesson. And I think, also, we had Helen, didn't we, who made a comment about group dynamics, and how sometimes you get a group - Helen, I think, she was Brazilian, and she said that usually when she has a group, everybody talks all the time. Being from the Caribbean, we all talk all at the same time as well. And she said, but currently, she has two groups, one of whom just talk all the time.

Skip to 4 minutes and 58 secondsAnd the other group is very, very much quieter, and she finds herself having to join in a lot more and try and keep the pace up a little bit more. And I think that's true really of face-to-face and online teaching. But also, I think, Lindsay, we talked a little bit about how to keep people going in breakout rooms. That can change the pace, can't it? So rather than everyone sort of taking turns, you can put students into pairs, get them in breakout so they have more of a chance to speak. And we just want to do a little demo, because people are asking about how they work and also how you monitor them, which we'll talk about in a moment.

Skip to 5 minutes and 37 secondsSo I'm going to do one of my little demos again, and I'm going to use, again, images, because we can't actually, unfortunately record all the little boxes that come up using Zoom. You won't be able to see everything. So here are my ready-made images. So let's imagine that I have a group class with Mariana and Erika. They're very shy. They don't want to be seen on camera for the purposes of this particular demo. And I - what I want them to do a thing, they're going to do a little presentation. And before they do, I want them to actually go away, on their own, in a breakout room, and do a little rehearsal on their own. Fantastic.

Skip to 6 minutes and 16 secondsAnd I want to go in and see them and give them a little bit of feedback before they actually do it. So that's why I've asked them to go into breakout rooms. So this is what happens - down here, on my screen, I have the breakout room option. So again, this is Zoom. And so I click on breakout rooms, and this box appears, and it tells you how many participants you've got, and you can choose the number of rooms. Now, you can automatically assign participants to rooms. In which case, it will just send pairs or groups to whichever room it fancies. So that means you don't have any control over who works with who.

Skip to 6 minutes and 49 secondsBut you can manually assign them, which is great. So I would choose that one, perhaps. And I'll just show you what happens. Obviously, with this one, they're just two rooms and one person per room. So it would be easy. But if I had a larger group, and I wanted to assign it, then I would click on Manual. And here, if I go to each breakout room and click on Assign, I could just click on the names of the students that I want to go into that room. And then they will get a message on their screen that says something like, you've been assigned to this room, do you want to accept?

Skip to 7 minutes and 23 secondsAnd they click on OK or Accept, and then they appear in the room.

Skip to 7 minutes and 29 secondsSo they appear in the room. I don't appear in the room. But I have my list of breakout rooms, and this is how I now go and monitor. So let's say that I want to go to - let's imagine - a breakout room and listen to Erika. So I click on Join. It says, do you want to join, and you just click on Yes. And then you appear in the room, and you can see Erika, and she can see you. So you don't need to speak, of course. You could turn your video off, but your name would still appear. So they would still know that you are in the room.

Skip to 7 minutes and 58 secondsAnd in the room, the students have access to the chatbox if they want to use the chatbox. So you could come in and you could actually type some little messages to them - some feedback to them. But only the people in your room. The can look at when they've finished doing what they want to do. [INAUDIBLE] Or you could, in other activities, they could use the whiteboard. We're going to talk about writing in a minute. So that would be useful. So they could use the whiteboard if you wanted. Yes. [INTERPOSING VOICES] I was going to ask - so only the people in this room can see this whiteboard and this chatbox. Yes. Yes. Fantastic.

Skip to 8 minutes and 31 secondsYou can also, when you are not in a room, broadcast a message to all here. So you could click on that and say, hey, everyone, this is your one-minute warning, to warn them that they're going to close. And then when you click on the red box here, it closes all the rooms, and everybody just automatically appears in the sort of open class area again. Fantastic. Fantastic. And monitoring, Marie Therese, how would you monitor breakout rooms? So I think we monitor the same way as we would in a face-to-face classroom.

Skip to 9 minutes and 0 secondsI think that once you've set up the activity, if I was in a face-to-face classroom I would go around all of the students to make sure they were doing what I wanted them to do. And then I would hone in on particular groups or particular pairs and listen more carefully, maybe make a note of they're doing, maybe make a record of some errors or some good language that I'm hearing that I can bring up in feedback. And I think in the online classroom you would do exactly the same thing. So you would go around to all the breakout rooms, make sure that everybody's doing what they're supposed to be doing, and then go back to individuals.

Skip to 9 minutes and 38 secondsI think the thing that makes it, for us, weird is that when you're in a when you're in a room with people, you feel the people around you, and you can see the people around you, and you can hear them around you. But when you go into a breakout room, everybody else is locked out, and you feel as though you were in a little vacuum with that pair or that group. I think you just have to trust the students, and you just have to know that that's what's happening in all the rooms. And so stay with that group for a little while, and then move on to another group.

Skip to 10 minutes and 10 secondsWhether you intervene or not intervene, again, you would use the same principles that you use in a face-to-face classroom, I think. Yeah. I think pairing is important isn't it? Pairing, and grouping, and making sure you've got the right people - you've got a responsible one in the room who will make sure that everyone does what they need to be doing. Yeah. Absolutely. And bear in mind, you've checked, straight away, that they're doing what they're supposed to be doing. Yes. And if you are sufficiently competent that the task is going to work, then they're just getting on with the tasks while you're monitoring one pair. But it might be a good idea to do a little bit of practice.

Skip to 10 minutes and 43 secondsAgain, know get your friends to join in a group session and try out the breakout rooms. Yeah. OK. Coming onto the last part, then we talked about writing this week. And hopefully we've put people's minds at rest, that actually, writing doesn't have to be a scary skill online - or challenging maybe. Challenging was the right word. A lot of people thought that last week, didn't they? Yeah. I think they were concerned that if you go into a room, if you're going to a online classroom, how do you actually set students a task where they're writing for 15-20 minutes and then actually monitor that. But the answer is that you wouldn't probably do that.

Skip to 11 minutes and 25 secondsYou might get them doing a collaborative activity in breakout rooms, using the whiteboard, where they're working in pairs to produce something. But otherwise, you're going to focus more on helping them to prepare to write - absolutely - and then get them to write the whole text at home. They might write part of the text in the lesson using the board, so that you can have watching them. But otherwise, they'll do that at home. That's right, isn't it? Yeah. Yeah. And I think the whole business of teaching writing isn't about necessarily the writing itself, it's all the stuff that comes before - so the language input that you might do.

Skip to 11 minutes and 59 secondsIf you're writing a letter, what useful phrases are there for opening letters, for the first line of a letter, for the last line of a letter? How would you construct? What's the layout to the framework of a letter, or an email, or whatever. So all of that kind of stuff is stuff that you would do in preparation, and then perhaps the student would go home and write the letter on a Google Doc perhaps, and you could give feedback on that. Great. And hopefully, Ollie's lesson helped people to sort of see how it would work in action. I think we've come to the end of this week's video, Marie Therese. I think it's time for us to say goodbye.

Skip to 12 minutes and 33 secondsAnd I can't believe it's Week 4 next week already. Unbelievable. Unbelievable. And, of course, next week, we're going to do what everybody has been waiting weeks and weeks and weeks for us to talk about, which is how to set up your business and how to go out there and get a job. And I think we have a little bit of language work, as well, do we? We do, yeah. We do. Fantastic. So have a good weekend, everybody, and we look forward to seeing you next week. Bye. Bye.

Video review of week 3

We’ve come to the end of the third week of the course and, in this video, Lindsay and Marie Therese look back at some of the main talking points of the week. The video will appear here on Friday 25 October.

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Teaching English Online

Cambridge Assessment English