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Let Me Tell You My Idea About That! Empowering Students’ to Make Their Thinking Visible (B), 4/8/2020 - Shared screen with speaker view
Aish Lawton
01:06:54
Hello Everyone I'm from Gold Coast Australia
Mr. Glenn
01:06:57
Joining from Yokohama Japan
Judith White
01:07:08
Hello from NH
Carly Frazier
01:07:26
Hello from Houston, TX
Cathy Kim
01:07:29
:) From WA
MFERREL
01:07:31
Hello, from Houston, TX
Renee Henry- Terre Haute Children's Museum
01:07:38
From Terre Haute Indiana
Amy Wagner
01:07:40
Hello from Austin, TX
miamilitante
01:08:13
From Greencastle, Indiana
Maxine
01:09:29
From Cincinnati, Ohio
Ashleyy
01:09:37
a
Mr. Glenn
01:09:40
A & B
JessaLynne Chavira
01:09:48
A. I teach elementary students.
emileehornburg
01:09:55
I am a Preschool Teacher at a daycare that also has elementary after school students so A.
Daniel
01:10:01
A am a preservice teacher
Carolyn Wertheim
01:10:20
I would select D if Early Childhood was reflected
Concepcion Obispo Serrano
01:10:25
D. Preservice Teacher: Special Education
E. Sadıkoğlu
01:10:53
Preservice
Don Boonstra
01:12:55
Its web seminar in this series can be found here https://zoom.us/rec/share/9MhxBJvNrmVLQKvW1mqGYKknHZWmX6a8gSMYr_IPnUt1IhH-t75XA-Ub4MkNuvZu?startTime=1585756819000
Megan Doty
01:14:01
Collection: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Maxine
01:14:04
Are the three dimensions of learning replacing the 5E's of learning science?
Megan Doty
01:14:19
This handout is number 2 in the collection
Meg Gebert
01:14:25
Do you mean engage, explore etc?
Tabitha Dionne
01:14:57
3 dimensions and 5E’s are different ideas but play nicely together.
Tabitha Dionne
01:15:20
Dimensions about what students are doing and E’s about how a lesson is structured.
Meg Gebert
01:15:23
If so, the 3Ds do not replace the 5Es but you use the 3 dimensions to teach with the 5
E. Sadıkoğlu
01:17:20
models are developed to try and predict things
Trish Shelton
01:17:39
Maxine— we are actually going to model a 5E activity that has been modified to include 3D and phenomena. 5E is still a great framework for this contemporary research advocating for 3D and phenomena-driven science meaning it can happen within the 5Es.
Maxine
01:18:54
So which model is more suitable for non-STEM programs?
Aish Lawton
01:19:06
What are some common barriers to creating this classroom culture?
Concepcion Obispo Serrano
01:19:47
Does one lesson need to include all three or a unit needs to include all 3?
Concepcion Obispo Serrano
01:21:44
Thank you!
Maxine
01:22:05
Thank You!
Mr. Glenn
01:23:58
using books to engage students is a worthwhile activity
Trish Shelton
01:24:10
Maxine— we are adding thee whole lesson to the collection- the 5E one I talked about. But please note the changes Kate makes here in the web seminar to add the contemporary thinking about phenomena and 3D
Laurel Harrison
01:26:43
Yes, I love to see cross curriculum - reading incorporated in the science lesson in elementary school.
Mr. Glenn
01:26:54
Sesame Street!!!
Katrina Bryant
01:27:54
Embedding iteracy into the 5E while addressing the principles of NGSS
Katrina Bryant
01:27:59
https://learningcenter.nsta.org/resource/?id=10.2505/4/sc17_055_03_80
Mr. Glenn
01:28:47
are the links to the video provided?
Concepcion Obispo Serrano
01:28:58
they are in the slides
Trish Shelton
01:29:04
Yes Mr. Glenn— they are in the collection too
Megan Doty
01:29:05
Links are in the collection here: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Lindsay Mangas
01:29:08
They are in the resources collection
Laurel Harrison
01:29:13
Hearing through one's feet!
Heidi Gilbert
01:29:18
why did she take her shoes off?
Aish Lawton
01:29:19
Do sounds make vibrations?
Renee Henry- Terre Haute Children's Museum
01:29:22
Why did she take her shoes off?
Kylie Simmons
01:29:24
Taking her shoes off
barbara
01:29:28
Overcoming obstacles
Susette McConnell
01:29:29
Instruments are different
Kathy Gill
01:29:31
why did she take her shoes off?
Meg Gebert
01:29:33
Can she feel the different pitches of the xylophone? or are all the vibrations the same for each note?
barbara
01:29:35
how is she able to play
Maxine
01:29:37
How could she play so beautifully if she's deaf?
Brittany Kacer
01:29:38
I noticed she took her shoes off? Can she feel the sounds?
Mr. Glenn
01:29:38
stick hits something and sound is made
Renee Henry- Terre Haute Children's Museum
01:29:42
Can she feel the music?
Leila Hlayhel
01:29:49
Her shoes coming off so she can hear the music
Curie
01:29:50
How can she tell where she is in the music through the vibrations?
Aish Lawton
01:29:51
That she seems to feel the ground move under feet?
Marlu Martin
01:30:06
vibrations!!
Carly Frazier
01:30:16
She takes her shoes off to feel the vibrations in the ground
Judith White
01:30:28
Sounds made are very fast and repeat
Carolyn Wertheim
01:30:35
what does reading lips mean? what does being deaf mean?
Anzuman Khan
01:30:42
through vibrations!
barbara
01:30:46
Feels vibrations
Leila Hlayhel
01:30:48
vibrations
Treshia Vernon
01:30:48
how is that so that she is so emotional/expressive and hear the band?
Mr. Glenn
01:30:48
Would student actually believe that their feet can feel vibrations?
DeShonda Thigpen
01:30:49
vibrations
Maxine
01:30:52
Vibrations
ricardolucente
01:30:53
Feeling vibrations
Katherine Slomer
01:30:55
vibrations
Brittany Kacer
01:30:57
She hears herself by feeling the movement of the sound.
Lindsay Mangas
01:30:58
Sound waves
barbara
01:31:01
can feel sound
Sonia Thomas
01:31:02
buzzing
Concepcion Obispo Serrano
01:31:02
Sound waves
Curie
01:31:03
I noticed she paused before playing,
Treshia Vernon
01:31:04
When does she know to come in?
Heather Willhide
01:31:05
sound waves make vibrations
Laurel Harrison
01:31:05
I agree that she can sense the sound waves.
Heidi Gilbert
01:31:07
energy is traveling from one material to another
Kaitlyn Elliott
01:31:07
Energy transferred into movement that travels
Meg Gebert
01:31:08
Vibrations must be involved but do the vibrations of different pitches fell different?
Leila Hlayhel
01:31:08
Sound waves
Aish Lawton
01:31:12
Sound waves must create physical pulses in the air
Sonia Thomas
01:31:17
moving air around me
Nancy Laurence
01:31:21
She watches the other performers in the group
SWingate
01:31:21
She can feel the movement of the music
Brittany Kacer
01:31:25
She hears by the feel of the music.
Heather Willhide
01:31:27
different sounds have different waves
Breonna Hopkins
01:31:27
small movements
Susette McConnell
01:31:28
Her feet moves a bit
Renee Henry- Terre Haute Children's Museum
01:31:30
Vibrations are something in the air that I feel on my skin.
ricardolucente
01:31:35
different wavelengths
Laurel Harrison
01:31:43
Put rice on the drum so kids can visualize how drum head moves.
Kathy Gill
01:31:49
I know swimmers have special headphones that let them hear in the water. They fit onto the bony part of your head, not over your ears.
Maxine
01:31:54
She has a sixth sense that enables her to sense the movement of sound waves
Brittany Kacer
01:31:57
I think that the motion also is different for different instruments.
Brittany Snyder
01:32:20
She may not actually be able to hear, but can feel the movement affecting her surroundings and can watch someone giving her cues like the conductor.
Mr. Glenn
01:33:51
I have to go work with my students now. I will finish watching this lesson later. Thanks.
Judith White
01:34:16
Lines moving down from the drum through its stand to the ground then to her feet
Marlu Martin
01:34:21
feet
Kaitlyn Elliott
01:34:22
the instrument
Lindsay Mangas
01:34:22
source of sound
Breonna Hopkins
01:34:25
feet
barbara
01:34:25
Feet and sound wave lines
Brittany Snyder
01:34:26
feet and drums
Renee Henry- Terre Haute Children's Museum
01:34:28
feet, drum stand, floor
Marlu Martin
01:34:28
sound
Brittany Kacer
01:34:29
feet, movement of the music, instruments
Nancy Laurence
01:34:29
It wasn't just her feel - Instead of just hearing in her ears her whole body can feel it
Caroline Bronson
01:34:32
drum with squiggly lines to her feet
Marlu Martin
01:34:32
drums
barbara
01:34:34
music
ricardolucente
01:34:35
The drum, the stick, the “waves” and her feet
Treshia Vernon
01:34:37
vibrations
Sonia Thomas
01:34:40
feet, symbols, waving line
Maxine
01:34:40
Sound waves going from drum to feet
jenniferurmson
01:34:40
drum, ground, feet
Katherine Slomer
01:34:45
the waves and her feet feeling it
Breonna Hopkins
01:34:45
the sound being made from the drums
Meg Gebert
01:34:45
the instrument, her feet and vibrations traveling
Leila Hlayhel
01:34:46
Drums and feet
miamilitante
01:34:50
sound wave lines (representing sounds), drums, feet
Angela Duarte
01:34:51
vibrations
Lindsay Mangas
01:34:52
arrows showing travel
Concepcion Obispo Serrano
01:34:53
sound waves moving from the instrument to the feet
Jisely Lopez
01:34:54
where the sound was coming from and arrows to her feet
MFERREL
01:34:55
vibrations
Angela Duarte
01:34:56
feet
Shari Templeton
01:34:59
dots
Kathy Gill
01:35:04
sound moving through the air and through her feet
emileehornburg
01:35:10
Instrument, sound waves, feet, arms
Angela Duarte
01:35:11
drumsticks moving up an down
barbara
01:35:18
pulsing/pressure
Laurel Harrison
01:35:23
The physical parts of the drum from top to bottom, floor, foot on floor - the series of material items that connect had to be in my picture. THEN a pulse pattern overlayed.
Treshia Vernon
01:35:34
Im thinking about the nerves and feet working is corelation
Maxine
01:35:38
Air is a medium by which air travels
Marlu Martin
01:35:47
space
barbara
01:35:47
you feel vibrations
Maxine
01:35:49
sound travels, ooopppss
Sonia Thomas
01:37:42
nice sound stations. Reggio Emilia had a sound steps set up too.
curtbrehmer
01:41:23
curved lines for vibrations
Meg Gebert
01:41:24
curved lines coming from the sound source
Ana Lomeli
01:41:26
the curved lines
Amber McNeese
01:41:28
that it travels
Lindsay Mangas
01:41:29
Spreading outward
Kathy Gill
01:41:33
sound spreads out
Judith White
01:41:34
Curved lines moving from the item outward
Sonia Thomas
01:41:43
love the ear pointed toward the sounds
Aish Lawton
01:41:44
The curved lines represent sound and as they travel they spread out
MFERREL
01:41:46
The sounds is represented by the curved lines, moving away .
Maxine
01:41:47
sound waves demonstrated by the curved lines
Brittany Kacer
01:41:50
Sound is represented by the curved lines are coming from the source out and then it is received by the boy.
Laurel Harrison
01:41:53
The curved lines get larger and larger, so the area the sound covers increases.
Brittany Kacer
01:41:55
The girl
ricardolucente
01:41:56
red is louder
Leila Hlayhel
01:42:00
girl
Maxine
01:42:06
the wider the curve, the louder the sound
Brittany Kacer
01:42:10
Her lines are larger, goes out further.
Treshia Vernon
01:42:11
its going up as scales
JessaLynne Chavira
01:42:12
The girl
Angela Duarte
01:42:13
the girl
SWingate
01:42:18
The sounds are coming from the bird, dog and girl and also the boy is hearing the sounds coming from around him
Treshia Vernon
01:42:55
the space between each pulse is of different size
Kathy Gill
01:43:51
does the sound go on forever?
Trish Shelton
01:44:47
Question break coming up— do you have a question?
Aish Lawton
01:45:37
Is it better to have students draw their ideas individually or as a group?
Concepcion Obispo Serrano
01:46:23
I would start individually to see what each students thinks and as they move in groups have them come up with a group model.
Kaitlyn Elliott
01:46:31
Stations for doing science, making and revising a model
Aish Lawton
01:46:51
1. Drawing explanations, 2. Experimentation 3. Building Model over time
Katherine Slomer
01:46:51
Students were changing their design/model based on what they learned
ldanford
01:46:53
I love that the students try out the different sound making items in centers. Shift 2
Jenn Mutch
01:46:54
Shift 2- Developing and revising a model.
Renee Henry- Terre Haute Children's Museum
01:46:57
Shift 2 - the station activities, and their modeling
Sonia Thomas
01:47:03
In a looped classroom we explore the same content in deeper ways each year.
Laurel Harrison
01:47:12
Yes I liked the stations that allowed the students do develop their original understanding / diagram
emileehornburg
01:47:14
Shift 2- they made a model and did stations
Nancy Laurence
01:47:15
Shift 3 I changed my mind about what I new
Heidi Gilbert
01:47:20
learning over time...alone zone, small group and large group
Kathy Gill
01:47:25
shift 2 - students used patterns in the data to gain understanding of sound and vibrations
Heather Willhide
01:47:31
I feel like the evidence for shift three is that I feel completely reasonable using this lesson almost unaltered with 6th graders-our models would just have more details and deeper explanations
sarah m-Terre Haute Children's Museum
01:47:36
shift 2- stations of activities and having the children model
karenmesmer
01:47:49
Students were trying to figure out and explain how the percussionist could “hear” what she was playing. They drew a model to explain and figured out what was in the system that were included in the phenomenon.
ldanford
01:48:01
Shift 3 drawing a model, revising the models, and “doing science” coming up with new ideas about sound energy
Maxine
01:48:16
Shift 2: Practice: stations; Questions: Book: Patterns & differences; dispel the Misconceptions
Brittany Kacer
01:48:21
Shift 3: We were able to first share our original notices and wonders, we then moved through our understanding of sound. Through questioning and coming back to our models and extending our understanding by working with it.
Angela Duarte
01:48:28
shift 3 asking if they would change their thinking
Treshia Vernon
01:48:47
Shift 2 evidence is activities done in class or they could create as project
Amber McNeese
01:50:15
shift 3 students show models that prove their thinking and how they progress through the thinking
Concepcion Obispo Serrano
01:54:58
inquiry based learning that is student lead with the teacher as the facilitator
Treshia Vernon
01:56:20
relate the learning to life experience
Heidi Gilbert
01:56:28
is the large group the whole group?
Laurel Harrison
01:56:39
Is there a site where teachers share phenomenon that work particularly well to lead to questions we hope to inspire?
SWingate
01:56:39
This is great! So true
Kate Soriano
01:56:45
Heidi, yes the large group is the whole class
Meg Gebert
01:56:50
kids can be hesitant to share in front of all their peers at once
Tabitha Dionne
01:57:25
Laurel there are several. If you do a google search for NGSS Phenomena, you can find several phenomenon banks
Laurel Harrison
01:58:03
Great, thank you.
Katrina Bryant
01:58:24
https://learningcenter.nsta.org/resource/?id=10.2505/4/ss18_041_06_45 How to Turn Any Unit Into a Phenomena Based Student driven Investigation
Kate Soriano
01:58:25
Meg, start with the lessons here https://www.nextgenscience.org/resources/examples-quality-ngss-design Even if you don't use the lessons you can see/take phenomenon from them. The best teachers are good thieves :)
Laurel Harrison
01:58:52
;)
Heidi Gilbert
01:59:03
Thank you!
Katrina Bryant
02:01:02
https://sites.google.com/site/sciencephenomena/
Katrina Bryant
02:01:29
https://www.ngssphenomena.com/
jenniferurmson
02:01:40
a
Susette McConnell
02:01:50
A
Sebastian Benitez
02:01:54
A
JessaLynne Chavira
02:02:05
A
Curie
02:02:12
A
Ana Lomeli
02:02:24
A
S.K. Wallace
02:02:33
A
Hannah_Bohlen
02:02:36
A
E. Sadıkoğlu
02:02:48
A
Carly Frazier
02:03:15
A
Laurel Harrison
02:04:58
For me, data is used to build evidence, therefore, data is the smaller circle. I gather data as evidence
Teresa Tucker
02:05:07
Is data defined with number values?
Heather Willhide
02:05:37
nah data isn't always numerical
Aish Lawton
02:06:09
Data can be quantitative or qualitative
Kate Soriano
02:06:23
Aish, yes!
Jodi Doster
02:06:57
Qualitative data is generally ranked to give it a number for statistical purposes. Like ranking disturbance on a bird colony.
Maxine
02:07:03
One supports the other, each dynamic
Concepcion Obispo Serrano
02:07:09
Your claim needs evidence, but you need reasoning to make the connections
Brittany Kacer
02:07:13
It starts with reasoning then evidence and then creating a claim.
Jenn Mutch
02:07:15
Evidence comes before the claim or informs the claim
Katherine Slomer
02:07:16
Reasoning and evidence goes back to their claim
ricardolucente
02:07:21
A claim needs to be sustained by evidence, using reasoning
Aish Lawton
02:07:21
You need evidence to support your reasoning to explain your claim
Curie
02:07:23
They are separate
barbara
02:07:25
how does this help first graders
Treshia Vernon
02:07:26
they are coherent
Curie
02:07:29
but connected
Nancy Laurence
02:07:29
Reasoning needs to take place
Heidi Gilbert
02:07:30
find evidence first to decide on claim
Renee Henry- Terre Haute Children's Museum
02:07:31
The arrow between claim and evidence is multicolored meaning they are related.
Michelle Benites
02:07:36
Colors bleed into the next box.
Marlu Martin
02:07:36
the student has to have evidence first, and reasoning , before the claim
Aish Lawton
02:07:55
All of these terms could be used with first graders if you explain the words meaning
Susette McConnell
02:08:07
CER goes with the E in the KLEWS chart?
Maxine
02:08:21
In a lab, the evidence (results) comes after the claim.
Kate Soriano
02:08:30
Susette, I never thought of it that way, but yes
barbara
02:08:44
I agree with KLEWS
Kate Soriano
02:08:50
The KLEWS chart supports students in constructing an explanation
E. Sadıkoğlu
02:09:02
defined as a systematic investigation of phenomena by gathering quantifiable data
Jodi Doster
02:09:36
If you are calling a claim a hypothesis than yes it comes before the experiment, but is a claim testable and falsifiable.
Aish Lawton
02:10:00
A claim is a statement that you may prove or disprove with evidence
Susette McConnell
02:10:22
CER used with 5th grade and higher?
Kathy Gill
02:11:03
Isn’t a CER the same as the L, E, and S on the KLEWS chart?
Laurel Harrison
02:11:51
The mass came from the water.
karenmesmer
02:11:53
A claim is the answer to your question that is backed by evidence.
Kate Soriano
02:11:56
From the Framework, students need to experience a phenomenon (can be big that anchors and unit, or smaller that students figure out over a course of a couple of days) to be able to make a hypothesis - they need data (observations) to create a hypothesis that explains their observations
E. Sadıkoğlu
02:12:04
gathering numerical data and generalizing it to explain a particular phenomenon
Jodi Doster
02:12:23
The mass came from the water and carbon dioxide with the energy from the light.
Aish Lawton
02:13:35
A pattern you observe is _____
barbara
02:13:43
A pattern that I observe is the radishes wilt when . . .
karenmesmer
02:13:51
A pattern I observe is that plants grow with water, but not without water.
Angela Duarte
02:13:56
a pattern you observed.
Katrina Bryant
02:13:57
A pattern I observe is biomass increases in the presence of water
Meg Gebert
02:13:59
Why does the no light but water not have as much mass as the middle one
Jodi Doster
02:13:59
A pattern I observe is biomass is high when water and light are available.
barbara
02:14:00
with no light and water
ldanford
02:14:02
This happens because energy is not created or destroyed.
JessaLynne Chavira
02:14:13
A pattern I observe is the plants grow with light and water
Maxine
02:14:14
A pattern that I observed _________ is that water must have weight/mass.
Aish Lawton
02:14:16
A pattern I observe is that mass increases with components needed for photosynthesis
Marlu Martin
02:14:25
A pattern I observe is light increases weight, but no mass
Heidi Gilbert
02:14:32
A pattern you observe is the mass decreases when there is light but no water.
Laurel Harrison
02:14:32
What causes the mass to decrease when there is no light but there is water?
Kala Brown
02:14:32
A pattern I observe is water is need for growth but no light
Katherine Slomer
02:14:33
A pattern that I observed is that they weigh the most with light and water
Susette McConnell
02:14:38
A pattern I observe is water is needed for growth.
Judith White
02:14:38
A pattern I observe mass changes
Jenn Mutch
02:14:40
A pattern I observe is that radish seeds are greener and have more mass when there is light and water
Concepcion Obispo Serrano
02:14:41
A pattern I observe is that the mass decreased without water and without light
Michelle Benites
02:14:43
A pattern you observe _____________ water must be present for growth.
Jamie Cranmore
02:14:44
A pattern I observe is the mass was less than the starting mass on all the seeds except the light and water.
Amber McNeese
02:14:45
I observe the plants will grow with out light but must have water.
KATHARINE BROWN
02:14:48
A pattern that I observe is that the seeds without light do not have as much mass as the ones with mass.
MaryAnne Walters
02:14:52
a pattern I observe is plants thrive with light and water
Heather Willhide
02:14:55
Under the conditions of light and water the biomass increases, but without light (regardless of the presence of watter) the biomass decreases.
dawittegegne
02:15:06
light is the most important factor for the mass increase, next is water.
Treshia Vernon
02:15:08
A pattern the biomas change even though it got neither light or wtar
Tatiana Gonzalez
02:15:20
The pattern I observed is … plants wilt without either water, or light
dawittegegne
02:15:42
Photosynthesis
Heather Willhide
02:16:13
don't we need a control that got neither light nor water?
Aish Lawton
02:17:04
The control is no light or water
Kate Soriano
02:17:16
Heather, I think the control is light and water
E. Sadıkoğlu
02:17:22
Qualitative model-based reasoning technique
Heather Willhide
02:17:43
transpiration is why it loses so much mass? how the heck it germinates in the first place though...
Kate Soriano
02:17:57
@Heather, what happens when I take away water? what happens when I take away light?
jenniferurmson
02:18:19
Did the students create their own experiments to further the investigation?
Heather Willhide
02:18:37
But I'm still super curious about he mass? I want to see it stay the same lol
Aish Lawton
02:18:42
It's the same as a hydroponics system set-up short term.
Kate Soriano
02:19:07
No, Trish strategically used an investigation she taught prior to the NGSS. The phenomenon created a NEED to engage with the investigation to get science ideas they need
Kate Soriano
02:19:20
needed
Megan Doty
02:19:45
Collection link: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Concepcion Obispo Serrano
02:20:26
A lot of UDL principles and scaffolding for diverse learners and EL students!
Nancy Laurence
02:20:38
Will the links in the chat be made available
Alex
02:20:38
How can this be used in an online classroom?
ldanford
02:20:40
Thank you for everything!
Breonna Hopkins
02:20:43
thank you so much
DeShonda Thigpen
02:20:46
Thank you so much
Jenn Mutch
02:20:57
Thank you everyone- that was great.
Heidi Gilbert
02:20:58
Thank you for your time.
Maxine
02:21:02
Very worthwhile!
JessaLynne Chavira
02:21:07
Yes, good question.. How can we use this in an online setting with the move to "At Home Learning"
jenniferurmson
02:21:08
Thank you!
maureen foelkl
02:21:11
Thank you
Amber McNeese
02:21:12
Thank you Trisha and Kate
Aish Lawton
02:21:14
Thankyou!
barbara
02:21:15
Thank you. It was quite informative
Megan Doty
02:21:15
Collection: https://learningcenter.nsta.org/mylibrary/collection.aspx?id=RysMO9N9i8M_E
Lindsay Carroll
02:21:18
Thank you, that was fantastic!!
Dannah
02:21:23
Once again, Tricia and Kate, Thank you!
Tatiana Gonzalez
02:21:54
Thank you Trisha and Kate. Very informative and useful
JessaLynne Chavira
02:21:58
Thank you so much for this! Can we get a certificate of participation for this webinar?
barbara
02:22:32
April 22nd is not listed
Jodi Doster
02:22:35
Thank you
jenniferurmson
02:22:41
Thank you!
Thora Letang
02:22:42
Thank you