Monday, January 21, 2013

From hunter - gatherers, to techies!

Just for fun, I created this from some research I did whilst teaching Social Studies to student teachers at uOttawa. Nepean was a community west of Ottawa, since amalgamated with Ottawa, much to the chagrin of all of us. Nepean housed those who worked on the canal – after we white folks moved on into the area. It was an amazing region of several native tribes. Now Ottawa includes Nepean, as well as the surrounding Carleton region.

I first began working on it while trying to teach my grade 6 students the differences in hunting and gathering societies, then agricultural societies, and on into the newest eras.


Internet Safety


Sunday, January 13, 2013

Stakeholders in the field of education

All ready for the first day of school
The stakeholders who have input and control over education must ensure that we continue to improve the work we do in schools. Much is changed in education, without basing it on sound educational research. Teachers and principals should take risks and put new initiatives into play, but it must be based on action research and practices that are tried and tested, re-evaluated and improved. Too many of us encountered a principal who announces a new initiative, or punishes a teacher by moving classrooms, or giving them a difficult assignment.

A prime indicator of this, are the changes to recess and the 'lunch hour.' For a hundred years, students had an hour to eat and play. Suddenly, we changed over to nutritional breaks, twice a day. Kids would eat their desserts during first recess, then a sandwich at lunch, with nothing left over for the afternoon. They got cranky.

Then, each teacher was assigned the task of eradicating childhood obesity. We were forced to do a 20-minute exercise first thing in the morning in our classrooms. Teaching grade 8s at the time, we didn't have access to showers or the proper space to move in a crowded classroom of 30 students.
Some schools had students running around the school two or three times. Same issue. If we were running, kids weren't learning.

Taxpayers /Business / Media

  • hold a positive perception of teachers , i.e. if you can read this thank a teacher!
  • look at what is right with teaching, not at what is wrong
  • support effective teachers in Action Research
  • financial and physical resources for changed based on Action Research (A.R.) projects
  • provide experts and consultants, mentors
  • create unfettered partnerships
  • exchanges and work terms for teachers

Federations/Unions

  • on-line chat line for new teachers
  • create teacher resources: material and human
  • provide PD opportunities
  • provide more mentoring and counselling opportunities
  • continue to fight for fairness for teachers: fair treatment by principals, schools boards; working conditions; sick leave, parental leave; LTD
  • create a collaborative environment for Action Research

The Government and the Ministry

  • provide stable funding indexed to inflation and population growth
  • provide a stable adequate source funding for Action Research
  • provide a framework for stakeholder interactions and strategies for such discourse
  • create a climate that supports and encourages risk-taking and change
  • Ministers of education should undertake a dialogue with teachers based on Action Research
  • provide adequate resources to staff
  • ensure that school boards have what they need, fair isn't always equal
  • develop needs-based budgets
  • celebrate teaching and teachers, treat them as stakeholders in the system, not employees to be controlled
  • provide opportunities for teachers to collaborate
  • publicize projects and the good things that go on in schools
  • remember that teachers are employees and educators, not day care providers to be kept under their thumbs
  • know that teachers dig into their pockets to support education, spend many a long day doing their jobs
  • stop funding Catholic schools at the expense of public schools

Ontario College of Teachers

  • promote Action Research as an acceptable method of teacher evaluation
  • provide province-wide acceptable practices for Action Research
  • provide Action Research workshops around the province for interested teachers
  • make library sources , books, articles, journals accessible to teachers
  • publish teacher Action Research reports

Principals

  • ask the questions that encourage reflection
  • help teachers identify problems and propose strategies to arrive at solutions
  • emphasize the importance of lifelong learning
  • discourage dependency and top-down policies
  • sustain hope in presence of adversity, i.e. we can make a difference
  • model inquiry
  • provide time, support, financial resources
  • provide motive and opportunity
  • create a climate of collaboration and reflective enquiry

School staffs

  • accept that change is moving forward: get ready, be a part
  • stay informed
  • plan with groups of teachers
  • share resources
  • dialogue at meetings regarding positive change
  • buy into a shared vision
  • support colleagues
  • get involved in Action Research
  • find out what works and what doesn't

Universities

  • publish research findings
  • challenge ministry policies unsupported by research
  • join with teachers to improve education i.e. A.R. projects in more schools
  • invite classroom teachers to visit/join the university as adjunct staff
  • provide more teachers trainers
  • provide more P.D. activity opportunities
  • work with federations to support Action Research

Parents

  • convey a commitment to education
  • participate in Action Research
  • work with like-minded parents
  • see the big picture
  • lobby for schools and teachers
  • become informed
  • interpret school/community, community/school
  • laud school change
  • learn about parenting
  • practice good nutrition by sending their child with healthy food
  • respect staff, ask questions of the teacher first, principal next, and higher authorities
  • volunteer
  • believe 50% of what comes home from school

Students

  • become a lifelong learner
  • treat staff with respect
  • respect peers, those with special needs
  • do their best work, ask for help appropriately
  • behave in a manner that ensures all students can learn
  • ask questions appropriately

Friday, January 4, 2013

A Music/Drama Review

<!--This file created 9/4/05 11:02 AM by Claris Home Page version 3.0 musicassignment

A Music/Drama Review

Introduction:

Who: performing group, director, writer, choreographer
Where, when of the presentation
Genre
Why (why did you go, why did you choose to go)
Intended Audience
How: was it live, taped, a CD, Instrumental, choir, vocal group, band, orchestra

Physical Set-up:

Lighting
Set
Backdrop
Staging
Special effects
Sound: Rhythm/Melody/Harmony/Dynamics

Performers/presenters:

Movement, memorization, voice, costumes, accents,
Props
Specific scenes
Encore?
Learning Expectations: in the Arts, students will...
*communicate their understanding and knowledge of music in appropriate ways
*identify...music of a variety of cultures and historical periods.
*describe their response to a musical performance in their community.
Requirements: 4 paragraphs in total: An introductory paragraph, 2 paragraphs supporting your opinion, a concluding paragraph, neatly written in pen or typed.


 Those not attending the performance will make an oral presentation, including audio/visual aids, in front of the class. It will include three interviews: students who attended the performance.
 

 

Evaluation Rubric



Class song

Our Class Songs!


Blowin' in the Wind Adaptations
1. Manordale Student 2. 12 Days of Xmas
Bo Diddley! Where have all the flowers gone? Peace Song

ostinato, written by a student
Peace Song //: peacekeepers....belief ://
Call:
relief for the wartorn
help for the homeless
Response:
relief for the wartorn
help for the homeless

Based on our poem of Peace!
Ostinato: //: D -A, D-G, D-F, D-E ://

Rap:
//: reflect, respect,
difference accepted ://
//: rebuild, refill,
empty plates and cups://



Bo Diddley!

CHORUS: Hey Bo Diddley (Repeat)
Bo diddley Bo diddley have you heard
Mama gonna buy you a mocking bird
And if that mocking bird don't sing
Mama going to buy you a diamond ring

CHORUS
Mama going to buy you a diamond ring
and if that diamond ring don't shine
mama going to take you to a private eye
and if that private eye can't see
He better not take them away from me
CHORUS X3

Blowin' in the Wind

How many roads must a man walk down
Before you call him a man?
Yes, 'n' how many seas must a white dove sail
Before she sleeps in the sand?
Yes, 'n' how many times must the cannon balls fly
Before they're forever banned?
The answer, my friend, is blowin' in the wind,
The answer is blowin' in the wind. How many times must a man look up
Before he can see the sky?
Yes, 'n' how many ears must one man have
Before he can hear people cry?
Yes, 'n' how many deaths will it take till he knows
That too many people have died?
The answer, my friend, is blowin' in the wind,
The answer is blowin' in the wind.

How many years can a mountain exist
Before it's washed to the sea?
Yes, 'n' how many years can some people exist
Before they're allowed to be free?
Yes, 'n' how many times can a man turn his head,
Pretending he just doesn't see?
The answer, my friend, is blowin' in the wind,
The answer is blowin' in the wind.
--Bob Dylan


Manordale Student

Dm
1. What shall we do with a Manordale student?
C
What shall we do with a Manordale student?
Dm Am
What shall we do with a Manordale student?
C Dm
Early in the morning?
CHORUS:
Dm
Way hey and up she rises
C
Way hey and up she rises
Dm
Way hey and up she rises
Am C Dm
Earlye in the morning.

2. // : Take 'em to the gym until they've wakened ://
Earlye in the morning.
CHORUS
3. //: Shoot some balls until they're ready ://
CHORUS
4. Working together is our great motto.
Playing fair and eating tacos.
Taking turns to earn a paw
Earlye in the morning.
(To the tune of Drunken Sailor!)

Where have all the flowers gone?

1. Where have all the flowers gone?
Long time passing.
Where have all the flowers gone?
Long time ago.
Where have all the flowers gone?
The girls have picked them ev'ry one.
Oh, when will you ever learn?
Oh, when will you ever learn?

2. Where have all the young girls gone?
Long time passing.
Where have all the young girls gone?
Long time ago.
Where have all the young girls gone?
They've taken husbands, every one.
Oh, when will you ever learn?
Oh, when will you ever learn?
3. Where have all the young men gone?
Long time passing.
Where have all the young men gone?
Long time ago.
Where have all the young men gone?
They're all in uniform.
Oh, when will you ever learn?
Oh, when will you ever learn?

4. Where have all the soldiers gone?
Long time passing.
Where have all the soldiers gone?
Long time ago.
Where have all the soldiers gone?
They've gone to graveyards, every one.
Oh, when will they ever learn?
Oh, when will they ever learn?

5. Where have all the graveyards gone?
Long time passing.
Where have all the graveyards gone?
Long time ago.
Where have all the graveyards gone?
They're covered with flowers, every one.
Oh, when will they ever learn?
Oh, when will they ever learn?

6. Where have all the flowers gone?
Long time passing.
Where have all the flowers gone?
Long time ago.
Where have all the flowers gone?
Young girls picked them, every one.
Oh, when will they ever learn?
Oh, when will they ever learn?
--Peter Seeger (1961)






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