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Some students did AMAZINGLY WELL with digital instruction.  Some students who were fantastic in class were not successful at all with online learning.  I didn't think there would be such a divide. ¯\_(ツ)_/¯

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Electronic communication can be misinterpreted easily!

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Students and instructors concentrate on work at ALL TIMES OF DAY/NIGHT & ALL days of the week!

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Problem or Project-Based Learning! Helping students learn not only to problem solve but to apply many different types of investigative and learning skills for success in the future.

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Dan Niessen's lessons makes technology and advancements relevant to the classroom and EASY to learn!

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Providing educational experiences as relevant to a student's industry of choice as possible!!!

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I learned that I was most productive with a designated and secluded space to accomplish my tasks while at home. I also would create daily task lists to keep me on point. It was easy to veer off on a separate task when a student reached out (which was at all hours) and knowing I had to accomplish certain tasks within the day I felt like I could balance my responsibilities more efficiently.

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We would always say that the students were very tech savvy... However it surprised me that some students needed extra coaching when it came to trouble shooting technology challenges. Some students were very quick to throw in the towel if a task was giving them grief, however once we were able to walk through a few items they seemed to gain more confidence and patience.

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I would have made an instructional video along with my lesson plan document instructions for the week. It did not matter if I put a full page of written instructions detailing every aspect of the assignment... Many student did not read it or truly comprehend the tasks by that type of delivery. I would spend a lot of time re explaining and I feel like more videos every week would have been helpful for my students and myself. Having distance learning content that reaches every learner for every lesson will be needed in the future, and that will take a lot of preparation.

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Distance learning given the COVID circumstances we allowed for very late submissions and extended grace as much as possible. This however was very difficult to manage. I think having a set distance learning late submission model would be more appropriate for the future. This model would allow more grace than the typical classroom setting, however not allow students to take advantage of knowing late assignments are always accepted.

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Utilizing every opportunity to communicate with the students on successes and areas of opportunity for their chosen field. Whether its in person or through a tech platform, if the student knows you are engaged with their overall success I have found them to be more in tune with my teaching. I try to have "consult" times with students to evaluate their performance. I want to always continue this practice whether it be in the classroom or the through distance learning.

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I think that when a student feels like they belong at the beginning it impacts their commitment and learning. I think if we capture that commitment from the start and its an authentic connection, they will want to make PLCC a goal that they are dedicated to. I look forward to discussing and explaining this more on what I personally believe this looks like when making authentic connections.

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I utilized several Google items such as Classroom, Docs, Slides, Sheets... Everything Google. I pretty much love everything Google (but I'm open to learning other items : )

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I accepted late assignments due to the circumstances, however, that will not be the case moving forward. I will make a plan with specific due dates and possibly a second date for 1/2 credit. College and the "real world" expect work to be completed on time.

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Structure was difficult for everyone, especially the students. Many of them stated they had difficulty staying focused and knowing what they should be working on. I found having a dedicated space for work and making a schedule helped. Thus, I encouraged my students to do so as well.

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Students were either motivated to complete the tasks online or not. There was very little in between. I was surprised that some students that normally are not motivated in class, were highly motivated in the online setting and vice versa. Those that had the mindset of hating online learning seemed to just give up.

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I would spend some time teaching the students how to navigate through the online platform, what is expected for communication and how to submit assignments. It seemed there was a great deal of struggle with expectations and how to learn online.

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I completely agree! Late assignments were a huge issue. I was probably not as forgiving as most, since I have taught an online college class and know the expectations, but I did accept some due to the circumstances. It seemed students wanted to push the limits and complete assignments when they felt like it instead of sticking to due dates.

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I believe communication and organization are keys to student success. Students seem to be much more engaged if the course is organized and they know what is expected. I think it is important to communicate all expectations and how the students are progressing on a regular basis.

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I believe it is extremely important to make lessons relevant. I have found students are much more receptive to lessons when they understand where they will use the material. I also think it is important for the students to know that you care about them and their education. Part of this comes naturally when the lessons are relevant. I look forward to discussing this more to explain as well.

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I found the lesson set-up and submission in Google Classroom was user friendly, but I still feel I have a lot to learn. I liked the messaging feature in Schoology much better than Google Classroom. I also found Screencastify helpful for making videos and walking students through where to find things since I could show them my screen as I made the videos.

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Organization, structure, and time management are some of the greatest difficulties for students throughout the school year - but finding the balance throughout the school to home transition was significantly more difficult for my students. Throughout the transition, I found it was important to connect with my students and their parents/guardians more so than ever (which did not even seem possible but absolutely was) and figure out what would be best for each of them individually throughout all of this. Finding the balance was tedious, but the more I planned, asked questions, and sought help from others, the smoother the transition went.

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I have learned more about resources that are out there for our students. There are more than I ever imagined. Being creative with planning and teaching played a huge part in the transition.

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I was able to learn more about what helped my students individually throughout the transition. Students that typically would not have asked for as much help during the school year were the ones reaching out the most.

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I would have started using one online platform throughout the year and stuck with it. I also would have taught students how to navigate each part of the online classroom thoroughly. I also would have tried to plan different "activities" to connect our lessons with what they were experiencing in real time.

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Everything that was said above is spot on! With certain circumstances, late submissions were becoming difficult to manage and keep track of.

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Communicating to students regularly along with organizational skills allow students to thrive. Expectations and "setting the bar" for students allows them to hold themselves accountable and practices life skills as well. Communication through any form possible is a key to student success.

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When a student feels that they are genuinely being cared for from their teachers it brings a new light to their learning success. I have heard from multiple students throughout this experience about how much they have appreciated their teachers reaching out, caring, and doing everything that they can to drive their success. A lot of these students also sincerely missed their place that they felt they belong (PLCC.) We need to continue keep this front and center as we move forward with learning experiences.

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I found that some students who did not even need help with material were still checking in, keeping communication, and wanting to just talk with their teachers. Keeping connections (academic and personally) with these students shows the genuine factor of being there for them. For some of our students, talking on a Google Meet with their teacher may have been the most connection that they had all day. Also, I believe that keeping learning experiences and teachings relevant to the students life is also a key to their success.

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All of the google resources were beyond helpful (although they took some learning for both teachers and students.)
I have used REMIND all school year, but found it extremely helpful during this transition.
Other helpful resources: Kami, EdPuzzle, Zoom, Schoology.

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My students who regularly do well and apply themselves completed the work for the most part. My students who tend to struggle still did, but again, seemed to apply themselves. I was surprised, however, at the number of students who put very little, and some, absolutely no effort into anything.

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When I sat down to set up assignments, planning to be done in an hour or two, I could easily spend 4+ hours as new ideas pop into my head about what I can be assigning.

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Letting the students know what is expected of them in the real world and how they need to step up to the plate. I will continue to expect them to behave, perform and represent themselves, me and PLCC in a mature and professional manner.