Wow did I ever learn a lot. I was amazed at all of the information. I am also amazed at how many teachers and schools I know that are not in compliance with copyright rules. The biggest thing to remember is that you have to assume that everything has a copyright then you should be able to stay out of copyright trouble. I was surprised to read that a video can not be played in the classroom during recess or as a reward. I see this going on all of the time in schools. I learned that I have been very guilty of copyright infringement and will pay more attention to guidelines before I get myself or the school I work for into trouble.

I wonder what is OK to copy and what isn’t for the classroom. If I have a book is it OK to copy a page for all the students so they can have a copy of what we are doing? What about worksheets from workbooks? Is it OK to print out pictures from the internet to use in the classroom? Maybe something that you are discussing like an animal or maybe a picture of an author the class is studying. What about pictures from books? As a teacher, I need to know these things so I am not breaking copyright rules and I need to know to be a good role model for my students. Students need to also know this information.

I know that you are supposed to cite any work that you have quoted when writing papers. I have seen some websites that say their photos are copyrighted. I know that you are not supposed to copy copyrighted work without permission such as photos from a professional photographer. I believe that as a teacher I need to know the rules before I bring things into the classroom that have a copyright.

QuickNote Organizer
Name:Chantal Wiedemann
Date:10/8/07
Hour:11 pm
Your Mood: am in the middle of delivering puppies so I am overtired,overwhelmed, stressed out,

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

1.All of the rear parts of our brains allow us to recognize things we hear, things we see, things we tast, things we smell. The front part of our brain allows us to act skillfully and startegically in the world. The third part of the brain helps us evaluate what’s important what’s signigicant.All students use the three components differently and that is what needs to be looked at in Universal Design.

Chapter 3 – “Why We Need Flexible Instructional Media”

1.Digital media can make media which are flexible enough to adapt to individual differences. the medium can carry the same information but display it and engage kids in it in very different ways

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

1.Universal design for learning applies to the ways in which set goals, we need to set goals that are appropriate to a wide range of students. Need to assess students learning in a universally designed way. Need to provide multiple means of representation, multiple means of expression and multiple means of engagement

Chapter 5 approaches goals – using UDL to set clear goals

1.setting of goals that will be clear across a broad set of students taht will apply to standards and it helps in understanding that goals are almost composites of things that students need to know and understand
Motivation is key to achieving goals.

Chapter 6 – materials and methods for reaching goals

1.highlight critical features to help students recognize critical features

Chapter 7  – focuses on assessment

1.need to get assessments that are more accurate in that they respond to individual differences

Chapter 8 – “Making Universal Design for Learning a Reality.”
Things to think about to implement Universal Design for Learning- purchase and application of technology, administrative support, teacher training, roles of teachers, parents, funding

–http://www.btcactus.org/news.cfm

collaboration

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

2. To cooperate treasonably, as with an enemy occupation force in one’s country.

Just trying things out.

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