Caroline's Corner

 

     For my Digital Story assignment, I chose to keep with the Outer Space theme explored in the previous post. In the video, I explain the order of the planets, as well as a fact about each planet. Enjoy!  

This assignment was to use curriculum objectives to create a video assignment for students. After some research, I decided to use Grade 6 Science and Language Arts objectives to create a project about outer space. By allowing students to choose their own groups and choose between two topics to cover in their videos, they are able to practice self-autonomy in this project. In addition, by having the audience of the videos be future Grade 6 students, students are able to act as "mini-experts" in the subject, which also helps students to build upon their self-efficacy. Finally, other than having the requirement of having all group members speaking at some point in the video, the jobs/tasks for the video are left up to the students themselves. This way, students are able to choose their jobs within their group themselves, allowing for another opportunity for self-autonomy. By having the students include a list at the end of the video of what each student did in the creation of th

              In this choice board, I decided to require the usage of the middle square, which says to "write down one nice thing that you did for someone else today-come ready to share in class tomorrow!" This was something that we always shared at the dinner table growing up, and it's something that I would want to practice with my students as well. I think that it's always important to do at least one good deed a day for someone else, without being asked or expecting of something in return. Whether it's as simple as holding the door for someone or complimenting them on their work, I believe that these simple "good deeds" can make someone's day, and help to make the world a little bit better, no matter how small the deed.  Also, I tried to include a variety  of different subjects and activities in order to cater to the interests of my students. For instance, I include drawing, writing, movement, as well as the subjects of history, writing, mathemat

 In celebration of 10 years of the ITEps program, a conference was held this past week consisting of a variety of speakers and organizations covering topics ranging from Dyslexia, misconceptions about Islam to data on bullying. Aside from the keynote speeches, I attended courses on Dyslexia, visual impairment, bullying, and sensory regulation. In this blog post, I'm going to be taking a closer look into my course on visual impairment through the lens of Inclusive Education. Before analyzing the course, I'd like to give a summary of the course itself. Once everyone had entered the classroom, we were instructed to put on the blindfolds that were on the table in front of us; once everyone had them on, our two speakers entered the room and introduced themselves. They explained that with our blindfolds on, we were put in the same situation as they were: we couldn't see. The man explained that he had only about 5% of his sight, and that his sight was the equivalent of that moment