Blogging Around

I have learned that when it comes to copying any material it is best to be conservative. Teachers are permitted to reproduce materials that directly pertain to a lesson taught, but must do so on a limited basis. One copy per student is permissible. Reproduction of material must be limited in scope. Less is better. When in doubt, obtain written permission from the copyright owner.

I now know that a public performance license is required to play any video or audiotape for entertainment or as a reward. In my school, students who have completed their work for the week can view a movie on a Friday afternoon. These are generally Disney movies that are shown for entertainment. Time to question that practice.

I have learned that should a copyright violation inadvertently occur, it is best to remove the material quickly from use until a thorough investigation can take place. As teachers and administrators, it is important to obtain written information when using original student work.

My limited reproduction of the artwork from my chosen read-aloud book is most likely permissible because I have used a very small portion of the work, am directly applying it to a class lesson and am not using it for commercial gain.

I now understand that it is important to cite author information when including copies of photographs and artwork on bulletin boards.

I have no idea how copyright laws are applied to photographs and artwork obtained from the internet for classroom projects and displays. Bulletin boards and student research work is often filled with images taken from pertinent websites.  Few are ever cited.  I wonder if teachers and students are violating copyright law.

I just printed stickers to be distributed to students after a class read-aloud that feature artwork from the book.  I scanned the artwork into PowerPoint and was then able to add my own text to the art.  I was excited by this project, but now wonder if I am violating copyright law by distributing these stickers.

Copyright laws regulate a person’s ability to exactly copy another individual’s original idea, writings, art, music, photographs,etc..  These laws are designed to protect the rights of the creator of new or innovative information.

QuickNote Organizer
Name:Melissa Moore
Date:9/28/07
Hour:9:45 am
Your Mood:good

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

1. The learning brain involves three components–recognition, strategic, and affective–all of which differ for each student.

Chapter 3 – “Why We Need Flexible Instructional Media”

1. Flexible media can carry the same information but display it and engage kids in very different ways.

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

1. As teachers, we need to provide multiple means of material representation, multiple expression and assessment of what students may know, and multiple ways of engagement.

Chapter 5 approaches goals – using UDL to set clear goals

1. Goals are a composite of what students need to know, things they need to be able to do and involves motivating students to achieve goals.  Each component will vary by individual.

Chapter 6 – materials and methods for reaching goals

1. It is important to highlight critical features for students as well as to support and provide background knowledge, which will vary according to each student’s experience.

Chapter 7  – focuses on assessment

1. Must attempt to eliminate barriers to accurate assessment by responding to individual differences.  Accurate assessment leads to more effective and targeted instruction.

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

1. Universal Design Learning is about presenting students with alternative ways to reach the same goals.

Collaboration:

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

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

Today’s students have spent hundreds of hours on their home computers before they have even entered kindergarten.

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