“So much of this country is decided by other people.”
Monthly Archives: March 2012
By the numbers -24hrs –“2B”
Here’s some good news after all the tears:
“More than 2 billion people have gained access to better drinking water sources, such as piped supplies and protected wells, between 1990 and 2010, UN officials said on Tuesday” – Reuters
Perhaps 2 weeks ago — 24 hr newspaper
QOTD – Churchill
“You see these dictators on their pedestals, surrounded by the bayonets of their soldiers and the truncheons of their police. Yet in their hearts there is unspoken – unspeakable! – fear. They are afraid of words and thoughts! Words spoken abroad, thoughts stirring at home, all the more powerful because they are forbidden. These terrify them. A little mouse – a little tiny mouse! – of thought appears in the room, and even the mightiest potentates are thrown into panic.” Winston Churchill
planet Ocean
How inappropriate to call this planet Earth when it is quite clearly Ocean.- Sir Arthur C. Clarke
After the Tsunami – A documentary of helping victims in Japan (2011)
Digging through my email produced this awesome link!
The film is done in a colourful film-art way that is popular at the moment, which almost reminds me of how Vancouver overcast filtered light looks on our streets.
This film is a poignant and eerie reminder that any day our own earthquake tragedy may strike and leave a similar scene of destruction (including the sinking of Richmond?) . Despite being told my whole life the “big one” could happen, somehow I don’t think I am well prepared.
Thanks to Prof. Peter Pronzos for passing along through the pol-sci news grapevine!
______
Hello all.
Here is a documentary on the cleanup efforts after the tsunami in Japan
nearly one year ago.
There is some striking footage and it really shows how amazing the people and
survivors are.
http://pollux.ca/video-att.html
___________________________
“Social media is about social science not technology.”
Follow-up article by the author, Brian Solis, of the stated ‘catchphrase’:
http://socialmediatoday.com/briansolis/469995/social-media-about-social-science-not-technology
Though personally I think it’s not so much exclusive, as recognizing the human aspect in communications technology. The author is writing for an audience using social media for business purposes, rather than a broader theoretical discussion.
Such is the commentary in what history may one day label, ‘the early information age’ or some such (LOL!)
QOT article:
This is your time to raise the bar. Someone has to.
SETBC Links galore
Here is yet another useful site for sharing lesson plans online. I’m stoked to browse this resource after signing up for the universal design workshop coming up on the April 20th pro-d day.
Special Education Technology – BC
There is a cartel of SET links and programs that all reference each other. I popped open a couple windows and checked it out.
Provincial Outreach Programs (POPs) — this targets students with physical disabilities, like deaf, blind, autistic, etc:
NTS follow up:
Provincial Outreach Program for Fetal Alcohol Spectrum Disorder – http://fasdoutreach.ca
VERY nice website! With assessments, IEP suggestions, transitioning.
Though a question comes to mind: how does one become officially diagnosed with FASD? Sometimes I think labels can be scary, but it’s easy to remember that they are only labels, not abilities.
“Communication Assistance for Youth and Adults (CAYA)operates as a project created through Special Education Technology BC (SET-BC). Our clients are adults aged 19 years and older who require an augmentative/alternative communication (AAC) system due to a severe communication disability, i.e. speech that is not functional for daily communication. ”
NTS: check out alternative online platforms for these students. Stephen Hawking is def. a genius hero of mine. There’s got to be a fanclub among this group I can join.
Assistive Tech. BC:
http://www.at-bc.ca/skillsdevelopment.html
I like the intro:
“Are you as effective a learner as you can be? Do you tend to follow an established routine when you study, or do you select specific study tactics based on your study goals and the tasks you need to accomplish? Would you like to know more about how to incorporate the technology you received from ATBC into your overall strategic approach to studying?
The most effective learners are also highly strategic learners. But what does it mean to be a “strategic learner”? A strategic learner has a repertoire, or “toolbox,” of actions (“tactics”) from which to choose when faced with a study task. Strategic learners set goals and choose the tactics they believe will be best suited for meeting those goals based on the demands of the task.
The goal of the Skills Development Centre is to provide resources that will help you to effectively incorporate your assistive technology into the learning strategies you already use, and to help you build new approaches to studying with your assistive technology.”
In the 21st century, everyone uses “assistive technology”.
I am familiar with many of the programs and resources from working at CILS (shout out to CILS for awesomeness!), but NTS to follow up on STUDY STRATEGIES — some good bits of knowledge there.
Doodling again
Yet another google doodle has struck the home search page. This time, it’s the ‘father’ or ‘grandmaster’ of origami.
But it appears that this person, Yoshizawa, is not an inventor of the paper folding pastime so much as a prolific one whom gave the world a universal set of instructions, with thousands of designs transcribed in this fashion.
Don’t get me wrong, I respect Yoshizawa’s contributions, especially as someone who loves origami and have spent some hours mastering advanced patterns in my Mum’s lovely coffee table instruction book. I even joined the SFU Origami folding club.
But google’s choice to honour Yoshizawa seems to create a few wrinkles in my forehead. Should google be setting a precident for honouring ‘birthdays’ years after the person has died? (Birthdays, however false, seem to be alright occasions for bringing someone’s life to light, as much as any other reason, I suppose.)
The other thing I was confused about is the impression Yoshizawa’s honouring may give to people unfamiliar with the history of origami going back long before Yoshizawa. Plus, what about other ‘great’ people in Japan’s history that may be skipped over as candidates for doodling, because origami is so much more fun, as a slice-of-harmless cultural pie?
This is also interesting, coming out on the same day (today) as the encyclopedia Britannica has announced they will print one last edition before going completely digital.
I wonder what will happen to origami, the art of paper folding, when paper itself seems to be heading into less of a common textile experience in the future realm of uber digitization. For those who have time, perhaps paper folding as a hobby will make a major comeback as a reactionary art against the somewhat less textile digital realm.
http://www.thestar.com/living/article/1145872–google-doodle-celebrates-father-of-origami?bn=1
International Working Women’s Day
I’m beginning to wonder about the political histories of “international” holidays. Are there other ones with roots in the struggle for socio-economic justice through the lofty ideals of communism and socialist propaganda? Or is International Women’s Day unique in this story line?
Two rather unacademically acclaimed websites detail the labour history behind this day, which is almost-but-not-quite rendered meaningless (or at best utterly confusting) in today’s international celebration.
NTS to build a lesson/discussion around this history:
http://en.wikipedia.org/wiki/International_Women’s_Day
http://www.marxists.org/archive/lenin/works/1921/mar/04.htm
F09 Teaching the boys
F09 Teaching the boys
Erika van Oyen
This workshop focuses on the way boys learn differently and how teachers can best meet their needs through simple strategies. The focus is on elementary school boys but the strategies can certainly be applied to secondary school boys as well. Topics covered include Numeracy, Literacy,Art,PE, Classroom Management, Behaviour, and Work Habits.
Target group: K–12
This was far and away the best workshop I went to in the conference this year. I knew there was going to be some fun when I saw play-doh, lego, paper, scissors, and pencils on each table. Erika van Oyen led us in a craft to make a paper booklet step-by-step, which brought home the genius and simplicity of a little patience with giving directions in the class. And, that there are other ways to take notes than a regular piece of paper, which might be fun for a change, and engage different learning types. Her Mary-Poppins manner of instruction was just the way I want to be ‘when I grow up to be a teacher’.
Every 10 mins she injected a Stop sign into her powerpoint, where a brain-break activity would take place. For grade 4 boys, this might mean running around the portable twice! I think this is a great idea for high school, even if breaks are quarters of the block.
Then for the next segments, we listened. Oyen noted that if any of her students disrespected the time allowance, they were given 1 out of a 3-point warning & discipline system which I think was fair (email me if you want the specifics). Would this work for secondary? It might be tricky without coming across as shaming, which is also Not Good. I think I would like to see some high school discipline in action first.
I loved making a play-doh sculpture and looking at other people’s art. I wondered if secondary classrooms are able to incorporate more play and flexibility as well (does it really matter who is figiting or working at a back table as long as they are working?).
‘Teaching the boys’ taught me a lot about teaching myself and breaking assumptions about gender-related observations. Adding colour to projects doesn’t denote a more advanced conceptual understanding, for example. Violent scenes or writing may display understanding of writing skills, like how a literary narrative works. Direct instructions work. Test in different ways, oral examinations or groups in competition. Start by “give me 5” minutes of silent writing time and build up each week—Oyen has grade 4 boys writing silently for 45mins. If that’s not an inspiration for high school, I don’t know what is.
There are so many more details I’d like to share about this workshop, but it may be better to check out some of Oyen’s amazing insights at her own notes page for now:
http://teachingboys.webs.com/management.htm
I filled up my booklet and have a feeling I will be referring it for renewed inspiration a lot in the coming year. I HIGHLY recommend attending another one of Ms. Oyen’s sessions if you ever get the chance.
Thank you so much for the masterful session, Ms. Oyen!
E05 BCTEA Best Practices Guide
E05 BC Technology Education Association Best Practices Guide
Mike Howard
This guide deals with safety issues that are currently happening in technology education classrooms. It is a new guide published by the BCTF and the BC Teachnology Education Association that shows the importance of class size and composition. It also looks at other issues within technology education hich can also be transferred to other subject areas. For a copy, contact me (mhoward@telus.net).
Target group: 4–12
Thirty teenagers with power tools in crowded shop class: A recipe for disaster?
Oh hell yes.
Before this session, I didn’t even know technology in the classroom might not have anything to do with computers or electronics. In fact, technology ed is/was industrial skill, rather than some esoteric notion of digital tools.
Mike Howard myth busted assumptions about shop classes today, like overcrowded classrooms, no Worksafe BC coverage for students, special ed students are encouraged and thrive in shop, EAs don’t need special training, and that trades training demand is in decline. In fact, it’s probably never been a better time to be a trades teacher, with the government fogiving student loans to successful graduates, who usually walk out of school with a regular, full time job.
The Best Practices Guide is a well written paper, outlining key areas where policy improvement needs to take place, especially in:
- class size composition
- teacher qualifications & EA training
- facilities
- budgets
Everything from lighting specifications to a provincial advisory board made up of industry, post-secondary, and seconday school leaders is clearly outlined in this how-to-guide for teachers & government alike. Mike Howard is a district technology instructor in Revelstoke with plenty of experience and in
sight into what needs to be done to keep technology education at the highest quality in this province.
Although most of the student teachers left at the break, this was a interesting look at a PSA and area of education I previously knew nothing about, and I came away learning a lot about the culture and integrity of this branch of education.
D10: Navigating special education in BC
D10 Navigating special education in BC
Lizzie Midyette
Gather some tips and tricks for understanding the process of identifying, supporting, and maintaining services for students with exceptional learning needs in BC.
Target group: K – 12
“Welcome to Holland” opened up the session. I had never heard or read the powerful essay before, which Midyette read aloud. Now it’s something I will never forget.
Teachers should note that sometimes parents of disabled kids have not passed grieving, with some denying themselves any notion to grieve at all.
Most of us didn’t miss skipping round-table introductions after this, which Midyette noted were usually ‘unsubstantial substance’ in large groups. Finally, someone said it!
One way to look at special education is by exceptional and typical students.
For the kids, one thing interesting to note is the complete deconstruction of tasks. What are the steps to do this?
How do you do your homework?
What are the steps to eat lunch in the classroom?
One technique: chaining
You start the ball rolling on the steps, and the student catches on & completes the task/sequence.
Special Education educators need to be aware of how you will taper the lessons so your child achieves mastery.
Another thing to keep in mind is to
Isolate the problem — Stick to 3 goals or less (what, how & when)
There are so many solutions to some of these student’s needs, it’s easy to get sidetracked. Try to narrow it down to check for results. And, be patient with results. They may take years.
I liked the idea of a “transitional goal”, where transition means “life skills beyond high school”.
Midyette noted that Speech Language Pathologists are excellent district resource people who have expertise in communications and learning programs.
Midyette spent most of the second half of the seminar showing us a few different types of IEP‘s, or Individual Education Plan. These look like they take some time and thought to fill out, nevermind execute.
My high school friend and English-Lit teaching guru Melanie Guyot noted that she had barely seen one of these in her university program before stepping into a classroom practicum dedicated to special needs students. W.O.W. I salute you, Ms. Guyot. And thanks to Lizzie Midyette for giving me some insight into some of the enormous administration that goes into special education, nevermind the amazing energy and work done in modified instruction itself.
This also highlighted the integrity and truly special skill set of special education teachers in BC, who are at risk of losing control over the quality of service, thanks to a government overturning collective bargaining and cutting 100 million dollars out of the education budget this year.
I was thinking about doing something with special education, but Holland suddenly looks a lot more bleak to me. I can see why there is a “7 year itch” or burnout period for these specialists.
Midyette’s solution is to schedule the fun in the workplace, as well as not taking on more than you can handle–especially as a new teacher. So get your “cupcake cult” together and head to a school near you.
C04:Our place called Canada: Where music and social studies meet
C04:Our place calledCanada: Where music and social studies meet –Larry Dureski
Engage your Intermediate students in musical activities that support the “Canada” themes in your Social Studies curriculum. Each original song comes with background information, discussion questions, and lesson activities. No musical training is required to use this new classroom-tested resource. A sample pack containing selections from the audio CD, music, and classroom lessons will be available.
Target group: 4 – 7
Although this session was indeed geared towards 4-7 (with many conference-goers ducking out of the last session of the day), Larry Dureski led a session in round after round of home-grown Canadiana sing-a-longs loaded with historical tid-bits and points to ponder. He’s got to be one of those teachers you remember, he has a real knack for the soothing-yet-not-condescending ‘kid voice’. Writing history songs for intermediate kids is a real talent, more than I posses.
I learned all kinds of stuff about BC rural and regional development and history, and was surprised about the attention to subaltern stories and environmental awareness loaded up in each song. Some of the new teachers were bowled over by the cheese, but they are probably the kind of people that never knew the words to Koukaburra in the first place. I had fun feeling 9 again, and highly recommend this for intermediate teachers. For secondary applications, I took away confidence that music and socials can meet in the classroom successfully—local folk history, too.
This pearl of wisdom is brought to you by: C04 Our place calledCanada: Where music and social studies meet –Larry Dureski
C04: Visualizing Ancient Canada
Play the background track if you have it.
Visualize: What does the land look like, 500 years ago?
What if you saw someone?
Then, they disappear behind a feature in the landscape.
Who would they be? What kind of home would they have?
* * *
Does your community have an annual celebration?
How long has it been happening?
What stories from the communities past are brought to light?
How are they told?
In what ways with the celebration can you get involved?
What about the roles people play? What about situations where ordinary people have gone into extrodinary roles?
This pearl of wisdom is brought to you by: C04 Our place called Canada: Where music and social studies meet –Larry Dureski
C04 “Thank you Veterans” bulletin board
Students write “Thank you Veterans for _______ ” on a card and read it aloud, perhaps for a Remembrance Day assembly. The cards may be collected and stapled to a bulletin board for a community effect.
Target group: gr 3-9
This pearl of wisdom is brought to you by: C04 Our place called Canada: Where music and social studies meet –Larry Dureski
D10: Parking Lot
During a group activity, one of my table members let us know that one idea of managing kids who speak out or always have their hand up is to create a class “Parking Lot”.
This is essentially a big piece of paper, or a side board, where students can write down their burning Qs quietly during the lesson, and return to their desk. At the end of the lesson, the parking lot Qs should be emptied by the teacher.
This pearl of wisdom is brought to you by: D10 Navigating special education in BC
Lizzie Midyette
A09: Meeting the needs of children in the classroom
A09 Meeting the needs of children in the classroom
Stacey Kemp
This workshop introduces the idea of ‘First Hour Needs’ and presents research done by the presenter, which led to the development of a chart to use in the classroom to help with some of those more difficult behaviour issues.
Target group: K – 7
I missed a few mins of the intro due to my other session being cancelled. I gather that “first hour needs” means the first hour of class, or sometimes before class.
The needs are mostly social and psychological: acknowledgement, encouragement, communication, socialization, touch, humour, structure. Physical activity, relaxation, and nutrition are also needs.
I was confused at some of the categorical boundaries, like the quibble of a difference between acknowledgement and encouragement, or communication and the catch-all socialization. These categories came from someone elses’ work, which eventually were ‘tested’ and became what I think was Kemp’s Masters’ thesis, but were a little less specific than I would have liked.
Aside from this, the content of the seminar was interesting for teachers looking for tips on managing troubled students. One of Kemp’s students kept goldfish in the classroom to have something to do first thing in the morning to tame chronic acting out. I have heard other teachers echo this, where assigning students tasks of ‘responsibility’ help to combat bad behaviour and disinterest. I think this would work for high school too, with some modifications. Any ideas?
Kemp emphasizes making a plan with all stakeholders if you are dealing with difficult students.
The sheet notes : “how it may look” and “what you can do”, though I think some of the classroom management ideas are fairly standard (“award systems”, “give students choices”), and some be fun for high school students too.
Overall a good boost of confidence in dealing with tough cases. You can reach those extra students if you put your mind to it—first hour of the day.
These pearl of wisdom are brought to you by: A09 Meeting the needs of children in the classroom
Stacey Kemp
B02 Cancelled
NTS: Check this out another time (or, don’t, since the facilitator didn’t bother to show up)
Connecting Aboriginal students to literature and classroom instruction: What works & what doesn`t
Carolyn Sousa
CANCELLED
Scribbles & Scrolls 