Before the synchronous sessions started, I sent students a survey to check whether they had headphones and printers at home to help me differentiate and accommodate students' tech needs. For the first synchronous lesson, students were introduced to online classroom guide, which explained what they needed to do before and during synchronous lessons. For instance, students who have headphones should wear them to avoid noise in background. Students can install Google Meet Grid view if they would like to see everyone in Google Meet; however, when I am presenting my screen, students should turn off their Grid View and pin on my screen so that they can see my shared screen clearly. Additionally, students were introduced to useful language for remote learning so that the classes could stay in the target language. 

During the remote learning phase, the structure of my classes was clear and remained similar to regular classes, which gave students a sense of normalcy. Each class started with a Do Now activity, which had been uploaded onto its Google classroom before a class started. Then it was followed by a mini-lesson and other activities. Students had one or two five-minute breaks each class. I used the full 70 minutes for each class; however, because of the combination of different activities and breaks, students were able to stay engaged. I also gave students clear instructions so they understood what they were expected to do. 

Going over PowerPoints during mini-lessons could be challenging even when it was discussion based. I plan to break the mini-lessons into smaller parts and make it more interactive in the future. I would also like to explore and add more students to students interactions. 

Key words: Padlet, Quizlet Live, Quizizz, Google forms, Kahoot, Jeopardy, Peardeck, Edpuzzle, Voicethread, Bookcreator

Padlet was mainly used for Do Now assignments in my classes. I gave students a discussion topic and asked students to type down their responses on Padlet and then asked volunteers to share their answers. In this way, each student could participate. 

Quizlet Live was used to help students review vocabulary. Quizizz, Kahoot, and Google forms were used as class activities to assess how well students learned the new materials and to identify which areas they needed to work on. I also used Google form for Do Now activities. For example, I inserted a Youtube video in a Google form and asked students to answer several questions after watching the video. What I really like about these platforms are I can see students' answers immediately so that I can adjust the lessons and students can get immediate feedback. 

Peardeck is a Google Slides Add-on. It can make your PowerPoints interactive. 

Jeopardy is not easy to play during remote learning; however, it is doable. In addition to the main Google Meet room, I also created breakout rooms so that each group can discuss their own answers separately. 

Edpuzzle is a great EdTech for creating listening materials. When I find a great video that I would like students to watch on their own and to answer the questions based on the video, I use Edpuzzle. 

Voicethread is a great platform for speaking practice. You can also use it for speaking assessments. 

Bookcreator is a wonderful platform for students to create their own e-books. For the final assessment, I asked my students to create their own e-books and then I shared them with the school community. Students in the future can read those stories as well.