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Screencastify and google meets and google classroom for posting assignments.

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I used quicktime player along with the ladybug document camera to record videos. I posted these lessons to google classroom along with practice for students to complete. They submitted their work through google classroom and I provided feedback through the comments and returned their work to them with a grade. I also used google meet to meet with students where I used the ladybug document camera to share my notes.

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Daily communication through Google Classroom with assignments from our textbook, tried to keep one thing the same.

Mixed results! My "topics" students did an outstanding job!

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I directed students to websites and online materials. I used live sessions to present the more challenging concepts and to discuss material the students completed from the text and online resources.

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I have used Screencastify frequently in the past and extended that through remote learning. Since I teach computer science, there are a lot of great tools that have been developed in recent years for students to practice small coding assignments right in the browser and receive instant feedback, this was really helpful in giving kids timely feedback and helping them move at the pace that works for them.

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I used screencastify & smartnotebook recorder to make videos for my students. The Google Meets live sessions were helpful for students. Having a timeline guide for them also helped break down the assignments when they were given over multiple days.

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I used ScreenCastify with problem solving short answer exams used with Turnitin.com. Had live sessions for questions.

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I went with the kitchen sink approach. Tried Padlet, Flipgrid, Nearpod, choice boards, guided notes, virtual classrooms with hyperlinks, google forms/quiz, webquests and Edpuzzle. During Google Meets I went with self -assessments, and role-play scenarios as my go to activities.
Padlet was the least successful among HS students and choice boards and virtual classrooms seemed the most successful based on the class evaluation

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In one class, we were in review mode already (with a shortened curriculum), so we just worked on review problems where I gave short answer questions daily, and practice tests weekly.

In the other class, which is project based and equipment intensive, I had to pick and choose exercises from the curriculum that did not require special programs or equipment. It was not an easy task and I think the class seriously suffered for it.

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I created videos with lots of examples where students could follow along and learn with me. I would go over concepts from these videos on google meets.

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I tried as much as possible to break any tasks down into reasonable pieces, and also never to have them have to print something out (which required different types of creativity on my part).  I also utilized our Meet times to help students with any concepts that were not clear from textbook sections, descriptions, videos I found in addition to videos I would have used if we were in person and generally allowed students to be flexible with how they answered questions as long as the work got done.

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Working with smaller groups of students and being able to see the students, not just hear their voices, or not hear them.

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My method for distance learning consisted of recorded videos with Screencastify, using Google Classroom for resources, and Google Forms and Docs, and a few Kahooot Challenges for assignments. I tried to make a mix of quick "checks" with Forms, and made longer assignments with Docs.
My weekly pattern involved me making an outline with links and details for all videos and assignments for each week with everything broken down day by day, with everything due by the end of the week. Students could choose to complete a week's worth of work at their own pace. Most of the students seemed to like this.
Live lessons were more about extra help than teaching new material. Attendance waned as time went on. I am most interested in learning how to effectively incorporate live lessons into the standard curriculum.

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I filmed, edited and uploaded daily YouTube videos while trying to maintain a classroom studio setup in my dining room. Since I had no child care I also incorporated my kindergarteners into the lesson. I also held small discussion groups during our live interactions.

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I have utilized hyperdocs for almost every assignment. It has helped keep information centrally located for students, they don't have to leave the document to find the links to videos and other resources. I have also used a google sheet that is shared with all my students where they can ask questions and see all the answers. They have access to this 24/7, therefore they are not waiting for an email response from me in order to continue their work.

Using the document camera (ladibug) has also helped. It has a built in record function, so I can record myself working out chemistry problems for the students. They get to hear my voice/read the captions as I'm working through it.

iMovie also helped me edit and blend smaller videos together and overlay text. It made recording videos less ominous since I was able to make them in smaller pieces.

With live sessions, it was easier to have a directive. Giving the students a Q&A session, was like pulling teeth. Giving them something specific to discuss helped guide the live google meet sessions.

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With Resource Room, I found that "smaller class discussions" were beneficial for my population. I was able to create mini lessons for each student and prior to the sessions, the students would email me to let me know how I can help them, what they are working on and additional resources they may need. This component helped as my Resource Room is grades 11/12 and the students are taking different classes.

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Since live lessons were not mandatory for the students to attend, I have recorded my live lessons, edited it in EdPuzzle to include questions and posted the lessons as assignments in google classroom for the students that did not attend the lessons live. I made the videos so that you cannot skip ahead in EdPuzzle. For the students that did attend the lesson live, I gave them an option to answer the questions only via google forms. While this was created to reward for the students that attended the live lesson, I have found that many of the students that attended the live lesson chose to do the EdPuzzle version of the repost because it helped them to see the lesson a second time. Students said they liked the freedom to choose to re-watch the lessons if they did not comprehend everything.

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I found smaller group discussions were better suited for the online environment.  Eight students seemed to be the maximum number for a good discussion.  I also found that providing the discussion questions in advance helped reduce some of the awkward silence in the beginning.

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I have been using Screencastify to create lessons with notes and then used my IPhone to film phenomena for lab investigations. The students would watch my presentation on the notes and then fill in a lesson objective sheet at the end. Then the next day I would demo a phenomena using my IPhone and then have students watch it and complete the lab investigation to go along with the demo (Sometimes I ingested the IPhone movie into Screencastify so I could "walk the students through" the phenomena demonstration.). I usually gave the students 1 day to complete the presentation of notes assignment, and 2 days to complete the lab investigation.

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I have learned so much about teaching and learning in remote contexts over the past three months. Much of what I have learned revolves around technology, especially technology that empowers remote instruction, communication, assessment and feedback. I've also learned about and tried to respond to the many challenges that teachers, students, administrators, and parents have been experiencing during this time  (e.g. technology issues, student disengagement, working too many hours or not getting enough sleep, figuring out how to parent young children while working from home, etc.). It's been a stressful whirlwind, but rewarding at the same time.