A Year and a Half Later

Every once and a while, an opportunity comes along and you're not sure if it is right for you, and, in all honesty, the thought of what you are about to become involved in may be intimidating and a little bit scary.  But I have a philosophy in life that I have taken from the title of a favourite book..." If you want to walk on water, you have to get out of the boat".

About a year and a half ago, I was asked to join a TLLP where we would use technology to take our FSL students beyond the classroom walls.  I was not on social media.  I did not own or use an iPad.  Google Suite was still very new.  My phone - very basic- was for emergencies only.  And so I did the only thing that I could do... I agreed to become a member of what would become a very special group of people.

I took the necessary baby steps.  I learned the technology and many different possible apps and programmes that could be used to enhance learning and engage my students.  I got a Twitter account.  I took risks in planning activities with other teachers in the TLLP and Google Hangouts for real time interactions.  We all won, and it paid huge dividends for my FSL students.  For me, the technology was just a tool to access what I wanted for my French students, the opportunity to interact authentically with others, to increase their confidence and skills and to realize that there was a purpose for their learning French.

As we had opportunities to share our learning through a variety of venues as a TLLP team, it was exciting to see the interest and the desire of others to take risks, and so I was able to hook up with colleagues outside of the group and my Board.  The reaction after their first hangout was always the same..."That was awesome!  My students loved it! I watched their confidence grow as we were talking together."  The exact feelings that I and my students had after our first hangout.  And then came the inevitable ... "When is our next one?"

Personally, I have found that starting simple interactions in the earliest grades (Core French begins in grade 4 in my Board) through simple number games, Battleship and guessing games gave my students the opportunities to use French in simple repeated patterns that built confidence.  They also heard different simple phrasing, so these activities expanded their vocabulary.

But my older students wanted and needed a push to test their conversational skills and to develop their interactive listening and speaking strategies.  So, for the past two years, I have had my grade 8's involved in video penpals and, this year, my 7's were matched up with another class.  The growth of the abilities for many of them has been exciting to witness.  For the most part, I have received very positive feedback from my students who felt that this opportunity gave them confidence and a real chance to see what their abilities are.  (My IEP students who needed some support would come in at recess to complete their taping with me.)  Here is some of their feedback:

"I really enjoyed it. It was fun speaking to someone in another city.  It made me learn to ask questions better."
"I did find it cool that someone somewhere else understood what I was saying. I used my knowledge that I learned in the classroom in a real world scenario."
"It helped me with being able to expand on conversations and for justifying my opinions."
"I do not like to talk in front of the class, so I rarely do so.  This gave me a chance to just talk to one of my peers with no one watching me or listening to me except for my peer and Madame. I definitely believe that it helped me practise and become more confident in talking.  Thank you for this activity."

While I am thrilled with everything that we have been doing and witnessing the positive reactions from my students, I was always searching for the next goal for myself and my students. So my next question was "What if we were to collaborate with another class on an area of study together instead of doing simple games?"  So I did a co-writing activity with another class.  Then I found a colleague who was willing to switch things around in her classroom and do a unit on animals.  (Thanks, Kayla!)  After our grade 4's had finished the learning, we did an activity where the students had to ask questions about the animal's attributes to determine the other class' animal.  It was great, but I wanted more.

This year, my students have asked me if we are having hangouts.  We have done some.  Too often, though, I have had to reply that I could not find a teacher that was teaching the same unit of study so we could collaborate and do some interactive projects together. A couple that were planned fell through.  I want to move past simple games.  I want my students to have to use more than a few rote sentences.  So I started to imagine teachers who purposely, intentionally, collaborated and designed a unit of study together with the end goal in mind of both an oral (listening and speaking) and a written (reading and writing) "penpal" component.  Would that make a difference?

It just so happened that this February, my grade 8 video penpal teacher, my mentee and I were meeting (I was able to bring them into the extended TLLP this year) and discovered that we were all doing the Olympics.  I put forth my idea.  We eagerly set dates to do an oral and written task.  Our oral task was for each class to research and get information on a male and female Canadian Olympian.  Then in our hangout, we would ask questions of each other and obtain the information for each other's chosen Olympians.  Each student had a recording sheet to write down the given information.

After every activity, I always have a debriefing session. I had not mentioned to my grade 6 students my idea for purposely planning for interacting, but they instantly confirmed that I was on the right track with this first piece of feedback given: "I felt like I was in a real conversation today.  I had to think and not just repeat two or three words."  The rest of the students were quick to give agreement.

Our writing part involved grouping students from both classes into different meetings on Today's Meet (which unfortunately will no longer be available after June 16), asking and responding to questions about the Olympics, favourite athletes and sports they liked.  Suddenly I spotted them adding their reasoning for why they liked something or not.  Upon debriefing, their reaction was the same.

After that experience, we three teachers decided that this is the route that we want to take, intentionally planning together so our students can interact.  We have already made plans to get together this summer.

So where to from here?  I am reaching for that next level in the game before retirement.  With the support of my two colleagues, we are inviting other Core French teachers from our Board to join us.  New teachers, experienced teachers.  Technology savvy or newbie.  We are planning a meeting to share our ideas and a website that we have developed so teachers may sign up for a topic that they are interested in teaching, for which grade and approximate time of the school year.  It is our hope that another teacher also interested in exploring that topic will see the request and team up with that teacher.

Who knows where this can take our programming and the confidence for ourselves and our students to speak French outside the classroom walls.  But first we must be willing to put one leg over the edge of the boat... 

Live Written Interaction Platforms

Depending on the readiness of your students, there are different platforms you can use to have live written chats. Check out 3 different risk level activities to try with your students!

1. Low-Risk - Seesaw: The Learning Journal

This is a great place to begin when having live chat written interactions. Whether you are using the BLOG feature of Seesaw or you have joined two classes into the same Seesaw class, this space can be moderated.  Before extending invitations to classrooms outside of your school, you can also place students in small groups from one class in order for students to practice writing interactively. This is a great time to introduce the @ symbol in written conversation in order to respond to a question or ask a question to a specific person.

Be sure to enable 'new items require approval' in your classroom settings.  This will allow teachers to approve all comments before becoming visible to other students, avoiding inappropriate posts.


2. Medium-Risk: Today's Meet

If you haven't heard of it, check out Today's Meet! This is a great platform to use with students since chat rooms are accessible by a specific URL. When you create your free account, you will be able to create multiple rooms and assign a chat room to specific students.  With an account, you will also be able to print out a transcript.

Share the URL with another class and have a live chat at a designated time! Posts are not moderated, however as the administrator of the chat room, you will be able to delete posts after the fact.

I really like this platform, since it gives the sense of a real chat, however, students are posting in a protected forum.


3. High-Risk: Twitter

Since Twitter is live on the web, it is the highest risk platform, however it can be one of the most rewarding.  Create a specific hashtag and tweet out questions around a specific topic ahead of time, and you can have a live chat! The possibilities are endless as to who will join your conversation.

Ideas for Live Written Interaction Chats:

1. General introductions and follow up questions.
2. Share a music video/song with accompanying discussion questions.
3. Post a question to find out about different cultures around the world.

Can you think of anymore ideas on what to live chat about? Post your ideas in the comments below!

Writing Authentically Beyond the Walls of the Classroom

There are so many great ways to integrate technology into our teaching to motivate our students to communicate authentically and to interact with students beyond the walls of our classroom. While participating in this TLLP project, I wondered about opportunities for our students to authentically read and write to students outside of the walls of the classroom.

Immediately, I thought about authentic 'can-do' statements that I wanted to focus on and design tasks.

• I can introduce myself.
• I can talk about my preferences.
• I can ask and answer simple questions.

The next step, was to choose a technology platform. I had been using Seesaw: The Learning Journal, for quite some time, so I decided to use this platform to connect with a different class in a different school. I called up a friend who was also a Core French teacher in a different school to see if she wanted to tackle my idea together. She immediately saw my vision and we were both very excited at the possibililites for our students to authentically communicate with each other.

We created a classroom called "On Gazouille" for both of our grade 7/8 students and "Parlons Ensemble"for our grade 5/6 students.  We then added our students into each Seesaw classroom.

Now we had around 50 students in each class. We had the settings set so that students could see each other's posts as well comment. One of the many great things about Seesaw is that students can leave written comments as well as oral comments to each other's posts.

Different Authentic Written Activities:

1. In the beginning, students had to post an simple introduction of themselves. Once they posted, students had to read each other's posts and leave follow up questions, which they would then answer in return.

2. My students really liked movies, so I decided to create a Movie Bracket similar to a March Madness Bracket. Together with my students, we chose 16 movies that they enjoyed watching. Every period, we would post two movies using Pic Collage. Students had to state which movie they would prefer watching and why. The next day, students had to read the responses and tally the responses. The winner of the Movie Battle would move to the next round.

3. Since the Movie bracket was so popular, we decided to do a similar activity comparingFrench music. Again, every period, two songs were posted by a variety of Francophone artists. As a class, we would listen to the two songs and students had to state which song they liked and why. Students then had over 50 authentic written samples to read!

4. School Tour. As an introduction activity, our grade 5/6 students wanted to give the other class a tour of our school. Students had a choice of what media they wanted to use, however, most students chose iMovie or Shadow Puppet. Students created a school tour and labelled common areas they wanted to share (la gymnase, le bureau, la classe, le carrefour d'apprentissage, etc). Not only did this reinforce vocabulary, students had fun going around the school creating their tour.

5. Our grade 5/6 students explored giving and listening to directions using maps. First, we choose a common map that both of our classes would reference during this activity.  I would suggest using a map of your school, the map of your community, Google maps of a Francophone area or creating a map using Minecraft. Students wrote directions of how to get from Point A to Point B, without writing the name of the destination. Clues were left for the other students to read. Students then had to leave the answer of the clue for the original author to verify at a later time. Not only did students complete this task in writing, they also left oral instructions for students to listen.


6. Leading into the summer, our students engaged in answering Would You Rather statements. Students brainstormed pictures of activities they were looking forward to doing over the summer. Using Pic Collage, they created Would You Rather questions for each other. Following the same pattern, students would state their preference giving a reason why. At this point in the year, students were able to give at least two reasons and looked forward to the responses they would get from the other school.

Moving Forward

I do look forward to continuing using Seesaw to authentically communicate beyond the walls of the classroom. Looking into this coming year, rather than just partner with 1 other school, I look forward to using the BLOG feature of Seesaw to communicate with more schools.

Stay tuned...check out Twitter and following me @CorrieJP for links to authentic writing provocations. I hope to interact with your students this year!

Friendly Conversations with Videopals

While taking my students outside the walls through Hangouts and various games/activities, I was really searching for more of a spontaneous opportunity for my grade 8 students, expanding their abilities to use listening and speaking strategies, being able to carry on a conversation, and voice opinions, thus meeting curriculum expectations and challenging them.  Corrie DeNure had talked about video penpals and organizing the files in Google.

I investigated this further and thought that I would like to pursue this with my grade 8s.  In January, I met up with Kayla Myers and we embarked on this adventure together; however, because she is at a smaller school, she needed to include her 8s, 7s and some of her 6’s. We each sent home letters to parents to make them aware of the project.  (Kayla was required to get more concrete permission.)  In my Google Drive, I set up folders for each one of my students which I shared with Kayla.  She shared each folder with a different one of her students.  We chose not to match the students according to ability, but rather, we randomly paired them.  This first set of folders was used to put in the students recorded conversations to which the 4 of us (2 teachers and the set of paired students) had access.  A second set of folders was created for each student and was shared only between the teacher and that student.  It was in this folder that metacognition reflections and grading rubrics/feedback pages were shared.

For the rubric, we modified the open rubric that Jen Aston had designed for the Box of Lies. As well, we designed a metacognition page for the students to use to reflect on their growth.  These two pages along with the assignment were outlined and questions were answered, and we were off.  We would alternate weeks on listening and sending messages.

Students had the choice of doing either a video recording or just a voice recording which were completed on iPads (Voice Record Pro was used for voice only).  Students were not allowed to write out a script.  The recording was then viewed by the teacher and put into the appropriate folder.  After recording, students completed their metacognition and then the teacher marked the recording and metacognition using the rubric, giving feedback, and then putting it in the second folder for the student.

My students went first.  Many of them recorded their name and asked what their videopal’s name was and that was it - a 10 sec message.  We had a discussion on what a conversation was.  We brainstormed topics that they knew vocabulary for and could talk about.  I put these on wheels on the Smartboard and for the next two weeks, we started class with spinning a wheel, having a large group conversation on that topic, then the students partnered and then we discussed needed vocabulary.  For the most part, the conversations started to lengthen but students still struggled with their perception of fluency.  So Kayla and I made videos for each other and played them for our students as models.  Students heard pauses and corrections, and when asked how we remembered everything, I showed my students how I used a piece of paper to write down keywords and used some codes as reminders for what was said or asked so I could respond.  Many of my students went on to use this strategy for future recordings.

Students worked on this assignment for 4 months.  By the end of the time, most students were recording messages over a minute in length, and some over a minute and a half.  The use of strategies had grown, and they were making more connections to each other’s ideas and opinions and adding more information upon which the other person could comment.

Upon wrapping up this assignment, we completed a survey with our students which reflected on their experience and growth, as well as provided feedback to we teachers for future planning. Here are some of the questions and results:

1.Did you take advantage of this experience? - yes/no/could have given more effort

                                                                           76 / 2 / 22        

2.Did you like this activity?  - yes/no/it was okay

                                              46/12/42    

The following 3 questions were on a rating scale with 1 being little/none to 5 being a lot:

3.By doing this activity, how much more comfortable and confident are you with speaking with others in French?

1                                                         5

                     38% at 3 / 42% at 4  / 10% at 5

4.By doing this activity I improved my listening strategies:

1                                                                   5

                             32% at 3 / 52% at 4  / 10% at 5

5.By doing this activity I improved my speaking strategies:

1                                                                   5

                                 26% at 3 / 52% at 4  / 20% at 5

Overall, the students felt that this activity was successful in increasing their confidence and use of listening and speaking strategies (with a greater increase in verbal strategies now being used).

When asked “If I could do this activity again, I would…”, here is a sample of some of the responses:

I think I would ask more meaningful questions that I can really talk about and connect on instead of just, do you have a dog? What's your dogs name? etc.. I think I'd be neat to have had a better connection with X one that would make us better friends and I could've done that by asking questions about her personality.

Looked up more words to expand my vocabulary

If I were to do this activity again I would ask my partner more complex questions so we could have a better more beneficial conversation.

If I could do this activity again, I'd focus more on the fact that having a conversation in French is just like having a conversation in English. At the beginning I didn't know what to expect and I was all over the place with my conversations. I also don't think that I was conversing to my full potential in the start, so if I could change things, I would probably just be more confident and speak the way I would in English.

Finally, when asked “If I could change something about this activity I would suggest…”, here are the suggestions we received:

Live chats

Do the metacognition less

Start in September so we can meet them and know them longer

Do it more often - not have to wait for our week - answer as soon as we got a video back

Go and meet them

As teachers, we were pleased with our first attempt and saw the value in this type of activity.  We did, however, find the grading of everything onerous, and we are adapting some changes for the upcoming year.  We will use Google Classroom instead of our Drives.  We are going to start the end of September as suggested, and I am looking to do this activity with my grade 7s as well.  We will grade the recordings at the end of 4 sessions, and although all recordings will be viewed and considered, the students can select the one they want us to focus on for grading.  As well, the students will do the metacognition piece once during this time as having them complete it every time they recorded seemed to prove that they began to repeat the same comments and struggled to indicate their growth in their thoughts.  As well, we are going to add the lists of listening and speaking strategies to the bottom of the metacognition page so the students can check them off and continue to work on the strategies that they feel they are not using.  Every two months, we would like to do a live chat.

Having spontaneous conversations showed the students what they they were capable of or not, allowing the students to take greater responsibility for their learning.

Storywriting Together

Bruce Emmerton in Kingston and my class in London were both working on reviewing/learning body parts, colours, adjectives, etc.  My students had worked collaboratively in small groups to plan and design a robot with some other aspects.  We used Adobe Spark video on the iPads to create the videos.  I made a new generic Google acct to be used only for this app so I could leave it open and not be concerned about access to any other information.  My students had completed their projects which included writing the sentences and saying the sentences for each body part on the slides.  Then they gave it to another group to listen to and cut out and complete the robot, taking the pictures and adding them to each slide to show understanding.

 

A finished project can be viewed here.

I took the idea that we had used in class and asked Bruce if his class would like to do a collaborative story-writing activity.  We used Adobe Spark video again, and I shared my generic Google acct with him so we could all have access to the files.

We set up 6 groups and 6 story starter videos.  Working in groups, my students wrote about the first body part they wanted their corresponding group to create.  (e.g., Il a une grande tête rouge). After they wrote it into the slide, one person in the group would record the sentence.  So on my end, I incorporated writing and speaking, and when Bruce’s groups got it, they would be using reading and listening.  The group members had various tasks which were rotated each time: one to decide what the sentence would be; one to write the sentence; one to be the vocabulary finder; one to record the voice over.  All were responsible for verifying that the correct adjectives forms and structures etc were used.

When my groups were finished, I texted Bruce to let him know it was his class’ turn.  They read and listened to the clue and then either drew the part or made the required piece out of construction paper.  Then a picture was taken and put on the next slide to show understanding.  Finally Bruce’s groups had to write the next line of the story and record it and send it back to us.  

We continued this back and forth until the robot was created.  (Note:  It is necessary to keep the drawn picture or the parts after each session as the students have to continue to build each time.)

To view a finished project, click here.

Feedback from my students:

They enjoyed working as a group but honestly admitted that too much English was spoken; however, many attempted to use only French.

They liked that they could watch finish product on videos.

It was fun- all had a turn and gave their best effort.

They understood even if someone made errors in pronunciation because they (Bruce’s students) used familiar vocabulary, and we practise a lot.

They liked that all 4 strands were involved.

Metacognition:

strategies:

-asked a friend if did not understand

-répétez/rejouez le vidéo

For my students, these projects continued to build vocabulary as they constantly wanted to add to the descriptions:  light/dark (colour), thick/thin;

When Bruce’s students used new vocabulary, my students used their strategies to problem-solve: e.g., long et court - understood long because it is a mots amis; court - dictionnaire ou Madame a fait les gestes.

And of course, what do we do with new words?  Add to our word wall.

Finally, this led to a hangout where my students each drew, coloured and named a robot on a ¼ sheet of paper. I scanned and sent a copy of each to Bruce so he could copy and use in the game.  Bruce’s class either did a robot but some wanted to change it up, so being before Christmas, they coloured elves.  Bruce scanned and sent to me.  (See First Hangout blog for playing).  This led to further learning for my students as they did not want to use “mains” but “mitaines”, not “pieds” but “bas”, and of course, they needed “cadeau”.  We also learned the difference between using mon/notre and ton/votre.

A great learning experience and once again an opportunity to learn new vocabulary/structures and to hear different accents/pronunciation.

First Hangout!

There is a first time for everything, and for some of us, taking that first step is intimidating, especially if it is in front of a classroom of today’s tech-savvy students.  To take “mes classes françaises” beyond the walls would require taking a step of faith.  That’s where it was good to have a friend who could help on the other end for support. Of course, we did a Hangout a day or two in advance, “sans étudiants”, to ensure everything was set up properly.  Also, we planned an easy activity to start.

On Nov.1, my first Hangout was with Jen Aston who was home on mat leave. My grade 4’s had learned their numbers to 39, and so we played a simple number guessing game that involved asking if the number was __, (Est-ce que ton numéro est?) and the person responding “oui/non”. Politeness being important, each student had to introduce him/herself and be sure to say thank you and good-bye at the end of the turn. (Later, we would add "Je regrette/Désolé".)  My students had laminated number charts and dry erase pens to use so they could track the numbers chosen. It was also very important to the class that everyone had a turn, so each student had a straw on the desk, and only after all the straws were gone could someone go a second time.  After we had played a couple of games, Jen and I had a short spontaneous conversation in French.

While the activity was fun, and it was very encouraging to see my first year French students bravely going up to the computer and taking their turn, it was what happened next that led to the understanding of the importance of participating in this type of activity.  

First, I asked for feedback to which they said:

I am happy that I can speak French to someone outside of the classroom.

Everyone took a turn!  

Everyone communicated and people were quiet so we could all hear.

She said new words and when I listened to you two talk, I learned new words that I can use.

We knew our numbers!

We need to learn to 50 for next time!

I could understand what she was saying.

This was so cool!

When I shared this with Jen, we talked about how this really sounded like metacognition, so I followed up the next day with the question “You said yesterday that you were able to understand what was being said to you.  Why were you able to understand what Mme Aston said?”  Their responses:

1)  5 people said:  "The words she said are the words that you say to us so we knew them." (Les mots familiers)

2)  Many agreed with this:  "Because you do the gestures, when I hear the words, I see the gestures and it reminds me what is being said."

3)  3 said:  "We practise so we know what is being said."

4)  3 said:  "I listened attentively."

5)  "It helped that I could see the person speaking."

6)  Many agreed: " I love French and I want to learn."

7)  4 said:  "I listened for words that sound like English, les mots amis."  

From this simple activity, not only did the students tell me what we needed to do next (“learn to 50”), but they recognized strategies that they were using to communicate.  

They went on to learn to 50, and then they charged forward to learning to 100 within a week, using 100 charts and expanding the game to adding “plus que/moins que”. (We played this together in large group and then in partners before the hangouts.)

I have since played a variety of games with various classes and a variety of schools (Guess Who - picture cards/own personal info cards, robots/elves, Battleship (see Bruce Emmerton’s blog), animal guessing game by asking about attributes of the animal.  My students always have laminated cards and markers to use to keep everyone engaged, and I can easily walk around and verify understanding. (We scanned and sent copies of the robots/elves and personal info cards to each other which we copy on our end.  The students have a set of the other class’ cards that they use in a group, and they just flip over the ones that don’t match the criteria of the question asked.) Each time, we end with a discussion of their feelings, what strategies they used and what they need to learn for the next time.  

We love Google Hangouts, and I am happy that I took this first step to see my students grow in confidence and recognize that French isn’t just for inside the French classroom walls.  Give the students a purpose, and they will learn what they need to in order to participate and be successful.  

         

Upper left - Battleship; Upper right - Guess Who with pics; Lower left - Guess Who with personal info cards; Lower right - copy of Guess Who personal info card

                                                                                                         

Battling It Out Between Clases

Setting Up a FSL Battleship Game

Looking for a simple and engaging way to connect your students with other FSL students?  Organize an on-going game of “L’attaque des Navires” or “L’Attaque Navale” (with a grateful nod to Battleship by Hasbro, for which no copyright infringement is meant).

This is an ideal game to encourage use of letters, numbers, strategy, problem solving, and the use of the 2^nd person plural (vous).

 

Key vocabulary your class needs first:

Le grand navire

L’explorateur

Les traversiers

Le canôt

Frapper

Manquer

Couler

Prepare them to ask and answer the questions. This proved to be an interesting process between our 2 classes (with Bev Moss of London), as we each taught them different ways of interacting. The result?  Some puzzled looks at first, but then the realization they understood the meaning!

On va tirer à….

Je pense qu’il y a un bateau à….

Je choisis…

Non, vous avez manqué.

Oui, vous avez frappé (our favourite phrase to hear!)

Review your class strategies for listening for comprehension and to interact. How do I make meaning from what I am hearing?  What is I don’t understand what is said?

(Bev also did an amazing job at teaching la politesse to her students. Whenever we missed, they provided the bad news with, “désolé, mais vous avez manqué.”)

Set Up The Game

1.     Set a regular time with the other teacher to connect via Google Hangout, FaceTime or Skype. Don’t try to finish the game in one class. It builds excitement and provides opportunities for reflection if you play over the course of a few weeks.

2.     Provide your students with a copy of the blank gamesheet. The top section is for recording your guesses, misses, and hits of the other class’ ships. The bottom section is to record the location of your ships.

3.     As a class, decide where you will be placing your ships. Have students record these locations on the bottom section of their sheet.

a.      Le grand navire – 5 spaces

b.     L’explorateur – 4 spaces

c.      Les traversiers – 3 spaces (2 of them)

d.     Le canôt – 2 spaces

4.     Don’t underestimate the need for some classes to review how to use a grid system, and how to play the game.

5.     Let the game begin. Each class takes a turn “firing” at the others to try and hit (and sink) the ships. All students should have the opportunity to either ask or answer a question.

6.     As the students become more comfortable, encourage them to introduce themselves to each other, to say hello, good luck, goodbye, etc.

7.     Resist the urge to step in and repeat what they said or heard. Encourage students to help each other en français. (“Qu’est-ce qu’il a dit?”)

Extensions / Assessment

·      For those asking and answering questions: proper terms, fluency, confidence, pronunciation, level of prompting, shows understanding to interact, etc.

·      I will often check each students’ game sheet to see if they have correctly kept track of the guesses.

·      Before each round begins, you can do a review of what has been asked, what has been hit, what area of the grid is still left unexplored, etc.

This game is an easy and meaningful way to begin your #fslbeyond journey, and to connect your learners with other learners. Bonne chance!