I learned that I must assume that everything is copyrighted and treat them as if they are. I learned that if I am in doubt, then I must seek permission for the documents and material I’m going to use.

As for in the classroom, I learned that films and movies cannot be shown without a public performance license. However, videos may be shown if it is in direct correlation with the lesson.  I also learned that I can make copies of a document for my class, but I cannot continually make copies year after year without permission from the copyright holder.

I wonder how I can correctly cite the pictures and ideas that I use on my websites so that I can give credit back to the copyright holder.  I wonder this because I use pictures from the Internet that I find from using the Google search engine.

I also wonder what I can do in the classroom to not violate copyright laws.  I had a high school Advance Placement English teacher who made copies of the book, Crime and Punishment, and The Five People You Meet in Heaven.  We all knew she was violating copyright laws, but I want to know if there is anyway I can copy books if I have permission ahead of time.

I know that copyright laws are important because it enables people to have permission granted before claiming documents as their own.  I know that I would not conduct research on a term paper and then completely plagiarize by not not including in-text citations or a bibliography.   In the same way, I cannot take pictures that other people have taken and claim them as my own.

These copyright laws apply to me as a perspective teacher because it means that I cannot photocopy books just because I don’t want to spend the extra couple of dollars to buy a class set.  It also means that I cannot make copies of CDs or DVDs for students without permission.

QuickNote Organizer “Teaching Every Student in the Digital Age, by Dr. David Rose”
Name Samantha
Date: 10/8/2007
Hour: noon
Your Mood: calm

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

1.The key for universal design for learning is knowing that students differ in the ways in which they recognize things in their environment, the way they act on things in their environment and the way they evaluate their environment.

Chapter 3 – “Why We Need Flexible Instructional Media”

1. We can now make media flexible so that it is adaptable to individual differences. For example, written text can be changed into spoken text.

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

1. Teachers can set goals and methods that will work for most or all the students in the classroom, instead of a narrow few.

2. Students need to be assessed in a universally designed way so we can get an accurate reading of what the students knows.

3. There must be multiple ways for students to act on things and express what they know because there is no single way that all students would be able to do it equally.

4. There must be different means of engagment because the same reward will not work for all students.

Chapter 5 approaches goals – using UDL to set clear goals

1. It is important to understand what the particular goal is about and making sure there are multiple ways of reaching that goal so that we can ensure that all students can reach the goals that are set.

Chapter 6 – materials and methods for reaching goals

1. To help students recognize information, it is important to highlight critical features of their text. it is important to also activate and support prior knowledge. Information might be inaccessible to students because they don’t have enought background knowledge.

Chapter 7 - focuses on assessment

1. Teachers should focus on overcoming barriers in order to accurately assess so that the assessments will respond to individual differences.

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

1. One should consider the role of collaborative planning, parent involvement, and funding for universal design before making universal design a reality.

Collaboration

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

Collaborate

1.  To work, one with another; cooperate, as on a literary work: They collaborated on a novel.

I have just created my first education blog!

I am excited to learn all of it’s exciting navigation features!