I have decided to make my final post as a video reflection – thank you very much for your facilitation of this course!
Author: cameronlynka (Page 1 of 2)
This section of the course came at the perfect time! I enjoyed the lecture and documentation of how coding & gamification (when used correctly) can be a major draw for students to engage in content. This type of learning was heavily relyed upon when I taught at a STEM-based school in South Korea. This was a private academy that took place after students had already gone to public school, so most of the kids were checked out and wanted to have fun learning. This was made challenging by the fact that they were not allowed to speak Korean, being an English academy, and because the parents were paying a decent chunk of money for students to learn. We used programs such as Prodigy, Scratch, Gimkit, Flipgrid, as well as others to keep students engaged (and to send as homework). As an educator, I think these are great tools for kids to have fun while also learning, but should be seen as a supplemental tool for engagement, not a form of teaching.
In addition, as part of our Science Pedagogy class, everyone created a demonstration that connected to parts of the curriculum. I decided to do mine on Renewable Energy with Code, using a micro:bit enhanced by a Climate Action Kit! These tools use block coding to program simple models of renewable energy sources, among other things. The presentation went well, and I can see myself doing the same presentation (in smaller chunks) with students who then can practice making the code (or extending it) to play around with these sources. The key takeaway for me is that using the technology involving coding is a great component to learning, and is enhanced by making it cross-curricular.
The EdCamp “unconference” was a format I really enjoyed participating in. From a structural standpoint, it is fairly easy to organize and highly engaging for participants. To be successful, the opportunity to create should be held firmly by the participants, not the facilitator, which is why allowing for user-generated topics is crucial (I like how it was done by popularity, although that could create uncomfortable feelings if this style of learning is done often with only some peoples ideas being heard). I could also envision how popular people, not popular topics, could be preferred when allowing participants to flow freely in conversation. In my future classroom, I would use this style of engagement but it may make sense to randomly generate groups by topic to start rather than everyone sticking with their friends.
One of the topics discussed was about supporting student behaviour and how to handle behaviour deemed inappropriate (initiated by Hannah). As an incoming teacher, this is the part of classroom management I am most anxious about as I tend to deal with behaviour quite directly (as was the style in South Korea), which can put people off. I think a challenging aspect of this is recognizing all voices in the classroom, not just the loudest or the students who have the quickest cognitive processing. Teachers can subconsciously choose favourites, which can limit free thinking. The discussion was robust, and everyone was an active participant which made the conversation flow nicely. Every child is different, and how behaviour is handled in the classroom is different too. My main takeaway was that to know how to handle individual or group behaviour, you need to care about and know the source (the person).
Presenting choice in the classroom is beneficial for all learners. This choice is represented by the way the content is engaged, how it is consumed, and what is done with it. I think this is nicely represented by the online learning environment Venn diagram presented in this week’s slideshow:
The BC Curriculum from the Ministry of Education is in control when it comes to selecting the content to be taught in the classroom (with the opportunity for extensions and diversions when appropriate for learners), but the climate and discourse strategies are up to the teacher and students. Recognizing that this type of experience should be considered in online learning is easy enough, but the implementation of it is what many teachers struggled with.
When teaching a classroom of students fully online, teachers must prioritize clear communication, establish routines, and engage students effectively through various interactive strategies while remaining flexible to accommodate diverse learning needs (Open AI, 2024). Building a supportive online community, providing technical support, and offering timely feedback are crucial for fostering student engagement and success. Continuous professional development and reflection enable teachers to adapt their instructional practices and improve learning outcomes in the online environment. By focusing on these key aspects, educators can create inclusive, engaging, and effective online learning experiences for their students.
Writing this final inquiry reflection comes with (mostly) a feeling of relief, as I feel I have been losing steam trying to keep pace with the quantity of posts required for this course. For me, I feel as though having this be more of a 5-part series of longer-form blog posts would have worked better regarding my inquiry topic: connection to place. However, I did enjoy finalizing the inquiry by thinking back on my life and the three places I have called home: Penticton, Busan, and Victoria.
Lesson by Amy Adkins, animation by Stretch Films, Inc.
When thinking about place and connection to it, I feel as though it is also important to consider personal identity. The query, “Who am I?”, represents not just who I am at this moment but in all of the moments in the past and the future. For me, recognizing that all parts of me are interconnected with the parts of where I am, through the feeling of using all five basic human senses, is important to recognize my place on these lands.
The embedded video (at 2x speed to fit within the time allotment) is the artifact from our inquiry on the pros and cons of using technology (screens) in K-3 classrooms.
We gathered qualitative (interviewing students/teachers, reading research) and quantitative (studies containing data which show the trends of children’s behaviour correlated with screen time) to help with her inquiry. The result of all of our findings is that we should limit children access to screens as there are links to behavioural problems and poor health with prolonged screen time. Screens should only be used when a physical object or scenario does not exist and using the screen would be of educational benefit. Large screens where interactions can happen with the class or a group are preferable to individual screen activities with no in-person discussion or involvement.
My involvment in the inquiry included: gathering quantitative research on the effects of screen time for youth, evaluating my groups findings, producing the script and audio file for the risks of using technology in K-3 classrooms as well as the links to curriculum for technology use, creation of the artifact (in Canva) by piecing together all of the audio clips and overlaying footage (taken by Heidi) of PKOLS, compressing the video to make it a smaller file size and increasing the speed of the video to fit within the time frame.
This was a worthwhile inquiry topic and I enjoyed the process of being a part of the creation. I hope you enjoy!
If you’ve spent any time hiking around Vancouver Island, you’ve likely seen a variety of mosses growing on rock faces, plants, and trees. Significant areas of Vancouver Island are temperate rainforests with abundant rainfall, mild temperatures, and high humidity. These environmental conditions are perfect for the growth of moss.
Mosses in temperate rainforests provide crucial ecological services, enhancing the well-being of surrounding flora and ecosystems (OpenAI, 2024). Their remarkable ability to absorb and retain water helps regulate moisture levels in the soil, preventing rapid runoff and aiding in erosion control. Mosses contribute to soil structure and nutrient cycling by trapping organic matter and decomposing, releasing essential nutrients for plant growth. Acting as insulation, they regulate soil temperature, create microhabitats for diverse organisms, and stabilize the terrain, reducing the risk of landslides. Moss-covered branches contribute to canopy structure, providing additional microenvironments for epiphytic plants and animals. Overall, mosses play key roles in biodiversity support, carbon sequestration, and ecosystem health in temperate rainforest environments.
For people who have not experienced life on the island, the amount of moss that grows in and around the surrounding foliage can be quite entrancing. It appears as a thick blanket over many trees, yet it is quite difficult to differentiate one type of moss from another unless you know a lot about the plants/trees that surround it. Some mosses may contain toxins or other harmful substances, and the risk of contamination from pollutants, pesticides, or other environmental factors can make them unsafe for consumption. It is crucial to exercise extreme caution and consult with experts in botany or ethnobotany before attempting to eat any type of moss.
The conversation that took place in class this week had me reflecting on the Universal Design for Learning that we talked a lot about last semester. To help reduce the system barriers to inclusion, teachers should provide multiple means of engagement (the “why” of learning), representation (the “what” of learning), and action & expression (the “how” of learning).
I’d imagine that most teachers would agree that a UDL approach is beneficial for learning, but challenges with implementing this more inclusive space are what hold educators back. These challenges include the limitations to resources (technological, time), professional development training to become more prepared, and resistance to change by parents who feel that this UDL approach might be taking time & resources away from learning who thrive in a traditional classroom setting.
However, I feel as though the needs of all learners in the class must be met. A classroom of fully engaged students will allow the opportunity for them to thrive off of each other’s learning. The UDL approach fosters an inclusive learning environment by catering to diverse learning styles, abilities, and backgrounds, ensuring that all students can access and engage with the curriculum. It also boosts student engagement through varied teaching methods and multimedia, leading to increased motivation to learn. Addressing diverse learning needs contributes to improved learning outcomes for all students, including those with disabilities or unique preferences.
I plan to continue to research and learn directly from teachers about how they manage a UDL approach in the classroom. If you have any tips you’ve learned, please let me know!
The following description of the importance of Salal, which can be found in abundance on Vancouver Island, was generated by ChatGPT (italic text). We found this, as well as many other native trees and plants, on a hike to Mt Crest in Strathcona Park.
Salal (Gaultheria shallon) holds a position of ecological prominence on Vancouver Island, playing a vital role in the island’s diverse ecosystems. As a native shrub, it contributes significantly to habitat support and biodiversity. Its dense growth provides shelter and sustenance for various wildlife, including birds, insects, and mammals. Salal’s resilience and adaptability make it a key player in preventing soil erosion, particularly crucial in the rugged landscapes of Vancouver Island.
Beyond its ecological significance, salal is deeply ingrained in the cultural fabric of the region. Indigenous communities have historically utilized the plant for medicinal purposes, basket weaving, and ceremonial activities. The leaves of salal, with their distinctive properties, carry a wealth of traditional knowledge, emphasizing the plant’s importance as more than just a botanical entity. This cultural connection underscores the intertwined relationship between the people of Vancouver Island and the natural resources that have sustained them for generations.
Salal’s impact extends into commercial and aesthetic realms, further emphasizing its importance. In the floral industry, the glossy, dark green leaves of salal are prized for their decorative qualities, adding texture and visual appeal to floral arrangements and wreaths. Landscapers appreciate Salal for its evergreen foliage, contributing to the year-round beauty of gardens and natural landscapes. In this way, salal transcends its ecological and cultural roles, making a tangible mark on both the economic and visual landscapes of Vancouver Island.
While hiking through the scenic terrains of Vancouver Island, particularly in places like Strathcona Park, the prevalence of Salal enhances the overall experience. The sight of its vibrant leaves and occasional clusters of berries adds a layer of natural beauty to the trails, serving as a reminder of the intricate connections between the island’s ecology and its cultural heritage. Salal, with its multifaceted importance, stands as a symbol of the resilience, adaptability, and interconnectedness that define Vancouver Island’s unique and precious ecosystems.
The following reflection was generated by ChatGPT, which was initially fed the rubric for the assignment as well as the main talking points in class regarding AI, including its role in Art and Education. It took many (about 25) iterations of re-prompting the tool to more accurately depict what I found of importance during the lesson:
Artificial Intelligence (AI) emerges as a valuable ally for classroom teachers, offering a suite of applications that streamline tasks, enhance efficiency, and provide innovative avenues for educational engagement. One significant boon is the potential of AI to alleviate the time-consuming aspects of lesson planning and grading. Machine learning algorithms can analyze educational data to suggest personalized learning resources and adapt instructional strategies to cater to individual student needs. This not only saves teachers valuable time but also enables them to focus on refining and delivering high-quality, interactive lessons tailored to the diverse learning styles within their classrooms.
Furthermore, AI’s impact extends into the realm of art generation, presenting both exciting possibilities and challenges. AI can autonomously generate art, producing visually stunning and unique pieces through algorithms and neural networks. This technology has the potential to be a valuable educational tool, inspiring creativity and introducing students to new artistic styles. Teachers can incorporate AI-generated art projects into the curriculum, fostering interdisciplinary connections and encouraging students to explore the intersection of technology and creativity.
However, as with any powerful tool, there are potential dangers and ethical considerations associated with AI in art generation. The risk of overreliance on AI for creative endeavours may diminish the development of traditional artistic skills, raising questions about the authenticity and emotional depth of machine-generated art. Additionally, concerns about intellectual property, authorship, and the potential for bias within AI algorithms highlight the importance of ethical guidelines and critical examination when incorporating AI-generated art into educational settings.
In conclusion, AI holds immense potential to revolutionize the teaching landscape by saving teachers time in lesson planning and grading, allowing for more personalized and engaging educational experiences. Simultaneously, the use of AI in art generation introduces new dimensions to creative expression in the classroom, offering exciting opportunities for exploration. However, teachers must navigate the potential dangers and ethical considerations associated with these technologies, ensuring a balanced integration that enhances, rather than hinders, the educational experience for students.
While this response created by ChatGPT helped summarize some of the ideas discussed in class, I do not feel like it appropriately addressed the rubric and didn’t provide much value regarding the content. I have used ChatGPT in the past to help create the backbone of a lesson plan and tailor report card comments to students based on their highlights & challenges, which was very useful. In this application, I would need to work more with the tool to figure out how it can add more value to its writing & analysis. I would also love to see how other teachers use this tool effectively!