>> The LD@School team is very pleased to welcome our guest speaker Kiersten
Pugh whose presentation this afternoon
is entitled Digital Mathematics:
Bringing Google g(Math) into the Classroom.
The Ministry of Education provided funding
for the production of this webinar.
Please note that the views expressed in this webinar
are the views of the presenter
and do not necessarily
reflect those of the Ministry of Education
or the Learning Disabilities Association of Ontario.
We will also be tweeting throughout the webinar so
if you would like to participate
you can send us a tweet by using our handle
@LDatSchool, or the hashtag #LDwebinar.
That takes care of our housekeeping for this afternoon so let's get started.
It is now my pleasure to introduce our speaker Kiersten
Pugh who is an associate regional coaching manager
at Learn Style Limited.
Kiersten's passion for educated started at a young age,
which led her to pursue an OCT designation.
Technology is a passion of Kiersten's
which drew her to Learn Style,
the largest education technology training company
in Ontario based out of Toronto.
With Learn Style Kiersten began as a field technology consultant
where she had the opportunity
to design and implement personalized plans
to integrate assistive technology
and learning strategies supporting learners with LDs.
Kiersten loves sharing and collaborating with others
to continuously stretch her practices.
Welcome Kiersten, and the cyber floor is now yours.
>> Thank you Amy. So welcome to all the teachers, educators,
and change makers that have joined us for today.
Thank you so much for welcoming me this evening
and I'm honoured to be sharing and collaborating
with all of you to continuously stretch my practices.
With Learn Style I am provided
the opportunity to design, implement,
and carry out personalised plans
to integrate assistive technology and learning strategies
supporting the LD learner on a daily basis.
My hope for tonight is that we can expand our mindset
when it comes to the world of mathematics
and approach questions a little differently.
Growing up mathematics was a challenging subject for myself.
I was constantly needing to word questions
differently and approach them from an angle
that truly made sense to me.
I'm a very visual, kinesthetic learner
so I needed to constantly see the change
that was happening or be able to manipulate the thinking
that was going on in my head.
A constant development in technology now
provides us the opportunity
to make more accessible for all our learners
and I hope to help bridge that gap tonight.
In our increasingly connected 21st Century world
technology takes a prominent place
in our daily lives at school,
at work, and at home.
The rapid technological changes
of our time have implications
for how educators teach
and how students ultimately learn.
It is proven that our brains grow when we make a mistake in math.
Synapses actually fire in the brain
when we are incorrect.
This information can help us teach students to believe
in their unachieved potential
changing their frame of thinking,
going into a question
or an activity can actually positively increase
the outcome for their individual learning.
Technology can be a powerful tool to enhance students learning
and promote mastery of 21st Century competencies.
Because of their ability to increase student engagement
and achievement by providing ways
to situate learning in the real world
as well as multiple
and varied representations of complex concepts.
It can assist in assessment practices particularly assessment
for learning and assessment
as learning which facilitate instructional decision
making and lastly facilitate communication
and collaboration among students,
and parents, and staff.
So to start with a quote that I have listed on my slide there,
John McGowan who is the founder of f(Math) states
"by making math accessible for the first time
in Google apps we are transforming the way students with dyslexia
and other learning difficulties learn and practice math."
now John chose to reference dyslexia
specifically but g(Math)
is also relevant for all students
with learning disabilities.
The accessibility of digital math is important because we have tried
making the integration of technology
so seamless for students
living with learning disabilities
and providing them further tools in order
to have equal opportunities to be successful.
One of the most difficult skills
can be transferring thinking
from and out of your head down onto the page
and a tool such as helps
to differentiate the instruction
as well as the opportunity
for these students to show their work.
They have the option of speech
to text if physically typing out their work
is something that's more challenging.
Students also have the option
to draw out their thinking
using pictures and images
if they maybe can't express it through words.
My hope is that after today's session you will feel confident where to find
and use the add-on
within both Google docs
and Google forms as well as pick up
some creative ways from myself
and hopefully through our sharing
that we can incorporate the use
of technology into your math lessons
and can further encourage the students you work
with to be accountable for an increased independence
within the subject of mathematics.
So before jumping straight into through today's meet
as I can see some of you have already listed
where you are form I'd like to get a feel
for what your current roles are in the world of education.
So if you wouldn't mind
sharing with us your position
within your school or even in the field of education.
I can see already that we have
two instructional coaches from Ottawa which is great.
So you can let us know--a special
education teacher, perfect.
Just so I have an idea of maybe
where you'll be taking this learning back
to your school or to your classroom.
Grade 6/7 teacher.
Special ed teacher.
I'm liking the variety already.
A numeracy coach.
Great a grade 8 teacher as well.
I appreciate all of you that are taking the opportunity
to share who are playing around with today's meet.
I will be referencing it throughout the presentation
as Amy mentioned so please
feel free to continue jumping in
and sharing information.
So was created as a way to make math for the first time in Google apps.
It helps to ease the input of math language
and it provides the opportunity
for auditory learners
to continue utilizing read
and write's text to speech capabilities.
Is also not a one size fits all approach.
So students still need to find what tools
and how those tools maybe work best for them
and suit their accommodations and needs.
There are many tools available out there and tonight
I'm just hoping to preview a few for you.
So g(Math) is currently a Google doc add-on for docs, sheets, and forms.
It creates rich math expressions
and graphs for direct insertion
into your Google doc sheet or form.
So during today's webinar I will be focusing mainly
on the functions just in docs
and forms as I feel through my experiences
that those are the most accessible
and useful firsthand for students,
and as well I'll be discussing some ways
that I bring mathematics to the computer
during my daily work in sessions with students.
So another question for you on today's meet, how are you currently
making math digital in your classrooms,
in your schools, or in your learning environments?
Again if you feel comfortable please take a moment
to share some ideas on our forum.
Great, already I have Google classroom smart boards,
iPad apps and digital manipulatives perfect.
Video lessons.
Interactive sites,
more Promethium Board, more videos.
As we can already see and as a main theme
for today differentiation
is going to be huge.
So again I'm hoping to share and gain
some insight from those of you as well.
Math apps, smart boards, those seem to be popular.
Great, so what can you use for?
Big question is how to integrate it into the classroom
or how to make it accessible for you
as a teacher/educator,
or for your students as well?
So I know some of us are currently active on today's meet
and if you could just row in there
any currently familiarity
that we may have with .
So are some of us brand new to it?
Are we moderately familiar?
Or are there some of us
that are using it already in our classrooms?
Brand new, great. Thank you, Nancy.
Used it to make handouts and tests, brand new,
brand new, never heard of it.
Excellent.
So, so far I'm seeing a lot of new
or never heard if it, so that's great for me..
Today will be an introduction to its uses
but hopefully as well some ideas
for those that may be a little more familiar
how they can continue using it
or maybe change the way
that they've thought about using it in the past.
So g(Math)'s biggest functions are reading your math.
So this utilizes the text to speech
and partnership with Google Read and Write.
It creates and inserts math expressions so for those of you
that have used it on handout sheets
or tests these are the features you
would be using in both docs or forms.
It can create simple and advanced expressions.
It can create expressions through voice recognition,
and it also allows you as the creator
to learn a little bit of our Latex code
through some accessible math writing tips that are available.
g(Math) can also be used to create graphs
for linear expressions and lastly it can be used
for creating a hand written entry.
And I've seen some more brand new posts on today's meet
so that's great for me.
Today as mentioned I will be mainly focusing
on the reading of our math,
the creating and inserting expressions
through both text and voice
and where to find the support in writing your math,
and we will also take a look at how
and when a student might find it useful
to create a handwritten entry
and also a quick how-to to collect data
and insert that as a linear expression
for a graph to insert in docs.
So g(Math) functions as an independent add-on within each Google app.
The following eight steps provide you
on how to find and add g(Math).
So for all the brand new learners
who may not have explored,
and if you already have it installed
then these steps have already been followed.
I've listed them here on this slide for your reference.
As Amy mentioned once you receive
these slides following the webinar.
So being completely upfront about g(Math)
some of its features can be finicky
and may not perform the exact same every time.
There are a lot of new users
from what I've seen to
but if there are any users
who are currently using it do you
find that you often have to troubleshoot?
Or that you run into issues
where it's not functioning the same every time?
And just to be aware of that as well.
I may be demonstrating something on my end
and if you are following along
or choosing to participate on your end
you may find that you run into some of these roadblocks.
I will be trying my best to offer
troubleshooting support along the way
and in turn these can be really,
really great teaching opportunities for
when you're working with students as well.
The one nice thing about is that there's generally at least
two ways to do everything
so we can always usually find a way to work around it.
And I just see a quick comment there that I have run into some issues
where I had to close the work and reopen it.
So hopefully that is something
that I'm going to touch on as well tonight.
Hopefully we can find a way to work around that as well.
So we're gonna get started exploring now and I'm just gonna pop over to a doc.
So with g(Math) being an add-on it launches
as a side toolbar for you
and all of those features are available
for you to use on your side panel.
Starting off in our simple tab
we will explore some ways to find
and insert just basic text into your Google docs.
So I can start by writing out my expression and in that sidebar panel
your left arrow inserts over to your doc.
now the one thing to mention is that wherever your cursor
is placed on your Google doc
at the time of insertion is where your image will appear.
Does insert expressions as images so when clicking on them
this gives us the option to resize,
maybe according to the needs of our learners.
A student with visual impairments may benefit from larger text
and image size in order to see, read,
and follow along with that image.
The link that you can notice as well that's attached to the image
is something we can remove.
Some of my students tent to get distracted by it,
but the only downside in doing
so we lose the ability to edit our math.
So if I delete what's on my sidebar here
and click on my image
I can reinsert
that expression to my side panel.
So we also call it bringing our math back,
and I can edit or make changes
to that expression
and then simply by reinserting
the expression it
actually updates the image
instead of giving me a duplicate copy.
By removing the link that's provided there--and this is often something
I see with students who just choose to remove the link
not knowing its features or its purpose,
when you try to re-edit that math you will get a null message.
So if you're ever thinking that that's a troubleshooting issue,
it's simply because your student has removed
that image expression from your side panel.
Once we have our image on our Google doc I'll enlarge it a little for viewing.
You can open your Read and Write toolbar and again
including that text to speech select your image
and simply press play.
>> 4+5=10.
>> And it will read that expression our loud to you.
I've found some of my students
with learning disabilities work through a handout sheet
or a quiz
when they are utilizing text to speech
maybe a little faster than they would
if they're working through it independently.
So continues with that consistency for students
who use this text to speech as a regular practice.
I would also like to draw your attention to in the simple tab at the bottom
we have some math writing tips.
These math writing tips will be key for our new users.
So I like to call it my cheat sheet.
It actually explains to you the keyboarding features
that you will need to use in order to create a specific expression.
So at the bottom you can see I'm on exponent already
so I will continue with that feature
and I can insert A
and it shows me the up arrow
which on my keyboard is located above the 6.
So I would do a shift and that bumps my cursor up to superscript
and that's where I would insert my power.
Now the right side arrow key
is what shifts me back down
to my middle level
where I was inserting my expression
and I can continue with that pattern,
shift up arrow to superscript,
and insert my power,
right arrow to bring me back to inserting my basic expression.
And then once that expression is completed and I'm happy
with it I can click with my cursor
where I'd like to insert it
and then simply shift that over to the side panel.
The right and left arrow take you through a variety of different features
and expressions that you may need to write.
They are mainly the most common ones that are used,
and those features can all be found on the simple toolbar page.
So clearing that expression and flipping over to the advanced tab
we also have the option of choosing
from pre-existing operators,
symbols, functions, and Greek letters.
So this'll actually insert the Latex
into the editor at the bottom.
So if I demonstrate an example
with a simple fraction
you will see the visual above.
So that's what's going to insert onto my doc on the left
and then you will see the Latex code underneath
which is what I need to manipulate in order
to populate the numbers that I would like to use.
So in this case I'm replacing my letters with the numbers
that I want for my fraction
in order to populate that fraction above.
And whatever you see in this advanced tab at the top
is what's going to populate
into my panel on the side.
now if I flip back to my simple tab I can also go through
and find my fraction
and I can write the same fraction
using a backslash to enter my numbers
as I did on my advanced tab using my Latex.
So both populate the same image.
It's just preference to you as a user
or as a student users
whichever one is easier for you.
And I can see that Kat has picked up on today's meet that 4+5=10
which is an area that we would be able
to then re-edit our math
and it has said null because I have removed that image.
So I was showing it in a way
that we could re-edit the math
and then make any changes to it.
So yes, it was purposely done that 4+5=10.
Students don't actually have to know the math language
in order to write and express the symbols
that they would like to use.
The advanced tab just gives you as a teacher
or them as a student pre-existing code.
It can sometimes get confusing to a student
as to where they're supposed to insert their numbers,
or you as a new user what information you need to add.
So I do suggest that using the math writing tips
which are hidden in the bottom panel
but you can reveal them to follow along
and begin learning how to write some
of those math expressions for easy insertion.
As well on both tabs you will notice that there is a microphone.
We have that option in simple and advanced.
And our trashcan which I have been using
to clear my text box at any time.
So our microphone is equipped to only pick up math vocabulary
and chooses from its best selections of symbols for you.
So for example if I was speaking in power,
A to the power of 2 plus B
to the power of two equals C
to the power of two.
Now g(Math) has picked up 8,
and I was intending on saying
A to recreate the same expression as before.
So I can simply edit
what was been inserted through voice.
Often with the student they may get frustrated
that it's not hearing what they want it to hear,
or I didn't say that so I usually tell them
just hit the trashcan and clear that panel
and let's try it again
always reminding them to talk in a nice,
even paced voice as clear as possible
and taking any wait time that they need in between as g(Math)
will only pick up the al terminology that it hears.
So to give that another try 4+9=13.
So any wait time that the student
may need to solve math or to wait
for that math to populate they can take a pause
and as long as that microphone
is green it will continue listening to them.
Now the microphone I'm currently using in the advanced tab
because we can see it populate
and make changes in the Latex editor
but I can flip back over to the simple tab,
activate the text box with my cursor,
4+9=13.
Once you turn off your microphone
you lose the text box at the bottom
but you can still make any changes
that you would want in the textbox above and reinsert
that math into your Google doc on the left.
So it does work in both the simple
and the advanced tab.
You just remain having two textboxes
if you're working with any advanced symbols,
or equations, or operators as well.
So during my session times with students I have found the following
two tools on dogs most often useful in .
I like to utilize the Google drawings
within docs to allow students to access shapes
which can be used as a manipulative,
a way for students to visualize their thinking
and or for you to use
when creating a resource for students
that may need that visual component.
I also utilize tables with a strategy that we at Learn Style
like to call the KWD chart
and we introduce this for solving word problems
or dissecting questions.
I believe as Amy mentioned there was an emailed blank KWC chart sent out
to all of you yesterday
but if you did not receive that or can't access it right now there
is also a handout available on the got webinar
and you can access the PDF there.
So if you'd like to take a moment to open that or access that handout it
is something that we are going to talk through and demonstrate
how to utilize that for a sample word problems.
The problem that II have chosen to illustrate
is targeting at an elementary student's school level.
So with the KWC, KWC stands for K, what we know, W, want to know,
and in terms of math we use C
for conditions or our rule.
Which ultimately will be any actual math
that we're creating during,
or operations that we're suing during that question.
And so I as well will open my blank KWC.
So yours should hopefully look something like this.
I'll give you a moment
to read through the question at the top
and then if you're comfortable using today's meet
I'd like you to share your first steps
in what you would use for identifying key information
from that word problem.
So if you were introducing this word problem
or working through it with a student
or your class what information
would you point out to them
or would you try to have them see
as the key information in this question?
And once you've had an opportunity to read through that you can share
that with me on today's meet.
So that's as well reading through
from the front of the bike
rack Ricky counts eight wheels.
Some are bicycles and some are tricycles.
Ricky does not want to ride a tricycle.
If there are 19 wheels in all how many bicycles
does Ricky have to choose from?
So from that word sample problem
what is some of the key information
that you would identify to your students or class
that you are maybe working with?
Great, so I already have bicycles, two wheels, and tricycles three wheels.
I'd have them use read and write to read the question
and use the highlighting features
to highlight the information they feel is important.
And that is perfect.
So to also start us off to demonstrate
what was just read through form today's meet
we can play the verbal expression.
>> From the front of the bike rack Ricky counts eight wheels.
Some are bicycles and some are tricycles.
Ricky does not want to ride a tricycle.
If there are 19 wheels
in all how many bicycles
does Ricky have to choose from?
>> Perfect, and then I can use those highlighters,
and there's been some more options
for eight possible wheels from the front,
so eight options,
and we also had bicycles as well as tricycles.
We can also add that there are 19 wheels in all.
And how many bicycles does Ricky have to choose from?
So looking in our know column, and our first suggestion
that was put up on today's meet, information that we know.
So we know that there's two wheels on bicycles,
and we know that there's three wheels on tricycles.
We also know that Ricky counts eight wheels from the front.
We know that there's 19 wheels in all.
And then we can jump over to what we want to know.
And that's the actual question that the word problem is asking us.
So in this case it would be how many bicycles does Ricky have to choose from?
And then we would move over into our condition or our rule.
And this column is neat because this is
where you will see students differentiate their approach.
Using the math that is most comfortable to them depending on
how they see or visualize the problem.
So for example one student may choose to use division
is that's something they are comfortable
with where another may just choose to use subtraction.
As long as their work backs up their thinking really
there's no incorrect answer for this column.
So for any options that you could put into today's meet
what would be some suggestions
mathematically for a rule or a condition
that we could use in this specific expression?
Knowing that we need to find out how many bicycles Ricky has to choose from.
And I may start it off by saying multiplication.
Do we have any other thoughts or ideas
as to how to approach this word problem mathematically?
Adding, skip counting, system of equations.
Guess and check.
Perfect, so these are all excellent examples
and as you can start to see--division,
it's how you as an individual start
to see or approach the question,
or how our student may think to approach their way of thinking or their answer.
So the next thing that I would like to show now that our question
is set up for success.
So I would walk through listening to the question first,
having the student highlight that important information,
and then moving down to extracting that information
from our word problem
and placing it in our chart.
Really separating our thinking
and laying out a nice plan of success for your student
to then approach the problem mathematically.
So I would not introduce my student to--and I believe it was Nancy
that mentioned in today's meet
to have my student draw out their thinking.
So this is where I would introduce inserting a drawing
and this allows student
a blank piece of paper to begin working
with shapes, symbols, counters,
to kind of express themselves or show their thinking visually.
It's up to them what they choose to use as counters,
or you as the instructor or educator
can guide them into something that may
match what they are working towards.
So today I'm going to use these little circles.
I like to see them as kind of bike spokes
and they're my wheels on my bicycle.
SO I can insert those into my drawing.
And then selecting both images at the same time
I then have the action of grouping those together.
What that does now is that allows me to copy
and paste,
and move with that as a single counter.
I may then use the same symbol,
but this time copy
and paste that image three times.
And for me this is my tricycle.
Again, individual thinking individual ways of viewing
and seeing the math or viewing and seeing the change happen.
I then like to use the scribble line as it acts as a pen so students
can start to draw,
or put in numbers, words,
they may even want to add dividers
between their groups that they're creating.
Helps with that trial and error
or keeping track of the information
that they are using.
Again I can group the three with my symbols and I can copy
and paste that as an additional counter.
So really your student or yourself
as an educator have the freedom
to personalize this for your individual thinking.
The other nice feature as well as our text box,
so students can also add word's this kind of sums up
that thinking that we always use
in the world of mathematics showing pictures,
showing numbers, showing words,
incorporating all three of those ways of thinking in order
for a student to really express
how they're approaching a problem
or what's going on mathematically in their own brain.
And then we have the option to save and close whatever we've been working on,
on that doc.
And mine is a little big so it will insert on the page below.
It is an image.
Everything that they've created on that Google drawing.
So I can resize and bring it all up onto one page.
Or I can expand it to show even more of my thinking
if it was a more elaborate drawing.
So I'm just going to flip over to a more completed KWC and as you can see there,
there's an expression of different pictures,
numbers, words, counters,
really a whole picture as to what went on in my head
to help me answer that math.
And then because this is a g(Math)Google doc
I then inserted my thinking into my concluding sentence.
And highlighted my final answer to what my question
was which was how many bicycles does Ricky have to choose from?
The expressions that you can see in what I know,
where I chose to put them were created with g(Math)
so I opened that expression panel from the side.
And then I was able to insert 2x5=10
and 3x3=9
and then I was able to insert those expressions into my chart as well.
So what we kind of end up with could seem like a complex way of answering
a mathematical word problem,
but it's also very differentiated form of responses.
So not that all of these have to be done in one,
but it gives you a nice variety of options.
So scrolling down underneath I have also shown some handwriting entries.
So this is another feature
that we can use called
Creating a handwriting entry
and these are some student samples
that I have found most recently
and leading up to current and recent EQAO.
Students were approaching different word problems,
or working through different thinking.
Now the ones that I've put here
are three different students doing the same problem.
So there was some long division
and we wrote out the conditions or the rule
that we were using as well
as used some of the different pens
on the handwriting feature
to really show our thinking
and differentiate the steps that we were doing.
So that handwriting entry gives students that pencil and paper feel.
So you saw the product that was just produced and this
is the page that we started from.
Some basic tools, our green exit door
is always to place your math into your Google doc,
we have a back arrow and forward arrow.
That will erase or redo one step at a time.
So the most recent thing that you've done on the blank page.
And then I have my different pen size options,
so differentiating that instruction.
Multiple different colours that students can choose
from to show off their thinking as well.
Now this feature can be ideal if your students are using a Chromebook
because it does have that touchscreen feature
which works really well with the handwriting entry.
It can be difficult for some students to use a trackpad
or even an external mouse
but it is something that they get used to.
They generally have to trash and clear the page just once
and then they kind of get a hang of either
what size pen they want to use,
or what colour they may need as well to do
any of their drawing or thinking.
The nice thing about the current handwriting entry is that it allows you
to insert exactly the colours and the choices of pen
that you were doing on this blank page here
and it simply inserts
that exact expression into your Google doc.
Now one quick troubleshooting that those who have been exploring or even
who go to choose to explore g(Math)
may find is the window
we were just on with the blank handwriting
entry has been known to think, and think, and think,
and think and it never really leaves this page
once you try to insert your math.
So a tip for what you can do is close out with the X.
Once you have pressed the button to insert
and you're waiting for it to process
close out of the window
and each one of these residual images populates
in the student's Google Drive as well.
So if you go to your student's Google Drive
and you look in their recent tab
it will populate an image of the drawing
that they 've just created.
So that is a place that they can then insert an image
and they can pull that from their Drive to insert it into their doc.
So that's kind of our backdoor approach
if you're frozen on that screen or stuck with a student.
So quickly to bounce back over to today's meet.
Any of those who are listening,
could you see this handwriting feature being useful
to any of your students?
Or beneficial to any students in particular
with learning disabilities that you work with?
So maybe benefits of it definitely that's great.
IF you have any specific scenarios or a student in particular
you can think of?
The mouse can definitely be something that is frustrating the first go.
I will attest to the fact that I have used it with students
and given a second or third shot
they are able to see
how to kind of maneuver the mouse around
to write out the math that they are looking for
but I will agree that it can be
a frustrating moment for them to try to get over.
It's something that I would suggest exploring if you feel like
that's a feature that they can benefit from
and see how they do with maneuvering
either on their track pad or on their mouse pad as well.
So lastly for Google docs I would just like to show
from an existing graph X and Y plot tables.
So this is a big one that I've had commonly asked
from teachers and new users.
Either they've seen a colleague use it,
or they've heard about it
but they just weren't sure exactly how to do it.
So if you launch your for creating a graph
and you scroll all the way down to the bottom
in the optional features
there is a text box to get points from your table.
So this is where I would take the expressions
that I had already created in my X
and Y table, I would highlight
and select all the values
not including my X and Y labels,
and once that information is highlighted I can tell g(Math)
to get the points from my table
and as you can see those have been inserted for me
and they are already formatted to appear as plots on my graph.
Now a few of the confusing features of functions
is that in the functions tab at the top there
is already some preloaded functions
and constant that we can see there.
So what we want to do is delete those
if they are not values
that you want to see on your graph,
and in this case I'm going to inset my linear expression
with was 2X+1
and then I'm going to simply preview that chart
and you can see the graph there
as my points have been plotted
as well as the line from my linear expression.
Now if I remove that expression from my function
and I re-preview my graph
you will simply just see the points plotted from my table
and you won't see the additional line put in there.
Again if I select where I'm going on my Google doc and insert
that math the chart will appear for you underneath my table.
So I would say pulling from especially
as a new user plots from a graph
or any values from a table are the easiest way to plot those X
and Y as a linear expression.
So next I'd like to jump over to Google forms and as I mentioned
before g(Math) does function
independently within each Google app
so you will need to repeat the steps of adding
on as well to your Google form.
Now I know some said that they had been using g(Math)
already to create different forms and quizes.
So as you can see here two different ways
that I find it the most useful is students
to input the expression or teachers
to input the expression in the question
as well as input the expression in the answer.
So to add a new question in the question box
we need to ask the students to solve for,
or even just solve
and then you will see the image populate beside.
This is how we are going to insert our math expression
so that it's attached to the question
that we are trying to ask our students.
So if I launch g(Math) for forms and I'm going to use it to create a math
which is one of the features that functions the best
and the most efficiently within Google forms
and then I will insert in my advanced tab.
So advanced tab is the key when working on Gouge forms.
And I can then choose for this example
a fraction to insert my values.
Now the image portion of Google forms
is key with the fact
that g(Math) inserts
as an image
into our doc or our form.
So what we actually need to do is highlight our image
and copy our image address,
and then heading back over to our form inserting
an image by url gives us the option
to insert that address that we copied
and then you can see there that the image
has populated as my fraction.
So that's again kind of our backdoor way
to still utilize g(Math)
in forms with the functionalities that it has right now.
And if I select for that to enter
you'll see it populate underneath the question
that I asked my students to solve.
If you insert it on its own and not as an image it will still insert
but you'll find that it separates the two
and one question is on its own
and then underneath a whole new question
will populate with your image or your expression.
So copying that image address is the exact same for entering
as I just showed as we would use for an answer.
It would just simply be the image
that you are adding in the answer key
as opposed to the question area.
Now the other little symbol
that's popping up on my Google form,
and if I click to preview my form especially
is this little blue symbol.
And every time I've been launching g(Math)
an ad for what's called Equatio
has been popping up on my sidebar and Equatio
is actually a new Chrome extension
that John McGowan our founder of g(Math)
has created in partnership with Text Help.
So a lot of the features--
I'm not going to go into it too much today.
It's just basically for a little introduction for you
to explore as you get more comfortable with g(Math).
When selecting on it to launch it launches
as a toolbar across the bottom
and it is then my choice to choose
how I'm going to work with my math,
or insert my written expression.
So the handwriting entry is something that we've been suing,
and with Equatio the handwriting
entry actually populates as math,
and we simply insert that math
and it populates on your form.
Now form did have or does have responses for forms
that you can launch but I know
that there's been a lot of issues
with inserting
that math and the fact that it inserts
as an image with a link,
and Equatio has really been created
as that extension to allow students
to respond in forms with ease.
It simply requires you to open the extension as you saw
and it always populates at the bottom of your page.
This can be beneficial
because it automatically organizes the math
that you've written or the thinking
that you've had going into those numbers
and that text which you can then insert onto your form.
It does populate as well from my little blue diamond in the top corner
as an extension on Google docs
and of course with technology
it's being finicky at the moment
so it would've populated the same way
that it populates on forms with the option
for you to insert that math as well
with any expressions that you have written.
And like Google Read and Write click
to turn on and click to turn off,
a common theme in the assistive tools
that they use as well.
The microphone does also allow for that speech input,
and once you are done your recording or expression
you can insert that math as well into your doc.
So just to wrap up I would like to say that thank you to all of you
who have joined me this evening
as well as all of those who have helped to put it on.
It has been a great experience for myself
and I would like the share that the knowledge
that I have shared with you this evening
is just what I have found successful with the students
that I have had the privilege to work with.
My hope was that after this evening you
just feel more confident
about exploring the functions of g(Math)
as well as some of the additional
add-ons such as Equatio
that are a little newer to the scene and the world of education.
So to rephrase again g(Math)
and Equatio are just two of the tools
that are out there for accessibility
and they both still require the mathematical knowledge
and understanding to be used
but they do play a key role in making
that communication accessible for all styles of learners.
I hope you are able to reflect on the information shared
and have some new ideas brewing for the world of digital math
and for our students with learning disabilities.
I would now like to turn things over
to Amy for any questions
that may have arised during the presentation
or just any further information
sharing that can take place this evening.
>> Hi, Kiersten, thank you so much again
for providing our participants with an opportunity
to deepen their understanding of g(Math).
Before we move on to the
Q&A part of today's webinar
I just wanted to let everyone know
that our friends at Technology Enabled Learning
Ontario TELO
have given us permission to share
these 10 great resources
that are up on my screen now with you.
So in the email sent after today's webinar
that contains a copy of today's slide deck
and a link to the feedback survey
we'll be sending you the resources
that are on this slide as well.
So a big thank you to our friends at TELO
for sharing this with you all today.
So now it's time for the Q&A part of today's webinar.
If you have any questions
you can type them into the chatbox
on your got webinar dashboard
and I will read your questions to Kiersten.
Please note that we'll only be answering questions
asked through got webinar and not through today's meet.
However if you do have a useful tip or comment
to share to expand on Kiersten's answer form
your own experience then please do share it
with the webinar participants using today's meet.
So Kiersten we've had a few questions come in while
you were doing your presentation.
So the first one I have is how can g(Math)
be used to support English language learners
or learners with LDs
who may have more limited vocabularies.
Just wondering if you have any thoughts on that one.
>> Definitely, so as I said before wrapping up, g(Math)
does still require the mathematical knowledge
but the visual components of the math writing tips
I feel can be very useful.
They're very use friendly and students
don't necessarily need to have the knowledge
of that vocabulary
if they're able to visually I guess I could say pick out
or recognize the expression or the math
that they're trying to create
by simply following those math writing tips
on your simple tab of g(Math)
students can hopefully recreate their thinking
if they're not able to say it
or if they're not quite sure
I guess the math to write it out r to pick it out
from one of the pre-existing operators
they can hopefully follow along visually through those pictures
that are at the bottom of that simple tab.
Great, thanks so much Kiersten.
I know that a couple of users
asked during the presentation in today's
meet about the voice feature and one question
that I saw come up was that does the voice
feature work better in advanced?
Just wondering if you can?
>> Yeah, absolutely. It is a feature that's available in the advanced tab
as well as the simple tab.
The advanced tab only difference
I wouldn't necessarily say it works better.
Students just have the option depending on the complexity
that they're creating they have the option to choose
from some of the pre-existing factors
or operators
that are there for them in the Latex text box
and then the speech to text feature,
they can choose to expand
on through voice recognition the expression
that they would like to insert.
So the advanced tab just allows you to create
I'm gonna go with more complexity of an expression.
The simple tab I would suggest
using to either my teachers, educators
or students who are just inserting
maybe at a basic math level
and if they want to jump to the advanced tab
they can put operators in there
and then expand on them through voice recognition
to make their expression longer or more complex.
Hopefully that kind of answers that question.
>> I think that was great but if anybody wants any clarification
please do submit your questions in the question box.
Our next question is from Christine and her question
is what if your board is only using Word
Q or Thought Q with the Google apps
as well as the speech recognition tool
and Google docs.
Is it operational with these?
>> Sorry Amy, I just need that question one more time.
>> Absolutely, what if your board is only using Word
Q, Thought Q with the Google apps
as well as the speech recognition tool
in Google docs.
Is it--so I'm assuming g(Math) --operational with these?
>> So g(Math) will be operational
as long as you're functioning on Google docs.
So it is simply a Google docs add-on.
So if your board is allowing those add-ons through Google docs
I know in the York Regional Schoolboard g(Math)
was approved this past school year,
but depending on the board that you are working
in the other option--
it would function as long as you're on Google docs.
The other option would be to explore the Equatio Chrome extension.
It doesn't have as many features as g(Math)
so it's a little bit more limited
but it's more user friendly
and as long as the students are on
Chrome you can access
that extension form the web store.
>> Okay, great. The next question is at what student age or grade level
would you suggest introducing g(Math)?
>> So this one I do get often and my response is generally always it
really depends on the student
that you are working with.
So some of the features of actually using g(Math)
can be a little tricky,
or seem a little bit more advanced
but there are features of g(Math)
like the simple math expressions or the handwriting entry
that are really accessible at any level
depending on a student's familiarity with the technology,
or the computer.
So I wouldn't necessarily say
there's an age to introduce it at,
or to n not introduce it at.
I think it's really on the learner that you're working with
and as long as they are introduced to it
and walked through it at a pace
that's individual to them
then I feel that any age level can really find
some uses out of the add-on as well as the extension.
>> Okay, next question, does Google provide online tutorials for educators
wanting to explore g(Math)?
>> They absolutely do. So you can find--there's also
a YouTube channel that's really great with tutorial videos for g(Math).
So that would be my first point of direction.
I would direct you to YouTube and try
and find their channel for text help
and explore some of those features of g(Math)
and how tos.
They walk you through a variety of the tools
and how to physically use them.
More of the application part would be your intake
as an educator or as a teacher.
>> Okay great, thanks, Kiersten.
>> Thank you.
>> Okay, last question.
What other free digital tools are available
to support students with LDs in math?
>> Off the top of my head I will say that there are lots.
I don't have a list in front of me as it is that large.
My everyday practices and uses
and being with Learn Style
we follow board software.
So my main every day uses are with g(Math)
with the new extension Equatio,
and then pulling in different aspects of Google Drawings.
But there are manipulative software
and apps as well that are available out there.
Maybe, Amy, it's something that I could provide a list to you
if you'd like to share that out with the other notes in a few weeks.
>> That would be fantastic, I think people would love to receive that.
>> Great.
>> Thanks, Kiersten.
All right, so that's all the time we have for today.
So we're gonna end our Q&A session at this time.
If anyone does think of any further questions
you can either email us at info@LDatschool.ca
or you can use our hashtag on twitter
#LDWebinar and we'll insure that your questions get answered.
And finally please join us
at LDatSchool's fourth annual educator's institute
which will be held on August 22nd and 23rd in Mississauga.
Public registration is now open and the last three years
have been a sell out so register now
while there's still space available.
Check out the LDatSchool website for information
on the program, registration,
and hotel accommodation.
On behalf of the LDatSchool team
I'd once again like to thank Kiersten
for her presentation
and thank you to all of our participants for joining us.
Please remember that we will be sending out presentation slides,
the KWC handout,
the resources from TELO,
a short survey
and as promised by Kiersten
some additional supports
for students with LDs for math
and they will be going out following today's webinar.
The feedback we get from the survey provides us
with important information for producing future webinars
so if you could please take a few moments of your time
to fill it out we would really appreciate it
and finally we will be sending out a link
to this recorded webinar in approximately three weeks.
Thank you again everyone for participating
and enjoy the rest of your day.
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