Copyright Law for Educators

I just wanted to share this information in case anybody else may be interested.


In a recent e-mail from the BCATA, I received this following information about a new course that specifically deals with COPYRIGHT ISSUES FOR EDUCATORS.


http://www.bcerac.ca/prolearning/copyright_course.aspx


The course costs $50 for student teachers and only takes a few hours to complete.

It seems like something we could put in our e-portfolio.

Inclusion in the classroom

When I graduated High School, I left Victoria for England, as part of the GAP program. I was sent to a town called Worcester, to work in a school for an entire year. During my interview, I listed my main strength as visual arts. When I arrived, I found myself in the middle of a school for the blind and visually impaired...

Finding it slightly ironic that a visual artist was placed at a school for the blind, I was completely overwhelmed. I had no idea how to handle this, or any experience in this case that would help me. I soon learned to adapt. I was forced to take everything I thought I knew and throw it out. I adapted projects to become tactile, I discovered products that would work. There are papers made by the RNIB, and I believe something similar made by the CNIB that are completely tactile. Each colour is a different texture. There is thick plastic that can be drawn into, and the user can feel what they were drawing. Everyday objects could be used to create texture and make a different experience in the process of making art.

My thought for this blog is how are you going to adapt your teaching, depending on the child, and whatever their ability or disability may be? Especially if it is something you have little, to no experience with. What will you do, if you are doing an art project, or a sports activity where the student has limited mobility, or a visual impairment, or a learning disorder? There should always be ways to maximize inclusion in the classroom, but how do we become adept at figuring that out?

BC School Act

Here is a link to the Table of Contents for the British Columbia School Act.

http://www.bclaws.ca/Recon/document/freeside/--%20S%20--/School%20Act%20%20RSBC%201996%20%20c.%20412/00_Act/96412_00.htm

Does Technology Really Enhance the Quality of Learning and Teaching?

As I was searching for something to add onto my other blog for my other class, I came around this idea. We kind of touched on it in this weeks class however, if anyone else had thoughts to add to this topic, it will be interesting to see what people have to say.
Does technology really enhance the quality of learning or teaching?
Should our classes evolve around technology? Should we be giving more assignments that use the web?
On another note, online learning. Does that increase student learning? I know that I took a course online over the summer and I didn't like it at all. I liked how I was able to learn on my own, however, I missed engaging in the classroom. I like listening to some lectures and doing group assignments.
How do you feel about this?
And how will technology affect the way we teach when that time comes?

E-portfolio access?

Have other people been able to access the e-portfolio?

BCTF & ATF Issues Links

After the class, during which we were encouraged to take an active interest in the politics of education, I found these two useful links:

1)Alberta Teacher's Federation

http://www.teachers.ab.ca/Issues%20In%20Education/Pages/Index.aspx

2)British Columbia Teacher's Federation

http://www.bctf.ca/IssuesInEducation.aspx

I am curious to know what other people think about the current debate that is raging in the media about FSA testing.

ps. I accidentally posted this in response to another thread (to which this was unrelated) so I am reposting it here.

A New Generation of Learners

I had an interesting realization at work this week. I work at a Middle School art room and was helping with Art Club, which is held after school. As I helped set up the fused glass art project students filled the room with anticipation and excitment. Two boys in particular set up their work station and got to work right away. They were experimenting with some new glass cutting techniques that they had considered after the last club meeting and couldn’t wait to try. As they worked on their masterpieces they only looked up to answer questions from other students.

I commented to the teacher after club how impressed I was with the skill level of some of the kids and their total engagement with the project. She explained that one of those boys that I had described was actually really struggling in his art class. She thought that is was because the work in the class was not technical and challenging enough for him.

As teachers I think that we can get caught up with our learning objectives and goals instead of being more adaptable to the individual needs of students. We underestimate the ability of young people to do more complicated and technical projects sometimes, which can lead to boredom in the classroom. How can we design programs to keep children engaged and on the edges of their seats? How can the University better prepare its future teachers to create more dynamic classrooms? What mentors can we turn to that will inspire us to take our teaching to a new generation of learners?

Why I want to teach!

I don't know if you've ever had the chance to feel like you've inspired someone?

I know it was only for being a coach but I loved it! When I coached ten and eleven year old girls I felt like I was an inspiration to them, they looked up to me and tried to impress me! I know teaching may not be like that all the time, but when i'm given the chance to show students, peers or youth something I truly believe in or something I find to be important, I am where I want to be.

Teaching french will be amazing because it's something that just needs to be made fun rather than a chore. Teaching students the language on top of the culture in both Montreal and in France! I am not someone who would find lecturing an amazing teaching style for me, I would get bored teaching it let alone watching the students not enjoying it! When I was in high school, I had an amazing french teacher. Not everyone enjoyed learning french but when we were in Madame Chatton's classroom we were engaged! She made songs for us to sing, she encouraged us to write skits that were then performed for the class and she played french videos for us to learn from.

As for my PE aspect, I have been inspired to be more creative about what I teach in class. Last semester we learnt how to ribbon dance and learnt that those are the things that make PE fun. Students in high school don't always want to participate in the games, so bringing in different athletic components other than soccer and basketball. I would absolutely love to take students hiking or camping. Incorporate a wilderness safety lesson into the class! I am determined to find a topic for each student in my classes to enjoy!

One Size Doesn't Fit All

To start a new blog, I have a quick story that relates to one size doesn't fit all. When I was working at the Courtenay Recreation Center in the Comox Valley, I volunteered for the day camps. I was in grade 11 and I was assigned to a 11 year old blind girl. We did a variety of activities one being hiking through caves. I thought to myself, 'how am I going to make this work?' This relates to teaching because I thought I was going to help/guide kids through other activities, except I had to guide a blind girl through dark claustrophobic caves. I had to change my 'teaching' attempt to which would be clearer for this girl. Also, I teach swimming lessons to children of all ages, and of course there are many kids there who have been forced by their parents to be in the class. I have to create a lesson plan to try and get the children enjoying the class and eventually want to keep swimming in the future. It is challenging but that makes you become a better teacher.
Has anyone had experiences similar to this? I have realized that one size doesn't fit all and I will have to alter my teaching styles in order to incorporate students of all backgrounds.
-kim

Just a bit of information...

So no one has blogged yet and I thought I would spark the fire and add a hot topic for discussion. I'm a 3rd Year Physical Education (Phys. Ed.) student here at UVIC and for three years my professors have been pounding into our minds that Phys. Ed. is one of the most important school subjects in high school (something I agree with). In my opinion it is a "real" subject within the school system and has many benefits to the students within the class. It will positively influence students not only physically, but socially and academically. Patterns of a healthy active lifestyle if not learnt before graduation will not likely become apart of the students adulthood. I find it mildly offensive when people refer to other subjects as "real" when referencing them to Phys. Ed. Anybody else had situations like this?

-Ange

The lab is booked for our 3rd meeting Jan 19 BEC # 160 with a different techi, ‘Nikol’
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Teenagers who start smoking marijuana before the age of sixteen are four times more likely to become schizophrenic. That’s the startling conclusion of some of the world’s top schizophrenia experts, whose research is featured in the new documentary The Downside of High. The documentary tells the stories of three young people from BC who believe – along with their doctors – that their mental illness was triggered by marijuana use. It will be premiering on CBC The Nature of Things with David Suzuki on January 28th at 8 pm.
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Let's get started

Time to start our community of professional learners.
Please see Course Outline to check expectations.
Reminder also - Reflective Journal for Seminar # 1 are now due