The More You Know

I learned a great deal about copyright in the classroom. The topic is much more complex than I realized. The point that I remember most is that the facts cannot be copyrighted, but the author’s words are protected. I learned that when you are unsure, assume there is a copyright. I was surprised to learn that schools are exempt when the material is used for educational purposes. Also, it is important to cite the sources of copyrighted material. As a teacher, I will make it my responsibility to understand the school district’s policy on copyright law. Finally, I learned (and never thought of) that in some cases there is a copyright on clip art.

Several questions pop into my head when I wonder about copyright in a classroom. One, where do we, as teachers, draw the line? Two, how will I know what material needs special permission to use. Am I allowed to give my students links to websites without permission? And finally, who in the school would be able to answer questions regarding copyright?

I know that when we use someone else’s thoughts and ideas we need to credit them. In the classroom, teacher’s use many materials such as art, poetry, and informational text. All this should be cited with its creator’s name. Also even when we summarize someone’s work, we need to credit them with the information.

QuickNote Organizer
Name: Melissa Jenkins
Date: September 30, 2007
Hour: 9:17 AM
Your Mood: Calm

Chapter 2 – “What Brain Research Tells us About Learner Differences”

1. Three parts of the brain are at work when learning.  The cortex helps us to recognize, strategic networks allow us to strategically plan, and affective networks decide what to value when we evaluate information.  Students brains differ in how these three parts are used.

Chapter 3 – “Why We Need Flexible Instructional Media”

1. The history of learning has been based on fixed media.  Now that media can be trasformed, we can adapt to students and their different learning methods.  (i.e. change from written to spoken, or small to big)

Chaper 4 – “What is Universal Design for Learning” -

1. UDL is an idea generated from architecture when the focus allowed all people to use buildings. (i.e. ramps, elevators, larger doors).  In learning, we can take that concept and make information accessible to all students.  We do this by offering multiple means of representation, expression , and engagement.

Chapter 5 approaches goals – using UDL to set clear goals

1.  Motivation is the key to all goals.  Our goals should be appropriate for a wide range of students.  There should also be multiple ways to reach these goals.

Chapter 6 – materials and methods for reaching goals

1. Make sure that methods are variated to reach all students.  The critical information can be highlighted and the methods should allow students to self-regulate their own motiviation.

Chapter 7  – focuses on assessment

1. We should ask ourselves “what are we measuring?” .  What are the barriers to accuracy. Then, as teachers, use this information to design assessment for the next assignment.

Chapter 8 – “Making Universal Design for Learning a Reality.”

The keys components are funding for technology, teacher education, collaborated planning (with parents as well), and using updated information from the web.

Collaboration

col·lab·o·rate play_w(“C0476000″)

(k-lb-rt)intr.v. col·lab·o·rat·ed, col·lab·o·rat·ing, col·lab·o·rates

1. To work together, especially in a joint intellectual effort.

col·lab·o·ra·tion /kəˌlæbəˈreɪʃən/ Pronunciation Key – Show Spelled Pronunciation[kuh-lab-uh-rey-shuhn] Pronunciation Key – Show IPA Pronunciation –noun

Should Character Education be part of our curriculum?  Are there topics that should be considered family values?

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