00:28:32 Joshua Schoeneck: Can you comment on "Letting Go"? Are you suggesting covering fewer objectives or using less instruction per objective? 00:28:41 Andrea Dorn: Keep It Simple Stupid idea 00:28:50 James Brohn: Be deliberate.... 00:29:13 Jenny Schopper: If you trim it down, how do you differentiate? Trimming it down might be great for students who are struggling, but you also need to challenge those who can handle more. 00:29:35 David Liebhard: Share your thoughts and your trimmings. Outside feedback helps. 00:29:38 fredj: Mastery of the essentials promotes future and individually motivated learning. 00:29:59 dgrun: New 800+page geography book for my 7th-8th this year. Time to start trimming! 00:30:03 JRaasch: How do I continue to address various learning styles--especially the hands-on learners? 00:30:16 Jayne: I read somewhere (early during Covid teaching) to shoot for 50% of covering my regular content. I don't know if that's a great idea but it kept me from trying to overachieve. 00:31:53 Kari Muente: @Jenny Schopper for me Letting go should more focus on activities not learning goals. Learning goals need to be maintain, it more about adjusting how student demonstrate their understanding 00:32:53 Jenny Schopper: Thanks, Kari! That helps! 00:33:15 Kari Muente: Jenny...have you worked within the Universal design for learning (UDL) framework? 00:33:58 Jenny Schopper: I studied it awhile ago, but haven't completely applied it. 00:35:04 Kirk Schauland: From what I heard and saw, your time estimates match up with my experiences 00:35:07 dalewitte: Students will put more time into video assessments, redoing their videos over and over until they were as perfect as possible. 00:35:08 Jayden Ash: Some said it was too much, some said just right, some said too little 00:35:09 CateStrehlow: Messages from students were mixed. Some said it was too easy, and some said it was too much. 00:35:11 Sarah Bilitz: We used an online service called IXL - what I thought would be "easy" for my students took MUCH longer than I thought it would for them. 00:35:12 Joan Mueller: I think many finished their homework quickly and were thrilled to have the rest of the day off 00:35:19 Shelley Kromschroeder: It was a struggle - I had students who wanted more, and then some who couldn't finish! 00:35:21 Phillip Rehberger: It is worthwhile to consider the question of cognitive load when you speak about online learning. This is an entire field of study in online learning. 00:35:21 Missy: My students were very stressed by the amount of work. I was surprised because I gave significantly less work. 00:35:22 RisenSavior2: Survey responses were positive. 00:35:22 Joan Mueller: Quality of work really deteriorated 00:35:26 Andrea Dorn: My students had less work in my class bur more work overall since they had so much to cover and understand in other places. 00:35:26 Perry Lund: We discussed this in our school after a couple weeks and made adjustment. The workload was a bit to high and teachers adjusted downward after 2 weeks. 00:35:32 Lawrence Czer: HS Students can read agout 40-50 pp of fiction in an hour. 00:35:32 hwels: My sophomores felt overwhelmed, while the juniors and seniors felt that the workload was appropriate. I think even though the workload was reduced, the underclassmen were less prepared to handle it. I should have trimmed their course more. 00:35:35 Brad Gurgel: My students definitely counted the time they watched class videos as “homework” and felt at times that their workload was increasing…however they all appreciated asynchronous learning and the ability to complete things whenever they wanted to during the day 00:35:39 aretzlaff: We intentionally limited the amount of work and expectations for the students by focusing on essential courses like Christlight, ELA, math etc. 00:35:39 Cori Humann: My students went back to their part time jobs earlier than usual--that added to their stress levels. 00:35:39 JRaasch: My students said more about the type of work--they got tired of being on screens all the time. They appreciated things like the science labs I had them do. 00:35:39 Katie: We had mixed messages-- some thought it was easier, but some also thought that too much was assigned when all classes were added together 00:35:39 kristenmiller: Students seemed overwhelmed with work at the beginning, but seemed to get the hang of the work load as time went on. 00:35:40 Mae: I teach only online for ALHSO, but my students were overwhelmed by the full-time need to treat all learning in an online venue. 00:35:42 Heidi Plocher: I structured my course to deliver the students' work for the week on Monday. They were given the week to work on it as they could. Most students loved this; others waited until the night before to complete a week-long project. 00:35:42 Adam: We had mixed feedback 00:35:43 Mr. Kerr: My students were happy with the workload in my classes, which was about 2 assignments per week. 00:35:45 James Brohn: Students who struggled in the classroom struggled more at home. Diligent students were on target. 00:35:46 Ann Ponath: I’m taking my first online class right now through MLC and it is giving me a new perspective on online homework! It is hard! 00:35:47 juher: My MLC daughter felt there was more work. My MVL students said there was no enough in the beginning and then too much later on! 00:35:51 Phil Malchow: It's not just the work but also the emotional burden of isolation. 00:35:51 fredj: Students indicated the work load was good at some times and excessive at other times but realized they were working at a job and taking care of siblings at home so om and dad could go to work. That made an impact o teir time. 00:35:54 Rebecca Doering: As someone who was an online learning student my workload definitely increased. It was also hard having the schedule taken away because it was harder to estimate if I was spending too much or too little time on things. 00:35:57 Kristi Frisque: The students said they had more "homework" during virtual learning, but often didn't take into account the time during class that they worked on an assignment in regular school. They were focused on "work at home" time, not total time on an assignment. 00:36:13 David Liebhard: I think it depends on the quality of workload. 00:36:14 Perry Lund: Parents did ask us to move from 50 to 70 minutes of synchronous time per week. I think 50 was plenty of time. 00:36:17 jschn: Most spent less time. Many jumped right to assignments without doing video lessons. 00:36:21 Michael Plocher: Grades 7/8 exclusively online this spring. Assignments opened up each morning at 8am Almost everyone had all class work done for all teachers within 2 hours. 00:36:21 Kristin Knickelbein: My students/families wanted more walkthroughs of work where we did it together in a zoom. 00:36:23 Ann Ponath: Some kids struggled with organization and motivation. A few students did better! 00:37:17 debbiespriggs: What I found was different about the workload my kids had was the stress level about working from home because it was unfamiliar. 00:37:28 Perry Lund: Flipping Physics was awesome for AP Physics. Found new YouTube resources as a necessity and that was good for me. 00:38:17 Perry Lund: I would break up videos if more than 8 - 9 minutes long. 00:38:31 aretzlaff: I agree that students will learn better from us only because we have the experience of teaching the material to our students and know where the students will struggle with the content and so we can address that with the students in our video 00:38:38 Joan Mueller: However in Math. I felt I need to go through the math workbook or instruction -- that took time. 20 min 00:38:52 Robert Martens: Debbie, the stress was definitely a factor but I think that the lack of consistency in home situations will bring that out in almost any remote situation. 00:38:54 Joan Mueller: they could turn it off once they understood the lesson 00:38:56 Phillip Rehberger: Actively Learn. 00:39:04 David Liebhard: Where are the sources for these numbers? 00:39:16 James Brohn: Videos got shorter. Followed up with individual videos as needed. 00:39:21 Riley Westphal: I used Screencastify and had 3 weekly sessions of 20 minutes each for HS students. 00:39:24 Jenny Schopper: I would struggle teaching ChristLight and Catechism keeping the videos to 4 minutes. 00:39:27 Tim Wrobel: I found that my students really enjoyed being able to watch videos at double speed. 00:39:32 Lucy Richardson: I always tried to keep my videos short. I also would tell students to pause during videos to do an example and then gave answers but not showing work so students could check their understanding. It worked for most of them 00:39:37 Renee Witte: I had questions in my videos that the students could answer by texting me for extra credit. 00:39:37 Heidi Plocher: Best thing I discovered was the use/development of hyperdocs to run the lesson. Most students used those links, and that was great. It was frustrating to see the numbers who did not use the links/videos to assist their learning. 00:39:38 Jayden Ash: Some students didn't watch the videos and you could tell because they did their assignments wrong 00:39:50 Perry Lund: Jon Bergmann (Chemistry guy) has some awesome flipped learning resources. 00:40:02 Joan Mueller: Maybe it depends on the purpose of the video 00:40:13 AMarquardt: My students were frustrated when they had internet issues and couldn't get started until parents came home from work. 00:40:37 Adam: I think in todays quick take video culture the our students are used to, small bite videos are easier. Kids will watch multiple short videos over one long video, even though they may spend the same total time watching 00:41:07 Perry Lund: Integrated Polls in Zoom and also used Polly in Teams. Helpful for feedback. 00:41:15 Robert Martens: It also allows for students to, if they choose, go back and review specific skills or issues instead of wading through the entire video to find one thing. 00:41:16 Andrea Dorn: I love Slides Carnival. 00:41:20 Rachel Feld: Slides Mania and Slides Go are great too! 00:41:42 fredj: Screencastomatic free version limits to 15 min videos. Makes me have a basic outline to stay focused and organized to keep it short and sweet.. 00:41:57 Rachel Feld: SlidesMania has some distance learning focused templates 00:42:24 James Carlovsky: Thanks for the thoughts about limiting video length! 00:43:20 Michael Plocher: slader.com 00:43:46 James Carlovsky: What do you think? Would students do your work if it was not graded? 00:43:55 Perry Lund: "Collaboration" vs cheating is a cultural issue too. 00:44:40 dalewitte: Consider Band and Choir students in rehearsal. Rehearsals aren’t graded, they are practice sessions to improve skills. Music students know this and live for these experiences. 00:45:17 David Liebhard: Give them choices how they can demonstrate learning. 00:45:33 Jenny Schopper: @James - I've seen in my classroom that some students would do the work if it wasn't graded, but some wouldn't. Some students have that intrinsic motivation to do well. Other students need the extrinsic motivation. 00:45:35 Adam: From our experience, students would not do the work if they knew it wasn't graded. We had parents complain their kids would not do the extra credit work we handed out because it wasn't required. 00:45:38 James Brohn: Motivation is key to learning. If there is no carrot, they wouldn't... 00:45:42 Phillip Rehberger: I will put in a plug for Universal Design for Learning here. Having your assessment planned first will force you into transparency. 00:45:49 Kari Muente: Assignment should align with learning goals and build knowledge towards demonstrating their understanding for the assessments. If they don't fit that model why do it 00:46:08 Missy: I find that my best lessons are when the students get to discuss and practice the content and don't get a formal grade. I usually give a participation grade. 00:46:13 Adam: I did have some highly motivated students though, who would do the extra work becuase they wanted to. 00:46:19 Renee Witte: Parents sometimes are the ones who are constantly looking at the online gradebook, so there is education that has to happen with the parents. 00:46:23 hwels: This reminds me of the Cult of Pedagogy article "Is Your Lesson a Grecian Urn?" If the work is "fun," but not directly connected to the learning goals, it isn't worth the time. 00:47:20 Perry Lund: Always like Dr. Jason Lowrey's PD on Universal Design and Essential Questions. (shout out for Bethany Lutheran) :-) 00:47:21 David Liebhard: @Renee I agree. All stakeholders will need to be on the same page with giving feedback. 00:47:37 Beth Messman: checklist was great for students and parents who were checking 00:47:39 Tim Wrobel: One of our due date issues was students looking at the calendar instead of the course for homework. This lead to them being surprised by some larger assessments meant to be worked on over time. 00:48:03 aretzlaff: I have actually started to include the students in determining due dates and deadlines. The ownership helps motivate more than usual. 00:48:11 Bill Scharf: https://docs.google.com/spreadsheets/d/1pTGPF3fbmJJyk1v2dQRfoaD_s3UcL-rTh0Y1fl7kRHI/edit#gid=0 00:49:10 Renee Witte: @aretzlaff Having students help determine deadline is especially important when several teachers are teaching different subjects so that projects don't pile up with the same due date. 00:49:34 Ann Moeller: We are working on trying to decide if we all need to have the same late work policy. What are some reasons we should make this ALL faculty follows this... 00:49:42 Phillip Rehberger: @aretzlaff also proven to reduce stress, which can be a major factor in online learning 00:49:47 Karen Ninmann: Giving students (upper middle school) an option to suggest assignments/deadlines 00:50:10 Ann Ponath: Another presenter mentioned having a filter for lessons and homework load—a responsible current student or even one of your own children, Does this make sense? Is it too much? Is it clear? 00:50:17 Jenny Schopper: @Ann my grade 5- 8 campus is departmentatlized, and 00:50:18 Joann Kasten: Teaching students organizational skills is a prerequisite to learning. The Calendar of responsibilities models this organization. 00:50:43 Jason Gibson: Some of our students struggled with the layout of Google Classroom -- sifting through numerous posts to find assignments and keep track of them. Any suggestions for keeping helping students stay organized in Google Classroom? 00:50:51 Robert Martens: Presentation: tinyurl.com/OpenMLC2020 Spreadsheet of additional resources: tinyurl.com/OpenMLC2020Resources 00:51:00 Jenny Schopper: Sorry Ann, My grade 5 - 8 is departmentalized and having the same late work policy helps eliminate confusion and keeps everyone on the same page especially when we switch classrooms. 00:51:18 Robert Martens: Presentation: http://tinyurl.com/OpenMLC2020 00:51:29 Robert Martens: Spreadsheet: https://tinyurl.com/OpenMLC2020Resources 00:51:44 Heidi Plocher: @Jason Gibson - you can turn off notifications for the feed area in GC. That forces students to only look at the coursework tab 00:52:30 Joan Mueller: Just curious--I teach 7th and we are departmentalized so the students were getting assignments from many students. What platform did you use to deliver all these assignments to the students. 00:52:45 Joan Mueller: from many teacher 00:53:14 Barb Zahn: For Art I use Khan Academy sometimes 00:53:15 Robert Martens: St. Paul’s in New Ulm used Google Classroom for course work in grades 5-8 almost exclusively. 00:53:15 Sarah Bilitz: We made our own Peace Learning website. Each classroom had its own page on the site, with one main page for chapel, etc. 00:53:18 Sarah : Great idea to share the spreadsheet of ideas. Thank you! 00:53:20 Colleen Loeffler: We used google classroom for 7-8th grade 00:53:30 Perry Lund: Check out Pivots Interactives for science - great for Physics. 00:53:35 Paul: We just made a shared google doc 00:54:18 Renee Witte: We used Google Classroom for almost all of our grade levels. Kindergarten and 1st grade used SeeSaw. 00:55:29 Lawrence Czer: Modern teaching is less about expertise and more about packaging and managing informational resources. 00:55:40 Renee Witte: Love Desmos! 00:56:12 Perry Lund: https://www.pivotinteractives.com/ 00:56:56 Matt Nottling: whiteboard.fi 00:57:05 fredj: Drawboard 00:57:12 Joshua Schoeneck: Jamboard 00:58:05 hwels: GeoGebra is excellent for geometry students creating constructions of angle and shapes. I use it in the regular classroom and in distance learning. 00:58:11 Adam: Desmos is amazing! 00:58:32 Perry Lund: A few of our math teachers use Smartboard, but integrate inking on Surface tablet into OneNote. Students did homework on iPad in OneNote. Feedback was super easy. 00:58:40 Mr. Dane Mattes: GoodNotes for iPad is a great whiteboard tool with many other features. 00:58:57 jschleis: I bought this tablet for drawing on my computer. You must work with the sensitivity settings, but I loved using this. https://www.amazon.com/dp/B07TT9TDQL/ref=sspa_dk_detail_1?psc=1&pd_rd_i=B07TT9TDQL&pd_rd_w=3MGwJ&pf_rd_p=48d372c1-f7e1-4b8b-9d02-4bd86f5158c5&pd_rd_wg=vG3aN&pf_rd_r=PNCPZGH9P3VEC2KGH2J8&pd_rd_r=4d0d7eab-fba7-4831-bc10-9f4fa67830a7&smid=A29PHU0KPCGV8S&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUExM1FYSFdMRVhQQ1NXJmVuY3J5cHRlZElkPUEwOTAwNzkxMVNQTTRQSDY2RFlCUyZlbmNyeXB0ZWRBZElkPUEwOTAyNDQ0MUdHSEFHRzk4RlE0RSZ3aWRnZXROYW1lPXNwX2RldGFpbCZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU= 00:59:04 Michael Plocher: I like Geogebra for my PLTW Design and Model course. 01:00:18 Adam: @jschleis Same here. I bought the wired version. Used it everyday. Amazing tablet. 01:01:28 Michael Plocher: Our pastors, principal, teachers recorded brief daily video devotions. Students watched them daily and created a Google Doc sharing one to three things they learned from the devotion. 01:02:58 Joann Kasten: Terrific resources 01:03:15 Renee Witte: Our pastor used Canvas as a platform for 8th grade Catechism. He used this from the beginning of the year, so the students were used to it when we went to distance learning and then we had daily Zoom meetings for religion and Catechism. 01:03:38 Nate Menges: Can you post the link for this presentation again? 01:03:57 Robert Martens: Presentation: http://tinyurl.com/OpenMLC2020 01:04:10 Robert Martens: Spreadsheet: https://tinyurl.com/OpenMLC2020Resources 01:04:14 aretzlaff: I used a Google form the students completed with amount of activity, type of activity, and the value they were seeing in doing the activity. I also had them share activities they used to address each of the components of fitness we were focusing on. 01:04:19 Robert Martens: They will also be available along with the recording on the conference website later. 01:04:20 Heidi Plocher: Correction... my students informed me that they could not add EasyBib to Google Docs anymore... 01:04:43 Heidi Plocher: I wound up sending them directly to the site to work on it. 01:04:56 Jayne: Correct, Heidi. EasyBib is a standalone as far as I know. 01:04:57 Matt Nottling: citethisforme Chrome extension 01:05:02 Lawrence Czer: Sometimes EasyBib makes errors in citations. 01:05:12 Cori Humann: I have discouraged using EasyBib--it doesn't include enough information. We use laptops instead of Chromebooks, and I teach the reference tab. Much better. 01:05:24 Jayne: We use Purdue OWL. 01:05:24 Robert Martens: Zotero integrates with Google Docs as well. 01:05:41 Sarah Bilitz: I use Purdue OWL as well 01:05:41 Heidi Plocher: Purdue OWL!!! Yes! 01:05:42 Katie: OWL at Purdue is the best citation resource for multiple styles 01:05:46 Jacob Steinmetz: The errors in citation generators were frustrating for me and the kids when I taught writing, so I just directed them to the Purdue Online Writing Lab 01:05:50 Lawrence Czer: Purdue OWL is up to date on most citation 01:06:05 Kristin Knickelbein: Boiler up! 01:06:17 Jenny Schopper: Agreed on citations! The generators don't include accessed dates! 01:06:24 fredj: Great resource since Purdue OWL helps seniors get ready for college. 01:07:07 Cori Humann: I had already been using spider webs a lot. I was then able to use that knowledge and remind the kids that the online discussions should replicate the spider webs. 01:07:27 Cori Humann: Spider webs are awesome! Read the book. It changed my teaching style for the better. 01:07:47 Kristin Knickelbein: Purdue also has a great module for learning about plagiarism along with correct citations. 01:08:17 Kari Muente: Concept Maps are another great way to help students organize their thoughts and information 01:08:46 hwels: Parlay Ideas can do the Spider Web approach using online discussions; it makes the diagram for you. It's informative for both the teacher and the students. 01:09:03 Lawrence Czer: Any time we can get students into formulating a response to literature, they are demonstrating learning. 01:09:08 Phillip Rehberger: I will bump back up Actively Learn. Provides integrative questions for videos, pictures, and text. Thousands of examples provided, and you can do your own. Provides standards connections and robust data reporting mechanisms on the class and on individuals. www.activelylearn.com 01:09:11 Dan Fenske: Visual Understanding Environment is a free tool for concept maps 01:09:29 Robert Martens: Presentation: http://tinyurl.com/OpenMLC2020
Spreadsheet: https://tinyurl.com/OpenMLC2020Resources 01:09:57 Jared Christensen: EPIC is primarily for K-5 01:10:07 Jacob Steinmetz: Epic - note that it's free during "regular" school hours (8:00-4:00). Outside of those hours, it prompts parents to pay for the service 01:10:08 Sarah Bilitz: We offered Epic to our students. Not as much for 7th and 8th 01:10:19 Zach Cvikel: https://readtheory.org/ and https://www.readworks.org/ 01:10:24 Beth Messman: epic does have audio of classics, if you need that scaffold 01:10:33 Joann Kasten: ReadWorks, Bookshare 01:11:12 Jason Gibson: I'd be interested to hear how teachers guided students through a challenging novel remotely. I stubbornly pushed through Tom Sawyer but didn't change what I was doing enough to help them. To Kill a Mockingbird is on the slate for this year. 01:11:22 debbiespriggs: Libby app to check out digital books from your local library 01:11:39 Heidi Plocher: For ESL instructors out there... ESL Library. Good, interesting articles at different levels. Also provides practice in grammar and writing practice 01:11:42 Beth Messman: commonlit.org 01:11:44 Robert Martens: Libby is awesome. We just used that for a trip to download ebooks from our local library. 01:11:54 Robert Martens: Also integrates with Kindle as well (I believe). 01:12:01 JSteinmetz: Classics for Kids is helpful in learning about different types of music. 01:12:07 Joshua Schoeneck: TwistedWave is an audio mixing alternative to Audacity that is completely online. 01:12:09 Jacob Steinmetz: @Jason Gibson - check out TQE Method. Logistics would be different in a remote setting, but could get a lot of good discussion going in Google Classroom using the Questions feature 01:12:12 Joan Mueller: Hoopla has free audio books and Ebooks, ect that I access through my Appleton Library 01:12:17 Eric Martens: musictheory.net (free) breezinthru.com (paid) teachrock.org (free) 01:12:28 Deanna Rahn: Chrome music lab 01:12:32 jschleis: https://www.jazzinamerica.org/ I modify some of the materials for teaching music appreciation/history. 01:12:37 Robert Martens: MuseScore is getting some major revisions now as well. They just hired a UX designer to help them revamp their application. 01:12:41 Cori Humann: Every week, I would have a brief description of the chapters we were reading so they would know what to look for. I also included a lot of online discussions with careful questions to encourage thought. I only stepped in if it seemed like the kids were going off in the wrong direction. 01:13:14 dalewitte: Check out Noteflight for Chromebook online music notation/scores/part predominant singing. 01:13:26 Robert Martens: Presentation: http://tinyurl.com/OpenMLC2020
Spreadsheet: https://tinyurl.com/OpenMLC2020Resources 01:13:38 Andrea Dorn: midnightmusic.com for music 01:13:39 Joshua Schoeneck: An online alternative to GIMP is Photopea 01:13:52 Ann Ponath: Check out the Minnesota Public Radio website for music lessons and videos for K-8. Many orchestras have free concerts to watch or other educational resources. 01:14:13 David Haag: Any thing for teaching Foreign Language? 01:14:16 David Liebhard: photopea.com is a great web base photo editor 01:15:02 Zach Cvikel: https://www.duolingo.com 01:15:13 James Carlovsky: I don't have resources for Foreign Language. Feedback would be great! 01:15:37 Heather Sulzle: I left NCTE. I was very disappointed by how political and "diverse" they had become. Any suggestions for English/ LA? 01:15:37 James Brohn: My daughter is enjoying learning French using Duolingo 01:15:38 Zach Cvikel: That was one that I found but I haven't explored it enough to start using it in the classroom yet 01:15:54 Perry Lund: babble.com for foreign language? 01:17:16 James Brohn: Symbaloo is another good bookmark organizer 01:17:32 dgrun: online health class resources? 01:17:38 kristenmiller: studyspanish.com 01:18:51 dalewitte: Check out https://breezinthru.com/ for online music theory lessons 01:19:22 James Carlovsky: pecentral.org for online health class resources 01:19:28 fredj: ALHS Online offers beginning Spanish 01:19:57 Jazzmin: Breezin' Thru is amazing! I used it during my student teaching semester 01:20:05 Carina Rahn: Spanishdict.com to easily make flashcards and share them with students 01:20:13 dgrun: thanks JAmes 01:20:36 Kari Muente: for SSEDU recommend https://sheg.stanford.edu/ 01:21:09 Alan Uher: You gentlemen came loaded for bear today. I love seeing your VARIETY of resources across many disciplines. Jesus will bless many classrooms and many learners through your presentation today! God is good. 01:21:11 Andrew Willems: arcGIS works on Chromebooks, too! 01:21:33 Kari Muente: for civic education https://www.icivics.org/ 01:21:45 Sarah Bilitz: Jason Gibbs, I ditched my challenging "novel" (Macbeth) and went with something easier (when we thought we might go back at the end of the year). Then, when we didn't go back, I had small groups choose from 10 different novels and had them meet virtually. So I went the route of NOT using challenging books (7th and 8th grade). But if this virtual learning was all year long, I wouldn't want to skip the challenging books. 01:22:25 Cori Humann: I've learned that it is best to teach the hardest books right after Christmas--in the middle of the year--instead of at the end when the kids are tuning out. 01:22:56 Jayne: Cori Humann definite thumbs-up. 01:23:20 Lawrence Czer: Love Adobe Spark for information presentation! 01:23:20 Ann Ponath: Teaching story—I enjoyed reading the play based on The Diary of Anne Frank with the kids. We could make some unique connections this spring! We also took a virtual field trip to the Anne Frank museum in Amsterdam. 01:23:22 Sarah : Thanks for the comments about challenging books! I think it's valuable in grades 7-8 and I don't want to give up on it. Covid interrupted my Tom Sawyer unit and that was a big bummer. 01:23:54 Robert Martens: Presentation: http://tinyurl.com/OpenMLC2020
Spreadsheet: https://tinyurl.com/OpenMLC2020Resources 01:24:07 Sarah : Cori Humann-thanks for all your input! 01:24:12 Sarah Bilitz: Is there a good Google classroom tutorial? Just to review basics/new material? 01:24:17 Robert Martens: Clock Hours: https://forms.gle/DKdiZjuLh1kujmpn7 01:24:24 Beth Messman: Thanks for your work on this! 01:24:45 Sarah : This presentation was well worth my time. Thank you! 01:24:54 kristenmiller: Thank you! 01:24:55 Bill Scharf: Awesome! Thanks so very much! 01:24:56 Bryan Schneck: Thanks! 01:24:59 fredj: Thanks! 01:24:59 Sarah Bilitz: Thanks! 01:24:59 Robert Martens: Clock Hours: https://forms.gle/DKdiZjuLh1kujmpn7 01:25:02 Phillip Rehberger: Virtual clapping. (Clap, Clap, Clap). Well done! 01:25:02 dalewitte: Thank you to everyone involved! 01:25:03 Nancy Kanter: Thank you! 01:25:04 aretzlaff: Thank you again to everyone at OpenLearning@MLC, for providing this free conference to aid in our preparation for this school year, no matter what mode it will take! God bless everyone as you take a breath and prep for the year! 01:25:07 Perry Lund: https://www.microsoft.com/en-us/education 01:25:08 Glenn: Excellent material Dan and James, thank you very much! 01:25:14 Janet Hathaway: Thank you!!! 01:25:16 Barb Zahn: Thank You! 01:25:17 James Brohn: Thanks for sharing the actual presentation with the links for us! Appreciate it! 01:25:20 Tassia-Channel Clement: Thank you! 01:25:20 Andrea Dorn: Thank you for all the information! 01:25:22 Jenise Nolte: Thank you! Great job! 01:25:24 owner: Thank you MLC staff for an informative conference! 01:25:27 Nancy Kanter: Thank you, Bob Marten for all your work! 01:25:30 Jacob Steinmetz: Good stuff gentlemen, and thanks everyone for all your work with this conference! 01:25:33 David Liebhard: https://teachercenter.withgoogle.com/training 01:25:35 Renee Witte: Thanks! 01:25:35 Nate Menges: Thanks great presentation! 01:25:37 Jayne: LOTS of good info here! Thanks to all! 01:25:38 Eric Wolf: Thank you! 01:25:44 Ann Ponath: Thanks to everyone involved in this excellent conference! 01:25:46 Joel Lauber: Thanks to Dan, James, Robert, and everyone sharing all the awesome info in the chat! 01:25:53 Rebecca Marti: Thank you! 01:26:00 Mr. Kerr: Thanks to the presenters and moderators. Very good info to chew on. 01:26:07 Joey: Thank you to all conference presenters! 01:26:11 David Liebhard: Google Classroom Basic training: https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom 01:26:16 Robert Martens: Clock Hours: https://forms.gle/DKdiZjuLh1kujmpn7 01:26:18 jschleis: Mad props Bob! 01:26:18 jschn: Thank you all. 01:26:20 Bryan Schneck: Yes, Thanks Bob for a great conference. 01:26:21 Sarah Bilitz: Thanks David Liebhard 01:26:25 Phillip Rehberger: @Dan, I really enjoyed my daughter's experience with the drugged out mice in life sciences class @ MLC. Very clever. 01:27:03 hwels: Thank you! 01:27:07 Mark Kutz: Thanks so much!