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Digital Notebook
Kristen Cessford 7201645
PED 3131 Integrating Technology into the Classroom
Submitted to John Richardson October 6th, 2020
Week 1, September 18
th
:
Main topics
Readings Jacobsen, M. (2012). Teaching in a Participatory Digital World. Education Canada, 52(5). Retrieved from https://www.edcan.ca/articles/teaching-in-a-participatory-digital-world/
This article presents the perspective of how important technology is in the education system in today’s society. Today’s educators must be willing to learn and adapt using new technologies within the classroom.
It is critical for educators to create lessons and their teaching methodology that is representative of the world in which students live. Students currently live in a digital era. This increase in the facilitation of technology will help promote active engagement and participation within the constructs of higher learning. Students can have a more individualized education by using the internet as a resource for their specific topics of interest. The most critical factor to understand in this reading is that teachers must know how to utilize technology as it can affect their students. It was important to learn from the article that students obtain a deeper understanding of concepts by integrating technology into their learning. More complex learning goals can be achieved for your students as well.
Pasricha, N., & Shlain, T. (2019). Are we addicted to our screens? Discuss. The Globe and Mail. Retrieved from https://www.theglobeandmail.com/opinion/article-are-we-addicted-to-our-
screens-discuss/
This reading is creatively set up as a phone texting conversation between two highly regarded author and a filmmaker respectively discussing if our society is addicted to our screen. They begin this conversation by stating yes, we are reliant on our phones and compare it to an addition to cigarettes. Except the sleek object that is your phone, is easy to bring everywhere and
nobody is currently staging interventions to stop individuals from prolonged use. To combat this Tiffany Shlain states that every weekend her family makes a conscious effort to turn off their screen for 24 hours and it gets tucked away. Out of sight, out of mind as she describes it. Neil Pasricha states that to battle this screen addition, he has untouchable days where he is unreachable in any way to everyone all day. They have also suggested that when you put the screens away, to replace that time with activities or hobbies that you enjoy. Philip, T. M. (2017). Learning with Mobile Technologies. Communications of the ACM, 60(3), 34-36.
This article explains the ineffectiveness of technological tools. There were three main challenges presented which are associated with technology use in classrooms. These include; technology is unreliable as it doesn’t always work, having students use their mobiles in class augments an additional distraction for students as they may be using them personally instead of for the particular class, and lastly, this research has found that students were not more interested in the less just because technology was integrated into the lesson.
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Satariano, A. (2019, March 10). How the Internet Travels Across Oceans. Retrieved from https://www.nytimes.com/interactive/2019/03/10/technology/internet-cables-oceans.html?
searchResultPosition=4
This article simply explains how the internet works. They state how the internet is not actually just a “cloud” of information, instead internet is a very physical form composed of numerous networks of cables located on the ocean floor. They go onto explain how these cables are owned by large corporations such as Amazon, Google, Microsoft and Facebook.
Selwyn, N. (2015). Minding our language: why education and technology is full of bullshit …
and what might be done about it. Learning, Media and Technology, 1-7.
Currently you see a lot of research of incorporating digital discussion, flipping the traditional classroom and technology being a game changer. Those individuals who are writing about education and technology thoroughly believe that they are doing nothing wrong but in reality, it is believed that this aspect requires more critical scrutiny then it currently receives. The
language used pervades that education and technology does not set out deliberately to lie or hide the truth per se. Yet, it could be said to conform to Frankfurt’s description of language that is excessive, phony and generally repeated quite mindlessly and without any regard for how things really are. Seen in these terms, then, much of what is said about education and technology can be
classified fairly as bullshit. The fundamental problem with the bullshit of education and technology is what Frankfurt identifies as the inherent disconnect from ‘how things really are’. Bullshitting stems from a cynical lack of concern over the truth or authenticity of what one is talking about. Many discussions of education and technology are therefore the result of people talking loudly, confidently and with sincerity regardless of accuracy, nuance and/or sensitivity to
the realities of which they speak. Digital technology is by no means the only area of education that is blighted by such bullshit.
Fighting back against the paucity of educational technology debate and discussion is not an easy task. An obvious first step would be the sustained promotion of alternate language for educational technology – encouraging a counter-lexicon that reflects more accurately the conflicts, compromises and exclusions at play. Language is clearly a key element to improve the conditions of education and technology. So, let us be more mindful of the words that are used, and the ways in which they are used. Let us set about talking more frequently and forcibly about education and technology in ways that foreground issues such as democracy, public values, the common good, morals and ethics.
Richardson, J. M. (2020, August 24). Richardson: Here's how we can get the best out of hybrid learning. The Ottawa Citizen. Retrieved from https://ottawacitizen.com/opinion/richardson-
heres-how-we-can-get-the-best-out-of-hybrid-learning
This article discusses the potential positive outcomes of incorporating hybrid learning within classrooms. These outcomes were broken down and summarized in 10 suggestions.
1.
Developing empathetic working relationships with students on the first day of class.
2.
Develop important learning goals to immerse students in the work of each discipline. 3.
Break down learning goals into smaller and smaller learning goals
4.
Design tasks that lead students to work together to achieve the learning goals.
5.
Limit direct instruction 6.
Create autonomy and competence 7.
Design lessons on the understanding that every person’s brain processes information differently.
8.
Communicate purposefully 9.
Have students create digital notebooks to be assessed during online conversations.
10. Design assessments that capitalize upon what online systems do well.
Culminating Task
During high school I shifted my focus to the STEM subjects as I know I wanted to pursue
a Bachelor of Science degree. Therefore, I found most of my classes, especially in grade 11 and 12 were taught using the traditional teaching method. This traditional method of teaching in when a teacher directs students to learn through memorization without a significant focus on developing critical thinking or decision-making skills. Although I found this method disengaging, it really prepared me for university as most of my classes were taught using this method. Consequently, I was able to memorize information and do well on midterms and exams, but I was never able to retain the information. This is a significant flaw with the traditional teaching method. Teaching for Understanding is an approach to curriculum design that encourages students
to develop transferable knowledge and skills that they can apply in unfamiliar situations. As a secondary school science teacher, it is important to familiarize myself with the trends and issues of subject specific curriculum. I hope to develop a constructivist strategy of teaching and promote critical thinking in the science field by guiding students to acquire knowledge and skill sets instead of promoting memorization of facts. I wish to combine the current curriculum while adding an emphasis on, STEM (science, technology, mathematics and engineering) due to the prominence of technology in society as well as relate it to science-related
issues occurring in Canada daily.
Exit Card
I believe that I have achieved this week’s success criteria through the readings as well as the class discussions. I understand the purpose of the ISTE framework as well as the relevance of
using it within the teaching profession. It is crucial the educators continue to improve their practice by learning from others and explore strategies that leverage technology into classrooms in order to improve student learning. Additionally, teachers should seek opportunities for leadership to support student empowerment and success for the purpose of improving a student’s
learning experience. I want to explore how TfU is related to technology as most of this week’s readings were tailored towards the implementation of technology within classrooms. I understand the TfU framework in terms of using it within my teaching practice, but I am curious how it relates to technology. Additionally, I want to better understand how TfU can be incorporated into every subject such as sciences or mathematics and how teachers today are adapting their teaching styles. I also have a thorough understanding of the course and believe I know all the expectations required of me for successful completion.
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Week 2, September 25
th
:
Main Ideas
Readings Kantor, J., & Streifeld, D. (2015, August 16). Inside Amazon: Wrestling Big Ideas in a Bruising Workplace. The New York Times, p. 1. Retrieved from https://www.nytimes.com/2015/08/16/technology/inside-amazon-wrestling-big-ideas-in-
a-
bruising-workplace.html?_r=0
This article explored the work environment and practices of the Amazon retail company. In the writings share stories of cancer patients who have said they were evaluated unfairly or edged out of the company while they were trying to work through treatment. For example, a woman who had thyroid cancer was given a low performance rating after she returned from treatment. She said her manager explained that while she was out, her peers were accomplishing a great deal. Other stories were shared about employees being encouraged to rip apart coworkers’ ideas during meetings, send secret feedback to bosses, work overly long hours, and meet standards described as unreasonably high.
Rosenwald, M. (2014, April 6). Serious reading takes a hit from online scanning and skimming, researchers say. The Washington Post. Retrieved from https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-
and-
skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-
20667de76985_story.html
This author has a commitment to exposing a problem online, most web surfers click on links posted on social networks, read a few sentences, while looking for exciting words and if not
found they grow restless and begin searching on a new page. According to cognitive neuroscientists, humans appear to be developing digital brains with new circuits for skimming through information online. Researchers are working to get a clearer sense of the differences between online and print reading, they have found that comprehension seems better with paper
reading and are worried that young children's affinity of their parents’ devices could stunt the development of deep reading skills. Richardson, J. M. (2020, April 4). Richardson: Online teaching involves humour, patience – and a big dose of humility. The Ottawa Citizen
. Retrieved from https://ottawacitizen.com/opinion/columnists/richardson-online-teaching-involves-humour- patience-and-a-big-dose-of-humility This article begins by highlighting the rapid transition of teaching in a classroom to teaching from you living room via online teaching methods. Richardson then begins sharing the difficulties he had in teaching online particularly with his second year Bachelor of Education students in which he was technologically locked out of his own classroom on his first day of instruction. After reflecting on his experienced Richardson composed six preliminary lessons about online teaching.
Lesson 1: Online teaching requires humility, humour, patience and a willingness to try new things quickly.
Lesson 2: Following a version of my school’s regular timetable, I meet with students on Microsoft Teams at the beginning of each period, provide time for individual or group work, and reconvene at the end.
Lesson 3: publish a plan for each class with learning goals, success criteria and the activities students will complete to build understanding. This focus allows us to move at quite a clip. Because the students keep a digital notebook of all they do, they are held accountable.
Lesson 4: Online instruction is simultaneously intimate and isolating. Speaking quietly into our microphones, I am made aware of the nuances of expression our faces and voices convey. I’m concerned that we’re demanding yet more screen time.
Lesson 5: Teaching online is enjoyable. Spending nearly all day on a laptop, teaching, planning and communicating, is also demanding.
Lesson 6: Working together to make distance learning successful draws a faculty together.
Culminating Task This week I chose to write a reflection on which I discuss whether technology is good for education. In my experience students are presented with combined in class lectures two to three times a week along with online independent work modules which are to be completed at home during their off days. This gives rise to blended learning and flipped classrooms, which theoretically has been shown to increase the learning potential of students by allowing them to learn at anytime and anywhere (Jacobsen, 2012). Currently teachers are using numerous models
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for incorporating technology into classrooms such as SAMR and TPACK. There has been limited research on the effectiveness of these models.
It is argued that the online mode of learning is easily accessible and can even reach remote areas. It is also considered a cheaper mode of education as it lowers the cost of transportation, accommodation and the total expense of institution-based learning (Jacobsen, 2012). Online learning enables flexibility as a learner can schedule and plan their time accordingly for the completion of the online curriculum (Jacobsen, 2012). Although these are valid arguments, I am left wondering how effective this online mode of education is for secondary school students. Many of these students require structure and teacher guided instruction in order to keep them on track. Students tend to find online teaching boring and, as a result, do not engage with their instructor or their peers. In addition, many students have never been taught the importance of time management and student-centered learning. Therefore, there is a steep learning curve. The flexibility and variable scheduling of online learning is often mistaken as a break from the more structured two-way interaction found within a classroom setting and students are showing signs of decreased motivation and a lack of effort in their online
studies. Due to the sudden change in pedagogical approach caused by the Coronavirus, students have been left unprepared for their e-learning competencies. In particular, they lack time management skills and are often unable to effectively balance their work, family and social activities with their studies in the online learning environment. Regardless I believe that online learning can be effective as long as teachers are properly trained in multimodal online presentation skills. However, in my limited experience, this training has not yet been fully institutionalized and, given this, I believe that the current state of online education is less than optimal.
Exit Card
In terms of this week’s success criteria, I was unable to complete the culminating task in which groups are required to discuss whether technology is good for education via a video in the style of a T.V news interview. Instead, I composed my thoughts through a reflection of the topic.
I was additionally able to complete this week’s reading and relate them to the lecture, creating a deep learning environment. After this week’s class I have a better understanding of incorporating
technology into my own pedagogical framework. I also have a better understanding of the SAMR, TPACK and “triple E” models which can be used to design lessons based on how students can best learn specific course material. It is imperative that course material is enhanced while making it more engaging while developing a more sophisticated understanding of the content. Signature pedagogies are still crucial in education as they define how knowledge is analyzed, criticized, accepted or discarded. I look forward to exploring various technological resources that I can incorporate into my future classroom.
Week 3, October 2
nd
:
Main Ideas:
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Readings Classroom Guide: Integrating digital literacy into your classroom practice. (2018). Retrieved from Ottawa, Ontario, Canada: http://mediasmarts.ca/sites/mediasmarts/files/guides/classroom_guide_digital_literacy.pd
f
7 Key Aspects of Digital Literacy
1.
Ethics and Empathy - addresses social-emotional skills as well as empathy towards others. It also sees how students make ethical decisions in digital environments when dealing with issues such as cyberbullying, sharing other people's content, accessing music
and video.
2.
Privacy and Security - essential skills for managing student’s privacy, reputation and security online. This ensures good decisions are made when sharing their own content.
3.
Community engagement - teach students about their rights as citizens and consumers and encourage them to influence positive social norms.
4.
Digital Health - includes managing screen time and balancing online and offline activities, also understanding the difference between healthy and unhealthy relationships.
5.
Consumer Awareness - help students recognize and interpret advertising, branching and consumerism by reading and understanding the implication of website Terms and Services.
6.
Finding and Verifying - students need the skills to effectively search for internet for information they need for personal and school purposes.
7.
Making and Remixing - enable students to create digital content and use existing content for their own purposes. Urbani, S. (2019). Verifying online information. Retrieved from New York: https://firstdraftnews.org/wp-content/uploads/2019/10/Verifying_Online_Information_Digital_A
W.pdf?x41819
The author has written a guide which covers newsgathering, verification, responsible reporting, online safety as well as digital ads and how to effectively use this technology safely. It
is stressed that verification of online content can be intimidating it is in fact not difficult and is crucial. This book also discusses the five pillars of verification including provenance, source, date, location and motivation. Gardner, H., & Boix-Mansilla, V. (1994). Teaching for Understanding—Within and Across the Disciplines. Educational Leadership, 51(5), 14-18. Retrieved from http://www.ascd.org/publications/
This article introduces the Teaching for Understanding framework and suggests that there
is significant differences between teaching to ensure understanding versus transferring knowledge through lecture from teachers to students. Teaching for Understanding uses a differentiated approach to use common sense and integrating new information into what has been
previously learned. Proto-disciplinary knowledge was defined as building knowledge and
attempting new ways of thinking through engagement and discussion. Whereas disciplinary knowledge describes how multiple concepts integrate to form a larger concept. There is a very useful 4-part framework for teaching for understanding which include generative topics, ongoing assessment, performance of understanding as well as understanding goals. Perkins, D., & Blythe, T. (1994). Putting understanding up front. Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/feb94/vol51/num05/
Putting-Understanding-Up-Front.aspx
This article is a simple four-part framework that gives teachers a language and strategy for enhancing their efforts to teach for greater understanding. Research demonstrates that students have misconceptions about math and science topics as well as other educational topics, thus they have a tendency to reduce complex literary works to stereotypes. In order to improve learning understanding, activities should be created to asking students to generalize, find new examples and apply principles thoughtfully.
Knowledge building videos and resources: https://thelearningexchange.ca/projects/knowledge-
building/?pcat=999&sess=0
This resource provides insight into knowledge building and creation within classrooms. Students work with teachers to identify problems of understanding, create theories, carry out research and investigation in order to revise their current issues and strategies. This is completed in the hopes of progressing the community towards its goal of advancing knowledge. This article
also provides a lot of supporting resources that can be effectively used in all classrooms.
Exit Card: After completing this week’s readings and classroom discussion I am able to define media literacy and through the resources presented I feel increasingly confident incorporating it into the classroom and teaching it at various grade levels. Media literacy teaches students to think critically to media messages while using media to create their own messages. I believe that this is a crucial aspect for all students to have significant knowledge and understanding on during
their education careers. I also am impressed at MediaSmart and the resources it offers teachers as
it breaks down key concepts that can be used to develop meaningful lessons to students of all ages. Therefore, in terms of the success criteria I was successful this week. Unfortunately, due to technological difficulties on my end my group was unable to complete the Culminating Task. Our intentions were to come back to it but due to the fast-moving pace of this course, work
began to pile up and it soon became less important compared to other assignments needing completion within this course. So, in terms of work completion I was unsuccessful for this week.
I hope to better my time management and prioritize my assignments to ensure they are all being completed on time and to the best of my ability. Week 4, October 9
th
:
Readings:
Berman-Dry, A. (2013). Making it personal: A new approach to teaching digital. Learning Connections (August 2013), 24-26. This article speaks about a school in Olney Maryland that created a class for 6
th
graders to
help students become good digital citizens. This class was entitled Issues in technology and was a 12-week course. This course allowed students to develop personal relationships with issues on the internet such as cyberbullying and sexting which are common negative facets of today’s technological society. This article demonstrates how crucial it is to teach today’s students about being responsible online while using facts and stories to back opinions and ideas. During this course presented students seemed to be very engaged and would actively participate in discussions and relative debate topics.
Elwell, J. S. (2013). The transmediated self: Life between the digital and the analog. Convergence: The International Journal of Research into New Media Technologies, 20
(2), 233- 249. Currently we are spending more and more of our lives online. As a result, the line between life online and life off-line has become blurred. Young, D. (2014). A 21st-century model for teaching digital citizenship. Educational Horizons, 93
(3), 9-12. Teachers often refer to students as experts when it comes to technology. In reality they may be great at learning or figuring out a new app or gadget, but they are not experts when it comes to properly communicating and ethically handling many aspects associated with digital tools. Students do not have an understanding for digital citizenship as they do not realize that posting private information puts them at risk. Students need to be taught that it is dangerous to post personal details and pictures online as it gives strangers access to this information. Young believes that teaching digital citizenship must be part of every school curriculum around the world. Therefore, she taught grade 5 students for an entire semester about digital citizenship, with a focus to answer 4 main questions throughout the semester:
1. What is digital citizenship and why is it important?
2. Is privacy important in the digital age?
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3. Should 5
th
graders be allowed to have Facebook or Twitter accounts?
4. What are their rights as a user and producer of information in the digital age?
She discusses email etiquette, social networking, online predators, privacy, cyberbullying, copyrights and digital footprints while using a learning platform called Gaggle which is similar to Facebook except that students can share and learn in a private environment. Gaggle gives students a private space to practice their understanding of the digital citizenship lesson. She also used Skype in the classroom to understand global connections, this is where teachers can collaborate virtually with like-minded educators around the world. Student feedback was very positive, and a few mentioned they didn’t realize the potential threats online. Therefore, integrating digital citizenship into the curriculum is an absolute must!
Culminating Activity While working on this task it became imperative that digital citizenship should be a mandatory component within the teaching curriculum. In my practicum I asked my students if they knew what digital citizenship meant and was shocked to find out that many students did not understand the potential negative consequences to the inappropriate use of technology. Additionally, these same students were averaging close to 7 hours of screen time per day. For students who do not understand the ramifications of inappropriate use of technology they are
spending a large portion of their day on the internet, leaving them vulnerable to an unerasable digital footprint. I have learned that although it is not in the curriculum, it is our responsibly as teachers to teach digital citizenship to our pupils. As a group we were able to define digital citizenship and come up with numerous ways to engage students within the topic. I plan to use the activity presented in which students pair up and trace their partners digital footprint as far back as they can go. The goal of this activity is to demonstrate that employers are using social media to look at their applicants therefore is crucial to show students their digital footprint and what the world can see based on the choices they have made online.
Exit Card
This week I found the Culminating Group task more beneficial and pertinent to today’s discussion then the readings. My group members and I were able to understand and brainstorm various ways to teach pupils about digital citizenship as well as how to be responsible within their digital lives. We were able to discuss strategies on how to implement this topic within the curriculum for all ages. As a group we discussed how Health and Physical Education courses would be great for implementing these topics as responsible and safe digital citizens relate directly to one’s overall health and wellbeing. Therefore, due to my discuss with my group members I believe that I was successful based on this week’s success criteria, as mentioned about I plan to incorporate numerous strategies and activities discussed within my own classroom. As a teacher candidate I firmly believe that teaching students the importance of digital citizenship is imperative for today’s technologically advanced society. Week 5, October 16
th
:
Main Ideas:
Readings
“Learning to Teach Online” Part 0: Welcome
Part 1: Relationships
Part 2: Equity and Accessibility Part 3: Planning As educators we need to create experiences that welcomes learners into their classrooms online. This source also stresses what not to do, such as delivering instructional methods that intensify feelings of confusion, stress or worry as these are not optimal conditions for students to learn. Secondly, teachers are provided with practical strategies for building and sustaining connections online. For example, creating a short video to introduce yourself to students and invite students to do the same as this gives both you and your students to get to know each other better and create connections based on personal interests that were openly shared. It also suggests using multiple modes of communication to provide feedback such as audio feedback as
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this supports the development of a social presence within the classroom and further builds teacher student relationships. Finally, one of the key aspects of this resource is the fact that it provides reflecting prompts that provide insights on how we can improve our relationships with our students online by reflecting on our past education and how our own teachers in the past developed relationships with us. Which teachers did you have the best connection with? What were some of the strategies they used to forge that connection with you? Can you take these strategies and adapt them into an online delivery method? All of these questions are crucial and should be reflected on by all educators who are involved in an online learning classroom.
Culminating Task #5
Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom setting. In reflecting on numerous assignments, I have done as a student, one I believe could have been improved using UDL strategies was a grade 11 English group project. After completing the novel, The Merchant of Venice, we were encouraged
to rewrite the ending and make it more modern. This was an effective assignment which challenged our creative writing skills. However, I believe that giving students multiple options would improve this assignment. For instance, instead of writing paragraphs students could write screenplays, create a video acting out the new ending or even write a poem describing the new ending. The additional options not only challenges students creatively but also have the potential to increase student success. Exit Card:
This week I did not meet the success criteria as I did not complete the appropriate readings. I had many assignments due this week so finding the time to complete the readings was
difficult. For this reason, I felt behind when listening to the lecture and needed to research the topics for further understanding. I am aware of the current situation in Ontario regarding online teaching and learning as I am currently in my practicum. However, I am still in the process of developing effective strategies to form supportive relationships with students online. Additionally, due to other courses I am aware of UDL and how teachers use it in everyday
teaching, it gives students the opportunity to have information presented in numerous forms such
as auditory and visually. It also provides students with multiple means of engagement such that the student has a choice on how they would like to complete the task. I also have seen the TPAC framework in previous classes within the course, but I would still like to research strategies that teachers can use to help ensure successful teaching and learning experiences in their online classes based on this resource. In the next week, I hope to catch up on the readings this week so I
can easily follow the lecture content and gain a better understanding of the TPAC framework and
additionally be able to name several strategies teachers can use to foster relationships in their online classrooms.
Week 6, October 23
rd
:
Readings “Learning to Teach Online” Part 4: Assessment
Part 5: Modelling norms
Part 6: Standards of practice
In this week’s reading, teacher candidates exploring strategies for online assessment, creating productive online environment for students and researching standards of practice that will help support work professionals. This resource introduces five assessment methods for students in online classrooms which include online quizzes, interactive games, open idea sharing and reflection, screencapture and screencasting and lastly, multimodal composition. All of these methods have their advantages and disadvantages, but should all be used in online classrooms. It is crucial to create respectful, supportive and productive online environments for students. This can be done by designing a digital classroom based on personal experiences through reflecting on your own high school learning. Lastly, it is mentioned that standards of practice must be met during online learning, these standards include commitment to students and
their learning, professional knowledge, professional practice and leadership in learning communities.
Culminating Task:
This online assessment was made for a grade 11 Environmental Science course (SVN3M). You will have access to this quiz on Google Forms. This quiz consists of questions carefully designed to help you self-assess your comprehension of the information presented on
the topics covered in the online modules. Read each question carefully and click on the button next to your response that is based on the information covered on the topic in the module. Each correct or incorrect response will result in appropriate feedback at the end of the assessment. For the short answer section, please write in full sentences and use proper grammar and punctuation. You will receive your multiple-choice score immediately following completion of the quiz, the short answers will be scored separately. Name: ___________________ Date: _____________________
Managing our Forest Quiz
1.
Which of the following are considered properties of Hardwood trees?
i.
More Dense
ii. Slow growing
iii. Coniferous Trees
iv. Deciduous Trees
a)
i,ii & iv
b)
iii only c)
i & iii
d)
i, ii, iii & iv
2.
Which of the following describes the Boreal Forest region?
a)
Climate Zone 6, warm summers, mild winters and the soil is described as clay based.
b)
Climate Zones 0 and 1, long cold winters and have very acidic, absorbent soil.
c)
Climate Zones 2 and 3, forest fires are common, and soil can be described as somewhat sandy.
d)
Climate Zones 4 and 5, warm summers, mild winters with soils that are deeper and better quality. 3.
Carbon sinks are important in fighting climate change because they reduce the quantity of
greenhouse gases. Plants are natural carbon sinks that use what process
to convert carbon dioxide
into glucose?
a)
Cyclic Phosphorylation
b)
Photosynthesis c)
Citric Acid Cycle d)
Electron Transport Chain
4.
Which of the following describes Pruning? a)
Removing trees in order to help other trees grow.
b)
Cutting lower branches or damaged sections of trees to allow them to grow taller.
c)
Planting new trees to preserve the forest for future generations.
d)
Cutting and removing trees from the forest. 5.
Which forestry zone has the least amount of biodiversity?
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a)
Boreal Forest b)
Great Lakes-St. Lawrence Forest
c)
Deciduous or Carolinian Forest
d)
Hudson Bay Lowlands
6.
Temagami is an example of what?
a)
Shelterwood cutting
b)
Old-growth forest
c)
Gypsy moths
d)
An insecticide 7. Why is clear cutting considered a controversial strategy when harvesting trees? What are the benefits of clear cutting? (2 points).
8. Why do we rely on forests to be sustainable ecosystems? (3 points).
9. List and describe two invasive species which threaten our forests. (4 points).
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10. In your opinion, do you believe that Canada has been successful in developing strategies to maintain our forests? Why or Why not? ( 3 points).
In my opinion, online quizzes are the most straight forward assessment strategy that
can be carried out in a fully online or hybrid courses. There are numerous different technological
resources that could be used to assign quizzes such as Kahoot and Quizlet as these resources enable teachers to make their own quizzes using various structures and items. Teachers can also receive immediate feedback about the number of correct responses answered by the students. This method has numerous advantages such as providing teachers with direct insights about what
students have learned and areas that require more practice. Additionally, when quizzes are graded automatically students also receive that immediate feedback so they can see areas they were strong in and other areas that require a bit more work. There are some significant disadvantages associated with this method as well. Firstly, the term “quiz” results in increased feelings of stress from the students within your classes. Additionally, quizzes rely on literacy skills so if there are students that struggle with this are automatically at a disadvantage. It also prevents create answers or critical thinking as students are expected to respond in the same format with the assumption of a single correct answer. These forms of assessments do not connect with students and do not address the socio-cultural, relational and affective nature associated with teaching and learning.
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Exit Card:
Based on this week’s success criteria presented I believe I was successful. Through the resource presented I was able to see numerous online assessment tools. Upon discussion with
my group, we were able to establish which ones were the most effective depending on the context or subject in which it is presented. In the Culminating Task activity, I developed a quiz for an Environmental Science class, as a group we discussed that how this form of assessment is more beneficial for courses such as mathematics where single direct answers are correct. For both long and short answer questions there are no set-in stone answers therefore other assessment
strategies may be more beneficial for these topics such as open idea sharing and reflection. Using
this assessment method has the potential to create meaningful, collaborative learning through student discussion and reflection. The online learning environment will still provide teachers with the opportunity to demonstrate professional students, educators just have to be creative and find ways to reimagine the new online teaching and learning norms. Lastly students need to feel safe and secure in whatever classroom environment they are in, so teachers must develop appropriate, respective and supportive online classes. This can be done by ensuring open communication, promoting collaboration, allow community building activities and having a reliable schedule and outline of the course.
Week 7, November 6
th
:
Culminating Task:
An independent school can be described as an education system that is self-reliant in terms of its finances and governance. These school as known as privately funded or non-
governmental and have the freedom to explore new horizons in education while creating
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programs and school environment specifically tailored to their student body. This week we went
on a virtual field trip to one of Ottawa’s most established independent schools, Ashbury College.
This school relies on funding from their alumni as well as from tuition paid by students’ parents. They have quite an expansive campus which includes areas such as an impressive theatre as well as a kitchen area. They have an attached junior school, and their grades range from grade 4 – grade 12. Overall, I was very impressed with the school and their facilities. I was surprised to know that a large part of their student demographic are international students as they have over 66 different nationalities represented, all of which are symbolized with flags from numerous countries within the cafeteria. I learned that at Ashbury they focus on university guidance and only offer university level preparatory course. With these teachers are required to have learning goals and success criteria posted for every lesson. Lastly, they do not have provincial regulated exams such as EQAO, therefore this gives educators the freedom to teach what they believe is the most important instead of following provincial curriculum and guidance. The one main question I have is they have such a revolutionized view of teaching, why do they just offer this for university level courses when I believe that this form of teaching would benefit all levels of academics? Lastly, this school confirmed my preconceptions about an independent school, and I do believe that this way of teaching and learning is beneficial, I was very impressed with the international diversity and culture seen at the school, I just wish that they would diversify their academic levels as all students could benefit from this form of teaching. Exit Card:
The information on the field trip was very well presented as Ashbury’s operations were thoroughly explained and how they fall into the category of an independent school was discussed. To look for further information about this sector as well as to find career
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opportunities, it was recommended that we go to the website CIS Ontario. This website provides information on professional learning events, job boards as well as professional learning networks. We were also given the opportunity to talk with teachers at this school and discuss how they have adapted their teaching due to the current pandemic. Teachers are recording all of their lectures during the pandemic so it gives students the opportunity to re-watch and relearn concepts they may have difficulty understanding. They have also used numerous applications such as Kahoot and Quizlet to help engage students in assessment, all of which I wish to use in my own teaching and learning. In conclusion, based on this week’s success criteria I believe I have met the goals and conditions presented. I hope to further my research in independent schools and potentially seek information on their employment criteria as I had never considered working at an independent school until now. Week 8, November 13
th
:
Reading Hardie, E. (2019). The Relevant Classroom: 6 Steps to Foster Real-World Learning
. Alexandria, VA, USA: ASCD. Culminating Task
Food Planning and Management - Grade 12 Healthy and Physical Education (PPL4O)
What will students do?
Apply their knowledge of the following concepts to one of the following living situations: Experientially through camping trip (as a class) and theoretically through living on your own or sharing accommodations (next year when you are off to college or university).
o
nutritional needs, personal likes,
o
ethical and environmental values,
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budget,
o
time available to shop and cook, access to different kinds of foods Place yourself in the shoes of one of these life situations. Assess the food requirements and available food choices of people in the situation through an experiential learning journey for one week. This can be done through volunteering at retirement communities or hospitals or
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interviewing individuals with varying communities. Describe healthy options available for these people. How can you better prepare yourself for a life situation? o
the elderly, children
o
people with chronic diseases
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women who are pregnant,
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families with low income,
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residents of remote northern communities,
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urban residents living in “food deserts” without ready access to fresh and local foods,
o
shift workers,
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workers in sedentary occupations,
o
individuals training to be elite athletes)
How long will this take?
This is a two-step project. The first portion of this assignment will be completed the week before the annual camping trip.in which students will budget and plan their nutrition for the 3-day trip given a budget and the resources around them. When students return from the camping trip, students will complete a week of observation and will be given an additional week to complete the work required for this assignment. Therefore, in total this assignment should take around 3 weeks to complete and will be viewed at the major end of year assessment. What will they learn?
Students will demonstrate the ability to make healthy eating decisions that take into account their
personal requirements and resources by overviewing concepts and applying their knowledge in experiential learning opportunities like camping or theoretical explorations like living on their own or sharing accommodations. Additionally, students will assess the food requirements and available food choices of people in a variety of life situations by embracing one of the life situations in an experiential learning journey for one week. Students would put themselves in the shoes of one of these examples and learn directly how life circumstances impact a person’s ability to make healthy eating decisions and describe options available to them. With whom will students connect with beyond the school?
Depending on which life situation they choose to observe, students have the opportunity to connect with the elderly, individuals with chronic diseases, women who are pregnant, low-
income families, urban residents, shift workers, workers with sedentary occupations as well as elite athletes. How will the project contribute to the life of the community?
Upon completion of this assignment students can share their findings and help the individuals whom they observed make the healthiest choices possible for their particular lifestyle while remaining on a budget. They can assess their food requirements and help these individuals make the best food choices possible based on their current lifestyle situation.
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Exit Card:
This week’s success criteria were met, as the resource presented thoroughly explains project-based learning. It presents 6 steps to foster real-world learning which include make meaning central to student work, contextualize the curriculum, c
reate space to learn,
connect student work to the community, f
ollow the (student) leaders, re-envision feedback and evaluation. These steps were put to the test through the Culminating Task activity in which we had to present a real-world learning project. This allowed us to implement these steps towards a project related to our specific teachable. The activity presented is something I plan to do with my
students as I believe it is crucial for students to be able to connect what there are working on at school to real life events.
Week 9: Upcoming, November 20th
Week 10: Upcoming, November 27th
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