To conclude our ongoing 'Genius Hour' project, one final task was given to us -- to create our very own TedTalk. When I was first given this task, I dreaded the idea of having to talk into a screen for the required length. How was I going to talk about bullet journaling for four to five minutes? Would it be interesting? Would my TedTalk make people want to also begin bullet journaling? These were the questions that flooded my brain.
As I began to film my TedTalk, one of the major issues I encountered was where to look. Although this seems minor, I had no idea whether to look directly at the camera, read off my points, look at the computer, or look around the room. My experiences with filming have been limited, so I answered this question the best I knew how -- to just do it. Although some of the time I appeared rehearsed, it was difficult for me to explain my points without some sort of prompts. I knew that I did not want to read off a script, but I also recognized that I wanted to include all of my points. Therefore, I had a mixture of looking off notes, and saying my points as they flowed.
I felt as though I struggled with this section of the project. If I had a chance to re-do my TedTalk, I would have liked to have come up with a more exciting way of presenting it. I would have chosen to add some humour or lighthearted comments about my experiences with bullet journaling.
This experience can be related into my teaching block, as I can now recognize that not everyone is comfortable filming themselves, and to understand that some students will be successful in some components, whereas they might also struggle in others.
Although my 'Genius Hour' project is complete, my experiences with blogging are not. Check back time to time to see how my experiences at Brock can be translated into educative experiences!
Thursday, 10 November 2016
Monday, 31 October 2016
Monday, 17 October 2016
My Learning Object
I decided to use ThingLink since my Genius Hour project is on bullet journaling. This program was an obvious choice as I could snap pictures and then showcase them to others. Bullet journaling actually first began and grew in interest through Pinterest as many people would build off others' ideas.
As an educator, I doubt that I would use ThingLink for any form of assessment or homework assignment. Much of the work is not done using this program, and the only reason to use this program is to showcase the work completed. Instead, I would rather have the students work on their oral communication skills and present to the class, or smaller groups.
Benefits of this program are that students can upload their assignment and teachers can view everything in an online environment. Another benefit is that students who are shy or non-verbal can still showcase their work without having to speak.
Monday, 3 October 2016
It's Okay to Make Mistakes
This week, I officially started creating my bullet journal, hooray! I had spent a ridiculous amount of time trying to find a journal that was capable of creating the lines and designs that I was looking for. I had first went to Staples, and the associate had no idea what I was talking about, and looked at me like I had three heads when I stated that I needed a journal that looked like graph paper. Next, I went to Coles, where I found an assortment of journals, however none which the formatting of the pages I needed. Finally, I went to the ever-expensive, Chapters where low and behold I found a journal worthy of using.
When I got home that afternoon, I was pumped to start the bullet journaling process. I opened up the first set of pages, and stared blankly at the graph-paper looking pages. Where do I begin? What if I make a mistake? What if I do not plan accordingly and mess up my bullet journal? These were questions which raced through my mind. Then, I began looking back at my Pinterest collection posts related to bullet journaling. I began to write down the types of pages that I wanted to create in my own journal. I wrote down fonts, colours, page layouts, templates and everything that peaked my interest. But once again, I began to look at the blank pages, and I had to stop again. Why was I so concerned about what everyone else was doing? Why was I so scared to make a mistake? Why was I so concerned about how my bullet journal would stack up to others? It was here that I decided I was going to stop looking so meticulously at other artists journals, and start creating my own! Who cared if my journal looked like a 6-year-old ran her crayon through the pages? This was going to be my first attempt, and I was ready.
And then I made my first mistake.
I did not properly space out the lines, which added to my already heightened level of panic and OCD. Then, I remember hearing what my peer had told me when she made her first mistake. She said that she too became frustrated, but learned to accept these mistakes, because it is what makes your bullet journal authentic and unique. In a regular journal, there would be no mistakes made because a computer is creating these layouts. However, instead of a computer, the artist is now YOU and you are NEVER perfect.
After I had time to reflect, I decided that I was going to embrace every mistake made, every scratch, line through and messy printing. No one is going to judge me, and this is something that is mine.
From here on out, I need to continuously develop and create my own pages, and begin to use my trackers that I have in place. One of the main aspects of bullet journaling is to continually add to your journal as the days go on; this allows you to look back and reflect on each day/week/month.
Now that I have made my first mistake, I cannot wait to create more!
When I got home that afternoon, I was pumped to start the bullet journaling process. I opened up the first set of pages, and stared blankly at the graph-paper looking pages. Where do I begin? What if I make a mistake? What if I do not plan accordingly and mess up my bullet journal? These were questions which raced through my mind. Then, I began looking back at my Pinterest collection posts related to bullet journaling. I began to write down the types of pages that I wanted to create in my own journal. I wrote down fonts, colours, page layouts, templates and everything that peaked my interest. But once again, I began to look at the blank pages, and I had to stop again. Why was I so concerned about what everyone else was doing? Why was I so scared to make a mistake? Why was I so concerned about how my bullet journal would stack up to others? It was here that I decided I was going to stop looking so meticulously at other artists journals, and start creating my own! Who cared if my journal looked like a 6-year-old ran her crayon through the pages? This was going to be my first attempt, and I was ready.
And then I made my first mistake.
I did not properly space out the lines, which added to my already heightened level of panic and OCD. Then, I remember hearing what my peer had told me when she made her first mistake. She said that she too became frustrated, but learned to accept these mistakes, because it is what makes your bullet journal authentic and unique. In a regular journal, there would be no mistakes made because a computer is creating these layouts. However, instead of a computer, the artist is now YOU and you are NEVER perfect.
After I had time to reflect, I decided that I was going to embrace every mistake made, every scratch, line through and messy printing. No one is going to judge me, and this is something that is mine.
From here on out, I need to continuously develop and create my own pages, and begin to use my trackers that I have in place. One of the main aspects of bullet journaling is to continually add to your journal as the days go on; this allows you to look back and reflect on each day/week/month.
Now that I have made my first mistake, I cannot wait to create more!
Thursday, 22 September 2016
As the Knitting Needle Turns
As I sat in one of my classes this week, I saw myself glancing over at a peer's black journal. Inside her journal, the pages looked like graph paper, and she had created an outline of a calendar. On each page, she had intricately measured and sectioned her page so that each graph square fit into what looked like a calendar. She had used fine-tip pens with different colours and patterns to create her own agenda. When I asked her if I could look at her journal, I noticed that not all pages were filled with calendars, and some had things such as "Habit Trackers", "Goals for the week", "Schedules", and other creative outlines. When I asked her what this was, she told me it was called a bullet journal.
I spent the remainder of the class asking her all about what a bullet journal is, and how to create one. I had never seen this before, and found myself obsessing over the different designs. I asked her questions about how she knew how to do this, where she had seen this, and how easy it was to do. It was in that moment, that I realized I had found a new genius hour topic -- bullet journalling. I have decided that although I am still interested in learning how to knit, bullet journalling will be much more manageable with my crazy, hectic schedule this semester, and it is still something that I am so interested in learning about more.
After that class, I went home that night and instantly began searching for different bullet journal ideas. The best part about this hobby/activity, is that you can do whatever you want! While some people use these journals to track their day-to-day duties, others use it to track leisure activities, hobbies, financial successes, future goals and much more! Bullet journalling allows individuals to stay on task and focus on what is most important to them!
In order to achieve success in bullet journalling, I will first and foremost have to purchase a journal which allows me to create these designs. My peer had told me that using a book with the graphing lines makes it easier for beginners who are not as artistically-talented, however, most bullet journals are done in books with dots measured out so that their designs are not limited by the lines seen. Since this is the my first attempt, I will definitely be purchasing a book similar to hers with the graph lines. Secondly, I will need to purchase fine-tip, colourful pens so that my bullet journal looks appealing and creative. Thirdly, I will begin to search on Pinterest for different ideas of the way I want my bullet journal to look. Although these Pinterest accounts showcase insanely talented people, I can use these ideas and create my own ideas from there!
Each night, before I go to bed, I will catch up on my day and fill in my trackers. I will use this journal day-to-day to keep on top of my school work and maintain the organized lifestyle I enjoy. I hope that by the end of the semester, I have kept up with the task of staying creative and interested in bullet journalling, and that I will continue with this idea in years to come!
I spent the remainder of the class asking her all about what a bullet journal is, and how to create one. I had never seen this before, and found myself obsessing over the different designs. I asked her questions about how she knew how to do this, where she had seen this, and how easy it was to do. It was in that moment, that I realized I had found a new genius hour topic -- bullet journalling. I have decided that although I am still interested in learning how to knit, bullet journalling will be much more manageable with my crazy, hectic schedule this semester, and it is still something that I am so interested in learning about more.
In order to achieve success in bullet journalling, I will first and foremost have to purchase a journal which allows me to create these designs. My peer had told me that using a book with the graphing lines makes it easier for beginners who are not as artistically-talented, however, most bullet journals are done in books with dots measured out so that their designs are not limited by the lines seen. Since this is the my first attempt, I will definitely be purchasing a book similar to hers with the graph lines. Secondly, I will need to purchase fine-tip, colourful pens so that my bullet journal looks appealing and creative. Thirdly, I will begin to search on Pinterest for different ideas of the way I want my bullet journal to look. Although these Pinterest accounts showcase insanely talented people, I can use these ideas and create my own ideas from there!
Each night, before I go to bed, I will catch up on my day and fill in my trackers. I will use this journal day-to-day to keep on top of my school work and maintain the organized lifestyle I enjoy. I hope that by the end of the semester, I have kept up with the task of staying creative and interested in bullet journalling, and that I will continue with this idea in years to come!
Monday, 12 September 2016
My Genius Hour
In our class, we are participating in a 'Genius Hour' project where we are able to choose something we as individuals are interested in. For my Genius Hour project, I have chosen to learn how to knit! I have always been envious of others who could knit, and I have always admired friends and families beautiful handmade creations.
My genius hour question became:
How long will it take me to learn how to knit a scarf and a blanket?
Based on my busy schedule, I plan on giving myself three months in total to knit a scarf and a blanket. Within my first month, I plan on purchasing the items necessary to begin my next adventure. To my knowledge, I will need knitting needles and yarn, and an open mind. Within that same first month, I will begin to watch some introductory videos on how to knit. In my second month, I will begin an easier task of making a scarf, and in my final and third month, I will knit a blanket.
I am so excited to begin my newest journey as I have many young nieces and nephews who are excited to be getting their newest Christmas gifts!
Maybe this will be my first starting point?
Wednesday, 7 September 2016
CopyRIGHT So You Don't CopyWRONG
The use of technology is rapidly increasing each year. Long gone are the days of projector screens, textbook-exclusive learning, and chalkboard lessons; and are instead replaced by SmartBoards, YouTube videos, and iPads in the classroom. Educators are now expecting students to use their instinctive and creative knowledge to enhance classroom presentations by requiring an online component. However, while this upsurge in technology can benefit the current generation of students, many things such as copyright policies can become disastrous if not taught properly.
A copyright is a legal right of ownership which allows the creator to control how their piece of work is used. A copyright can be in the form of a painting, a photograph, a poem, a novel, or many other things. Essentially, copyright is a form of protection given to the authors or creators and allow you to have the right to do any of the following:
McNee, L. (2015). Copyright symbol. [Online Image]. Retrieved from http://www.finearttips.com/2011/02/tips-to-best-copyright-protect-your-artwork/
- Make copies of your work
- Distribute copies of your work
- Perform your work publicly
- Display your work publicly
- Make "derivative works" (a work based upon pre-existing work)
Therefore, it is illegal for anyone to do any of the things listed above without the permission of the creator/author. It is essential for students to recognize the importance of copyrighting, to ensure that respect and appreciation is given to those who first created the information used.
Here is a great video which goes into more depth on copyright, and more specifically, copyright infringement:
YouTube Spotlight (2011, March 24). YouTube Copyright School. [Video]. Retrieved from https://www.youtube.com/watch?v=InzDjH1-9Ns
Through completing this module, I have recognized the importance of copyrighting, and will ensure that I teach this lesson to my future students. The most important lesson I would teach my students when discussing issues around copyright is the reason for why we give credit. Individuals who have created the piece of work have worked extensively in order to provide others with the ability to use said piece of work. It is only fair that out of respect for their hard work, learners show their appreciation by appropriately citing the work they have used.
With the knowledge I have gained, I can now successfully recognize what a copyright is, what the license entails, and how to adquately teach it to my future students!
Monday, 29 August 2016
Genius Hour: An hour not as complicated as it seems
In today's class, the topic of 'Genius Hour' was introduced to many puzzled faces. What is 'Genius Hour'? Is it something that is acquired or gained? Can only certain people attain this "genius" status? It was not until we dug deeper into the lesson that I realized I have been learning about 'Genius Hour' all along!
Genius Hour is the idea of "having student passions come to life" (Kesler, 2013). Google was one of the first to create this idea in order to allow their employees an hour of freedom. Their employees focused a portion of their day, in order to become motivated and hardworking individuals throughout their work schedules.
https://www.youtube.com/watch?v=NMFQUtHsWhc
As Kesler (2013) states in his video, there are main goals within 'Genius Hours'. The first, is that there should be a driving question. The student must communicate what they want to learn about. This can be any topic as long as it relates to an increase in learning. Secondly, the question must involve some form of research. Allowing students to take the initiative and researching their own interests allows each individual to show their excitement and passion towards the topic of choice.
As I reflect on my own experiences in the classrooms as an elementary and high school student, the topics and subjects which I found most beneficial were the ones in which I exemplified 'Genius Hour'. These were the science fairs, the musical opportunities, the creative ways to hand in assignments, the conversations that were stimulated throughout discussion, the nature walks outside, the computer programs we discovered. Passion-based learning is one of the hardest and easiest methods of teaching in the classroom.
So if 'Genius Hour' and passion-based learning is so easy, why are we as educators making it seem so hard? Why are we consistently limiting our students in the way they present their information, the topics they choose, or the format in which they use? Why are we celebrating individuality and showing an interest as educators become like a secondary parent to these young children? These are the questions that I have begun to ask, and in the next few weeks, I am hoping I will have some further answers.
Tuesday, 15 March 2016
Why Real Women Do Not Dance in Circles on Their Period
Whether we are watching television, walking to school, listening to the news, or out for the day -- we cannot escape the countless media advertisements which get in our way. An average of 25 600 ads are viewed by children and youth over the course of one year, with 87% of popular websites carrying some form of advertising (Moses, 2014). With these staggering statistics in mind, it is crucial that we as future educators recognize the impact these advertisements can have on children and youth.
Media literacy can be defined as "the ability to access, analyze, evaluate, and create media" (L. Lane, personal communications, March 9 2016). When youth and adults analyze media messages, they are better able to understand the implicit messages that are unconsciously said to us.
As a young child, I can specifically remember the video on the North American house hippo. If you have not seen the video, feel free to watch the advertisement below; try not to believe it!
It was not for many years after did I realize that this was a fake animal and a phone advertisement. I was left so disappointed! The way the director staged the shots, the camera angles, the information given to the audience, what child wouldn't want to own a house hippo? I couldn't believe it wasn't true.
The advertisement tricked me, and may have tricked you too! That is why being media literate is so important. Within media literacy, audiences need to learn how to read critically, question what they are watching/hearing, and recognizing the fault hidden in the advertisements (Bal, Grewal, Mills, & Ottley, 2015).
Another video which came to mind is one created by UbyKotex. This is a feminine hygiene product company which uses satire to poke fun at other similar companies. In the video, the narrator points out how other companies unrealistically portray women who are on their period. Often times, real women are not dancing in circles, wearing white spandex, or jumping on their couches when they are on their period. This is a great idea which exemplifies how audiences can begin critically analyzing other tv ads.
Since I have been tricked by countless advertisements, it worries me as a future parent and educator. Media is becoming an impossible monster to escape, and I worry to what extent people will take in order to sell their products. As a future educator, I plan on teaching my students how to be media literate. To implement this, I would teach students to routinely ask the kinds of questions that will help them think critically about the information presented in the media. By showing videos, YouTube clips, or radio advertisements, I want my students students to have the exposure and practice of dissecting negative messages. Together, we need to have the capacity and strength to set our future generation up for success, and create media-literate beings.
http://smallbiztrends.com/2013/02/6-stats-influence-business-networking.html
As a young child, I can specifically remember the video on the North American house hippo. If you have not seen the video, feel free to watch the advertisement below; try not to believe it!
https://www.youtube.com/watch?v=YLG2JP0P5JE
The advertisement tricked me, and may have tricked you too! That is why being media literate is so important. Within media literacy, audiences need to learn how to read critically, question what they are watching/hearing, and recognizing the fault hidden in the advertisements (Bal, Grewal, Mills, & Ottley, 2015).
Another video which came to mind is one created by UbyKotex. This is a feminine hygiene product company which uses satire to poke fun at other similar companies. In the video, the narrator points out how other companies unrealistically portray women who are on their period. Often times, real women are not dancing in circles, wearing white spandex, or jumping on their couches when they are on their period. This is a great idea which exemplifies how audiences can begin critically analyzing other tv ads.
https://www.youtube.com/watch?v=lpypeLL1dAs
Since I have been tricked by countless advertisements, it worries me as a future parent and educator. Media is becoming an impossible monster to escape, and I worry to what extent people will take in order to sell their products. As a future educator, I plan on teaching my students how to be media literate. To implement this, I would teach students to routinely ask the kinds of questions that will help them think critically about the information presented in the media. By showing videos, YouTube clips, or radio advertisements, I want my students students to have the exposure and practice of dissecting negative messages. Together, we need to have the capacity and strength to set our future generation up for success, and create media-literate beings.
References
Bal, A., Grewal, D., Mills, A., Ottley, G. (2015). Engaging students with social media. Journal of Marketing Education 37(3), 190-203
Moses, L. (2014, March 11). A look at kid's exposure to ads: Children see a lot of marketing messages, regardless of platform. Retrieved from http://www.adweek.com/news/advertising-branding/look-kids-exposure-ads-156191
Tuesday, 23 February 2016
Transdisicplinary Teaching: Like Making a Pot of Stew
Recently this year, I have become introduced to the various forms of disciplines that can be integrated into the classrooms. These disciplines use specific modes of inquiry and processes which cater to different teaching methods. Through transdisicplinary teaching, educators are going beyond the traditional methods of teaching and erasing lines and boundaries to which they can teach.
Transdisciplinary teaching connects education with social justice issues that affect students on a daily basis (L. Lane, personal communications, February 10 2016). It is the assessment of real-life contexts, and allows students to relate their learning to real world occurrences. This can become vital to a student's engagement in the curriculum, and creates a sense of agency within their lives.
Transdisciplinary teaching connects education with social justice issues that affect students on a daily basis (L. Lane, personal communications, February 10 2016). It is the assessment of real-life contexts, and allows students to relate their learning to real world occurrences. This can become vital to a student's engagement in the curriculum, and creates a sense of agency within their lives.
The transdisciplinary approach is focused on collaboration and de-compartmentalizing learning so that it is more fluid and interwoven. It is here that students are aware of their relevance of their learning and are encouraged by educators to remain engaged. To say that this approach interconnects separate subjects and blends them together with a strong connection, makes me think of creating a pot of stew. First, you need all the ingredients: carrots, celery, beef, mushrooms, etc. Each ingredient is unique and independent, and can function on it's own. However, once you combine all of these ingredients together, they create a completely new meal which serves a different purpose. If we imagine that each ingredient in our stew is a lesson, and we add in student collaboration in the classroom... we ultimately get our final product: transdisicplinary learning!
www.cookscountry.com
To learn more about transdisciplinary teaching and learning, watch this great video as it illustrates the overall expectations and goals within the discipline:
https://www.youtube.com/watch?v=G35IBmEngO8
Classroom learning stations become a great way teachers can integrate this discipline into the classroom. Teachers can start by creating stations within their classes which foster collaboration and cooperation amongst their students. Each station will be comprised of specific aspects within the overall lesson, for example: if students are learning about habitats and communities, each station can be dedicated to different learning expectations within the lesson. Through student-centerer learning, students can begin co-constructing their learning of the new information, rather than the typical teacher-centerer method. This allows students to critically analyze their learning and question their current assumptions.
Although transdisciplinary learning may be difficult to teach and harder to assess, it has been proven that this form of learning has students more engaged in their education, and creates a sense of agency as they continue their schooling.
Thursday, 7 January 2016
Pushing Learning Beyond School Walls
When I was in elementary school, we wrote notes in our journals, were taught through teacher-directed learning, and learned new concepts through our textbooks. Tests were standardized and drew from knowledge, thinking/inquiry, communication, and application criteria. Students and schools today, are throwing that all away through the increased implementation of technology.
In the video by the Australian Institute of Teaching and School Leadership (AITSL), the speaker explains how children are living in a globalized world, where they are constantly hyper-connected. Education is vastly changing its course by creating 21st century skills using technology. In its attempt to make schools more accessible, are we creating an economic divide which actually makes learning inaccessible?
In my grade 8 homeroom class, we were privileged to have the very first SmartBoard enter our school. This was an innovative tool that we had never seen before and were excited to start discovering. Being able to walk up to the board and draw, manipulate, and physically highlight our answers made math so much more interactive and engaging. Although this example worked in our favour, I cannot help but think about students in lower socioeconomic classrooms who have never had the accessibility to this type of learning. This brings me back to my previous question, of the unconscious economic divide that education policy makers are beginning to create. If we as future educators are expecting students to use 21st century skills using technology, are we making all forms of technology accessible? How will implementing technology into our classrooms change with the different economic backgrounds of each school? While I see the definite benefits of using technology in the classroom, I cannot help but shy away from the idea of eliminating dinosaur-techniques such as textbooks and written exams.
While various research has shown that using technology in the classroom has been known to engage unmotivated students, I am ultimately on the fence with the idea of an increased constant connection to the digital world. Being connected has its benefits, but even a computer needs to be unplugged for a while.
https://www.youtube.com/watch?v=nA1Aqp0sPQo
In the video by the Australian Institute of Teaching and School Leadership (AITSL), the speaker explains how children are living in a globalized world, where they are constantly hyper-connected. Education is vastly changing its course by creating 21st century skills using technology. In its attempt to make schools more accessible, are we creating an economic divide which actually makes learning inaccessible?
http://www.yogacalm.org/technology-alone-is-not-enough/
In my grade 8 homeroom class, we were privileged to have the very first SmartBoard enter our school. This was an innovative tool that we had never seen before and were excited to start discovering. Being able to walk up to the board and draw, manipulate, and physically highlight our answers made math so much more interactive and engaging. Although this example worked in our favour, I cannot help but think about students in lower socioeconomic classrooms who have never had the accessibility to this type of learning. This brings me back to my previous question, of the unconscious economic divide that education policy makers are beginning to create. If we as future educators are expecting students to use 21st century skills using technology, are we making all forms of technology accessible? How will implementing technology into our classrooms change with the different economic backgrounds of each school? While I see the definite benefits of using technology in the classroom, I cannot help but shy away from the idea of eliminating dinosaur-techniques such as textbooks and written exams.
http://pinstake.com/smart-board
While various research has shown that using technology in the classroom has been known to engage unmotivated students, I am ultimately on the fence with the idea of an increased constant connection to the digital world. Being connected has its benefits, but even a computer needs to be unplugged for a while.
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