tag:blogger.com,1999:blog-44482320189876037162024-03-15T18:10:02.806-07:00Miss L's Whole Brain TeachingA teaching blog from Manitoba, Canada about making learning relevant and meaningful for your students. Posts are devoted to educational resources and teaching.Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.comBlogger476125tag:blogger.com,1999:blog-4448232018987603716.post-81540413173660682542015-07-29T12:11:00.001-07:002015-07-29T12:11:06.841-07:00Moving On! It has been a long time... too long... but I promise that I have a very good reason for my absence! When I started this blog almost four years ago I never could have imagined the possibilities that I was opening up for myself and I am so thankful to have such a detailed record of my experiences as an educator and learner.<div>
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For those who have supported me in my blogging journey from the very beginning, those who have followed and read my posts, those who have recently visited my blog, and everyone else; thank you!</div>
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At this time I am ready for a new adventure and have decided to move my platform over to a new blog which I feel more accurately represents who I am as an educator. While this blog will still remain published, I have also imported my posts and pages to my new platform; <i><b>although new posts will only appear at my new address</b></i>. </div>
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I hope to see you all at my new blog, <a href="http://fishbowlteaching.blogspot.ca/" target="_blank"><b>Teaching in a Fishbowl</b></a>, and thanks for reading!</div>
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<a href="http://fishbowlteaching.blogspot.ca/" target="_blank">http://fishbowlteaching.blogspot.ca/</a></div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com140tag:blogger.com,1999:blog-4448232018987603716.post-55494914959225063512015-01-03T15:35:00.000-08:002015-01-03T15:35:53.771-08:00The Social Media Debate: Should Schools Be Using Social Media To Connect with the Community?<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> “The first step in building strong relationships in
schools is the first step for building any strong relationships: talk to each
other. The more we communicate our hopes, desires, and needs within the school
system, the more ideas and solutions we will have to discuss, the more plans we
will have to put into action, and the more support and enthusiasm we will have
for seeing those plans through.”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[1]</span></span><!--[endif]--></span></a>
Communication is essential for building and maintaining relationships with
school stakeholders, but how can schools easily communicate information to the
masses without it becoming a time-consuming task? The prevalence of social networking has
increased drastically over the past decade and statistics are reporting that,
within Canada, 85% of citizens use at least
one Facebook account, 46% have a Twitter account, 45% utilize a Google+
account, and 91% of all citizens are using some form of social media on a
monthly basis.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[2]</span></span><!--[endif]--></span></a>
Social media is changing the way that people chose to get their information and
the way they communicate and interact with the world around them.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn3" name="_ftnref3" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[3]</span></span><!--[endif]--></span></a>
This study will look at two divergent perspectives on the school use of social
media as an effective and appropriate means of communication with stakeholders.
<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
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<b><u><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Literature
Review<o:p></o:p></span></u></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> While the topic of social media use in education is
growing in popularity, there are still relatively few professional,
peer-reviewed papers on the subject; newspaper and blog posts are far more
prevalent. As such, this study focuses first on a blog post to support the
school use of social media as an effective and appropriate means of
communication. To argue against the school use of social media as an effective
and appropriate means of communication this study then focuses on the
con-approach of a comprehensive pro-and-con article on social networking and
society. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> The first piece of literature, <i>How School Districts Use Social Media to Strengthen Community</i>, a
blog post written in 2011 by Jill Kenney, focuses on the use of the social
media platform Twitter as a communication tool for school boards. Ms. Kenney’s
study centers on three school divisions: West Vancouver SD45, Abbotsford SD34,
and the Toronto District School Board. It is identified that each respective
school divisions’ decision to operate a Twitter account was fueled by a desire
to, “...improve communications with their target audiences using new and
relevant tactics... social media.”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[4]</span></span><!--[endif]--></span></a> It
is important to note that each school division also operated Facebook and
YouTube accounts, although the study focuses purely on their use of Twitter. When
social media use was compared to more traditional forms of communication such
as newsletters, webpages, and emails, Twitter was identified as an additional
tool that, “...is used to assess the communications needs and to deliver
information to their community (followers), while being as accountable and
transparent as possible.”<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn5" name="_ftnref5" title="">[5]</a></span></span><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn5" name="_ftnref5" title=""><!--[endif]--></a></span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><br /></span></span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Ms. Kenney compiled statistics from each divisions’
Twitter accounts that included their initiation date, followers, and average tweets
per month. Furthermore, Ms. Kenney also identifies areas of success and tips
for other divisions who are interested in implementing Twitter in their own
communications plans. According to Ms. Kenney, the most important factor in
each divisions’ success is that their Twitter account is managed by a
Communications Manager who is in charge of, “a deliberate, planned, and
sustained effort to establish and maintain top of mind between an organization
and its publics.”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn6" name="_ftnref6" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[6]</span></span><!--[endif]--></span></a>
She then identifies that even though each division had a different tweet
frequency, how often they used their account each month, they all excel at
including a variety of relevant and useful content for their audiences. By
examining each divisions’ accounts, Kenney shared that their Twitter accounts
were used to share, “sporting events, school closures, committee meetings,
educational news and relevant articles, crisis communications, job
opportunities, student highlights, etc.”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn7" name="_ftnref7" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[7]</span></span><!--[endif]--></span></a> To
conclude, Ms. Kenney identifies four tips for other school divisions who are
interested in incorporating Twitter into their communications plans: 1. Include
content that facilitates conversations, 2. Hold weekly planning meetings on
what you want communicated that week, 3. Train the appropriate personnel on
social media use, 4. Implement appropriate social media guidelines that address
topics like transparency, negative comments, timely responses, confidential
information, etc.<span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn8" name="_ftnref8" title="">[8]</a></span></span><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn8" name="_ftnref8" title=""><!--[endif]--></a></span>
<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> The second piece of literature, <i>Are Social Networking Sites Good for Our Society?</i>, an article
published by ProCon.org in 2014, identifies twenty-four arguments against the
use of social networking sites including: Facebook, Twitter, Pinterest,
YouTube, etc. While the focus of this article is not primarily about the school
use of social media as an effective and appropriate means of communication,
this writer has identified five of ProCon.org’s arguments that can be used
against such use. The first argument identified states that social media
enables the spread of unreliable and false information. In fact, 49.1% of
people have heard false news through one of their social media accounts.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn9" name="_ftnref9" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[9]</span></span><!--[endif]--></span></a>
Even with careful planning and forethought, miscommunication can result in
false information being distributed through a division’s social media account. Additionally,
with the public’s ability to respond to information, public comments could be
shared that take the original information out of context and/or present a false
perspective. Furthermore, a second argument is that social media posts cannot
be completely deleted and all information posted can have unintended
consequences. If a mistake is made by a school division such as false
information, spelling errors, unflattering information, etc, it cannot simply
be deleted as the information will stay online, in some form, indefinitely. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">To
build on the argument of unintended consequences, a third argument states that social
networking sites lack privacy and expose users to intrusions. By presenting
information through public social networks, school divisions run the risk of
sharing information that could prove to be harmful to students or teachers. For
example, a division may send out a tweet wishing the Grade 4 class a good time
on their field trip to the city zoo and, while seemingly harmless, an estranged
family member could use this information to find a student in which they do not
have permission to be in contact with. The fourth argument by ProCon.org states
that social media causes people to spend less time interacting face-to-face; a
very big concern for school divisions who want to enhance participation by
their stakeholders. Statistics show that up to 34% of Americans report less
face-to-face time with the family in their homes due to the sharing that occurs
through social media platforms.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn10" name="_ftnref10" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[10]</span></span><!--[endif]--></span></a>
If users are already showing decreased interactions with their own family
members, the use of social media may further deter stakeholders from actually
visiting the school and its events because they can simply get information
through an online network. Lastly, the article highlights that social
networking site users are vulnerable to security attacks such as hacking,
identity theft, and viruses. School divisions need to be cognizant that their
networks store sensitive information for hundreds or thousands of students and
staff and a security attack could leave the division liable. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
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<b><u><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Critical
Assessment<o:p></o:p></span></u></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> With 91% of all Canadian citizens having access to some
type of social media network<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn11" name="_ftnref11" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[11]</span></span><!--[endif]--></span></a>
and approximately 290 Manitoban school accounts already on Twitter and Facebook<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn12" name="_ftnref12" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[12]</span></span><!--[endif]--></span></a>,
can it be argued that schools should not be utilizing social media? The purpose
of this assessment is not to debate the popularity of various social network
platforms or the use of social media to increase student learning. This
assessment, however, focuses on whether the use of social media can be used as
an effective and appropriate means of communication between schools and
stakeholders.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> In regards to efficiency, when deciding on whether or not
to utilize social media, a school needs to consider the following: 1. What
social media platform(s) are going to be utilized? 2. What information will be
shared through this platform? 3. Is there a minimum use requirement to ensure
it is providing current information? 4. Is there someone who is strongly
interested or passionate enough to help fuel the launch? 5. Who is in charge of
the day-to-day management of the communication? <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> In regards to appropriateness, when deciding on whether
or not to utilize social media, a school needs to consider the following: 1. Is
there a need for online communication? 2. What audience will be targeted
through social media communication? 3. What social media platform(s) has/have
the highest use in the school’s specific audience? 4. Will social media
communication replace an outdated communication format or be added as an
additional option? 5. What form(s) of information can be shared through the
platform?<o:p></o:p></span></div>
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<b><u><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Implications
for Educators<o:p></o:p></span></u></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> There is no doubt that social media use is on the rise
and has tremendous potential to serve as a means of communication between
schools and stakeholders. The almost three-hundred divisions, schools, and
classrooms, which are already using social media for communication, highlight
just how many educators are recognizing the value of social media for connecting
with parents and community members. With various factors to consider before
implementing a social media account, schools should revisit how maintaining
communication can help enhance school success. Manitoba Education has published
a document, <i>School Partnerships: A Guide
for Parents, Schools, and Communities,</i> which highlights different
communication methods to encourage involvement from parents, families, and
community members:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 1.
Seek input from the school community<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 2.
Maintain ongoing communication: share priorities, </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> plans, activities, meetings, </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">announcements, and events</span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 3.
Involve families<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 4.
Create an atmosphere of trust<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 5.
Give timely feedback<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftn13" name="_ftnref13" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt; line-height: 115%;">[13]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">When looking at the
suggestions provided through this document, one can make connections of to how
these could be accomplished through the use of a school or division social
media account. If a school’s stakeholders are already using social media for
personal use, providing an option that meets the audience where it is could
prove to be very beneficial for all parties.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Each piece of literature provides strong arguments in
support of their perspective and presents an overall indication that this topic
is one that needs to be addressed on a division-by-division or even
school-by-school basis. Every school and division has a unique group of
stakeholders that hold a diverse set of cultural, socio-economic, and familial
characteristics that need to be taken into account before any umbrella-mandates
are incorporated. By addressing the ten points of discussion listed earlier in the
critical analysis, a school can make an informed decision on whether the use of
social media can be used as an efficient and appropriate means of
communication.</span></div>
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<b><u><span style="font-family: 'Times New Roman', serif; line-height: 200%;"><span style="font-size: x-small;">Bibliography</span><span style="font-size: 12pt;"><o:p></o:p></span></span></u></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;">J.M Arseneault, E.S. Orr, C. Ross, R.R.
Orr, M.G. Simmering, and M. Sisic.
(2009). <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;"> “Personality
and motivation associated with Facebook use.” <i>Computers in Human <o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<span style="font-size: xx-small;"><i><span style="font-family: 'Times New Roman', serif;"> Behaviour</span></i><span style="font-family: 'Times New Roman', serif;">. V. 25. Pg
578-586.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;">Kenney, Jill. (2011). ”How School
Districts Use Social Media to Strengthen Community.” <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-size: xx-small;"><span style="font-family: 'Times New Roman', serif;"> Uploaded
to Get Fresh PR. Available online at: </span><a href="http://www.getfreshpr.com/2011/04/how-%09school-districts-can-use-social-media-to-build-community/"><span style="font-family: 'Times New Roman', serif;">http://www.getfreshpr.com/2011/04/how- school-districts-can-use-social-media-to-build-community/</span></a><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;">Manitoba Education, Citizenship, and
Youth. (2005). “School Partnerships: A Guide for Parents, <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;"> Schools,
and Communities.” Pg 10-11.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;">Manitoba Education, Citizenship and
Youth. (2004). “Working Together: A Guide to Positive <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;"> Problem
Solving for Schools, Families, and Communities.” Pg 5.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;">ProCon.Org. (2014). “Are Social
Networking Sites Good for Our Society”. <i>Pro
and Con <o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<span style="font-size: xx-small;"><i><span style="font-family: 'Times New Roman', serif;"> Arguments. </span></i><span style="font-family: 'Times New Roman', serif;">Available online
at: </span><a href="http://socialnetworking.procon.org/#pro_con"><span style="font-family: 'Times New Roman', serif;">http://socialnetworking.procon.org/#pro_con</span></a><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;">We Are Social. (2014). “Social, Digital,
and & Mobile Use Around the World.” <i>SlideShare</i>.
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-size: xx-small;"><span style="font-family: 'Times New Roman', serif;"> Slide
62. Available online at: </span><a href="http://www.slideshare.net/wearesocialsg/social-digital-%09mobile-around-the-world-january-2014/61"><span style="font-family: 'Times New Roman', serif;">http://www.slideshare.net/wearesocialsg/social-digital- mobile-around-the-world-january-2014/61</span></a><span style="font-family: 'Times New Roman', serif;"> <o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[1]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;">Manitoba
Education, Citizenship and Youth. (2004). “Working Together: A Guide to
Positive Problem Solving for Schools, Families, and Communities.” Pg 5. <o:p></o:p></span></span></div>
</div>
<div id="ftn2">
<div class="MsoFootnoteText">
<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[2]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> We Are Social.
(2014). “Social, Digital, and & Mobile Use Around the World.” <i>SlideShare</i>. Slide 62. <o:p></o:p></span></span></div>
</div>
<div id="ftn3">
<div class="MsoFootnoteText">
<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref3" name="_ftn3" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[3]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> J.M Arseneault,
E.S. Orr, C. Ross, R.R. Orr, M.G.
Simmering, and M. Sisic. (2009). “Personality and motivation associated with
Facebook use.” <i>Computers in Human
Behaviour</i>. V. 25. Pg 578-586.</span><o:p></o:p></span></div>
</div>
<div id="ftn4">
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref4" name="_ftn4" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[4]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> Kenney, Jill. (2011).
”How School Districts Use Social Media to Strengthen Community.” Uploaded to
Get Fresh PR. Available online at: </span><a href="http://www.getfreshpr.com/2011/04/how-school-districts-can-use-social-media-to-build-community/"><span style="font-family: 'Times New Roman', serif;">http://www.getfreshpr.com/2011/04/how-school-districts-can-use-social-media-to-build-community/</span></a><span style="font-family: 'Times New Roman', serif;"> <o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref5" name="_ftn5" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[5]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> lbid.,</span> <o:p></o:p></span></div>
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref6" name="_ftn6" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[6]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> lbid.,<o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref7" name="_ftn7" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[7]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> lbid.,<o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref8" name="_ftn8" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[8]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> lbid.,</span><o:p></o:p></span></div>
</div>
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref9" name="_ftn9" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[9]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> ProCon.Org.
(2014). “Are Social Networking Sites Good for Our Society”. <i>Pro and Con Arguments. </i>Argument #1<i>. </i>Available online at: </span><a href="http://socialnetworking.procon.org/#pro_con"><span style="font-family: 'Times New Roman', serif;">http://socialnetworking.procon.org/#pro_con</span></a><span style="font-family: 'Times New Roman', serif;"> <o:p></o:p></span></span></div>
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref10" name="_ftn10" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[10]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> lbid, Argument
#8. <o:p></o:p></span></span></div>
</div>
<div id="ftn11">
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref11" name="_ftn11" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[11]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> We Are Social.
(2014). “Social, Digital, and & Mobile Use Around the World.” <i>SlideShare</i>. Slide 62.<o:p></o:p></span></span></div>
</div>
<div id="ftn12">
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<span style="font-size: xx-small;"><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref12" name="_ftn12" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[12]</span></span><!--[endif]--></span></span></a><span style="font-family: 'Times New Roman', serif;"> Thompson,
Kirsten. (2014). Independent Research of Twitter and Facebook Databases.</span><o:p></o:p></span></div>
</div>
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<div class="MsoFootnoteText">
<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/4th%20Paper%20-%20Skinner%20-%20January.docx#_ftnref13" name="_ftn13" title=""><span class="MsoFootnoteReference"><span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 115%;">[13]</span></span><!--[endif]--></span></span></span></a><span style="font-family: 'Times New Roman', serif;"><span style="font-size: xx-small;"> Manitoba
Education, Citizenship, and Youth. (2005). “School Partnerships: A Guide for
Parents, Schools, and Communities.” Pg 10-11.</span><span style="font-size: 8pt;"><o:p></o:p></span></span></div>
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Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com22tag:blogger.com,1999:blog-4448232018987603716.post-62409840688726069972014-12-31T09:22:00.000-08:002014-12-31T09:22:03.716-08:00The Four Critical Digital Skills We Are Failing to Teach Our Students<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">“... Young people as a whole have enthusiastically integrated
a variety of networked media into their daily lives, and can text, upload
photos and blog with relative ease. However, using media effortlessly isn’t necessarily
the same thing as using it well. Young people are mistakenly considered experts
in digital technologies because they’re so highly connected, but they are still
lacking many essential digital literacy skills</span>.”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></a>
Classrooms are now filled with students that, from a generational standpoint, are
coined, <i>digital natives</i>; born into
the age of digital technology and familiar with computers and the internet from
an early age.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></a> Does an increase in digital
experiences, however, directly translate to a strong understanding of digital
literacy and citizenship? Unfortunately, many teachers are assuming yes. <o:p></o:p></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Internet access has increased exponentially over the past
decade and statistics are reporting that, within Canada, only 7% of students
have no form of internet access while at home; 6% find access through a library
or other community center and 1% only have access while attending school.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn3" name="_ftnref3" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[3]</span></span><!--[endif]--></span></a>
With such high frequency of internet availability students are able to spend
increasing amounts of time online with Canadians logging an average of 4 hours
53 minutes of internet use each day, with up to 1 hour 51 minutes of this being
through a mobile device.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[4]</span></span><!--[endif]--></span></a>
With increased availability, however, comes increased challenges with 37% of
students reporting that they have had something mean or cruel done to them
online that has made them feel badly about themselves.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn5" name="_ftnref5" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[5]</span></span><!--[endif]--></span></a>
Furthermore, 73% of students admit to using the internet to commit at least one
act of academic dishonesty at the high school level.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn6" name="_ftnref6" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[6]</span></span><!--[endif]--></span></a>
If the prevalence of digital experiences is a vast as the statistics imply,
then why are students lacking in the areas of digital citizenship and literacy?
I argue that it is the responsibility of the classroom teacher to incorporate
digital citizenship and literacy outcomes into their curriculums at all grade
levels. To support this study I will identify four critical spheres of
understanding that I believe need to be implemented by classroom teachers at
all grade levels and subject-areas.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Many hours of professional
development are spent on strategies and programs designed to help educators incorporate
technology into curriculum outcomes; even more time is spent discussing and
installing various types of hardware and software into schools. While the
actual technology and appropriate professional development for teachers are
incredibly important as we move forward with 21<sup>st</sup> century education,
I believe that there are four critical spheres of digital understanding that
our education system is failing to address appropriately: the creation and
management of an online identity, netiquette, how to assess the quality and
authenticity of online information, and referencing and digital copyright laws.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> The first of these areas, the
creation and management of an online identity, is essential for helping
students understand that their online time is not anonymous and that the
information stakeholders can find about them online can help determine future
job offers, program acceptances, scholarship offers, sports drafts, and
etcetera. The term digital footprint refers to the traces or footprints one
leaves online through active actions (social media profiles, blogs, comments)
and passive actions (cookies stored by web browsers, technology use statistics)<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn7" name="_ftnref7" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[7]</span></span><!--[endif]--></span></a>.
Students should be familiar with the term digital footprint and aware of their
own unique digital footprint from an early age. As students reach an age where
they are participating in social media they need to be taught the importance of
appropriate usernames, an identity required for everything from email and
Facebook to Instagram, Kik, and Snapchat. Not only should students be taught
how to create an appropriate username that suitably represents them but they
should also be aware of how using the same username across multiple platforms
assists them in creating a stronger, more tailored online identity. It is
important to note, however, that utilizing the same username is not the same as
incorporating the same password for multiple platforms. A major component of
ones online identity has to do with online privacy and how to effectively
navigate and customize the privacy settings for various programs. Students need
to be taught how to access a program’s privacy settings, on both computer and
mobile interfaces, and how to customize them to appropriately meet the needs of
the program’s purpose. For example, a student may host a public blog to
showcase their personal writing pieces but have a private Instagram profile
where they share personal photos with close friends. By learning how to create
and manage their own online identity, students are forced to become more cognizant
of what they are posting online and can help prevent embarrassment and
disappointment as they mature.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> The second sphere focuses on
netiquette, the term used to refer to appropriate etiquette for online and
digital platforms.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn8" name="_ftnref8" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[8]</span></span><!--[endif]--></span></a> Educators, parents, and law-enforcement officials,
have all spent time discussing and/or addressing issues such as cyberbullying,
sexting, and online defamation, which all stem directly from lack of
netiquette. Virginia Shea, author of “Netiquette”, identifies as many as ten
online netiquette rules that should be adhered to by any person who is using
online platforms of any design. Of the
ten, I believe a minimum of four should be taught by educators to students beginning
in their elementary years; <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">1.
Remember that the person on the receiving end of an </span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">interaction is another
human and </span><span style="background-color: white; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 0.5in;">that
all real-life regulations </span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background-color: white; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 0.5in;">and courtesies apply.</span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">2.
There is a time and place for different interactions; what </span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">works in a private
text to a </span><span style="background-color: white; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 0.5in;">friend
does not always work in an </span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background-color: white; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 0.5in;">email to a relative.</span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">3.
Everything you write/post/share should be a positive </span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">representation of yourself.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">4.
Respect the privacy of others and think before you </span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt;">forward/screenshot/tag/share </span><span style="background-color: white; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 0.5in;">information
that is not yours to share.</span><a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn9" name="_ftnref9" style="font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 0.5in;" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[9]</span></span></span></a></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">These
are skills that can be incorporated at the elementary level by having students
email newsletters home to relatives, interact with their peers through an
online classroom community, create digital portfolios, or connect with an
online pen-pal from another area of the school or world. As students mature
they can transfer their netiquette skills to their personal social media
interactions, email correspondences, and online activities.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> The third of these areas, assessing
the quality and authenticity of online information, is not only an area of
concern for educators, but for students as well. In fact, 35% of students
identify that they wish their school would teach them how to search for information
online and an additional 51% wish they knew how to tell if the information they
found was factual and appropriate.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn10" name="_ftnref10" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[10]</span></span><!--[endif]--></span></a>
Of the four spheres, assessing the quality and authenticity of online
information is the most closely related to pre-existing curriculum outcomes as
educators ask students to find subject-specific information for every class
offered, yet this is still an area of concern for many students. Edutopia column
author, Julie Coiro, identifies four dimensions in which students need to focus
on when presented with online information. In order to effectively critique
information from online sources students first need to be able to assess the
relevance of a particular piece in relation to their purpose. Students should
then be comfortable cross-checking information with additional websites and
primary sources to evaluate if the information they have found is factual. Lastly,
students should learn how to determine what personal bias the author may
possess and how reliable they might be in relation to the context in which the
information is found.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn11" name="_ftnref11" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[11]</span></span><!--[endif]--></span></a>
While 45% of students identify that they do learn this information from their
teachers, the remaining majority of 55% needs to be addressed.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn12" name="_ftnref12" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[12]</span></span><!--[endif]--></span></a>
By introducing these skills at an early
age and solidifying them as students progress through high school, educators
are assisting students in thinking critically about information presented to
them.<o:p></o:p></span></div>
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<span style="background: white; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"> The fourth and last
sphere, </span><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">referencing and digital copyright laws, is essential for
ensuring students are giving credit where credit is due and preventing
copyright infringements that are commonly occurring by accident. The assumption
is that if it is found online it is free for the taking, and this misconception
is held for everything from intellectual property and images to video and music
files. Students are regularly posting material for educational and personal
uses that includes information and various forms of media that were found
online. Within the school, educators not only have to teach students how to
understand digital copyright legislations and how to reference appropriately,
but they also need to model it themselves within their classrooms. Teachers are
commonly finding information, videos, images, and activities online for their
students and, while educational copyright does have some differences, students
do not fall under this umbrella once they leave the classroom. It is imperative
that students see educators modeling the appropriate use of references in their
work as it will help solidify this skill for students. By educating students on
the legality of digital copyright and how to reference work in multiple
contexts there is a decreased chance of students inadvertently committing
plagiarism. <o:p></o:p></span></div>
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<span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> By addressing each of these four
spheres within the classroom context, educators help ensure that students are
representing themselves appropriately online, thinking critically about
information being presented to them, and utilizing online resources within the
context of copyright legislations. While digital natives can definitely be
considered the experts when it comes to navigating certain online platforms and
connecting via digital worlds, they require guidance and support to navigate
many of the critical components of digital citizenship and literacy. Without
the incorporation of these skills it is as if, “our kids are growing up on a
digital playground and no one is on recess duty.”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftn13" name="_ftnref13" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt; line-height: 115%;">[13]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
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<br /></div>
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<b><span style="background: white; font-family: 'Times New Roman', serif; line-height: 200%;"><span style="font-size: x-small;">Bibliography</span><span style="font-size: xx-small;"><o:p></o:p></span></span></b></div>
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<span style="background: white; font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Burt, Ronnie. (2012). “The
Educator’s Guide to Copyright, Fair Use, and Creative Commons.”</span></span><i style="background-color: white; font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">The Edublogger</i><span style="background-color: white; font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">.
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<span style="background: white; font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Coiro, Julie. (2014). “Teaching
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Honeycutt, Kevin. (2014). “Personal Tweet”.
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Kharbach, Med. (2011-2014). “A Great Guide on
Teaching Students About Digital Footprint.”</span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><i style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">Educational Technology and Mobile Learning.</i><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">
Available online at:</span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><a href="http://www.educatorstechnology.com/2013/04/a-great-guide-on-teaching-students.html" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://www.educatorstechnology.com/2013/04/a-great-guide-on-teaching-students.html</a></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Lessons in Learning. (Accessed on 2014). “Liars,
fraudsters and cheats: Dealing with the growth</span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">of
academic dishonesty”. </span><i style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">Canadian Council on
Learning</i><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">. Available online at:</span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><a href="http://www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20100707AcademicDishone%09sty.html" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20100707AcademicDishone sty.html</a></div>
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<span style="background: white; font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Oxford Dictionary.
(2014). “Digital Native”. Available online at:</span></span><a href="http://www.oxforddictionaries.com/definition/english/digital-native" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://www.oxforddictionaries.com/definition/english/digital-native</a></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Tricider. (2011-2014). “What digital skills do
students need for the 21<sup>st</sup> century?” Available</span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">online
at: </span><a href="http://www.tricider.com/t/decide/?show=2gKE" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://www.tricider.com/t/decide/?show=2gKE</a></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Shea, Virginia. (1997). “Netiquette.” <i>Albion
Books</i>. Available online at: </span></span><a href="http://www.albion.com/bookNetiquette/0963702513p4.html" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://www.albion.com/bookNetiquette/0963702513p4.html</a></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Springer Science & Business Media. (2014). “Digital
Native Fallacy: Teachers still know better </span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">when
it comes to using technology.” </span><i style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">Science
Daily.</i><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> Available online at:</span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><span style="background: rgb(242, 243, 244); color: #070809; font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"><a href="http://www.sciencedaily.com/releases/2014/10/141020104938.htm">www.sciencedaily.com/releases/2014/10/141020104938.htm</a></span></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Steeves, Valerie. (2014). “Young Canadians in a
Wired World, Phase III: Cyberbullying: </span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">Dealing
with Online Meanness, Cruelty and Threats.” </span><i style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">Media
Smarts</i><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">. Available online at: </span><a href="http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Cybe%09rbullying_FullReport_2.pdf" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Cybe rbullying_FullReport_2.pdf</a></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Steeves, Valerie. (2014). “Young Canadians in a
Wired World, Phase III: Experts or Amateurs? </span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">Gauging
Young Canadians’ Digital Literacy Skills.” </span><i style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">Media
Smarts.</i><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> Available online at: </span><a href="http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Expe%09rts_or_Amateurs.pdf" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Expe rts_or_Amateurs.pdf</a></div>
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<div class="MsoNormal">
<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Steeves, Valerie. (2014). “Young Canadians in a Wired
World, Phase III: Life Online.” <i>Media </i></span></span><i style="font-size: x-small;"><span style="font-family: 'Times New Roman', serif; line-height: 115%;">Smarts.</span></i><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">
Available online at: </span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><a href="http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Life%09_Online_FullReport_2.pdf" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Life _Online_FullReport_2.pdf</a></div>
<div class="MsoNormal">
<br /></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">Steeves, Valerie. (2014). “Young Canadians in a Wired
World, Phase III: Online Privacy, Online </span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">Publicity.” </span><i style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">Media Smarts.</i><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> Available online at: </span><a href="http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Online_Privacy_Online_Publicity_FullReport.pdf" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publicationreport/full/YCWWIII_Online_Privacy_Online_Publicity_FullReport.pdf</a><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;">
</span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"><br /></span></div>
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<span style="font-family: 'Times New Roman', serif; line-height: 115%;"><span style="font-size: xx-small;">We Are Social. (2014). “Social, Digital & Mobile
Around the World”. Available online at:</span></span><span style="font-family: 'Times New Roman', serif; font-size: xx-small; line-height: 115%;"> </span><a href="http://www.slideshare.net/wearesocialsg/social-digital-mobile-around-the-world-january-%092014/61" style="font-family: 'Times New Roman', serif; font-size: x-small; line-height: 115%;">http://www.slideshare.net/wearesocialsg/social-digital-mobile-around-the-world-january- 2014/61</a></div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[1]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"> Steeves,
Valerie. (2014). “Young Canadians in a Wired World, Phase III: Experts or Amateurs?
Gauging Young Canadians’ Digital Literacy Skills.” Media Smarts. Page 1.<o:p></o:p></span></div>
</div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt; line-height: 115%;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[2]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt; line-height: 115%;">
<span style="background: white;">Oxford Dictionary. (2014). Digital
Native. Available online at: <a href="http://www.oxforddictionaries.com/definition/english/digital-native">http://www.oxforddictionaries.com/definition/english/digital-native</a>
<o:p></o:p></span></span></div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref3" name="_ftn3" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[3]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"> Steeve, Valerie.
(2014). “Young Canadians in a Wired World, Phase III: Experts or Amateurs?
Gauging Young Canadians’ Digital Literacy Skills.” Media Smarts. Page 8.<o:p></o:p></span></div>
</div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref4" name="_ftn4" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[4]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"> We Are Social.
(2014). “Social, Digital & Mobile Around the World”. Available online at: <a href="http://www.slideshare.net/wearesocialsg/social-digital-mobile-around-the-world-january-2014/61">http://www.slideshare.net/wearesocialsg/social-digital-mobile-around-the-world-january-2014/61</a></span><span style="font-size: 8.0pt;"> <o:p></o:p></span></div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref5" name="_ftn5" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[5]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"> Steeves,
Valerie. (2014). “Young Canadians in a Wired World, Phase III: Cyberbullying:
Dealing with Online Meanness, Cruelty and Threats.” Media Smarts. Pg 2.<o:p></o:p></span></div>
</div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref6" name="_ftn6" title=""><span class="MsoFootnoteReference"><span style="font-size: 8.0pt; font-weight: normal; mso-bidi-font-weight: bold;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[6]</span></span><!--[endif]--></span></span></a><span style="font-size: 8.0pt; font-weight: normal; mso-bidi-font-weight: bold;"> Lessons
in Learning. (Accessed on 2014). “Liars, fraudsters and cheats: Dealing with
the growth of academic dishonesty”. Canadian Council on Learning. Available
online at: <a href="http://www.ccl-cca.ca/CCL/Reports/LessonsInLearning/LinL20100707AcademicDishonesty.html">http://www.ccl-cca.ca/CCL/Reports/LessonsInLearning/LinL20100707AcademicDishonesty.html</a>
<o:p></o:p></span></h3>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref7" name="_ftn7" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[7]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"> Kharbach, Med.
(2011-2014). “A Great Guide on Teaching Students About Digital Footprint.” <i>Educational Technology and Mobile Learning.</i>
Available online at: <a href="http://www.educatorstechnology.com/2013/04/a-great-guide-on-teaching-students.html">http://www.educatorstechnology.com/2013/04/a-great-guide-on-teaching-students.html</a>
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Shea, Virginia. (1997). “Netiquette.”
Albion Books. Available online at: <a href="http://www.albion.com/bookNetiquette/0963702513p4.html">http://www.albion.com/bookNetiquette/0963702513p4.html</a>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref9" name="_ftn9" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[9]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"> lbid.,<o:p></o:p></span></div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref10" name="_ftn10" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[10]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;"> Steeves,
Valerie. (2014). “Young Canadians in a Wired World, Phase III: Experts or Amateurs?
Gauging Young Canadians’ Digital Literacy Skills.” Media Smarts. Page 46.</span><o:p></o:p></div>
</div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref11" name="_ftn11" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt; line-height: 115%;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 8pt; line-height: 115%;">[11]</span></span><!--[endif]--></span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 8.0pt; line-height: 115%;">
<span style="background: white;">Coiro, Julie. (2014). “Teaching
Adolescents How To Evaluate the Quality of Online Information.” Edutopia.
Available online at: <a href="http://www.edutopia.org/blog/evaluating-quality-of-online-info-julie-coiro">http://www.edutopia.org/blog/evaluating-quality-of-online-info-julie-coiro</a>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/3rd%20Paper%20-%20Skinner%20-%20December.docx#_ftnref13" name="_ftn13" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[13]</span></span><!--[endif]--></span></a> <span style="font-family: "Times New Roman","serif"; font-size: 8.0pt;">Honeycutt, Kevin.
(2014). “Personal Tweet”. Available online at: <a href="https://twitter.com/adnanedtech/status/521042568528670720">https://twitter.com/adnanedtech/status/521042568528670720</a></span>
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Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com9tag:blogger.com,1999:blog-4448232018987603716.post-56066385381456070242014-12-07T20:06:00.000-08:002014-12-07T20:06:01.993-08:00Charlie Appelstein: No Such Thing As A Bad Kid On Friday all of "T-Division's" teaching staff and EAs had the opportunity to attend a PD session with <a href="http://charliea.com/" target="_blank">Charlie Appelstein</a>; a youth-care specialist, author, and father. Being that we are now into December, and only have a short ten days until the Christmas break, I was apprehensive about attending a PD session when there is so much to do in so little time left. On the other hand, classroom energy is always high at this time of year so it was nice to have a day away to think and recharge! Mr. Appelstein was an incredibly entertaining presenter and shared a lot of helpful information while infusing humor and "random bursts of positivity", as he called it.
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<blockquote class="instagram-media" data-instgrm-captioned="" data-instgrm-version="4" style="background: #FFF; border-radius: 3px; border: 0; box-shadow: 0 0 1px 0 rgba(0,0,0,0.5),0 1px 10px 0 rgba(0,0,0,0.15); margin: 1px; max-width: 658px; padding: 0; width: -webkit-calc(100% - 2px); width: 99.375%; width: calc(100% - 2px);">
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<a href="https://instagram.com/p/wPjjC0j899/" style="background-color: transparent; color: black; font-family: Arial, sans-serif; font-size: 14px; line-height: 17px; text-decoration: none; word-wrap: break-word;" target="_top">Fun times at our PD today with Charlie Appelstein. He spelt out Macfarland... then macdonald... here's the last one! #mbedchat #TRSD32</a><br />
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A video posted by Kirsten Thompson (@misslwbt) on <time datetime="2014-12-05T23:13:10+00:00" style="font-family: Arial,sans-serif; font-size: 14px; line-height: 17px;">Dec 12, 2014 at 3:13pm PST</time></div>
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Our 5.5 hour session focused on how to understand and respond to students who are living with emotional and behavioural challenges, although Mr. Appelstein carefully pointed out that these strategies can be used with all students: from high-functioning to at-risk or special needs. Here are a few of my notes that I took away from this PD:<br />
<br />
<b><span style="color: red;">Quick Tips </span></b><br />
- Effective education is all about building relationships<br />
- Add in please and thank-you<br />
- It is crazy how much educators demand things from students<br />
without minimum courtesy<br />
- Yelling meets your needs, not your students needs<br />
- Think, "Does every students wake up thinking Mr/Mrs ______<br />
thinks I'm awesome"<br />
- Believing x Relevance = Motivation<br />
- Greet students with positivity<br />
- High Fives<br />
- Fist Bump<br />
- Incorporate random bursts of positivity throughout your lesson<br />
- Help parents and you will help kids<br />
- Humour builds relationships but not sarcasm<br />
<br />
<b><span style="color: red;">Activity Suggestions</span></b><br />
- Create business cards for each of your students and hang them<br />
on the wall<br />
- Have students promise to mail in their official business card<br />
when they're done school and working in their chosen field<br />
- Have students address post cards at the start of the year and keep<br />
them in your desk<br />
- Send good messages home throughout the year<br />
- Much easier to do when the post-card to ready to go!<br />
<br />
<b><span style="color: red;">Understanding At-Risk Students</span></b><br />
- The brain has three sectors: logical, emotional, and survival<br />
- Students with trauma live in the survival system<br />
- Don't label students: every kid is a Mercedes-Benz, some just<br />
come into the classroom on empty<br />
- Hope is humanity's fuel<br />
- Think of an at-risk student in your class/school, can you think of<br />
if they have one true best friend<br />
- At-risk student's don't have true friends<br />
- They don't trust others<br />
- Happy people have:<br />
1) Meaningful Social Connections<br />
2) Strong Social Support Networks<br />
- We need to help at-risk students fill in the gaps in these areas<br />
- <b>Life isn't what you see, it's what your perceive</b><br />
- When you change the way you look at the challenging kid, the<br />
kid changes<br />
<br />
<b><span style="color: red;">How To Respond to Challenging Behaviours</span></b><br />
- Get mad at choices, not children<br />
- Reframing<br />
- Take something negative & reframe positively<br />
1) Understanding (why is the behaviour happening)<br />
2) Reframe (change to a positive)<br />
- Acting rude: you have an amazing ability to affect people!<br />
3) Squeeze (give encouragement of where they can use that skill)<br />
- Take about the future positively, like it has already happened<br />
- "How are we going to celebrate next week when you have the best<br />
week ever"<br />
- At times you can't change the child, so change the environment<br />
- Sort behavioural goals into three baskets<br />
1) Basket A: non-negotiable topics<br />
- usually related to safety<br />
2) Basket B: compromise<br />
3) Basket C: ignore it<br />
- Our emotions cause use to misuse the tools we have<br />
- Even if we know how to manage, sometimes our self-esteem<br />
takes a hit and our emotions get in the way<br />
- Respond instead of react<br />
- Affect Scale<br />
- Balance out a child's actions<br />
- As they get loud, you get quiet<br />
- When responding:<br />
- Two arm lengths away<br />
- 45 degree angle<br />
- Eye level or below (don't stand while they sit)<br />
- Ask open-ended questions<br />
- Repeat back to them<br />
<br />
<b><span style="color: red;">Standard Behaviour Management</span></b><br />
- "Believing is seeing"<br />
- Our school is awesome if you do well, if you misbehave life isn't fun<br />
- You have to earn our trust<br />
* This is what most schools function under<br />
<br />
<b><span style="color: red;">Unconditional Support</span></b><br />
- "Seeing is believing"<br />
- We care about you no matter what<br />
- We understand where you are at and will help you get where you need<br />
to be<br />
- You are strategically assisting all students to fill in where they have<br />
developmental gaps<br />
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<br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;" /><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;"> My personal reflection is only a tiny bit of information that was covered in today's presentation. To learn more about Charlie Appelstein, and his work with teachers and parents, please explore the following links:</span><br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;" /><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;">- <a href="http://charliea.com/" target="_blank">Charlie Appelstein Professional Website</a></span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;">- <a href="https://www.facebook.com/CharlieTraining" target="_blank">Charlie Appelstein Facebook Page</a></span><br />
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Thank you to Charlie Appelstein for visiting us out in rural Manitoba, I am left with a lot of practical information to utilize in my classroom!</div>
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Thank you to the admin and staff in "T-Division" for providing us all with another great PD opportunity :)</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com5tag:blogger.com,1999:blog-4448232018987603716.post-74495018226436319802014-12-03T18:48:00.001-08:002014-12-03T18:53:51.353-08:00Interactive Notebooks (I.N.B) in Grade 8: Front Matter & Rational Numbers Last year I used <b><span style="color: red;">Interactive Notebooks</span></b> with my Grade 8-10 Math classes with some success. My Grade 8 and 9 students used them the most but my implementation lacked direction and I don't feel my students got as much out of them as they should have. I still taught my lessons regularly and then we would do an Interactive Notebook entry at the end of that topic as a type of review activity. So, while useful, I wasn't using them to my full potential and my students could pick up on that,<br />
<br />
This year I was much more prepared and had class sets of notebooks for all student ordered before summer break even started! While I found lots of great ideas through basic Google searches and Pinterest, I spent the majority of my time scrolling through the great resources offered by <b><span style="color: red;">Jennifer</span></b> at <a href="http://www.4mulafun.com/inb/" target="_blank">4mula Fun</a>! Here is what I recommend:<br />
<br />
- <a href="http://www.4mulafun.com/inb/" target="_blank">Introductory I.N.B Blog Post</a><br />
<br />
- <a href="http://www.4mulafun.com/wrap-up-webinars-and-more-interactive-notebook-goodness/" target="_blank">Webinar Video Page</a> (Over 2 hrs of video explanations!)<br />
<br />
- The <a href="http://shop4mulafun.com/" target="_blank">4mula Fun Teachers-Pay-Teachers store</a><br />
(I bought the Flippable Template Pack & use it all the time)<br />
<br />
Since I found Jennifer's sharing so helpful and starting my journey, I wanted to return to the favour and share some things that I'm doing too (who knows, maybe someone will find it helpful!). All of the pictures come from my copy of our Grade 8 Math Interactive Notebook which is kept at the front of our classroom at all times for students to reference if they are absent.<br />
<br />
<b><span style="color: red; font-size: large;"><u>What I like about Interactive Notebooks</u></span></b>:<br />
- All students have standardized notes (I know everyone has the<br />
same information)<br />
- I can easily say, "Check page ___" when students ask a quick<br />
question<br />
- All of their notes are in one place, easy to find, and don't get lost<br />
in their binder<br />
- The foldable aspect provides an activity for kinaesthetic learners<br />
- Students have to focus more on the information when making sure<br />
they are putting it in the right spot<br />
- I have easy formative assessment products through the output<br />
activities<br />
- Students have built-in flashcards from the foldables for when<br />
they study<br />
- They headings and organization helps teach note-taking &<br />
study skills<br />
<br />
We follow the <b><span style="color: red;">Input-Output rule</span></b> where, if you open up your I.N.B, the left-hand side is the Input page (meaning the information comes from the teacher) and the right-hand side is the Output page. The input side is what essentially replaces the traditional notes that we would have normally taken. The output side is a short activity or reflection piece that is completed independently by each student. It is completed anywhere from 1-5 days after and is used as a formative assessment tool for me to gauge where the student's understanding is. Here is a copy of the anchor chart I made for our room explaining this system.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn2ygqWaiQgOg7bhFEqsrFObuy0RXowFq2aD1XpP9ycUTHa5LhqlI_ywqzLNJrAfcElABKV-6tYqfdqWWRavDxxjNCsgxRLOvQ_vWFjmKdEBVa8SYoiOgymcFJTlJttHRA-NZksgNBWfp_/s1600/photo+(5).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn2ygqWaiQgOg7bhFEqsrFObuy0RXowFq2aD1XpP9ycUTHa5LhqlI_ywqzLNJrAfcElABKV-6tYqfdqWWRavDxxjNCsgxRLOvQ_vWFjmKdEBVa8SYoiOgymcFJTlJttHRA-NZksgNBWfp_/s1600/photo+(5).JPG" height="300" title="Interactive Notebook - Input Output Anchour Chart" width="400" /></a></div>
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We are currently finishing up our second unit of the school year but I wanted to start with sharing our introductory pages (Front Matter) and our pages for our first unit on Rational Numbers. I have tried to format this page so that the pictures reflect the input-output style of the I.N.B. Please note that my copy of the I.N.B does not have completed output activities, I include the activity instructions since it is used by students who missed that day.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRyfktOSCiETD-0UNe-atVOcpNUPtcDLhMB0S7kHlDbsXSI3HOebHTdB4BGllRVilVlC6HuJMf_kw599GPY8msDjy7LB08pl-a_SatxHhfHF8YwjvGz52YBV_NMNHNC6VjKqI0jO3kZlWL/s1600/photo+1+(4).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRyfktOSCiETD-0UNe-atVOcpNUPtcDLhMB0S7kHlDbsXSI3HOebHTdB4BGllRVilVlC6HuJMf_kw599GPY8msDjy7LB08pl-a_SatxHhfHF8YwjvGz52YBV_NMNHNC6VjKqI0jO3kZlWL/s1600/photo+1+(4).JPG" height="200" title="Interactive Notebook Front Cover - Teacher Version" width="168" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMVX4b-c0LxhCPXMqXiBeTHalZKhTD0OgPEUXWVEGbn-fNt3yt5RUyTeWYwZoL3Q4ImGulwgz1mfCyV45uRf1KjE4bfcR2UHigzP2RyKjglHF75gktiGxd_e-Rg7Jdg9QntRATQ5wFaRU4/s1600/photo+2+(4).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMVX4b-c0LxhCPXMqXiBeTHalZKhTD0OgPEUXWVEGbn-fNt3yt5RUyTeWYwZoL3Q4ImGulwgz1mfCyV45uRf1KjE4bfcR2UHigzP2RyKjglHF75gktiGxd_e-Rg7Jdg9QntRATQ5wFaRU4/s1600/photo+2+(4).JPG" height="200" title="Interactive Notebook Table of Contents" width="163" /></a></div>
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We start with our <b><span style="color: red;">Table of Contents</span></b> which states:</div>
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- Input or Output (along left-hand margin)</div>
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- Page Title</div>
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- Page Number</div>
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*I had students leave 2 blank pages after this to expand their Table of Contents as the year progressed</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv1JIp-i3lD616bGi7pU-y4yQ6X4UPaqPAdTgiEM8FIa3K1zLcZBlDNGljuA0qEZqtZ2lHG6GsewcGfAE4lVlm1SP2tWjWBiCfb_3tBnWb0Oip2-UwL_hNimTGiGZOfpATRbUDIr_-w5Xv/s1600/photo+3+(4).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv1JIp-i3lD616bGi7pU-y4yQ6X4UPaqPAdTgiEM8FIa3K1zLcZBlDNGljuA0qEZqtZ2lHG6GsewcGfAE4lVlm1SP2tWjWBiCfb_3tBnWb0Oip2-UwL_hNimTGiGZOfpATRbUDIr_-w5Xv/s1600/photo+3+(4).JPG" height="200" title="Interactive Notebook Course Outline" width="147" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTdspv9zhHRR8xDOZYDDRw-bWMeBDkiZCo2SAE0rqFcy0KCAu9kp_FZ0WQVgT1tSZxL2axd-MxNidA2AgF4UDboIyMcbMETmTvwf47zWWcLypuXc2Hwy5qwFpG9J-e-pwqC6GTKep2rhMM/s1600/photo+4+(4).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTdspv9zhHRR8xDOZYDDRw-bWMeBDkiZCo2SAE0rqFcy0KCAu9kp_FZ0WQVgT1tSZxL2axd-MxNidA2AgF4UDboIyMcbMETmTvwf47zWWcLypuXc2Hwy5qwFpG9J-e-pwqC6GTKep2rhMM/s1600/photo+4+(4).JPG" height="200" title="Interactive Notebook Give Me Five" width="150" /></a></div>
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I provided all students with a small copy of our <span style="color: red; font-weight: bold;">Course Outline </span>as an input entry. </div>
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As an output entry I had students list:</div>
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- 5 things they learned from the course outline</div>
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- 5 resources/supports to assist them in the classroom</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP4-R_-p7MdeWOBfpSQKkvVeaMlljtL8_Q1B_sH7U0UHfOWtwPsac80GYE_QRJe873DYpxebWCxwjVQZhftWOTJY9gVECZ3t1fIeBSO-YauDqrJg1HfRE0mI4M9OP4MZudxeIn2CvNeLRd/s1600/photo+5+(4).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><strike><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP4-R_-p7MdeWOBfpSQKkvVeaMlljtL8_Q1B_sH7U0UHfOWtwPsac80GYE_QRJe873DYpxebWCxwjVQZhftWOTJY9gVECZ3t1fIeBSO-YauDqrJg1HfRE0mI4M9OP4MZudxeIn2CvNeLRd/s1600/photo+5+(4).JPG" height="200" title="Interactive Notebook - Multiple Intelligences Quiz" width="151" /></strike></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-CsWgX9OT1XWlhNaVEBBv0xhKIaiZq-YO1SSYwARWwg416U7XHhr7Iwh7f8GpzAM7yyAgwbDtxrtPB2Ucqkg_-DpxZF71tTYX2BcxAjtZvN_T37qvkw_50FouqWqwtq7crTqnPjHJXpjx/s1600/photo+1+(3).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-CsWgX9OT1XWlhNaVEBBv0xhKIaiZq-YO1SSYwARWwg416U7XHhr7Iwh7f8GpzAM7yyAgwbDtxrtPB2Ucqkg_-DpxZF71tTYX2BcxAjtZvN_T37qvkw_50FouqWqwtq7crTqnPjHJXpjx/s1600/photo+1+(3).JPG" height="200" title="Interactive Notebook - Tips to Help Me Learn" width="154" /></a></div>
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We used the <a href="http://misslwholebrainteaching.blogspot.ca/2014/07/block-1-social-and-emotional-learning.html" target="_blank">Respect for Diversity</a> program at the start of the year and this <b><span style="color: red;">Multiple Intelligences Quiz</span></b> was a portion of that program as an input entry.</div>
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As an output entry we revisited page 4 before our first test and reviewed different study tips based off of students' Multiple Intelligences.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWxDgHJMwlicAexPvtxgyDOE3QUwtSVRnR1zUYmI_JyDB1iI0kCRk1Fi35pBqfc2dzdd1iQ52Z1QrWa_XiB0JHJKS0JTG0-NcW-vCAM-XEdhKc_ylXndXWPb_1EATLJr7RVP0SU7hVetyS/s1600/photo+2+(3).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWxDgHJMwlicAexPvtxgyDOE3QUwtSVRnR1zUYmI_JyDB1iI0kCRk1Fi35pBqfc2dzdd1iQ52Z1QrWa_XiB0JHJKS0JTG0-NcW-vCAM-XEdhKc_ylXndXWPb_1EATLJr7RVP0SU7hVetyS/s1600/photo+2+(3).JPG" height="211" title="Interactive Notebook - Math Goals" width="320" /></a></div>
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This is the only example of in our I.N.B that broke our input-output routine.<br />
At the start of the year I had student's create their own "S.M.A.R.T" <b><span style="color: red;">Math Goals</span></b>.<br />
Now that we are in our second term, students have filled in a second goal on page 6 as well.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiFtnvS3c1AKlK4nATzsEJsCinPtR-bWHQTh0Ku9UpfIbze_Y0qLDKg4uSSSz_ATzBbGUtdRkxSwXbnT3rpcAbPOhZSpWCZEt9IDKwqyyHj8GsqfQNs30JuEhxddtMSgp458DmDceME14a/s1600/photo+4+(3).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiFtnvS3c1AKlK4nATzsEJsCinPtR-bWHQTh0Ku9UpfIbze_Y0qLDKg4uSSSz_ATzBbGUtdRkxSwXbnT3rpcAbPOhZSpWCZEt9IDKwqyyHj8GsqfQNs30JuEhxddtMSgp458DmDceME14a/s1600/photo+4+(3).JPG" height="200" title="Interactive Notebook - Operations with Fractions " width="176" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuhiVq_x9b77OgZpsW2pE51rbqewn8WW3EYXKDjuKcnTNbFtxC8IBNZ-JM26Es9Uv4wrf4fbVFwxOhLRaipkg6C6HUjRLvA4Okmdz6hgwi6rwmO3fyGKaPeEGAABcHCRBo79jTuro1yNGu/s1600/photo+5+(3).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuhiVq_x9b77OgZpsW2pE51rbqewn8WW3EYXKDjuKcnTNbFtxC8IBNZ-JM26Es9Uv4wrf4fbVFwxOhLRaipkg6C6HUjRLvA4Okmdz6hgwi6rwmO3fyGKaPeEGAABcHCRBo79jTuro1yNGu/s1600/photo+5+(3).JPG" height="200" title="Interactive Notebook - Working with Fractions" width="153" /></a><br />
<div style="text-align: left;">
<br /></div>
<div style="text-align: center;">
<b><span style="color: red;">Operations with Fractions</span></b> (input)</div>
<div style="text-align: center;">
- Definition of a Fraction</div>
<div style="text-align: center;">
- Adding & Subtracting Fractions (different denominators)</div>
<div style="text-align: center;">
- Adding & Subtracting Fractions (same denominators)</div>
<div style="text-align: center;">
- Dividing Fractions</div>
<div style="text-align: center;">
- Multiplying Fractions</div>
<div style="text-align: center;">
- Examples of Each Operation</div>
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<div style="text-align: center;">
<b><span style="color: red;">Working with Fractions</span></b> (output)</div>
<div style="text-align: center;">
- Least to Greatest Numberline</div>
<div style="text-align: center;">
- Identify Errors in Incorrect Questions</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD_k1whMb6pwPH_pXJZi9w0yN6Utm9EK4HMVQUpWaKAkRWbeVDxh2rEga19sWh1WZZkoRTp9yzGAX2m4VRuwNoRYxvavQXXhhUbBMtyB6ULhLck_fBFNPiEb_PVkcue4pG5DlT9p0q4qiZ/s1600/photo+1+(2).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD_k1whMb6pwPH_pXJZi9w0yN6Utm9EK4HMVQUpWaKAkRWbeVDxh2rEga19sWh1WZZkoRTp9yzGAX2m4VRuwNoRYxvavQXXhhUbBMtyB6ULhLck_fBFNPiEb_PVkcue4pG5DlT9p0q4qiZ/s1600/photo+1+(2).JPG" height="200" title="Interactive Notebook - Operations with Integers" width="167" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhErUJGCZuiCsPzZfnwFXs0kgS4ZQLs-AZJBkmb9vHRsDCfclWvp8d-C030xx4e2YX1nmkkuqbsHEP4eSF4uoh9gr_0hGg1byB4GFvNCN1Q9dJ2VaRoZLfGr96U11phgsXLAmlwpmbDOWC8/s1600/photo+2+(2).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhErUJGCZuiCsPzZfnwFXs0kgS4ZQLs-AZJBkmb9vHRsDCfclWvp8d-C030xx4e2YX1nmkkuqbsHEP4eSF4uoh9gr_0hGg1byB4GFvNCN1Q9dJ2VaRoZLfGr96U11phgsXLAmlwpmbDOWC8/s1600/photo+2+(2).JPG" height="200" title="Interactive Notebook - Working with Integers" width="152" /></a></div>
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<div style="text-align: center;">
<b><span style="color: red;">Operations with Integers</span></b> (input)<br />
- Definition of an Integer<br />
- Adding with Positive Integers<br />
- Adding with Negative Integers<br />
- Subtracting Integers<br />
- Multiplying Integers<br />
- Dividing Integers<br />
- Examples of Each Operation<br />
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<b><span style="color: red;">Working with Integers</span></b> (output)<br />
- Equation Practice & Reflection<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNPn706Cco6Q_uBYTG1yCeFmzH7ApmONYRfZm2vYX-Ke-vVteIBaYiY3XX11vdMdqg_AyO-L3W55x-69YZw6zEQdwGrYV5JhnVMJsPIx9K8dHSUslw3pmeAuQz9vwOj2L1cK59kyPOjNrR/s1600/photo+3+(2).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNPn706Cco6Q_uBYTG1yCeFmzH7ApmONYRfZm2vYX-Ke-vVteIBaYiY3XX11vdMdqg_AyO-L3W55x-69YZw6zEQdwGrYV5JhnVMJsPIx9K8dHSUslw3pmeAuQz9vwOj2L1cK59kyPOjNrR/s1600/photo+3+(2).JPG" height="200" title="Interactive Notebook - Repeating Decimals as Fractions" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgx9bKlhvT8GvVTvub_tjoRjYeXzbjSbrBr7pZSb2bK-ltSJjnjM2QHZpT030nep8bsriZhAYNXJEEWTz93W-iIny3aatI5kw-lKRpsn_dbyPPQOXylO94cYBlHpAPKYwHPAQtNFB8tOwsl/s1600/photo+5+(2).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgx9bKlhvT8GvVTvub_tjoRjYeXzbjSbrBr7pZSb2bK-ltSJjnjM2QHZpT030nep8bsriZhAYNXJEEWTz93W-iIny3aatI5kw-lKRpsn_dbyPPQOXylO94cYBlHpAPKYwHPAQtNFB8tOwsl/s1600/photo+5+(2).JPG" height="200" title="Interactive Notebook - Equations with Repeating Decimals" width="155" /></a></div>
<div style="text-align: center;">
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<b><span style="color: red;">Repeating Decimals as Fractions</span></b> (input)<br />
- 2 Step Explanations<br />
- Examples<br />
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<b><span style="color: red;">Equations with Repeating Decimals</span></b> (output)<br />
- 3 Equation Practice Questions<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIeKA5b__JDvXeijIvJKtgXZoFKMFtzEG4VFaS3aV_Em7ZjHPvx7wK1ygm4C2o96jNPej6FFnbcTDhKlQdP4Vy4fUT4yKX9pl0FXb5kSxuxIbcFwEX4wLw6C_7nyvwof89Is4c3wyJtFGf/s1600/photo+1.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIeKA5b__JDvXeijIvJKtgXZoFKMFtzEG4VFaS3aV_Em7ZjHPvx7wK1ygm4C2o96jNPej6FFnbcTDhKlQdP4Vy4fUT4yKX9pl0FXb5kSxuxIbcFwEX4wLw6C_7nyvwof89Is4c3wyJtFGf/s1600/photo+1.JPG" height="200" title="Interactive Notebook - What is a Rational Number" width="151" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKjo4Vvy1kIElRqKlPZHsZXcjpbut0NzJHdko9jAO3WL_GSUSvgT7zJId3HcTlxsMGtu9qe1n8z7V5xvaDNij1RHRu44-AvyUKFRSR_NBO6dhlRqqZCCzc6y-elgkucDqHwELMB98vDbDq/s1600/photo+2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKjo4Vvy1kIElRqKlPZHsZXcjpbut0NzJHdko9jAO3WL_GSUSvgT7zJId3HcTlxsMGtu9qe1n8z7V5xvaDNij1RHRu44-AvyUKFRSR_NBO6dhlRqqZCCzc6y-elgkucDqHwELMB98vDbDq/s1600/photo+2.JPG" height="200" title="Interactive Notebook - Rational Number Forms" width="150" /></a></div>
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<b><span style="color: red;">What is a Rational Number</span></b> (input)</div>
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- Definition</div>
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- Examples & Non-Examples</div>
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*I find it easier to do this definition last instead of first because students have already had lots of practice working with all of the rational number forms</div>
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<b><span style="color: red;">Rational Number Forms</span></b> (input)</div>
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*5pg book foldable: pictures continue below</div>
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- Pg 1: Integer or Decimal Example</div>
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- Pg 2: Fraction Form of their Integer/Decimal</div>
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- Pg 3: Equivalent Fraction of their Fraction Form</div>
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- Pg 4: Location on a Numberline</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlEbK-oPufXFJQ4omDcHvs572vq1KOuCYni81rD76gUQBrwhsHpdxhzHbRWyoGfBTturKDZ_-EpB7ZlLw72kGMNTQMfCXOaDxYf3RBUKDX6FtMy3XM4bD9A5sQ45_jG7jekR65LRp3_3ve/s1600/photo+3.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlEbK-oPufXFJQ4omDcHvs572vq1KOuCYni81rD76gUQBrwhsHpdxhzHbRWyoGfBTturKDZ_-EpB7ZlLw72kGMNTQMfCXOaDxYf3RBUKDX6FtMy3XM4bD9A5sQ45_jG7jekR65LRp3_3ve/s1600/photo+3.JPG" height="200" title="Interactive Notebook - Rational Number Forms " width="155" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPSiCq5YGq-h9-612YVcdKzn8v9kuv7u9B9WZua9DzE-RAUbaFhZQNk2GMukoFQfuryR6FJ-Y-ot7RcGQoWPH7jmCxgSLcfh-5VC8g1hjpustG3trMsAX7jgxtLubvZaGWt-rYz2O7UGhW/s1600/photo+4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPSiCq5YGq-h9-612YVcdKzn8v9kuv7u9B9WZua9DzE-RAUbaFhZQNk2GMukoFQfuryR6FJ-Y-ot7RcGQoWPH7jmCxgSLcfh-5VC8g1hjpustG3trMsAX7jgxtLubvZaGWt-rYz2O7UGhW/s1600/photo+4.JPG" height="200" title="Interactive Notebook - Rational Number Forms" width="150" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1wgj8ubutfVRAfr2ysarHAcen7pELpY2CimrEGwo3D_3iNEuQ4K-k6nf4C7lB7WWVOevELSjp9QGp_91r8Mlm1I8Yf4GvtuU49MHeSuXohBAYPGZqnzqYVnUsekmDahhQmQyyBNSrzwxd/s1600/photo+5.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="interactive notebook, INB, I.N.B, interactive notebook grade 8 math, INB in grade 8 math, how to start interactive notebooks" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1wgj8ubutfVRAfr2ysarHAcen7pELpY2CimrEGwo3D_3iNEuQ4K-k6nf4C7lB7WWVOevELSjp9QGp_91r8Mlm1I8Yf4GvtuU49MHeSuXohBAYPGZqnzqYVnUsekmDahhQmQyyBNSrzwxd/s1600/photo+5.JPG" height="200" title="Interactive Notebook - Rational Number Forms" width="153" /></a></div>
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Whew! Are you picture-overloaded yet?<br />
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This is everything that was included for our introduction and first unit with our Interactive Notebooks. If my short explanations are not sufficient please do not hesitate to comment below and ask any and all questions you may have! I would never have been able to start if it wasn't for teachers helping me so I would be more than happy to pay it forward and help you!</div>
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*Thank you again to <b><span style="color: red;">Jennifer </span></b>from <a href="http://www.4mulafun.com/inb/" target="_blank">4mula Fun</a> for creating great products and helping me get started.</div>
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Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com21tag:blogger.com,1999:blog-4448232018987603716.post-36203066673136172182014-12-02T08:27:00.002-08:002014-12-02T08:27:56.348-08:00December Currently<div class="separator" style="clear: both; text-align: center;">
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<div style="text-align: justify;">
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;">If you haven't encountered a "</span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;"><span style="color: red;">Currently</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;">" post before, it is just a fun post at the beginning of each month that serves as a way to share what is Currently going on in your life! You can link up and share your own "</span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;"><span style="color: red;">Currently</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;">" post by visiting the wonderful </span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;"><span style="color: magenta;">Farley</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;"> over at </span><a href="http://ohboy3rdgrade.blogspot.ca/2014/11/currently-december.html" style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start; text-decoration: none;" target="_blank"><strong><span style="color: red;">Oh' Boy 4th Grade</span></strong></a><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-align: start;">.</span></div>
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<img alt="" border="0" src="http://i1185.photobucket.com/albums/z343/ladybugteacher/new%20album/farleybutton.png" style="-webkit-box-shadow: transparent 0px 0px 0px; background: none !important; border: currentcolor !important; box-shadow: transparent 0px 0px 0px !important; padding: 5px; position: relative;" title="Oh' Boy 4th Grade" /></div>
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I can't believe it is already December! The last currently post I did was ALL the way back in September and it seems like everything has just flown by since then. Christmas is one of my favourite times of the year and I love getting together with friends and family that we don't see very often. From a teachers perspective, however, this time is extremely chaotic!</div>
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One awesome thing is that December brings back hockey season and I am my husband's number 1 fan! I usually drag along my mother-in-law or friends as well so it is the perfect social outing :)</div>
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<a href="https://instagram.com/p/ve4MG0D8-U/" style="color: black; font-family: Arial,sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none; word-wrap: break-word;" target="_top">It's that time of year again! Awesome way to start off the year Mustangs 🌟 #hockeywife #McCrearyMustangs</a></div>
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A photo posted by Kirsten Thompson (@misslwbt) on <time datetime="2014-11-17T01:30:45+00:00" style="font-family: Arial,sans-serif; font-size: 14px; line-height: 17px;">Nov 11, 2014 at 5:30pm PST</time></div>
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<a href="https://instagram.com/p/ve0bwnD808/" style="color: black; font-family: Arial,sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none; word-wrap: break-word;" target="_top">Hockey season is back in action! Go Justin Go! #hockeywife #McCrearyMustangs</a></div>
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A video posted by Kirsten Thompson (@misslwbt) on <time datetime="2014-11-17T00:57:56+00:00" style="font-family: Arial,sans-serif; font-size: 14px; line-height: 17px;">Nov 11, 2014 at 4:57pm PST</time></div>
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<script async="" defer="" src="//platform.instagram.com/en_US/embeds.js"></script>Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com7tag:blogger.com,1999:blog-4448232018987603716.post-6332368759548002582014-11-28T14:23:00.002-08:002014-11-28T14:23:34.016-08:00First Steps in Math - Day 1 Today I began the First Steps in Math program with four other educators from our division. Several years ago our division sent one of our colleagues to the First Steps in Math training program and he has now spent time each year educating other teachers in our division and was actually trained by <a href="http://misslwholebrainteaching.blogspot.ca/2013/12/david-mckillop-mental-math-strategies.html" target="_blank">David McKillop</a>, who I saw last year in Brandon.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUmLrGaeoFpAxNY1KHjV6b52TLcgwGqey_ebkQD0w5CnShW2bmdtY_9fmII2EKfYgV7AtLfqeVtBQgGDerVKjkOZgaT-WLLzwqq1zC2TK5YUptXhlGWZoYAhqZvJDaDTWpR9gd1Lx8-zeO/s1600/photo+(4).JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Turtle River School Division, first steps in math program" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUmLrGaeoFpAxNY1KHjV6b52TLcgwGqey_ebkQD0w5CnShW2bmdtY_9fmII2EKfYgV7AtLfqeVtBQgGDerVKjkOZgaT-WLLzwqq1zC2TK5YUptXhlGWZoYAhqZvJDaDTWpR9gd1Lx8-zeO/s1600/photo+(4).JPG" height="320" title="First Steps in Math" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My new books (provided by our division): the First Steps in Math Number Sense course book & work book.</td></tr>
</tbody></table>
<br />
<br />
First Steps in Math was developed in Australia in the early 1990's as a means to identify the conceptual phases that all students go through and analyze how best to address any gaps that may occur in their understanding. In their own words, <b>First Steps in Math helps teachers</b>:<br />
<br />
- build or extent their own knowledge of the mathematics underpinning<br />
the curriculum<br />
<br />
- understand how students learn mathematics so that they can make sound<br />
professional decisions<br />
<br />
- plan learning experiences that are likely to develop the mathematics<br />
outcomes for all students<br />
<br />
- recognize opportunities for incidental teaching during conversations and<br />
routines that occur in the classroom<br />
<br />
Our first full-day session, of four, focused on the background research behind the program and how the program is organized. We spent the majority of the morning discussing these introductory topics and then looked at two chapters to see how the program looks in practice. It is important to note that we are only focusing on the Number curricula for right now, but the program offers the same resources for Measurement, Geometry, Space, Data Management, and Probability.<br />
<br />
In regards to Number, this resource centers on two main areas: the individual concept development and how it ties into a continuum of understanding. The program identifies <b>eight Key Understandings</b> for this topic and allots an entire chapter to each one. This chapter includes:<br />
<br />
- a concise explanation of the key understanding<br />
<br />
- a series of learning activities organized by grade level (K-8)<br />
<br />
- a case study<br />
<br />
- a "did you know" article that discusses possible misconceptions<br />
<br />
Personally I like the way the chapters are set up as they are to-the-point and easy to follow; I can see myself being able to easily pull out information as needed without having to re-read full chapters. The program also includes a section of <b>Diagnostic Tests</b> that help showcase a student's understanding and pin-point possible learning activities to help strengthen weak concepts.<br />
<br />
My only experience teaching math is in Grades 8-10 so I found it very interesting to see how the foundational numeracy skills are developed in younger grades. While I have several students I can think of that are struggling with some misconceptions I already feel more prepared in appropriately assessing their area of difficulty and recognize that their challenge most likely stems directly from a foundational concept as opposed to a higher-order topic.<br />
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Here is an example of the types of questions we analyzed today as a group:</div>
<div style="text-align: center;">
<br /></div>
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When given a set of numbers and asked to order them from least to greatest, a student answered</div>
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303, 304, 305, 298, 299</div>
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<div style="text-align: center;">
<b>What do you think the student's misconception was?</b></div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com3tag:blogger.com,1999:blog-4448232018987603716.post-4861108421631193342014-11-23T14:04:00.001-08:002014-11-23T14:04:23.377-08:00Encouraging Student Voice Through Social Media I am currently working on my Master's degree in the Curriculum & Planning Stream with a focus on tech integration in the classroom. My first class, Educational Issues, involves the completion of four different assignments: 1<a href="http://misslwholebrainteaching.blogspot.ca/2014/10/manitoba-provincial-report-card-pressure.html" target="_blank"> blog post</a>, 1 presentation, and 2 papers.This past Saturday our professor drove up to our community (abut a 2hr drive for him) to watch our presentations. We were each responsible for creating a 15min presentation on a topic of our choice and participated in a Q & A session immediately following.<br />
<br />
My presentation topic was Encouraging Student Voice Through Social Media and I chose to use Prezi as my visual element. Although the majority of my information was verbally presented, here is the Prezi I put together to accompany my information:<br />
<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" src="http://prezi.com/embed/s0cei31eb2vs/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&token=undefined&disabled_features=undefined" webkitallowfullscreen="" width="550"></iframe>Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-12309139151242531592014-11-23T13:51:00.002-08:002014-11-23T13:51:43.056-08:00Hello??? Is Anyone Still There? <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitZxocUaU9cbBbIszh11CC4RswNGEWMC_k9M24FC8Rqe9p5AiO7-kXqWjQmmOSrVJIJBNuD2DruYu5_dxxI9AYZ-mTuWyGf_rq01UxDEkrSBoxO0jeOMr2YSgX71PQeDhOF6J2xlFslQ6h/s1600/382513_29be5791b6_z.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitZxocUaU9cbBbIszh11CC4RswNGEWMC_k9M24FC8Rqe9p5AiO7-kXqWjQmmOSrVJIJBNuD2DruYu5_dxxI9AYZ-mTuWyGf_rq01UxDEkrSBoxO0jeOMr2YSgX71PQeDhOF6J2xlFslQ6h/s1600/382513_29be5791b6_z.jpg" height="240" title="Hello?" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">Hello! (2004). Uploaded to Flickr by Ken. Available online at:http://bit.ly/1xRryKG</span></td></tr>
</tbody></table>
It is hard to believe that a full month and a half has gone by since I have actively blogged here! On one hand it seems like forever... and on the other hand I don't know where the time has gone because it seems to have flown by so quickly. It is not that I didn't want to be blogging... in fact I've started several posts that, for some reason, I just didn't finish. It seemed as though there were too many aspects pulling my attention away from here and my head just wasn't in it. The past six weeks have included:<br />
<br />
- Our student council's first spirit week<br />
- Our football team's rodeo canteen<br />
- Football play-off season<br />
- A week home from school with severe flu<br />
- Travelling to Brandon, Portage, and Winnipeg for various meetings<br />
- The start of hockey season<br />
- Finishing our home renovations<br />
- Working on my Master's program<br />
- Football Awards Night (provincial and local levels)<br />
- and more<br />
<br />
While I recognize that I needed a break in order to focus on other aspects of my life, I missed this blog and I missed reflecting on my career and my interests. I am looking forward to getting back into a routine and getting some of those ideas out of my head and onto the screen... the question is: is anyone still there to read them?Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com4tag:blogger.com,1999:blog-4448232018987603716.post-8106235033372079972014-10-06T13:32:00.002-07:002014-10-06T13:32:38.018-07:00Manitoba Provincial Report Card Pressure<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">“...teachers indicated
that, on occasion, they had to phone in sick in order to complete their report
cards on time and they acknowledged that others did so as well.”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_edn1" name="_ednref1" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-size: 12pt; line-height: 115%;">[i]</span></span><!--[endif]--></span></a> In
2010 the Manitoba government announced the development of a provincial report
card that would standardize assessment reporting across the province using both
a parent-friendly format and plain language.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_edn2" name="_ednref2" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-size: 12pt; line-height: 115%;">[ii]</span></span><!--[endif]--></span></a> While
provisions were put in place to gain meaningful feedback from teachers,
parents, and administrators before the mandatory implementation in the fall of
2013, an unstandardized execution has left many Manitoba teachers feeling the
pressure. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">In a 2014 survey
conducted by the Manitoba Teachers’ Society sixty-five percent, of a total
eight-hundred survey participants, shared that they spent more than ten hours
writing detailed comments for the new Provincial Report Card and forty-two
percent shared that they prepare report cards for more than one-hundred
students.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_edn3" name="_ednref3" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-size: 12pt; line-height: 115%;">[iii]</span></span><!--[endif]--></span></a>
Furthermore, “too many job demands” topped the list of sources of stress for
Manitoba teachers; up four percent, to sixteen, since 2004.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_edn4" name="_ednref4" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-size: 12pt; line-height: 115%;">[iv]</span></span><!--[endif]--></span></a> I
argue that a mandate like the Provincial Report Card needs to be implemented <i>effectively</i> and <i>efficiently</i> in a manner that allows assessment reporting to shift
towards a more standardized template while providing educators with sufficient
support to allow a continuous transition. <span style="background: white;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span style="background: white; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">When introducing the Provincial Report Card mandate school divisions
were forced to address the logistics of appropriate training, the technology
utilized to generate their gradebooks, and continued support for staff, among
other matters. Sufficient training, however, appears different depending on
which school division or even which school a teacher works in. According to the
survey mentioned previously, completed by the Manitoba Teacher’s Society, only
thirty-nine percent of teachers received division-wide training from a Manitoba
Education representative and sixteen percent of teachers received no training
at all.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_edn5" name="_ednref5" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">[v]</span></span><!--[endif]--></span></a>
The remaining fifty-five percent received training in various formats including
sessions hosted by their administration and independent-training from Manitoba
Education support documents.<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_edn6" name="_ednref6" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">[vi]</span></span><!--[endif]--></span></a>
When addressing technology the issue is not any more standardized as school
divisions across the province are using software such as Edline, Power School,
and Maplewood, or developing their own personalized systems to develop their
gradebooks. As each platform offers its own unique formatting options and
features, divisions have been forced to work independently to support the
various glitches that can occur with any technology system. With the shear
amount of time the reporting process can take, teachers have felt pressured to
do multiple-copies of their documents to work around some of the programming
problems, “I have had the program freeze mid-reporting. Crash and delete all my
records and then have to re-write all my reports (I’ve since been writing them
in Word and saving the file – just in case).”<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_edn7" name="_ednref7" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">[vii]</span></span><!--[endif]--></span></a>
With one year of mandatory implementation under their belts, teachers and
divisions are still seeking continued support as the November report card
period is on the horizon.<o:p></o:p></span></div>
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<span style="background: white; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"><br /></span></div>
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<span style="background: white; font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">As a new teacher, who entered into the profession in the same year as
the introduction of the Provincial Report Cards, I have felt the frustrations
of insufficient training and unreliable technology. Is Maplewood transferring
my records onto the report card correctly? Should I spend the extra time
writing and saving my records in a word document incase the program crashes? Is
this comment appropriate and free of any superlatives? What about my next
eighty comments? While the template of the Provincial Report Card is
standardized the uniformity has stopped there and, unfortunately, this leaves
teachers and divisions to address how to meet the unique needs of their
situation.<o:p></o:p></span></div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_ednref1" name="_edn1" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[i]</span></span><!--[endif]--></span></a> Dr.
David Dibbon. (2004). “It’s About Time – A Report on the Impact of Workload on
Teachers and Students”. Page 18. Available online at: https://www.mun.ca/educ/people/faculty/ddibbon/pdf/teacher%20workload%20final%20version.pdf<o:p></o:p></div>
</div>
<div id="edn2">
<div class="MsoEndnoteText">
<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_ednref2" name="_edn2" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[ii]</span></span><!--[endif]--></span></a> Manitoba
Education. (2010). “News Release: Premier Unveils Innovative Changes To Report
Cards, In-Service Days”. Available online at: http://news.gov.mb.ca/news/index.html?archive=2010-9-01&item=9642<o:p></o:p></div>
</div>
<div id="edn3">
<div class="MsoEndnoteText">
<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_ednref3" name="_edn3" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[iii]</span></span><!--[endif]--></span></a> Judy
Edmund- Manitoba Teachers’ Society. (2013). “Wild Cards: Many Teachers Feel
Lost In The Shuffle”. <i>The Manitoba
Teacher</i>. Canada. Volume 92. Number 7. Pages 13-14. Available online at: http://www.mbteach.org/library/Archives/MBTeacher/June14_MBT.pdf<o:p></o:p></div>
</div>
<div id="edn4">
<div class="MsoEndnoteText">
<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_ednref4" name="_edn4" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[iv]</span></span><!--[endif]--></span></a> Judy
Edmund- Manitoba Teachers’ Society. (2013). “Stress Tops Class Size Concern”. <i>The Manitoba Teacher</i>. Canada. Volume 92.
Number 4. Page 7. Available online at: http://www.mbteach.org/library/Archives/MBTeacher/Jan-Feb14_MBT.pdf<o:p></o:p></div>
</div>
<div id="edn5">
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_ednref5" name="_edn5" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[v]</span></span><!--[endif]--></span></a> Judy
Edmund- Manitoba Teachers’ Society. (2013). “Wild Cards: Many Teachers Feel
Lost In The Shuffle”. <i>The Manitoba
Teacher</i>. Canada. Volume 92. Number 7. Page 12. Available online at: http://www.mbteach.org/library/Archives/MBTeacher/June14_MBT.pdf<o:p></o:p></div>
</div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_ednref6" name="_edn6" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[vi]</span></span><!--[endif]--></span></a> lbid.<o:p></o:p></div>
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<a href="file:///C:/Users/TRSD/Documents/School%202014-2015/Blog%20Post%20-%20Skinner%20-%20October.docx#_ednref7" name="_edn7" title=""><span class="MsoEndnoteReference"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[vii]</span></span><!--[endif]--></span></a> Judy
Edmund- Manitoba Teachers’ Society. (2013). “Wild Cards: Many Teachers Feel
Lost In The Shuffle”. <i>The Manitoba
Teacher. </i>Canada. Volume 92. Number 7. Page 13. Available online at: http://www.mbteach.org/library/Archives/MBTeacher/June14_MBT.pdf<o:p></o:p></div>
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Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-91206338522623039422014-09-22T17:30:00.001-07:002014-09-22T17:30:37.830-07:00Flip Your Clothes Pin!<div style="text-align: center;">
This summer I came across this pin while scrolling through Pinterest:</div>
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<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivGQUFsa8Oi0-Q1RxeZy7lwGN9rap-ErbOwvnJVPiWux1PicrSKFZGKBFzl4OjjoXqPe_33yhfO6_q0RvP2qy1Hi2u54JOeWaUp2pUEtas-eAbkKr0QOps9QKbMEA_zwxFNtlvLheKu2fY/s1600/192e237b82ab7942e08680cd643aa46f.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="keeping track of who hands in work, clothes pins to track student work" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivGQUFsa8Oi0-Q1RxeZy7lwGN9rap-ErbOwvnJVPiWux1PicrSKFZGKBFzl4OjjoXqPe_33yhfO6_q0RvP2qy1Hi2u54JOeWaUp2pUEtas-eAbkKr0QOps9QKbMEA_zwxFNtlvLheKu2fY/s1600/192e237b82ab7942e08680cd643aa46f.jpg" height="240" title="Clothes Pin Organization" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">See who handed in work. (Accessed 2014). Pinned to Teacher Life Hacks by Teacher Created Material. Available online at: http://www.pinterest.com/pin/377598749979684674/</span></td></tr>
</tbody></table>
<div style="text-align: left;">
I actually had my homeroom Grade 8s last year when they were in Grade 7 Science and even though it was only one class I feel like I got to know them quite well. Specifically.... their habit of misplacing their work and/or forgetting to hand-it in!</div>
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<br /></div>
<div style="text-align: left;">
While I realize it doesn't take much time to flip through my hand-in box and see what is there, we were often busy and I'd have students walk out without realizing they didn't hand-in their work. I loved the visual aspect of this and modified it somewhat to work with the hand-in box system I already had in place.</div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoJTA054wNGbsHadTF5pWj3VXpksd6-txVyvFSVliewxEL4zn1fCCe0IoLvO0f5rDMUqwI2GxKpGXHJPQd7_-sOwvNmyakxWIIi_nFrHrTVfiJVFdTuijsRc5oGWr4SAIvudPz9Ua-iG77/s1600/Clothespins.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="keeping track of who hands in work, clothes pins to track student work" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoJTA054wNGbsHadTF5pWj3VXpksd6-txVyvFSVliewxEL4zn1fCCe0IoLvO0f5rDMUqwI2GxKpGXHJPQd7_-sOwvNmyakxWIIi_nFrHrTVfiJVFdTuijsRc5oGWr4SAIvudPz9Ua-iG77/s1600/Clothespins.png" height="300" title="Clothes Pin Organization" width="400" /></a></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Viola! I made two sets of clothes pins (one for my homeroom and one for another class) that hang on ribbon lengths directly beside our hand-in box. When a student hands an item in they flip their clothes pin over so their name isn't showing and I can see with a quick glance who hasn't handed-in their work!</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
It did take about a week to get my students into a routine but we are now using the system seamlessly. For a few of my students it has actually helped them become more organized because they know I will ask at the end of each class... EVERY time (no more slipping through the cracks!). For the others, it helps me keep track of them and lets me know who might need extra help to get things finished.</div>
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<br /></div>
<div style="text-align: left;">
What do you use to keep track of student work? </div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-38445410402596912152014-09-19T19:57:00.000-07:002014-09-19T19:57:03.242-07:00Have You Checked Out ManACE!?<div style="text-align: center;">
Today I spent my first day out of the classroom attending the annual planning meeting for <b><span style="color: #351c75;">ManACE (Manitoba Association for Computing Educators)</span></b>. </div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfr9KCkMf71gTqqpopYOp6Ow2pPBJeW_vHjy9VQfBt1tXmfW7ByyXtMqOqp43ParhyphenhyphenHjSHYgb0Ln3CiT4sRYT63TU8GCT7YxXg85q_t28ga1OlaPIu7AEf_qmIxmv7_MR0R8dtxQPv_wDM/s1600/ManACElogo2.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Manitoba Association for Computing Educators" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfr9KCkMf71gTqqpopYOp6Ow2pPBJeW_vHjy9VQfBt1tXmfW7ByyXtMqOqp43ParhyphenhyphenHjSHYgb0Ln3CiT4sRYT63TU8GCT7YxXg85q_t28ga1OlaPIu7AEf_qmIxmv7_MR0R8dtxQPv_wDM/s1600/ManACElogo2.gif" title="ManACE" /></a></div>
<div style="text-align: center;">
<br /></div>
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Being that I am almost 4 hours out of the city I don't get to attend many meetings in person so it was awesome to catch-up with those that I only see once or twice a year! Furthermore, we are welcoming four new members to our board so I am adding new contacts to my circle :)</div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
Here are some of the awesome things you want to know about!</div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
1 ) <b><span style="color: #351c75;">SAGE Sessions</span></b></div>
<div style="text-align: left;">
- ManACE is <b>the only SAGE group to offer PD opportunities</b></div>
<div style="text-align: left;">
<b> across the province</b> rather than centralized in Winnipeg or</div>
<div style="text-align: left;">
Brandon! In fact, this year we are offering sessions in:</div>
<div style="text-align: left;">
- Winnipeg</div>
<div style="text-align: left;">
- Warren</div>
<div style="text-align: left;">
- Oakbank</div>
<div style="text-align: left;">
- Decker Colony School</div>
<div style="text-align: left;">
- Lorette</div>
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- Swan River</div>
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- Portage la Prairie</div>
<div style="text-align: left;">
- Check out the any of the 17 session descriptions <a href="http://www.mbteach.org/SAG-Conferences/SAGE%20PDFs%202014/SAGE2014_MANACE.pdf" target="_blank"><span style="color: red;"><b>here</b> </span></a>or</div>
<div style="text-align: left;">
register for a session <b><a href="http://www.eventbrite.com/o/manace-83303068" target="_blank"><span style="color: red;">here</span></a></b></div>
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<br /></div>
<div style="text-align: left;">
2 ) <b><span style="color: #351c75;">SEED Grants</span></b></div>
<div style="text-align: left;">
- Every year ManACE offers up <b>eight grants of $900 to promote</b></div>
<div style="text-align: left;">
<b> ICT Literacy</b> in Manitoba schools. These grants can go towards</div>
<div style="text-align: left;">
hardware, software, professional development, etc and are </div>
<div style="text-align: left;">
available for early years, middle years, senior years, and admin</div>
<div style="text-align: left;">
levels.</div>
<div style="text-align: left;">
- This year's SEED Grant applications will be <b>available in November</b>!</div>
<div style="text-align: left;">
- Check out our <b><span style="color: red;"><a href="http://www.manace.ca/grants/" target="_blank">webpage</a> </span></b>to read over information from last year</div>
<div style="text-align: left;">
to get you thinking!</div>
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</div>
<div style="text-align: left;">
3 ) <b><span style="color: #351c75;">How to FOLLOW Us</span></b></div>
<div style="text-align: left;">
- Website <a href="http://www.manace.ca/" target="_blank"><b>www.manace.ca</b></a></div>
<div style="text-align: left;">
- Instagram <a href="http://instagram.com/manacemb" target="_blank"><b>@manacemb</b></a></div>
<div style="text-align: left;">
- Twitter <a href="https://twitter.com/manace_manitoba" target="_blank"><b>@manace_manitoba</b></a></div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com2tag:blogger.com,1999:blog-4448232018987603716.post-80084753250651613662014-09-18T19:23:00.000-07:002014-09-19T19:25:39.533-07:00Welcoming a New Set of Grade 8's to the Blogging World!!<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;"> Today my </span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">Grade 8 Science</strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;"> class joined the blogging world with the official 2014-2015 launch of </span><a href="http://mrstsclassroom.blogspot.ca/" style="background-color: white; color: blue; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px; text-decoration: none;" target="_blank">Mrs. T's Classroom</a><span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15.4545450210571px; line-height: 19.5999984741211px;">! This blog is one that I actually started last year with my Grade 8 homeroom, who ended up blogging regularly for their science class as well as featuring a weekly "Mathlete Friday" post.</span></span></span><br />
<br />
This year we are maintaining our online presence at Mrs. T's Classroom as opposed to starting all over again with a new domain. Some of my students have already been checking out last year's posts and are excited about the potential of competing for page-view statistics!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://mrstsclassroom.blogspot.ca/" style="color: blue; text-decoration: none;" target="_blank"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgchyVlLgahIaAQiir6jUqgCy8L-Zi56i6tf90sPPiv89GkNXbGB9dDNyWHCAEI7jBMu2ta20v_hhiYunLqS5IBmGX21WexvCCVJ7IBs2dntLYcltXUk5J6WczenBc-UCb66-AgMiHyEUmy/s400/MrsTClassroom.jpg" height="155" style="-webkit-box-shadow: transparent 0px 0px 0px !important; background: none !important; border: none !important; box-shadow: transparent 0px 0px 0px !important; padding: 5px; position: relative;" title="Mrs. T's Classroom Blog!" width="400" /></a></div>
<div class="separator" style="background-color: white; clear: both; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px; text-align: center;">
<span id="goog_1951311960"></span><span id="goog_1951311961"></span><a href="http://www.blogger.com/" style="color: blue; text-decoration: none;"></a></div>
<br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;" />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;"> We will be using their blog to:</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">- Share their learning with an authentic audience</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">- Catch up on lessons that were missed due to absences</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">- Review lessons to get a better understanding</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">- Connect with other classrooms around the world</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">- Integrate multimedia of all descriptions </span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;"> (text, images, videos, podcasts)</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">- Practice responsible digital citizenship</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;">- Receive feedback on their thoughts</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4545450210571px; line-height: 19.5999984741211px;"><br /></span>
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15.4545450210571px; line-height: 19.5999984741211px;"> To celebrate we had a full-out Launch Party complete with whole-school announcements, a count-down to our first post, a visit from our school secretary, and pizza! I was also pleasantly surprised to be visited by the Grade 9's who were already waiting to post comments on this year's posts. It was so awesome to see them interested in the project and volunteering to take on some leadership positions to help get this year's Grade 8's started.</span></span></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAB-A-86UUaLlbVtLPiGY2QxOF9SH_gb2JcxCWG1n0QFxGURzpGMA0VnSIoVgFaYKqqiD8Hvj-uPXy8f7261LGbBDvUa1UHeQSA_HWAFlEQe4UhjMTqrBzn-dMzxP7DzQ4UYM4YP0JD1WH/s1600/IMG_2862.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="blog launch, grade 8 science blog, Mrs's T's Classroom, student blog" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAB-A-86UUaLlbVtLPiGY2QxOF9SH_gb2JcxCWG1n0QFxGURzpGMA0VnSIoVgFaYKqqiD8Hvj-uPXy8f7261LGbBDvUa1UHeQSA_HWAFlEQe4UhjMTqrBzn-dMzxP7DzQ4UYM4YP0JD1WH/s1600/IMG_2862.JPG" height="302" title="Rock-Paper-Scissors" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A heated "Rock-Paper-Scissors" competition over who got<br />
to be the first official blogger!</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzUpOpOle57uuoqpAs0iuR7m8o1a9hJFKKzhMjtYcwu_0bQU9YsoTSQcSkhQpZyv9Lac7xaAl0iI265mTjdAc2alTSYjZNL4wL744WGW20m2m2ashVRNcB-HWwkLtksE5kywqrQpuu8PmE/s1600/IMG_2865.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="blog launch, grade 8 science blog, Mrs's T's Classroom, student blog" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzUpOpOle57uuoqpAs0iuR7m8o1a9hJFKKzhMjtYcwu_0bQU9YsoTSQcSkhQpZyv9Lac7xaAl0iI265mTjdAc2alTSYjZNL4wL744WGW20m2m2ashVRNcB-HWwkLtksE5kywqrQpuu8PmE/s1600/IMG_2865.JPG" height="237" title="Group Shot" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A group shot to commemorate the event</td></tr>
</tbody></table>
I have a very diverse group this year so I am excited about incorporating more multi-media options on our blog compared to last year. I can't wait for my students to share their learning with a broader audience and get a chance to make a larger impact!<br />
<br />
If you are reading this post, please head over to their blog, read their updated "About Us" page, and comment on their first post; I want them to realize the audience they have!<br />
<br />
<a href="http://mrstsclassroom.blogspot.ca/2014/09/intro-to-grade-8-science.html" target="_blank">http://mrstsclassroom.blogspot.ca/2014/09/intro-to-grade-8-science.html</a>Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com1tag:blogger.com,1999:blog-4448232018987603716.post-71804164621052815622014-09-05T18:57:00.000-07:002014-09-19T18:58:24.169-07:00Classroom Reveal! During the last week of school in June our school began major renovations which included redoing the exterior walls of an entire wing of our building, some roofing restructuring, and a brand-new science lab/classroom. While everyone in our building was (and still is) excited about these upgrades, the construction may continue all the way until January. Understandably, this is creating a lot of inconveniences as we all adjust to new classrooms, half-finished classrooms, unavailable resources, loud noises, etc.<br />
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Amidst all of the craziness, however, I was surprisingly able to keep my classroom! I am so thankful that I didn't have to pack-up and move to a whole new area. The science lab construction is directly beside me, which makes for some loud days, but I am very fortunate compared to some of our teachers.</div>
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With that being said, here are the official pictures of my room for the 2014-2015 school year! While I've maintained a lot of the basic themes and ideas from last year, I feel more organized this year after experiencing the routines of a classroom:</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbuASlU9NlhHWmBNLJ88GrexFU2onkZSDsWdnXQXESOuQ0hG9EfGZId3tjoAZ3_m1c3BpEX3_-33mzBbuz8pBmqLMd8H-D_1fFFDLo-2dIbeM7zMW1zSn5sM74Ge-7j8m9AN8W-kQ_FHg4/s1600/IMG_2829%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbuASlU9NlhHWmBNLJ88GrexFU2onkZSDsWdnXQXESOuQ0hG9EfGZId3tjoAZ3_m1c3BpEX3_-33mzBbuz8pBmqLMd8H-D_1fFFDLo-2dIbeM7zMW1zSn5sM74Ge-7j8m9AN8W-kQ_FHg4/s1600/IMG_2829%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">View looking in from the door!<br />
Last year I had to seat enough for 30 students but<br />
this year I only have to accommodate 20; I love how<br />
much more room there is!!</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiauYV6tSwBV5Vld4GXC4_0mtuX3nrvq_brtHcjt3-ugkZBwIFd9RG4ajnr9LmyQmjDRIGUIZguzqzwRvSADoFXuQWeunyzqOIaMwZQJMH1ZE1BoxYat6VhnnS18cOk3XNHMj5F7YTsfvB_/s1600/IMG_2820%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiauYV6tSwBV5Vld4GXC4_0mtuX3nrvq_brtHcjt3-ugkZBwIFd9RG4ajnr9LmyQmjDRIGUIZguzqzwRvSADoFXuQWeunyzqOIaMwZQJMH1ZE1BoxYat6VhnnS18cOk3XNHMj5F7YTsfvB_/s1600/IMG_2820%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My Math Area at the back of the room.<br />
For a close up of my "Do You Think Like a Mathematician"<br />
posters and a free download, <a href="http://misslwholebrainteaching.blogspot.ca/2013/09/classroom-reveal-freebies.html" target="_blank">check out my classroom revealpost from last year</a>!</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsEI39b8PX_cJ2exCyzVJ8L1gIhPKKc_JqPEyT99AGOxEEfnjYmqvqIzkQGPhNDQ67TSM9TkTnOs4GVl3YRZBq3hziDwGV1PVi3caKAavOD0HToaMZANWrpjxIxEO7AwvkWNrwHcpNILt0/s1600/IMG_2822%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsEI39b8PX_cJ2exCyzVJ8L1gIhPKKc_JqPEyT99AGOxEEfnjYmqvqIzkQGPhNDQ67TSM9TkTnOs4GVl3YRZBq3hziDwGV1PVi3caKAavOD0HToaMZANWrpjxIxEO7AwvkWNrwHcpNILt0/s1600/IMG_2822%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Student Supply area in the back-west corner of the room.<br />
The bookcase against the wall houses our Mental Math, Interactive<br />
Notebooks, textbooks (hidden behind the black curtain), and will eventually<br />
include student binders. The other shelf holds our microwave for lunches,<br />
paper, and general supplies. (see close-ups below!)</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXVU9Yv4p6dGwotFYYIvxt2Zzrntf2myBkshmAP0jDmLzD8C95dGXBD_NMI_XbHNk2vE06ZxmlxosDZ0XJRAnP8L5gEWlcOaXsScDHWdNcQJblRqxNmDCX4gd-BWymbU-rcwO5KnO0AZv4/s1600/IMG_2823%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXVU9Yv4p6dGwotFYYIvxt2Zzrntf2myBkshmAP0jDmLzD8C95dGXBD_NMI_XbHNk2vE06ZxmlxosDZ0XJRAnP8L5gEWlcOaXsScDHWdNcQJblRqxNmDCX4gd-BWymbU-rcwO5KnO0AZv4/s1600/IMG_2823%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Bookcase close-up</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPnUpYzazhLLItFELHKttSQChGsxd5_pT3rD2axyIJJwS5sqrNXj49tg_j8xjFFEaBlMBlu1j5SH7fBdK2Nn9YWsTOh8HG3ZmV_fkmfK18sT-j-jtCEMSrNzzXJJAlETi3_BRNd_AZVFpr/s1600/IMG_2824%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPnUpYzazhLLItFELHKttSQChGsxd5_pT3rD2axyIJJwS5sqrNXj49tg_j8xjFFEaBlMBlu1j5SH7fBdK2Nn9YWsTOh8HG3ZmV_fkmfK18sT-j-jtCEMSrNzzXJJAlETi3_BRNd_AZVFpr/s1600/IMG_2824%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">General Supply close-up.</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhloj8HKWiQdlLBoVu-Kqi6bWA6sEpKPfiusUwWFoKkLsd73DN1Vf2YvvWDr-U3GpTGeD8HZ9QBdqNTA_Mg1yC8RfdtJ_58qiheevWWOyI_GcZQRg8eBW2WQXx0Qw_1PJyDWQRH-sk58JHK/s1600/IMG_2802%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhloj8HKWiQdlLBoVu-Kqi6bWA6sEpKPfiusUwWFoKkLsd73DN1Vf2YvvWDr-U3GpTGeD8HZ9QBdqNTA_Mg1yC8RfdtJ_58qiheevWWOyI_GcZQRg8eBW2WQXx0Qw_1PJyDWQRH-sk58JHK/s1600/IMG_2802%5B1%5D.JPG" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">View of the west wall of my room. I added the curtains as an<br />
accent this year and made them out of plastic tablecloths and duct-tape!</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiv6rbXBvAQciVIK9_79D9vPHU9fFNp76Jow3HpB2PCjXvSEtbYQLI8mycZgtTNkHjBChc5bTOEI6CyHFVqNDniKN_Q8QIzqagGSnSf8h-qxjwnb9lbQsdtxI1oDUmkkg6Hqd6NHF3UGfaD/s1600/IMG_2803%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiv6rbXBvAQciVIK9_79D9vPHU9fFNp76Jow3HpB2PCjXvSEtbYQLI8mycZgtTNkHjBChc5bTOEI6CyHFVqNDniKN_Q8QIzqagGSnSf8h-qxjwnb9lbQsdtxI1oDUmkkg6Hqd6NHF3UGfaD/s1600/IMG_2803%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Chill-Out Area!<br />
This year I was able to add a beautiful carpet depicting the<br />
seven teachings! I love how the colours through the carpet and<br />
my posters tie the room together.</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYYC4clekgyfdEzAp2eNMws2wKU9ceaC957mX3CNgbPaVrnREhCB6TbYSFnnbjqJLAI_mnhaKwxoZ2esx0_OieX-NGSAuQhb9Hfa4I7Fwt4FbB7tLqccuimsPwJyuJ9_5UP3kBvGJtjBlG/s1600/IMG_2826%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYYC4clekgyfdEzAp2eNMws2wKU9ceaC957mX3CNgbPaVrnREhCB6TbYSFnnbjqJLAI_mnhaKwxoZ2esx0_OieX-NGSAuQhb9Hfa4I7Fwt4FbB7tLqccuimsPwJyuJ9_5UP3kBvGJtjBlG/s1600/IMG_2826%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The front of my room.<br />
This year I added the numberline along the top of the whiteboard.</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSMMN6gq8lRE8s14n2XstivcyLRL7dnUTxcITwAD3YgzjPWSRva8UL_EwSzl-AhR0LSglyMo_E_FWewFMYBN-SGErPP9oEHr4ZubQK5ucosPH_MH7MD0DcytwJB8CSUu7eCMN9W1wNRmBE/s1600/IMG_2825%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSMMN6gq8lRE8s14n2XstivcyLRL7dnUTxcITwAD3YgzjPWSRva8UL_EwSzl-AhR0LSglyMo_E_FWewFMYBN-SGErPP9oEHr4ZubQK5ucosPH_MH7MD0DcytwJB8CSUu7eCMN9W1wNRmBE/s1600/IMG_2825%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The News Area section of my whiteboard. Each class has their<br />
own area but I've also housed the master Interactive Notebooks<br />
for each math class to keep track of.<br />
I also got a new filing cabinet so I'm no longer holding supplies under<br />
tables!</td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQnDfzVqSkIgpZ7jg4A87avGBnweAyPOz8ONqf7kMIhpKGatNoSgUL9tqtUClCsIdCJrd9Czhyphenhyphen2I0YTeJEhUpAbh-hGD5KH6F7PbqE1TfiuM8brdr7DOPAn9fJPVBEM1mN2p-K_ofUkGy9/s1600/IMG_2827%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQnDfzVqSkIgpZ7jg4A87avGBnweAyPOz8ONqf7kMIhpKGatNoSgUL9tqtUClCsIdCJrd9Czhyphenhyphen2I0YTeJEhUpAbh-hGD5KH6F7PbqE1TfiuM8brdr7DOPAn9fJPVBEM1mN2p-K_ofUkGy9/s1600/IMG_2827%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Information Central!<br />
This area holds all of my teaching resources since I got rid<br />
of my desk last year. The top of the counter holds our hand-in box,<br />
my out-box, and an area for extra photo-copies.</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZrgi-FtStVFR0bHVJJ_czaRWokevB_J0T8TZZw7jNvYurSI5hbB787q8Hwkh96xDadL7aJM2rDtQmVrtbk5GI3rSfm9aeZ3G_52qDbPjaB8ssEOQYpbmlmy9bSNPwNwDgW1PfBzVEFRTN/s1600/IMG_2828%5B1%5D.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZrgi-FtStVFR0bHVJJ_czaRWokevB_J0T8TZZw7jNvYurSI5hbB787q8Hwkh96xDadL7aJM2rDtQmVrtbk5GI3rSfm9aeZ3G_52qDbPjaB8ssEOQYpbmlmy9bSNPwNwDgW1PfBzVEFRTN/s1600/IMG_2828%5B1%5D.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Our Tech Area!<br />
This area is used for our blogging projects and is where the<br />
hook-ups for the SMART Board are.</td></tr>
</tbody></table>
<div>
While not a lot of large-scale changes occurred this year, I am loving my classroom and feel way more prepared this year!</div>
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Wishing all the teachers out there an awesome back-to-school start!</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-3496094822865165772014-09-01T18:17:00.000-07:002014-09-19T18:58:10.038-07:00September Currently<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;"> If you haven't encountered a "</span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;"><span style="color: #bf9000;">Currently</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;">" post before, it is just a fun post at the beginning of each month that serves as a way to share what is Currently going on in your life! You can link up and share your own "</span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;"><span style="color: #bf9000;">Currently</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;">" post by visiting the wonderful </span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;"><span style="color: magenta;">Farley</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;"> over at </span><a href="http://ohboy3rdgrade.blogspot.ca/2014/08/currently-september-2014.html" style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px; text-decoration: none;" target="_blank"><strong><span style="color: #bf9000;">Oh' Boy 4th Grade</span></strong></a><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.5599994659424px;">.</span><br />
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<img alt="" border="0" src="http://i1185.photobucket.com/albums/z343/ladybugteacher/new%20album/farleybutton.png" style="-webkit-box-shadow: transparent 0px 0px 0px; background: none !important; border: currentcolor !important; box-shadow: transparent 0px 0px 0px !important; padding: 5px; position: relative;" title="Oh' Boy 4th Grade" /></div>
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Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-69473617392090511292014-08-31T15:00:00.001-07:002014-08-31T15:00:07.344-07:00Aboriginal Education & Universal Design for Learning - Chapter 7 of U.D.L<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> To help us work towards our school goal of purposefully implementing </span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">the Universal Design for Learning approach to our formal planning (sometimes referred to as "Backwards by Design", "Understanding by Design", or "Planning With The End in Mind), my principal has provided our staff with a copy of <a href="http://www.threeblockmodel.com/dr-jennifer-katz.html" style="color: blue; text-decoration: none;" target="_blank">Dr. Jennifer Katz</a>'s book, </span><i style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><a href="http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536" style="color: blue; text-decoration: none;" target="_blank">Teaching to Diversity: The Three-Block Model of Universal Design for Learning</a></i><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><br /></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span>
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<img alt="Teaching to diversity, the universal design for learning, teaching to diversity book synopsis" src="http://ecx.images-amazon.com/images/I/51kqKaPVc%2BL._SL500_AA300_.jpg" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; background: none !important; border: none; box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; margin-left: auto; margin-right: auto; padding: 0px;" title="Teaching to Diversity - Jennifer Katz" /></div>
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<span style="font-size: xx-small;">Teaching to Diversity Cover. (Accessed 2014). Uploaded to Amazon; Portage& Main Press. </span></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<span style="font-size: xx-small;">Available online at: http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536</span></div>
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: xx-small;"></span><br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;" />
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- Non-aboriginal teachers often feel nervous and unqualified when</div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">
it comes to teaching about aboriginal culture</div>
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<b><u><span style="color: purple;">Challenges to Social and Academic Inclusion</span></u></b></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">
- <b>History of Racism</b></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">
- Once Canada became a country, education was divided into two<br />
categories:<br />
1 ) Status Indians had their education regulated by the federal gov.<br />
2 ) Non-status/Inuit/Metis were under the provincial gov.<br />
- After several years of inadequate programming, with little focus<br />
on academics or cultural integration, the Indian Control for<br />
Indian Education asked for:<br />
1 ) Local community control<br />
2 ) More First Nations teachers<br />
3 ) Creation of relevant curricula & resources for F.N students<br />
4 ) Instruction in F.N languages & culture<br />
- Suicide among F.N use is higher than those of other backgrounds<br />
- <b>Underfunding & Dehumanization</b><br />
- Funding is regularly lower for F.N communities than others<br />
- Many times issues jump between the federal and provincial<br />
governments and things fall through the cracks<br />
- <b>System Does Not Reflect Aboriginal Experience</b><br />
- Most on-reserve teachers are not from a First Nations background<br />
- Teachers should make education a priority for themselves and<br />
acknowledge their lack of background<br />
- <b>Lack of Awareness & Misunderstanding</b><br />
- Students coming from reserve schools often have large gaps due<br />
to lack of educational environments & are placed in exclusive<br />
learning spaces<br />
<br />
<b><u><span style="color: purple;">Opportunities for Social & Academic Inclusion</span></u></b><br />
- Elders recognized that every person could contribute to society in<br />
some way<br />
<br />
<b><u><span style="color: purple;">Connecting Block Three: Systems & Structures</span></u></b><br />
- All provinces & territories have policies in place in regards to<br />
Aboriginal perspective and education<br />
- Teachers have to hold the bar high & challenge students to<br />
meet the high expectations we see them to be capable of<br />
- Some Aboriginal teachers do not have a memory of a compassionate<br />
teacher to model themselves off of<br />
<br />
<b><u><span style="color: purple;">Connecting Block Two: Instructional Practice</span></u></b><br />
- All students need to learn about F.N culture<br />
- Each province/territory has educational resources and supports to<br />
assist in this if you do not know where or how to start<br />
<br />
<b><u><span style="color: purple;">Connecting Block One: Social & Emotional Learning</span></u></b><br />
- Model respect with all students and families<br />
- The Medicine Wheel<br />
- The Seven Teachings</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-60731120714889599182014-08-25T15:44:00.002-07:002014-08-25T15:44:28.758-07:00Random Back-to-School Thoughts & FREEBIES! Today begins the LAST week before school is back in full swing and, to get a sense of how my day is going today, check out my latest tweet:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEU5RD1JQ1WsCzgnvShgN6AhjzbC-LFvNN-6hZjiIGjQZjRA6qcpF0LjsrFaaKu2UMLt0wu0Zc-OrY77_K3Wi7kaxOyReIu-zj3lttcATGPHgfDJTGoKSjQeDk4XLjdNw1J4NsAad_XDS1/s1600/screenshottwitter.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEU5RD1JQ1WsCzgnvShgN6AhjzbC-LFvNN-6hZjiIGjQZjRA6qcpF0LjsrFaaKu2UMLt0wu0Zc-OrY77_K3Wi7kaxOyReIu-zj3lttcATGPHgfDJTGoKSjQeDk4XLjdNw1J4NsAad_XDS1/s1600/screenshottwitter.png" height="302" width="320" /></a></div>
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I find that when I sit down to work on stuff for school during the summer I have NO problem flying through the curriculum aspects... you know... the content, "what do I need to teach" stuff. The small details, however, like anchor charts, hand-outs, course outlines, organizational labels, etc, are SO much harder to get done. I'm one of those people that has a hard time visualizing those elements without actually being in my classroom. Which brings up another point, our school is still a crazy construction-zone! (so is my house, but that's another story).<br />
<br />
Last year I ventured into my classroom for the first time around the beginning of August. I spent the next two-three weeks peacefully painting furniture, designing bulletin boards, etc in complete silence as I was often the only person in the building besides the custodians. I could then spend the week before school putting together small details and mentally-preparing for the year to begin. Fast-forward to this year and I have yet to get into my classroom... *deep breaths* <br />
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Technically I could have gone in today as the construction is far enough away from my room now, but we still didn't have any access to internet and I couldn't print anything off since the floors were being done in front of the main office (the only colour printer is in the office). Hence, I decided to<strike> hibernate</strike> freak-out at home and attempt to create some of those "small detail" items that had been alluding me all summer.<br />
<br />
First off, supply labels! My supplies are kept in deeper rubbermaid-style tubs in a shelving unit in the classroom... yes you can pull them out to see what is in them... but supply labels are much cuter and more efficient. I made a set of 9, which includes one for our <a href="http://www.4mulafun.com/inb/" target="_blank">Interactive Notebooks</a> (I.N.B) and Mental Math (M. Math) folders. I've uploaded the set of all nine to <a href="https://drive.google.com/file/d/0Bwf6KR9URrBacjVsc29UWHVrNDQ/edit?usp=sharing" target="_blank">Google Drive</a>, so feel free to download and use in your own room!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYNsmf42y-IA4bVxR78LoRTs_QB-PJ9-N-eORj1WHOKMfIR6PKGd37vz9GVW5CdWhvtld3y3fPqNevgbIC5wNKu4Fu6IKSnaUPd_-UrTyYoKXarDc5TkkCuYyIBTUofwcoFBfvGJ-ffkik/s1600/supplylabels.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="classroom supply labels, free classroom supply labels, classroom supplies printable" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYNsmf42y-IA4bVxR78LoRTs_QB-PJ9-N-eORj1WHOKMfIR6PKGd37vz9GVW5CdWhvtld3y3fPqNevgbIC5wNKu4Fu6IKSnaUPd_-UrTyYoKXarDc5TkkCuYyIBTUofwcoFBfvGJ-ffkik/s1600/supplylabels.png" height="286" title="Classroom Supply Labels" width="320" /></a></div>
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Speaking of supplies... do your students walk off with your pens and pencils ALL the time! In my room, it is like an epidemic!! Our school secretary actually has a cute habit of taping giant silk flowers to the ends of her pens so that people remember to put them back before they walk out of the office with them. In need of a solution, but wanting something my students could relate to, I came up with my own set of classroom supply memes. (remember I teach High School). I plan on printing these off in colour, laminating them over a pipecleaner or straw, and taping it to the ends of my pens in similar fashion to what our secretary does! I created these using <a href="http://www.memecreator.org/create" target="_blank">Meme Creator</a>, feel free to use them if you'd like!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqdEE5xPzJhi0ZYN2jzdHHFBWxAdM5aECb9pXUFchPgAkazK8DpuMmdzRn-zvKz8dq-flbGiwOcEaj-3gDw1mUAIpZV1ahwUG0Y4XwctpxjrO6EI_YFk6b37vMwE4Bow_yb_dufHKRhM0x/s1600/Advice+Mallard.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqdEE5xPzJhi0ZYN2jzdHHFBWxAdM5aECb9pXUFchPgAkazK8DpuMmdzRn-zvKz8dq-flbGiwOcEaj-3gDw1mUAIpZV1ahwUG0Y4XwctpxjrO6EI_YFk6b37vMwE4Bow_yb_dufHKRhM0x/s1600/Advice+Mallard.png" height="227" title="Classroom Memes" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVPbaGvcQX0RH6iPi7nT5uV4BRiwqMgiN2FW8T2WdmtSilRRz2Vroqk4f2dQvUWWRiHkm1H0WeDEBXGMTdkc6M8dDEMaV65QvXazK61HqQDc_rrm2JDO1n4tM-oo23JSQ897_XTMc50LPU/s1600/First+World+Problems.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVPbaGvcQX0RH6iPi7nT5uV4BRiwqMgiN2FW8T2WdmtSilRRz2Vroqk4f2dQvUWWRiHkm1H0WeDEBXGMTdkc6M8dDEMaV65QvXazK61HqQDc_rrm2JDO1n4tM-oo23JSQ897_XTMc50LPU/s1600/First+World+Problems.png" height="211" title="Classroom Memes" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqP0c5QO_6v89Pb1a7oXrB-ie9dUAanFuqfAOzc2KtXqekxdipv96BamDJj1J05FxRwxTUbjioWjVN1nrKn6JN83s4aBqnfg3dUBClZeldk9xmVWMWNdOhTwAfzdfp-whFD2R0hlzd_5Ha/s1600/Grumpy+Cat+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqP0c5QO_6v89Pb1a7oXrB-ie9dUAanFuqfAOzc2KtXqekxdipv96BamDJj1J05FxRwxTUbjioWjVN1nrKn6JN83s4aBqnfg3dUBClZeldk9xmVWMWNdOhTwAfzdfp-whFD2R0hlzd_5Ha/s1600/Grumpy+Cat+2.png" height="320" title="Classroom Memes" width="267" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4fwLgbOYz-z7LDKp7jPonEV4nkT0PmGl6RbXXjI0OzcaUmrFNxDPi2oSX1MlnFUrFC_NiET2M4AQHbKqA9mof-D0GGD-0ZBY7DONlY7saH50f4IPTZZyE6Ykc_1OvL4xMOfI7Kli8wNzT/s1600/I+Dont+Always.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4fwLgbOYz-z7LDKp7jPonEV4nkT0PmGl6RbXXjI0OzcaUmrFNxDPi2oSX1MlnFUrFC_NiET2M4AQHbKqA9mof-D0GGD-0ZBY7DONlY7saH50f4IPTZZyE6Ykc_1OvL4xMOfI7Kli8wNzT/s1600/I+Dont+Always.png" height="320" title="Classroom Memes" width="277" /></a></div>
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Good luck with all of your small-details in your classroom!</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-50890818213772545392014-08-17T19:13:00.000-07:002014-08-17T19:13:04.260-07:00Leadership, Policy, and Practice: Block 3: Systems & Structures - Chapter 6 of U.D.L<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> To help us work towards our school goal of purposefully implementing </span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">the Universal Design for Learning approach to our formal planning (sometimes referred to as "Backwards by Design", "Understanding by Design", or "Planning With The End in Mind), my principal has provided our staff with a copy of <a href="http://www.threeblockmodel.com/dr-jennifer-katz.html" style="color: blue; text-decoration: none;" target="_blank">Dr. Jennifer Katz</a>'s book, </span><i style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><a href="http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536" style="color: blue; text-decoration: none;" target="_blank">Teaching to Diversity: The Three-Block Model of Universal Design for Learning</a></i><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><br /></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<img alt="Teaching to diversity, the universal design for learning, teaching to diversity book synopsis" src="http://ecx.images-amazon.com/images/I/51kqKaPVc%2BL._SL500_AA300_.jpg" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; background: none !important; border: none; box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; margin-left: auto; margin-right: auto; padding: 0px;" title="Teaching to Diversity - Jennifer Katz" /></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<span style="font-size: xx-small;">Teaching to Diversity Cover. (Accessed 2014). Uploaded to Amazon; Portage& Main Press. </span></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<span style="font-size: xx-small;">Available online at: http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536</span></div>
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: xx-small;"></span><br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;" />
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<span style="font-size: xx-small;"><br /></span></div>
<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><b><u><span style="font-size: 15px; line-height: 21.559999465942383px;">Policy and Practice in Ministries of Education</span></u></b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- The essence of the education system is still closely modelled after</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> the post WWII design, which did not address inclusive education</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- Inclusive education has been formally addressed by UNESCO for</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> more than ten years</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Policy on Inclusive Education</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Every province in Canada has a policy towards inclusive education</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Manitoba's policy is called the <a href="http://www.edu.gov.mb.ca/k12/specedu/aep/" target="_blank">Appropriate Educational Programming</a></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><a href="http://www.edu.gov.mb.ca/k12/specedu/aep/" target="_blank"> Act</a> or Bill 13</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> "Inclusion is a way of thinking and acting that allows every individual</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> to feel accepted, valued, and safe."</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Many times, students are placed in the classroom but are on such</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> an individualized program or segregated with an EA that they are</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> not involved in the social or academic life of the room</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Inclusive classrooms help all types of students (gifted, low achieving,</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> those with learning disabilities, etc)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Perceived lack of resources, lack of training, or unavailable support</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> leads to resistance towards inclusion</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Incorporating <span style="color: purple;">the Universal Design for Learning has been part of the</span></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><span style="color: purple;"> Appropriate Educational Programming Act since 2005</span>, yet many</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> schools have not incorporated it</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Curriculum Development and Assessment</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Curriculum does not always allow for cross-curricular opportunities</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> which result in students sometimes covering similar topics in</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> multiple classes without the teachers realizing it</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Standardized testing has not been changed to be inclusive</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Community Education and Involvement</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Teachers and parents should see each other as allies</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Make sure that what you asking of families is realistic; try to find</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> their strengths</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> * Case Study: Jose (reading with a light box)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>
<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b><u>School Divisions: Supporting Inclusive Education</u></b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Creating a Vision for Inclusion</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Segregated classrooms leads teachers to believe that other teachers</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> are responsible for "those students"</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - To successfully implement change, divisions need to:</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 1 ) commit to and believe in inclusion</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 2 ) see difference as a resource</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 3 ) encourage collaboration between staff & students</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 4 ) encourage willingness in staff</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 5 ) approach inclusion as a social/political/academic issue</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 6 ) commit to inclusive ideals</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Professional Development and Capacity-Building</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Teachers need support and regular feedback with new ideas,</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> just like students do</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Implementing UDL on a school or divisional level requires a multi-</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> year plan</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Some tips for UDL include:</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 1 ) Focus on the big picture, you can't choose to just differentiate</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> assignments yet still keep students in rows. Focus on one of</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> the three blocks, if needed</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 2 ) Have school "experts" that have been trained in certain aspects</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> and can help support others</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Bring in a professional for PD</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 4 ) Follow up</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Hiring Qualified Personnel</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 1 ) Teachers need to have a strong understanding of curricula</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 2 ) Teachers need to mix their understanding of disabilities,</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> teaching strategies, and curricula, so they know how a</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> student will interpret the information</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Teachers need to take full responsibility for their students</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 4 ) Teachers need to fully understand their students as </span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> individuals</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>
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I looked more into the <b><span style="color: purple;"><a href="http://www.edu.gov.mb.ca/k12/specedu/aep/inclusion.html" target="_blank">Manitoba Education Philosophy on Inclusio</a>n</span></b>, which is summarized as:</div>
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- Inclusion is a way of thinking and acting that allows every individual to</div>
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feel accepted, valued, and safe. An inclusive community consciously</div>
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evolves to meet the changing needs of its members.</div>
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- Through recognition and support, an inclusive community provides</div>
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meaningful involvement and equal access to the benefits of</div>
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citizenship</div>
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- In Manitoba, we embrace inclusion as a means of enhancing the well-</div>
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being of every member of the community.</div>
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- The philosophy of inclusion goes beyond the idea of physical location</div>
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and incorporates basic values and a belief system that promotes the</div>
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participation, belonging, and interaction</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-63620269847148720362014-08-11T09:44:00.000-07:002014-08-11T09:44:12.047-07:00How Much Time Is Enough? In Manitoba students will be back in the classroom in approximately three weeks... three seemingly-short weeks... and I am beginning to plan out how those crucial first few hours, days, and then weeks, will play out in my classroom. When I look back at the beginning of last year, my first year in the classroom, I strongly feel like everything went as smooth as it could have been. I had over planned to compensate for my lack of experience, nervousness, and excitement... the students were reserved while they got used to the new setting and were pretty accommodating when it came to school procedures that I was unfamiliar with... and we slowly acclimatized to one another as the first few weeks progressed. I felt that this time was a great learning opportunity and necessary since I didn't know my students yet and they didn't know me yet either.<br />
<br />
This year, however, I know ALL of my students before class even starts and they have all had me for at least one class before. (Take a look below to check out what my teaching schedule looks like). In similar fashion to last year, I am still the Grade 8 homeroom teacher and will, thus, be their primary teacher. You will notice that they are with me ALL morning, EVERY morning; which makes planning awesome because this is the only time in which I have flexibility to change around classes if needed.<br />
- I had this year's Grade 8's last year in Grade 7 Science and there are<br />
no new students joining this class.<br />
<br />
In the afternoon I am mostly teaching high school math (with the exception of one random Gr 8 social class on Friday!).<br />
- I had this year's Grade 9's last year in Grade 8 and, since I was their<br />
homeroom teacher, they had me as their primary teacher last year. There<br />
are, however, three new students who will be joining us from another<br />
school in our division.<br />
- I had this year's Grade 10's last year for both Grade 9 math and science<br />
and I also had them for a few months during my student teaching placement<br />
as well. This class is actually smaller this year due to a few students<br />
transferring to a nearby vocational school and there are no new students.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLYfBOAgy6F9zEhCxfBHe7uyoaU227MMaS6c5_CB-E0C1ZtDdGbhusgHethH9ZfCr6R716qldoJVi46E7AmesxRbOe3NzJxYARGMH0yRw22Vl5uPO3gGBPoE_KzOOSjlBAcU0k6iTgbLLO/s1600/schedule1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLYfBOAgy6F9zEhCxfBHe7uyoaU227MMaS6c5_CB-E0C1ZtDdGbhusgHethH9ZfCr6R716qldoJVi46E7AmesxRbOe3NzJxYARGMH0yRw22Vl5uPO3gGBPoE_KzOOSjlBAcU0k6iTgbLLO/s1600/schedule1.png" height="338" width="400" /></a></div>
<br />
Here comes my question... to what extent are the back-to-school procedures and policies necessary in a class where you already know one-another? I was re-reading some information by <a href="http://www.amazon.ca/The-First-Days-School-Effective/dp/0976423316" target="_blank">Harry Wong</a> and was reminded that, "On the first day of school, your students want to know seven things":<br />
1 ) Am I in the right room?<br />
2 ) Where am I supposed to sit?<br />
3 ) Who is the teacher as a person?<br />
4 ) Will the teacher treat me as a human being?<br />
5 ) What are the rules in this classroom?<br />
6 ) What will I be doing this year?<br />
7 ) How will I be graded?<br />
Of these seven, I hope that my students will know the first 5 before they even come back to school for the fall. Numbers 6-7 can easily be addressed in those opening few classes but I feel like the procedures and policies that we spent so much time on last year can just fall into place... or is that just wishful thinking? I, of course, will spend time reviewing:<br />
- my expectations for when you are in the classroom<br />
- my classroom rules (all two of them)<br />
- where supplies are and how to get them<br />
- how to use our classroom website<br />
- how to use the classroom blog<br />
- etc<br />
- etc<br />
- etc<br />
but I really shouldn't have to spend much time on this, should I?<br />
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I'd love your feedback!</div>
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Please leave comments below, thank you :)</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com1tag:blogger.com,1999:blog-4448232018987603716.post-76349417664742921712014-08-06T18:33:00.003-07:002014-08-06T18:33:45.816-07:00Teaching in the Classroom: Block 2: Inclusive Instructional Practice - Chapter 5 of U.D.L<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> To help us work towards our school goal of purposefully implementing </span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">the Universal Design for Learning approach to our formal planning (sometimes referred to as "Backwards by Design", "Understanding by Design", or "Planning With The End in Mind), my principal has provided our staff with a copy of <a href="http://www.threeblockmodel.com/dr-jennifer-katz.html" style="color: blue; text-decoration: none;" target="_blank">Dr. Jennifer Katz</a>'s book, </span><i style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><a href="http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536" style="color: blue; text-decoration: none;" target="_blank">Teaching to Diversity: The Three-Block Model of Universal Design for Learning</a></i><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.</span><br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;" /><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><br /></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span><br />
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<img alt="Teaching to diversity, the universal design for learning, teaching to diversity book synopsis" src="http://ecx.images-amazon.com/images/I/51kqKaPVc%2BL._SL500_AA300_.jpg" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; background: none !important; border: none; box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; margin-left: auto; margin-right: auto; padding: 0px;" title="Teaching to Diversity - Jennifer Katz" /></div>
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<span style="font-size: xx-small;">Teaching to Diversity Cover. (Accessed 2014). Uploaded to Amazon; Portage& Main Press. </span></div>
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<span style="font-size: xx-small;">Available online at: http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536</span></div>
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<span style="background-color: white; color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><b><u>Classroom Ecology</u></b></span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">- The physical space of your classroom affects your students as much</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> as what happens within your classroom</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">- The direction in which the desks face demonstrate who is in power and</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> what kind of interactions can take place between individuals</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">- <b>Interest Areas</b></span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> - Decide what activities will happen in your classroom and make sure</span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> you have space to accommodate them</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Ex. science labs, student meetings, technology stations, etc</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Personal Territories</b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Take into account what belongs to who (more important in single</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> grade classrooms, not so much when students change rooms for</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> every class)</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b><u>Pedagogy and Classroom Management</u></b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- Teachers manage their students and then complain that they act out</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> once they leave the room, it should not be a top-down approach</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">* Case Study: Derrick (paper balls)</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Dealing with Challenging Behaviour</b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Bring down situations and solve conflicts together</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Too many rules overwhelm kids and are unnecessary</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b><u>Starting the Year</u></b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- Don't jump right into curriculum; establish expectations and model</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> behaviour by:</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Working through the RD program</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Introduce partner and group work</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Introduce centres </span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Then begin curriculum</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">-<b> Introducing Partnering & Group Work</b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Discuss what does partner/group work look like? sound like?</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Role play partner work</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Discuss active listening</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Practice sharing ideas/"reporting the group's findings/thoughts"</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> and discuss the importance of everyone always needing to be</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> prepared to be the reporter</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Have a visual reminder in your room and use prompts to ensure</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> the students invite everyone to participate in groups and work to</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> find everyone's strengths</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Introducing Work Centres</b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Use centres that address the different types of multiple</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> intelligences</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - If you have 9 centres, use approx. 15 classes</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Ensure all students are participating positively</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - <b>Barriers That Students Feel</b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Grades: they are worried that the performance of others in a</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> group will affect their assessment </span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Pace: they are worried that certain students may affect their</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> ability to complete tasks on time</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - E.As: any other adults in the room should interact positively </span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> with any student in the room</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b><u>Teachers in the U.D.L Classroom</u></b></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- Circulate during centres and complete formative assessment so you</span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> recognize which ones need enrichment, support, or oral options</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">* Case Study: Cory (suck at verbal-linguistic)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- <b>Co-Teaching Scenarios</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 1 ) One Teaching / One Drifting</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - One teacher delivers curriculum, one circulates around</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Advantages: timely help, on-task students, saves time</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Disadvantages: teacher control, one seen as an aide</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 2 ) Parallel Teaching</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Plan jointly but split into small groups to teach</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Advantages: small groups, separate students, better planning</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Disadvantages: learning equally, pacing, noise level</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Alternative Teaching</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - One manages the class, one pulls a small group out</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Advantages: help meet specific needs of students</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Disadvantages: labelling groups as "smart" or "dumb"</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 4 ) Station Teaching</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Teaching responsibilities are divided up and teachers hold</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> certain centres</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Advantages: easier to differentiate, small groups, cover more</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> material</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Disadvantages: lots of pre-planning, pacing, noise levels</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 5 ) Team Teaching</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Both plan and share instructional time, teachers converse &</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> both manage the room</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Advantages: active roles, equals, risk-taking</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Disadvantages: a lot of pre-planning, needs defined roles</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><b>- Working with EAs</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - It is their job to facilitate engagement</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span>
<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><b><u>Assessment For, Of, and As Learning with Diverse Learners</u></b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Assessment: informal or formal, guides teaching and learning</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- Evaluation: snapshot of where a student is in comparison to a</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> standard</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Reporting: communication of </span><span style="font-size: 15px; line-height: 21.559999465942383px;">progress</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Students do not have to do pencil-paper tasks in order to fully</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> prepare for a pencil-paper exam</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><b>- Methods of Assessment</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 1 ) Observation</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 2 ) Conferencing</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Portfolio Assessment</span></span><br />
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<b><span style="color: purple;">I WANT TO KNOW</span></b>:</div>
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How often do you use formal centres in your classroom? and what Grade level/subject?</div>
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I used centres regularly in math and quite often in science but it was less formal.</div>
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Please leave your thoughts below :)</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com0tag:blogger.com,1999:blog-4448232018987603716.post-58190148779146533392014-08-01T14:19:00.002-07:002014-08-01T14:19:34.234-07:00August Currently<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> If you haven't encountered a "</span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><span style="color: #38761d;">Currently</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">" post before, it is just a fun post at the beginning of each month that serves as a way to share what is Currently going on in your life! You can link up and share your own "</span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><span style="color: #38761d;">Currently</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">" post by visiting the wonderful </span><strong style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><span style="color: magenta;">Farley</span></strong><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> over at </span><a href="http://ohboy3rdgrade.blogspot.ca/" style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-decoration: none;" target="_blank"><strong><span style="color: #38761d;">Oh' Boy 4th Grade</span></strong></a><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">.</span><br />
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Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com6tag:blogger.com,1999:blog-4448232018987603716.post-46095378655012301902014-08-01T10:05:00.002-07:002014-08-01T10:05:45.591-07:00Block 2: Inclusive Instructional Practice - Chapter 4 of U.D.L<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> To help us work towards our school goal of purposefully implementing </span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">the Universal Design for Learning approach to our formal planning (sometimes referred to as "Backwards by Design", "Understanding by Design", or "Planning With The End in Mind), my principal has provided our staff with a copy of <a href="http://www.threeblockmodel.com/dr-jennifer-katz.html" style="color: blue; text-decoration: none;" target="_blank">Dr. Jennifer Katz</a>'s book, </span><i style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><a href="http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536" style="color: blue; text-decoration: none;" target="_blank">Teaching to Diversity: The Three-Block Model of Universal Design for Learning</a></i><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.</span><br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;" /><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><br /></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span><br />
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<img alt="Teaching to diversity, the universal design for learning, teaching to diversity book synopsis" src="http://ecx.images-amazon.com/images/I/51kqKaPVc%2BL._SL500_AA300_.jpg" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; background: none !important; border: none; box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; margin-left: auto; margin-right: auto; padding: 0px;" title="Teaching to Diversity - Jennifer Katz" /></div>
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<span style="font-size: xx-small;">Teaching to Diversity Cover. (Accessed 2014). Uploaded to Amazon; Portage& Main Press. </span></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<span style="font-size: xx-small;">Available online at: http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536</span></div>
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: xx-small;"></span><br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;" />
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<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><b><u>The Planning Continuum</u></b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Students need to connect concepts in order to develop deep</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> long-term understanding (teachers can set up year-long plans</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> to help accommodate this)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- <b>Planning For The Year</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Try to set up an even number of units per term to ensure</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> that everything gets covered and you can easily manage</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> your time (combine connected units where needed)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Set up units between different subject thematically in order</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> to build strong connections and big-picture thinking</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Ex. Human Impact (Social Studies) and Ecosystems</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> (Science)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Easily done when multiple subjects are taught, but require</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> careful planning and open communication when done </span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> between teachers</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Build in other subjects so that all subjects are included</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Determine what units will fit into what term. There may</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> be a natural skill progression or seasonal progression</span></span><br />
<b>- Strategies for Variations on The Year</b><br />
- In multi-grade classrooms, teachers may build two-year plans<br />
that allow them to cover both grades units over the two years or<br />
combine similar units from both grades<br />
- In one-class classrooms, teachers may collaborate with other<br />
teachers<br />
<b>- Planning the Units</b><br />
- Start with the end in mind and determine what assessments will<br />
fit the needs of the students while covering the outcomes<br />
- <span style="color: purple;"><b>Understanding </b>is a conceptual approach, which emphasizes</span><br />
<span style="color: purple;"> thinking</span><br />
- <span style="color: purple;"><b>Outcome </b>is a skills-based approach, which emphasizes performance</span><br />
- Determine essential understandings from each subject and then<br />
combine to reach approx. 15 understandings for three units<br />
<b>- Creating Inquiry Questions</b><br />
- Hook students in<br />
- Build questions off of the essential understandings developed before<br />
<b>- Creating Rubrics for Assessment For, As, and Of Learning</b><br />
- We need to assess using different methods to meet the needs of our<br />
students but do not change standards for students<br />
- Use your essential understanding as the highest level of your rubric<br />
since it is essential, then use descriptive verbs to build the rest<br />
- Give students input in the rubric in the sense that they revisit the<br />
rubric and alter as necessary after the project/activity has already<br />
been explored<br />
- Use formative assessment to understand where your students are<br />
starting from<br />
- Make sure you incorporate multiple intelligences and don't "teach to<br />
yourself". A lot of times, teachers who are musically-inclined incorporate<br />
a lot of music in their rooms, kinaesthetic incorporate movement, etc<br />
* Case Study: Sara (music lyrics)<br />
- <b>Planning Lessons</b><br />
- Follow a pattern that allows for a gradual release of responsibility<br />
* Case Study: Karl and Mitchell (memorized rap lyrics)<br />
* Case Study: Nate and Michael (industry)<br />
<br />
<b><u><span style="color: purple;">Literacy Across The Curriculum</span></u></b><br />
- Covering topics thematically can help a student's literacy because they<br />
have a basis to build vocabulary off of<br />
- Reading fluency means they can recognize 95% of the words<br />
- Don't get into the trap of grouping by ability level<br />
- Buy 5 copies of 6 varied books about the same theme<br />
<br />
<b><u><span style="color: purple;">Numeracy and Integration</span></u></b><br />
- Making sure to include math in your thematic approach drastically<br />
strengthens the ability to make connections and helps ensure that<br />
math concepts are not taught in isolation<br />
- Ex. Teaching about the north in Grade 4 Social Studies, practice<br />
fractions to demonstrate the population of First Nations, Metis,<br />
Inuit, and Other - Fraction in food groups - Create a song using<br />
a certain beat<br />
<br />
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<b><span style="color: purple;">I WANT TO KNOW</span></b>:</div>
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How closely do you include math in the thematic approach?</div>
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I feel like math has a more specific skill progression that needs to be incorporated and this may not fit naturally into a thematic approach.</div>
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Please leave your thoughts below :)</div>
Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com2tag:blogger.com,1999:blog-4448232018987603716.post-9328499450413297422014-07-25T11:25:00.001-07:002014-07-25T11:58:36.188-07:00Block 1: Social and Emotional Learning - Chapter 3 of U.D.L<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"> To help us work towards our school goal of purposefully implementing </span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">the Universal Design for Learning approach to our formal planning (sometimes referred to as "Backwards by Design", "Understanding by Design", or "Planning With The End in Mind), my principal has provided our staff with a copy of <a href="http://www.threeblockmodel.com/dr-jennifer-katz.html" style="color: blue; text-decoration: none;" target="_blank">Dr. Jennifer Katz</a>'s book, </span><i style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><a href="http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536" style="color: blue; text-decoration: none;" target="_blank">Teaching to Diversity: The Three-Block Model of Universal Design for Learning</a></i><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;">. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.</span><br />
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"><br /></span><span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;"></span>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<img alt="Teaching to diversity, the universal design for learning, teaching to diversity book synopsis" src="http://ecx.images-amazon.com/images/I/51kqKaPVc%2BL._SL500_AA300_.jpg" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; background: none !important; border: none; box-shadow: rgba(0, 0, 0, 0.0980392) 0px 0px 0px; margin-left: auto; margin-right: auto; padding: 0px;" title="Teaching to Diversity - Jennifer Katz" /></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<span style="font-size: xx-small;">Teaching to Diversity Cover. (Accessed 2014). Uploaded to Amazon; Portage& Main Press. </span></div>
<div style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px; text-align: center;">
<span style="font-size: xx-small;">Available online at: http://www.amazon.ca/Teaching-Diversity-Three-Block-Universal-Learning/dp/1553793536</span></div>
<span style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: xx-small;"></span><br style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21.559999465942383px;" />
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<span style="font-size: xx-small;"><br /></span></div>
<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><b><u>Link between Emotion and Academic Achievement</u></b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Students need to feel comfortable and safe in the classroom </span><span style="font-size: 15px; line-height: 21.559999465942383px;">environment</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> in order to be socially and emotionally prepared to learn</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- A child that is stressed, or uncomfortable/threatened, will not be able to</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> effectively concentrate an absorb/apply new information</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- <b>Teaching to the Heart and Mind</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Gifted students may experience higher levels of anxiety while at school</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> do to the high amount of connections their brain makes when looking at</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> information</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Recognize that social and emotional learning is not necessarily linked</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> to economic status, home situations, peer groups, etc</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> * Case Study - Micheal (chains)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Multiple Intelligences and Social and Emotional Learning</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Do not stereotype or label children based off of prior knowledge alone</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Children need to know that their life has meaning, they are valued, and</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> that they have something to contribute to the world</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Gardner's Theory of Multiple Intelligences factors in two social and</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> emotional areas: Interpersonal and Intrapersonal</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Inter: social awareness and respect for others</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Intra: self-awareness and self-respect</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>
<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b><u>The Respecting Diversity Program</u></b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Program implemented into schools that increases self-respect and respect</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> for others</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Help students recognize their individual strengths</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- <b>Introducing Multiple Intelligences to Students</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Demystify the idea of multiple intelligences and educate students so that</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> they have a platform and understanding of vocabulary and concepts in</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> order to understand </span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Specific time is set aside to discuss and explore this idea so that each</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> student understands where they fit in this idea</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><b>- Script for Respecting Diversity Program</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Includes 9 lessons to introduce multiple intelligences to students</span></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> * Case Study - Derrick (sports impulses)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span>
<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"><b><u>Extending the Program across the Curriculum</u></b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Use multiple intelligence language in other curricula activities to reinforce</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> concepts and diversity</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 1 ) Language Arts/English</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Theatre (bodily/kinesthetic)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Write songs (musical)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Book clubs (interpersonal)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - etc</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 2 ) Math</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Provide manipulatives (bodily/kinesthetic)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Word problems (linguistic)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Create visual examples (visual spatial)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - etc</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Science/Social Studies</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Build models (bodily/kinesthetic)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Create experiments (logical, intra-personal)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Environmental studies (naturalist)</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - etc</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- Include social curriculum into your regular class, as well as academic</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> curriculum</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - hold weekly meetings</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - talk about goal setting</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - have students reflect on their learning</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;">- <b>RD Program Outcomes</b></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Students were interviewed and shared that they felt more self-aware</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> and confident about who they were as learners</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Students felt that they understood their peers better and found it easier</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> to put themselves in their shoes when someone was experiencing</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> challenges</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> - Reduction in teasing</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Strengthened sense of community</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">* Case Study - Jay (dyslexia)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- <b>Spirit Buddies</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Some students start the day having no connections with peers, adults,</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> etc and are left with no positive interactions and a sense of isolation</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Set aside time each morning for students, in small groups, to meet,</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> share, and use active listening </span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>
<span style="color: purple; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b><u>Creating Democratic Classrooms</u></b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- Involve students and provide them with choice</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b>- Five Characteristics of a Democratic Classroom</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 1 ) Teachers & students work collaboratively to ensure students'</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> learning contributes positively to the community</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Service projects</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 2 ) Students demonstrate learning outside of the classroom &</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> receive public feedback</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Presentations to others, parents, etc</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Students are provided with choice (individual and group)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Scheduling, format, representation, etc</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 4 ) Students are presented with a problem-solving approach</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> to learning</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 5 ) Students are held to a high degree of excellence</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b>- Seven Principles of a Democratic Classroom</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 1 ) Social is as important as academic</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 2 ) How you learn is as important as what you learn</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Cognitive growth occurs with social interaction</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 4 ) Children require a set of social skills in order to be successful</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Cooperation, self-control, responsibility, etc</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 5 ) Knowing our students as individuals is as important as what</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> we teach them</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 6 ) Knowing our students' families is vital</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 7 ) How a school staff functions together is as important as</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> individual competence </span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><b>- Six Teaching Strategies in Democratic Classrooms</b></span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 1 ) Class Meetings</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 2 ) Rules & Logical Consequences</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 3 ) Guided Discovery</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 4 ) Academic Choice</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 5 ) Classroom </span></span><span style="font-size: 15px; line-height: 21.559999465942383px;">Organization</span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> 6 ) Family Communication Strategies</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">* Case Study - Melissa (rock throwing)</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;">- Class Meetings</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Should be weekly but students can call a meeting when needed</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> - Strengthens community and ensures that students know the</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> classroom is a safe place where issues are solved together for</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"> the good of everyone</span></span></span><br />
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white; font-size: 15px; line-height: 21.559999465942383px;"> * Case Study - Jason (my name)</span></span><br />
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<b><span style="color: purple;">I WANT TO KNOW</span></b>:</div>
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Have you used the formal Respect for Diversity program in your classroom?</div>
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I have discussed multiple intelligences with my students and had them fill out surveys and reflect on their type of intelligence, but it has never been to the extent of this program.</div>
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Please leave your thoughts below :)</div>
<span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="background-color: white;"><span style="font-size: 15px; line-height: 21.559999465942383px;"><br /></span></span></span>Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com7tag:blogger.com,1999:blog-4448232018987603716.post-26411399200650400062014-07-24T09:20:00.000-07:002014-07-24T09:20:47.406-07:00Classroom Furniture: IKEA Edition<div class="separator" style="clear: both; text-align: center;">
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August is almost upon us but I am not back in my classroom quite yet. We actually have a significant amount of construction happening in our school this summer (redoing the roof, redoing exterior walls.... AND a brand new science lab directly beside my classroom!) so I am unsure of when I will actually be allowed back in my classroom. In fact, depending on how the construction goes, there is a chance that I may not be back in my same classroom at all; I may be relocated for part of this year until everything is back to normal.<br />
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Luckily for me, I was only in my classroom one year and I had very little storage area so I did not accumulate much stuff if I do have to move rooms. Regardless of what room I am in, however, I have been eagerly shopping around of some new furniture to add to my classroom. My husband and I are actually remodelling our home this summer and have chosen to install an IKEA Kitchen System while they are hosting their "kitchen event". This means that we got 20% back in the form of gift cards!! With the low costs, I'll be able to pick up a few things we need for the home as well as new things for my classroom, yay!<br />
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I like keeping my classroom organized, colourful, but also minimal in regards to the amount of "stuff" that is around. Don't get me wrong, my classroom (like everyone else's) gets cluttered over the year; especially when I had four different classes working on large-display projects (I need to plan better, haha). I try to, however, incorporate organizational choices that keeps clutter hidden and strategically placed furniture to help create designated spaces within my room. I was fortunate to have wonderful custodians last summer that snagged two big pieces for me that are now permanent fixtures in my room and are great for organization:<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEins9Ao82VrPSbwK7SKhwbLNBHQeVGJVgYHt9HnoCuujuwKz-oa9k-Uwi7U59qhEE1KNCr8gE2LVLcYBEt547ShEyPHR5Fa1ML6YEVcSe5y5npOlokxWoT8qJiuw9HCVFvm-zhSGBZ3l7eU/s1600/2013-08-29+16.05.06.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEins9Ao82VrPSbwK7SKhwbLNBHQeVGJVgYHt9HnoCuujuwKz-oa9k-Uwi7U59qhEE1KNCr8gE2LVLcYBEt547ShEyPHR5Fa1ML6YEVcSe5y5npOlokxWoT8qJiuw9HCVFvm-zhSGBZ3l7eU/s1600/2013-08-29+16.05.06.jpg" height="300" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My bookshelf is divided up by specific grade and all of our textbooks are<br />
hidden away behind the curtain!</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXqeBDmf8JXPll_uiKau42DzIaI-muErHDJ6eFCvh0F_LUGeb9XZRqAsHyAr5ZkylhVrsGTYfhYwuODMXPLl0nefnigush3lEgvtqTmu7lSj28ve7SnyHYCUi2FDKGSKMmtnByrDlAwmng/s1600/2013-08-29+16.07.06.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXqeBDmf8JXPll_uiKau42DzIaI-muErHDJ6eFCvh0F_LUGeb9XZRqAsHyAr5ZkylhVrsGTYfhYwuODMXPLl0nefnigush3lEgvtqTmu7lSj28ve7SnyHYCUi2FDKGSKMmtnByrDlAwmng/s1600/2013-08-29+16.07.06.jpg" height="300" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is "Grand Central Station" for our classroom. This counter holds our Hand-In Box<br />
and our We Missed You system. The shelves behind the black curtain hold<br />
all of our classroom supplies that students can access.</td></tr>
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The one area that I want to work on this summer is our "Chill Out Space". This was an area of my room that I actually outfitted for furniture from my old dorm room! It served as an area for students to hang out and visit before class started, a silent reading area, a conference zone, an independent work area, and sometimes a napping area! Here is what it looked like this year:<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-10qr0mLzkON9b38hWktrGmxgDJeRub-MXu-GSplY8VpJLYZZrqUKY6HsXmKraEpyYoGrQFQ4RP7ez726KVEbRZ1oboMHBpJrpOpxX-55kUeQDLOkXvzJsepGGiYNYRXjwojME88M1zbd/s1600/2013-08-29+16.08.12.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-10qr0mLzkON9b38hWktrGmxgDJeRub-MXu-GSplY8VpJLYZZrqUKY6HsXmKraEpyYoGrQFQ4RP7ez726KVEbRZ1oboMHBpJrpOpxX-55kUeQDLOkXvzJsepGGiYNYRXjwojME88M1zbd/s1600/2013-08-29+16.08.12.jpg" height="300" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The "Chill Out Space"</td></tr>
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The first thing I want to change is the shelf on the left-hand side. I hate this shelf! It is SO heavy, the wheels at the bottom do not roll any more, and the shelves are not deep enough to hold printer paper! I would like to replace it with the <a href="http://www.ikea.com/ca/en/catalog/products/10275862/" target="_blank">KALLAX Shelving Unit</a>. It will still divide up the space from the rest of the room and allow for lots of storage. I'd like to pair it with the <a href="http://www.ikea.com/ca/en/catalog/products/10244899/" target="_blank">DRONA Storage Boxes</a>, which match my classroom perfectly!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVNBws-Ga45LwR-TpNxUVycObL50SICQjSKO8qd7MPuN1HCLEY-BObW3FsXG7bBs-YTiurzlYZhoSeGP50_GyDpLLUanAu9YkqT4pyxkGpD35mhVWuB7nhvQ9LPrRVUImVwP4G7R_PQ3HC/s1600/kallax-shelving-unit__0243963_PE383234_S4.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVNBws-Ga45LwR-TpNxUVycObL50SICQjSKO8qd7MPuN1HCLEY-BObW3FsXG7bBs-YTiurzlYZhoSeGP50_GyDpLLUanAu9YkqT4pyxkGpD35mhVWuB7nhvQ9LPrRVUImVwP4G7R_PQ3HC/s1600/kallax-shelving-unit__0243963_PE383234_S4.JPG" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This baby is almost five feet tall! I like how it will divide up the two spaces<br />
but still ensure students can hear what is happening while providing storage!</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilJ-db21QHd7lR1OmU-aRaj1uSl7v0LwpNOc01IjbB5P-UcoNJ7aujImCfHhxD9KuM6awMsR-FOl3cZy5O3zDTnW7STqoCrVFslqti0_OtvdP_SCV0feUMnSJj3qd4WmO-L3IWTYMjeoCg/s1600/drona-box__0162140_PE317380_S4.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilJ-db21QHd7lR1OmU-aRaj1uSl7v0LwpNOc01IjbB5P-UcoNJ7aujImCfHhxD9KuM6awMsR-FOl3cZy5O3zDTnW7STqoCrVFslqti0_OtvdP_SCV0feUMnSJj3qd4WmO-L3IWTYMjeoCg/s1600/drona-box__0162140_PE317380_S4.JPG" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">These storage boxes fit right into the shelving nooks and match my<br />blue colour scheme!</td></tr>
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The other thing I would like to add are two additional chairs. This area was always very busy in my room and if we happened to be doing a centre activity that featured a conference in this area, then we would run out of seating quickly if groups had 4-5 students. Chairs, however, take up a lot of room and can be quite costly so I was having a hard time finding something that looked nice but didn't eat up my budget or floor space! I did find the <a href="http://www.ikea.com/ca/en/catalog/products/10239652/" target="_blank">LOCKSTA Easy Chair</a> which is small, cheap (only $40) and the cover is even machine washable! Plus, again, fits the colour scheme:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL-VgpEuJnj-UwEDxgX_9aqaFJT94ynnk2RFYn1HRFFE9_01DAoefDXhg2AVvxm0Aj1KjR5hal9NgZU29cp2qqu6wqNhtddf2-thae3zuBDTpnuRAHX8bPXaBp9Ss5lhtHTkJAg_OhwsWB/s1600/locksta-easy-chair__0167382_PE321304_S4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL-VgpEuJnj-UwEDxgX_9aqaFJT94ynnk2RFYn1HRFFE9_01DAoefDXhg2AVvxm0Aj1KjR5hal9NgZU29cp2qqu6wqNhtddf2-thae3zuBDTpnuRAHX8bPXaBp9Ss5lhtHTkJAg_OhwsWB/s1600/locksta-easy-chair__0167382_PE321304_S4.JPG" height="400" width="400" /></a></div>
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I am hoping that by focusing on one area of my classroom I am able to refresh the space and make it more functional without spending a lot of money or cluttering up my classroom! How do you refresh your classroom over the summer?<br />
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<span style="font-size: x-small;">*This post was written based on my own personal opinions. I was not asked by IKEA to promote their products and have received no compensation for this endorsement. </span>Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com6tag:blogger.com,1999:blog-4448232018987603716.post-76597013677166015162014-07-16T16:27:00.003-07:002014-07-16T16:27:50.584-07:00A Day In The Life... Our summer holidays started about two weeks ago but I am only just now feeling like the holidays have began. After a busy year of go-go-go it took way longer than I thought to finally catch up on sleep and begin to relax. It probably doesn't help that it rained pretty-much straight during the first week of July and then we went right into my sister-in-laws wedding, which was a very busy time with lots of family visiting. With that being said, here is what a day in my life looks like now that the holidays are under way:<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWNNwfdgDXzwXnFEK0OzOz1wJFW4Q8FQPEUtk7CamYbAwFYC6ODoJqvM0TUKz-FZL-QWaxKgtPHk8p6VfWLfy2Qx1QXEHV8s63kZc34WLS4ENy6wsE2WnY2K4Smk4rcu417k9uALNapbGd/s1600/photo+1+(3).JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWNNwfdgDXzwXnFEK0OzOz1wJFW4Q8FQPEUtk7CamYbAwFYC6ODoJqvM0TUKz-FZL-QWaxKgtPHk8p6VfWLfy2Qx1QXEHV8s63kZc34WLS4ENy6wsE2WnY2K4Smk4rcu417k9uALNapbGd/s1600/photo+1+(3).JPG" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sleep-in!<br />I am not a morning person at all so I am loving that I can<br />sleep until 10am!</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzQKXUQ7DEO4pKHvSLcB7y4OGAiD6ZDp5j_NYO6UsRj56sRNuvDNPOhbS5N1QLhQEZBDYVXVmOypRvcD7yJ7K3wqy9B0L9r_NoEdJ_9sgrLMweSh0m7YeNFR6ul72ihpkPqoeYG-ORbhD8/s1600/photo+1+(4).JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzQKXUQ7DEO4pKHvSLcB7y4OGAiD6ZDp5j_NYO6UsRj56sRNuvDNPOhbS5N1QLhQEZBDYVXVmOypRvcD7yJ7K3wqy9B0L9r_NoEdJ_9sgrLMweSh0m7YeNFR6ul72ihpkPqoeYG-ORbhD8/s1600/photo+1+(4).JPG" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Feed our dogs and our one bottle-fed calf, Simon.<br />Ours dogs are always trying to steal milk from the cows and<br />now from Simon's bottle!</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg22kfRpnNqvDPUMHEsKvDyoIuW1Iw_6XtMc0zCRH_n8GffZdcFzV7SNbqoBx4UhjwGTz1kGUKZGpWZN8ruWhuVbn3TGY3ixs7z4E-rbhs6Isg-Jp5LX5oplz9EQcCKj7w6mEhc5BYEzLyM/s1600/photo+4+%25282%2529.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg22kfRpnNqvDPUMHEsKvDyoIuW1Iw_6XtMc0zCRH_n8GffZdcFzV7SNbqoBx4UhjwGTz1kGUKZGpWZN8ruWhuVbn3TGY3ixs7z4E-rbhs6Isg-Jp5LX5oplz9EQcCKj7w6mEhc5BYEzLyM/s1600/photo+4+%25282%2529.JPG" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Go to the gym.<br />This is something that I didn't do ONCE during the school year<br />and it definitely showed when the year was up. I am trying to get<br />into a good routine this summer so that I can maintain that through<br />the school year. I am also using the app, <a href="http://www.myfitnesspal.com/mobile/iphone" target="_blank">My Fitness Pal</a>, to track<br />my workouts; check it out!</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgUcCeoBMePfKBqfF_SQD6e8sYFRqbleYNsFSPZh70uh_is5guMScUa7zuoUKk1FMNdLH1w-d5fB2GU_cx1dhyC0lSZAQG8AiuWmNTo-P2MHQfiSWXNW02uCdOK4PaBpHNZxllPL4n2Yw4/s1600/photo+3+(3).JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgUcCeoBMePfKBqfF_SQD6e8sYFRqbleYNsFSPZh70uh_is5guMScUa7zuoUKk1FMNdLH1w-d5fB2GU_cx1dhyC0lSZAQG8AiuWmNTo-P2MHQfiSWXNW02uCdOK4PaBpHNZxllPL4n2Yw4/s1600/photo+3+(3).JPG" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We started renovating our house this Monday and I can't<br />wait to see it all come together. We are re-siding our whole home,<br />replacing windows and exterior doors, and doing a kitchen remodel.<br />Stay tuned for before and after pictures at the end of the summer.</td></tr>
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What does a day in your life look like now that the summer is under way?</div>
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<br />Mrs Thttp://www.blogger.com/profile/16942930206275684025noreply@blogger.com1