December 2014—Page 1
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Developing Effective Speaking and Listening Skills for Students with Disabilities Goals and Outcomes
Overarching Objectives of the December 2014 Network Team Institute
Teachers will be able to
o Identify and plan to implement effective discussion practices. o Scaffold speaking and listening instruction for students with disabilities. o Identify the primary design considerations when creating curriculum from scratch.
Leaders will be able to o Identify effective discussions and provide focused feedback to help teachers improve speaking and listening instruction. o Identify the primary design considerations when creating curriculum from scratch. o Provide focused feedback to help teachers improve their instruction.
High-Level Purpose of this Session
The purpose of this session is lead participants to view listening and speaking as skills and habits of academic learning that need to be taught,
practiced, and supported.
New York State Common Core
December 2014—Page 2
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Related Learning Experiences
Speaking and Listening Instruction: Identifying and Using Effective Approaches to Facilitating Classroom Discussions.
Key Points
Speaking and listening is a double edged sword for students with disabilities; that is-
o Students often struggle with speaking (verbal expression deficits) and/or listening (language processing) so teachers must design
instruction to scaffold skill development and provide supports and workarounds as students’ skills develop.
o Used effectively, speaking and listening develop students’ critical thinking skills which support reading and writing skills.
Universal Desgin for Learning provides teachers a framework and guidance to develop appropriate supports and strategies for listening and
speaking.
Listening and speaking are skills and habits that must be taught, planned for and practiced, just like reading and writing. For students with
disabilities, teachers should consider adapting lessons to include diverse and rich opportunities for listening and speaking to support ciritcal
thinking.
Session Outcomes
What do we want participants to be able to do as a result of this session? How will we know that they are able to do this?
Identify the skills and habits that are valued within the Common Core Speaking and Listening Standards
Identifiy potential listening and speaking barriers and develop solutions for students with disabilities
Leverage listening and speaking to scaffold critical thinking and reading and writing skills for students with disabilites
Plan and integrate listening and speaking scaffolds into their instructional practices to support students with disabilities
Complete Activity 1-Identifying the Speaking and Listening Skills and Habits in the CCSL standards
Complete Activity 2- Identifying Listening and Speaking as Scaffolds for Reading and Writing
Complete Practice Activities-3- RASA Listening Protocol and 4-Tool for Building Academic Conversations
Complete Application Questions for 10.2.3 Lesson 1and complete 3-2-1 Activity
New York State Common Core
December 2014—Page 3
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Session Overview
Section Time Overview Prepared Resources Facilitator
Preparation
Introduction 5 min Participants are introducted to the
objectives and the agenda for the
session.
PowerPoint
What Skills and Habits are Valued in the Speaking & Listening Standards?
10 min Particpants go through a 4 step
process to examine the CCR
anchor standards and the
Speaking and Listening Standards
to find the valued speaking and
listening skills and habits.
PowerPoint
CCR Anchor Standards
Speaking & Listening Standards-
grades 9-10 and 11-12
Activity 1: Skills and Habits
Activity
Position mic
runners at
various spots
around the
room for report
out.
What are Potential Barriers
& Possible Solutions?
20 min Participants are led through a
discussion process to identify: a)
when listening and speaking are
scaffolds for reading and writing b)
profiles of students with receptive
and expressive language deficits
c) Universal Design for Learning
as a Framework to address
strategies and solutions.
PowerPoint
Activity 2: Listening and
Speaking as Scaffolds for
Reading and Writing
UDL Framework and Principles
Position mic
runners at
various spots
around the
room for report
out.
New York State Common Core
December 2014—Page 4
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How Can I Teach &
Scaffold Student Listening
Skills and Habits?
25 min Participants are provided and
discuss listening scaffolds and a
listening protocol. Afterwards,
participants analyze and apply
listening scaffolds to 10.2.3
Lesson 1.
PowerPoint
Lesson 10.2.3 Lesson 1, The
Preamble and Articles 1-10 of the
Universal Declaration of Human
Rights
Activity 3: RASA Protocol
10.2.3 Lesson 1. Listening
Application Questions
Position mic
runners at
various spots
around the
room for report
out.
How Can I Teach &
Scaffold Student Speaking
Skills and Habits?
25 min Participants are provided and
discuss speaking scaffolds and a
scaffolding tool. Afterwards,
participants analyze and apply
listening scaffolds to 10.2.3
Lesson 1.
PowerPoint
Video link-The 30 Articles of
Human Rights
https://www.youtube.com/watch?
v=36CUlaqmFi4
Video Link-Teaching Channel,
Literary Analysis through
Interactive Stations,
https://www.teachingchannel.org/
videos/increase-engagement-
and-understanding
Activity 4: Tool for Building
Academic Conversations
10.2.3 Lesson 1. Speaking
Application Questions
Position mic
runners at
various spots
around the
room for report
out.
New York State Common Core
December 2014—Page 5
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Reflection and Closing 5 min Participants complete a 3-2-1
exercise to consolidate and apply
what they have learned.
PowerPoint Position mic
runners at
various spots
around the
room for report
out.
90 min Total for this session
New York State Common Core
December 2014—Page 6
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Session Roadmap
Section: Introduction
In this section, you will be introducted to the objectives and the agenda
for the session.
Materials used include: PowerPoint
Slide Time Picture Script/Activity Directions
1 0 min
Introduce yourself.
New York State Common Core
December 2014—Page 7
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Slide Time Picture Script/Activity Directions
2 1 min
Review the session objectives.
3 1 min
Review the visual organizer for the session and point out that you are in
the introductory session.
New York State Common Core
December 2014—Page 8
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Slide Time Picture Script/Activity Directions
4 3 min
Ask participants to discuss with their shoulder partners what we mean by
“listening” and “speaking”? Ask a couple participants to share out their
responses.
Total
time:
5 min
New York State Common Core
December 2014—Page 9
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Section: What Skills and Habits are Valued in the Speaking & Listening Standards?
In this section, you will go through a 4 step process to examine the
CCR anchor standards and the Speaking and Listening Standards to
find the valued speaking and listening skills and habits.
Materials used include: PowerPoint, CCR Anchor Standards, 9-10 and 11-
12 Speaking and Listening Standards, Activity 1: Skills and Habits Activity
Slide Time Picture Script/Activity Directions
5 1 min
Sharing the visual for the PowerPoint, point out we are progressing to the
next section.
New York State Common Core
December 2014—Page 10
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Slide Time Picture Script/Activity Directions
6 9 min
Have participants refer to their packet and Activity 1. Explain the activity.
Have participants work in triads to complete the acitivty. Have teams share
out.
Total
time:
10
min
New York State Common Core
December 2014—Page 11
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Section: What are Potential Barriers & Possible Solutions?
In this section, you are led through a discussion process to identify:
a) when listening and speaking are scaffolds for reading and writing
b) profiles of students with receptive and expressive language
deficits c) Universal Design for Learning as a Framework to address
strategies and solutions.
Materials used include: PowerPoint, Activitiy 2: Listening and Speaking as
Scaffolds for Reading and Writing, UDL Frameworks and Principles
Slide Time Picture Script/Activity Directions
7 1 min
Sharing the visual for the PowerPoint, point out we are progressing to the
next section.
New York State Common Core
December 2014—Page 12
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Slide Time Picture Script/Activity Directions
8 1 min
Lead participants through considering that speaking and listening are not
disconnected skills from reading and writing. So we need to consider the
intersections of all skills and how they relate to each other.
9 1 min
Briefly lead participants through the chart regarding the signs of listening
and speaking disabilities.
New York State Common Core
December 2014—Page 13
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Slide Time Picture Script/Activity Directions
10 2 min
Speaking and listening can be a double edged sword for students with
disabilities. Let’s consider how this is so.
Auditory processing weaknesses manifested as delays, vocabulary deficits
and dificulty in language processing are for many students with disabilities
a single or a complex cluster of challenges that they bring to academic
settings. These difficulites are often referred to as receptive langauge
disorders.
Likewise, students with disabilties can experience difficulty with expressive
language, also known as an expressive language disorder.Students with
expressive language disorders may understand what is said to them or
written in passages, but they have substantial difficulty communicating.
They have difficulty with language processing and the connection between
words and ideas they represent.
Students with disabilities can experience both types of disabling features to
varying degrees or they may more difficuly with one or the other. The point
is, both can present as potential barriers without careful consideration and
instructional design by teachers.
But let’s also consider this, for students with disabilities, listening and
speaking can potentially scaffold critical thinking, and can support improved
reading and writing. Through listening and thinking you are providing meta-
cognitive support and insight to the internal processing of critical thinking.
The idea that you learn to read and get better by reading also applies to
speaking and listening-through providing increased and purposeful
New York State Common Core
December 2014—Page 14
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Slide Time Picture Script/Activity Directions
scaffolded oppportunities to listen and speak, students with disabilities can
improve their critical thinking skills and improve their skills in these
speaking and listening AND this will have a direct positive impact on their
reading and writing skills.
Consequently, speaking and listening is a double edged sword.
Discuss this concept with your table team and your thoughts on this
statement and your reasoning.
11 7 min
Prepare participants to complete Activity 2. Independently generate and
list ways that listening and speaking can be a means to scaffold student
skill critical thinking, reading and writing skills development. Next, as a
group generate a master list. Be prepared to share.
New York State Common Core
December 2014—Page 15
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Slide Time Picture Script/Activity Directions
12 8 min
Introduce the UDL Framework to Participants. Universal Design for
Learning is a set of principles for curriculum development that give all
individuals equal opportunities to learn. UDL provides a blueprint for
creating instructional goals, methods, materials, and assessments that
work for everyone--not a single, one-size-fits-all solution but rather flexible
approaches that can be customized and adjusted for individual needs.
UDL is necessary because individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:
The Affective Network (Multiple Means of Engagement)-How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. (The Why of Learning)
The Recognition Network (Multiple Means of Representation)-How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. (The What of Learning)
The Strategic Network (Multiple Means of Action and Expression)-Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. (The How of Learning)
New York State Common Core
December 2014—Page 16
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Slide Time Picture Script/Activity Directions
Ask pairs to discuss how this information matches what they think about teaching and supporting all students.
Remind teachers: UDL is a powerful framework for addressing the entire
range of diversity in their classrooms. However, it is not a substitute for
understanding and addressing the individual needs of students with IEPs.
Be proactive and consult, collaborate, and plan with students’ special
education teachers. This is really important, especially for students with
more significant needs since IEP goals and accommodations must be
addressed. Special education teachers can support general education
teachers’ thinking about meeting students’ unique learning needs.
Total
time:
20
min
New York State Common Core
December 2014—Page 17
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Section: How Can I Teach & Scaffold Student Listening Skills and Habits?
In this section, you are provided and discuss listening scaffolds and a
listening protocol. Afterwards, you will analyze and apply listening
scaffolds to 10.2.3 Lesson 1.
Materials used include: PowerPoint, , 10.2.3 Lesson 1, Preamble and the
Universal Declaration of Human Rights, RASA Protocol, 10.2.3 Lesson 1
Listening Application Questions.
Slide Time Picture Script/Activity Directions
13 0 min
Sharing the visual for the PowerPoint, point out we are progressing to the
next section.
New York State Common Core
December 2014—Page 18
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Slide Time Picture Script/Activity Directions
14 10 min
Before sharing the following with participants, remind them that although
we have addressed this before, we need to be continually aware of the
point where a scaffold or support approaches lowering the bar or changing
the target for students. We TEMPORARILY scaffold, with the goal of
students’ independently mastering the learning target.
1. Engage students’ metacognitive skills
have them define and describe “good listening” Just as you
did in the last exercise, you are OVERT and apparent what
“good listeners” already know. You are making the
individual cognitive process a social collaborative process
in order to support their understanding and skill
development-you are SCAFFOLDING learning.
have them listen with a purpose. This refines the purpose,
reduces the cognitive load and allows them to focus their
limited cognitive reserve on what is important. This is a
scaffolded approach to improving their listening skills.
2. For deeper thinking and quality responses, provide students time
to think or “consolidate.”
This provides every student the message—you are
expected to think and be prepared to respond, which when
we quickly call on students, you let all others “off the
listening/thinking hook.”
This can support students’ need for time to think. Discuss
New York State Common Core
December 2014—Page 19
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Slide Time Picture Script/Activity Directions
the need for proccessing time to understand the
statement/question and then the time to develop and
organize one’s thoughts.
Processing can be scaffolded by pair mini-discussions.
Another scaffold can be a visual framework to organize
their response. Give an example.
3. Provide varied and multiple listening practice opportunities.
More opportunities to engage and practice is very
important. Like any skill that you want to support, you must
have practice time.
Pair and triads are preferred groupings and provides the
support students need to a) feel supported before
sharing/interacting in a larger group b) it provides more
opportunities for practice.
Consider FIRST scaffolding student skills with
materials/media that can engage all students so that the
focus can be on the skill development and the cognitive
load is reduced for materials/content that can feel too
challenging. Remember, you are trying to build skills and
habits and in order to do so, you must provide
media/content that could potentially be a barrier. For
example, show a visual that engages thinking on the topic,
New York State Common Core
December 2014—Page 20
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Slide Time Picture Script/Activity Directions
4. Provide visual and auditory representations (multiple means of
engagement, multiple means of representation, Auditory-Masterful
reading. We’ll hear a demonstration of this)
5. Scaffold the development of active listening skills, through tools
such as RASA. Explain how RASA overtly addresses discrete
characteristics of listening.
6. Your practices and strategies? Where do they fit in the UDL
Framework?
15 1 min
Share part of the brief audio clip of Eleanor Roosevelt reading the
Preamble and first 10 articles. Ask participants how adidtional visual
supports can support students with this masterful reading. (e.g.,
vocabluary list with definitions)
New York State Common Core
December 2014—Page 21
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Slide Time Picture Script/Activity Directions
16 4 min
Have students take out the RASA handout. Explain what RASA stands for
and its aim to support students to develop effective listening skills. Explain
the two parts. Part one can be used as a scoring card and to provide
feedback to students regarding their demonstrating of the essential
indicators of effective listening. For example, teachers can assign a
discussion activity to pairs and move throughout the room and note how
each individual student is using these moves. (Students can have the
same on their desks as a reminder of the moves.) Another way to use this
tool is to have students use it to observe other students, and note the
moves of other students. FEEDBACK is important. Another is practice with
pair-partners. The first pair implements the practice, the second pair just
observes, take notes on the RASA protocol and provides feedback to the
first pair. Another support could be to video tape students pairs and use
the video clip and this feedback together. Ask participants to discuss
variations on these suggestions or additional ideas.
Explain the second part. The RASA student cards are scaffolds to guide
student as they respond to their partner-to summarize to check for
understanding, to ask for clarification and to ask for elaboration. Again, by
providing these sentence starters, it provides support to students to focus
their listening. A variation is to provide each students with only one strip
(see where you’d cut), and have them focus on only one type of feedback.
Ask participants to discuss variations on these suggestions or additional
ideas.
New York State Common Core
December 2014—Page 22
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Slide Time Picture Script/Activity Directions
In summary, RASA provides students who have receptive language
processing difficulties with 1-overt cues to the characteristics of effective
listening, 2-a mechanism to practice and to get feedback and 3- a visual
reference support.
17 5 min
Prepare participants to complete the following activity as PAIRS. Read
through the 10.2.3 Lesson 1 and have them conduct the following. As
pairs, annotate:
where students are engaged in the lesson in listening and
speaking
supports built into the lesson for listening and speaking
potential barriers for students with disabilities around
listening and/or speaking
where additional listening and speaking could scaffold other
parts of the lesson (Consider recommendations on slide
11)
New York State Common Core
December 2014—Page 23
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Slide Time Picture Script/Activity Directions
18 5 min
Prepare participants by reviewing the activity. Have them work as table
teams to complete this activity. Afterwards, go through each bullet and
have them share out with the larger group.
• You are adapting this lesson for your class. Which
recommendations would you implement in this lesson to support
listening skill development for your students with disabilities?
(Consider the UDL Framework and recommendations on slide 14-
16)
• Which listening scaffolds would you implement to enhance other
skill development for your students with disabilities? (Consider
your ideas on slide 11)
Total
time: 25 min
New York State Common Core
December 2014—Page 24
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Section: How Can I Teach & Support Student Speaking Skills and Habits?
In this section, you are provided and discuss speaking scaffolds and
a scaffolding tool. Afterwards you analyze and apply listening
scaffolds to 10.2.3 Lesson 1.
Materials used include: PowerPoint, Video link- the 30 Articles of Human
Rights https://www.youtube.com/watch?v=36CUIagmFi4 , Video link-
Teaching Channel Literacy Analysis through Interactive Stations
https://www.teachingchannel.org/videos/increase-engagement-and-
understanding , Activity 4-Tool for Building Academic Conversations, 10.2.3
Lesson 1 Speaking Application Questions
Slide Time Picture Script/Activity Directions
19 0 min
Sharing the visual for the PowerPoint, point out we are progressing to the
next section.
New York State Common Core
December 2014—Page 25
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Slide Time Picture Script/Activity Directions
20 5 min
Before sharing the following with participants, remind them that although
we have addressed this before, we need to be continually aware of the
point where a scaffold or support approaches lowering the bar or changing
the target for students. We TEMPORARILY scaffold, with the goal of
students’ independently mastering the learning target.
1. Provide varied and multiple practice opportunities, including multiple
means of action and expression . (Knovio, Telligami, website-
exploratree.org)
o “Speed dating” analogy, switching to new discussion
partners every minute with the goal of improving their
response each time with more clarity/detail.
2. Ensure/Build in equitable opportunities for participation.
Build in think response time, use equity sticks or app (share
app)
3. Provide “safe” opportunities for participation that will lead to
engagement and greater participation.
Pairs, small group
4. Scaffold the development of building academic discussion, through
tools such as the Tool for Building Academic Conversations.
5. Incorporate multiple means of action and expression to support
developing critical thinking skills and support reading and writing
skills. We’ll look at how one teacher did this using mutiple verbal
and non-verbal ways for students to think, express, and clarify their
thoughts.
New York State Common Core
December 2014—Page 26
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Slide Time Picture Script/Activity Directions
21 5 min
Have participants refer to the Tool for Building Academic Conversations.
Discuss the tool and how it supports speaking skills, focusing on the visual
symbol that represent the conversation move. Point out questions frames
and sentence starters could be used by both teachers and students.
Students could be provided a visual symbol prior to small group
discussion and they are responsible for using that conversation
move in the discussion. This reduces their cognitive load and
supports their listening skill development.
Using this provides developing a common language for
conversation moves and supports academic discussion using these
terms.
You can use this a a prediscussion tool and as an exercise have
students match moves,visual symbols, sentence starters and
question frames.
Focus on one or two moves at a time.
Query participant ideas.
New York State Common Core
December 2014—Page 27
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Slide Time Picture Script/Activity Directions
22 5 min
Literary Analysis through Interactive Stations
In six groups, students will spend five minutes at each of the three stations,
and then rotate and repeat until each student has completed each of the
three station assignments. Stations are as follows:
• Wall of Silence. Students will each contribute one quote from the
text to a large paper hanging on the wall. Quotes will be related to
“silence,” and students will have them prepared from a prior activity.
Each student will then respond to at least one of the other quotes
by asking a question, making a connection, or simply writing their
thoughts.
• Power Tableau. As a group, students will come up with a way to
represent the dynamics of power and silence in “No Name Woman”
by embodying them in a frozen, silent tableau.
• Circle Discussion. Students will be seated in a circle. Each will have
a sheet for notes. They will respond to the question “How would ‘No
Name Woman’ be different if characters were more open with each
other?
New York State Common Core
December 2014—Page 28
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Slide Time Picture Script/Activity Directions
23 5 min
Participants will view this video of how a teacher uses varied activities to
support student discussion and critical thinking. Show TC video clip,
Literary Analysis through Interactive Stations.
New York State Common Core
December 2014—Page 29
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Slide Time Picture Script/Activity Directions
24 5 min
• Again, you are adapting this lesson for your class. Using the UDL
framework and referring to slides 20-23, which recommendations
would you implement in this lesson to support speaking skill
development for your students with disabilities?
• Which speaking scaffolds would you implement to enhance other
skill development for your students with disabilities? (consider
ideas from slide 11)?
Total
time:
25
min
New York State Common Core
December 2014—Page 30
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Section: Reflection and Closing
In this section, you will complete a 3-2-1 exercise to consolidate and
apply what you have learned.
Materials used include: PowerPoint
Slide Time Picture Script/Activity Directions
25 0 min
Sharing the visual for the PowerPoint, point out we are progressing to the
next section.
New York State Common Core
December 2014—Page 31
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Slide Time Picture Script/Activity Directions
26 5 min
Explain and have participants complete the 3-2-1 activity and share out in
large group.
Total
time: 5 min
Turnkey Materials Provided
PowerPoint
CCR Anchor Standards
Speaking & Listening Standards-grades 9-10 and 11-12
Activity 1: Skills and Habits Activity
Handout-(chart) Universal Design for Learning Principles
New York State Common Core
December 2014—Page 32
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Activities 2: Listening and Speaking as Scaffolds for Reading and Writing
10.2.3 Lesson 1, The Preamble and Articles 1-10 of the Universal Declaration of Human Rights
Activity 3: RASA Protocol
Activity 4: Tool for Building Academic Conversations
Video link-The 30 Articles of Human Rights https://www.youtube.com/watch?v=36CUlaqmFi4
Video Link-Teaching Channel, Literary Analysis through Interactive Stations, https://www.teachingchannel.org/videos/increase-engagement-
and-understanding