Life, as we know it


Last week, in my This Week in Ontario Edublogs, I shared Larissa Aradj’s post about Geographic tools that she learned about at the California Geo Teacher Institute.  With my fascination with maps, there has been considerable time and exploration put into this.

In the post, Larissa shared a map of Ontario capture from the Map of Life website and the list like this…

Ontario

If you read my comments, you’ll remember that I was a bit fixated on the 119 types of fish.  I mentally had started a list:  Perch, Pickerel, Salmon, Bass, …

I stopped to think on “Bass” because I know that there are various types of Bass.

What was missing on Larissa’s screen capture (and mine too) was located in the top right.

download

You have the ability to download the entire list.

A quick look is enabled when you click the animal type – i.e. fish

Selection_004

and certainly that’s interesting in itself – 14 pages of fish.

But, I downloaded the entire list and brought it into LibreOffice easily since it’s a .csv file.

Selection_003

Downloaded from https://mol.org on Jul 30

Now, it gets really interesting.  The image above is only what I could capture on a screen grab.  This list is pretty long including everything attributed to Ontario.  Above, I went to the “Fishes” section.

This generates so many questions – and problems and wonders.

What a wonderful big source of data that’s easily repurposed for learning spreadsheet manipulation skills.  Or, since it’s .csv for Computer Science programs where you want to work with interesting and relevant big data.

So, a big thanks to Larissa for sharing her learning with us.

OTR Links 07/31/2018


Posted from Diigo. The rest of my favorite links are here.

An Interview with Martha Martin


Doug: Martha Martin and I have know each other for a long, long time in a number of contexts.  We’ll touch on a few of them below. She’s currently a Teacher-Librarian at LaSalle Public School in LaSalle, Ontario.  I was delighted when she agreed to talk about things for the blog.

martha

Welcome, Martha.  Obviously, from the introduction above, this is more than the first time we’ve interacted.  But, can you remember when we first met?

Martha: Hm. I remember working with you at my first school, when email was just starting out, dot matrix printers were a thing, and  you had kindly offered to teach me how to use said technology to write to my brother who was currently living in India. I got to know you better once I had your elder daughter in my grade 7 class, though.

Doug:  Oh, yes.  That doesn’t date us too much.  

One of the things that people should know is that you were a teacher of all our children. They’re all fabulous readers and creators of media and attribute it to “Mrs. Martin”.  What’s your secret?

Martha: I’d love to take credit for that, but I think parents are most responsible for their children reading (or not reading). I will say I have been blessed to be able to offer kids great books — and the right book at the right time is sometimes all it takes!

Doug:  That’s a humble response!  Can we at least agree on being partners in literacy?  

I walk the dog by your old school daily!  One of the things that I often reflect on is the number of principals that have been there.  Do you see a regular change of principals as a good thing for a school and its community?

Martha: That’s a hard question. On average our administrators tend to stay for about five years in a school. A new principal can bring new life and a new direction to a school.

Doug:  What advice would you give to an incoming principal to a school?

Martha: Don’t walk in preparing to “fix” and “change” everything right away. Get to know the staff — both their strengths and their weaknesses. Get to know the students and their families. Really get to know them. Walk with kids on the yard, pop into classrooms, and be present. The relationships you build will either make you or break you, so get started on those relationships right away.

Doug:  Great advice.  Success in education is all about the relationships.

That school had one of the more unique library layouts.  In a mini-way, it looks like some of those pictures you see of “great libraries” from around the world.  Can you describe it for readers and let us know the pluses and minuses of such a layout?

Martha: The school library was essentially a three story space. The bottom floor was below ground level, and had room for perimeter shelving, two offices, and a number of round tables as well as the circulation desk. Around this lower level, but on the “ground” floor, was a half-circle walkway with more shelving on the external wall, and a half wall that looked down into that lowest level. The ceiling continued up past the shelving with high windows to let in light, and amounted to a third story, although it had no flooring in the main library part. There was access to a small third story area where more offices and storage were provided, but it was not through the library. I still dream about that library!

anderdon

Doug:  Professionally, you were the school’s CIESC  (Computers in Education School Contact) and we would meet regularly as a result for scheduled bi-monthly sessions and also my school visits.  I miss those meetings – you people always pushed me to do something new. I’m sure it’s different now. How?

Martha: Those were great days. You always found us such neat stuff to explore, and left us excited to get back to school and share!

We have had a few versions of that role, but it has changed for good as of this past year. Our board apparently no longer has the funding whereby we were able to hold those meetings, so it was time to become creative. The role is now called the ILT (“Innovation Learning Teacher”) and it’s actually closer to what you envisioned and offered. In recent years the CIESC was the person who sent in repair requests and tried to fix issues — and there were many. Now, sponsored through a different Ministry Innovation grant, the ILTs will be more focused on teaching and supporting the Global Competencies with technology (http://www.edugains.ca/newsite/aer/global_competencies.html), and less on keeping the technology going.

Doug:  In my mind, the goal should always be about effective teaching and learning with technology.  There are always adopters at different stages.

One of the things that I fondly remember is that so many of the CIESC group were teacher-librarians.  In fact, at my old secondary school, our teacher-librarian was always quick to move with technology. What is it about teacher-librarians that make them this way and such quick embracers of technology?

Martha: I think teacher librarians have to be willing to embrace everything, because a true teacher librarian’s role is being all things to all people. It is the ultimate multi-tasking job. You are fielding requests from a teacher, a student, and an administrator at the same time, while trying to fix the data projector and race to the bathroom! A good library program should teach students what they need to know right when they need to know it…and technology is what all of our kids need to know these days. That said, I personally don’t like the trend I see of teacher librarians only teaching technology, any more than I like the trend of them only doing Makerspaces, or only doing read alouds. A good librarian needs to teach a little of everything. And technology certainly helps us to do that.

Doug:  Now that I no longer hold those meetings, there must be alternative ways to communicate with schools.  Do you buy into the concept of making learning visible so that everyone can enjoy your initiatives?

Martha: I do! I have been a regular on our board’s various incarnations of communication tools, from First Class, to Yammer (I think I was the only one using that!), to Edsby in recent days. Still, those are only board resources, and so I’ve used Wikis and our school webpage to create a more accessible online repository of my resources.

Doug:  I remember your involvement and you were among the first to dive in with your personal website and wiki.  You do the same thing at your new school. Where do you see the value in this?

Martha: First of all, I have to laugh at you referencing my “new school.” I’ve been there seventeen years now! (Hard to believe, isn’t it?) I have taken my show on the road for chunks of four of those years, though, working in our board as an Instructional Coach or Consultant for Libraries. I tell them they will have to carry me out in a coffin, because after designing it and being there so long, it is my baby!

Now back to your question…

I love using Wikis to teach, and I’ve yet to find other platforms that work as well for me personally, though I’m trying Edsby (which, as I said, our board is using and promoting), and I maintain our school’s website using Sharepoint. As a teacher, a workshop facilitator and a writer, I need a place where I can keep my resources in the cloud and others can access them. Not all platforms are as intuitive as I’d like, but I live in hope Edsby will get there.

Doug:  17 years!  Wow! I was in LaSalle recently and did drive by the school.  From the outside, it still looks brand new, with a personality that you don’t see in more modern cookie-cutter buildings.

In your mind, what’s the difference between a Librarian and a Teacher-Librarian?

Martha: A huge difference! Because we have a Bachelor of Education degree on top of whatever our university undergraduate degree is, teacher librarians are teachers first and foremost. We can assess and evaluate student work. We know the curricula inside out (and if we don’t, we need to pull up our socks and get learning it! A pet peeve of mine!) I frequently say we are not just “shelvers of books and shushers of children.” The role requires the teacher librarian to be a curriculum leader, and an embedded coach in the school, supporting not just students but all our colleagues as well. Librarians are amazing people and when I retire, I might join their ranks, but they are not able to evaluate student work or teach students. We are specialist teachers, and we are funded as such from the Ministry of Education. We should therefore be staffed and funded according to the Ministry allotment. All boards receive the same library funding in Ontario per student, yet many boards like our co-terminus one have no libraries or librarians, teacher or otherwise. Where is that money going? (Now you have me on my soapbox!)

Doug:  Library, Library Commons, Makerspace, Resource Centre – what’s your preferred name for this area and why?

Martha: I prefer what the Canadian School Libraries group (http://www.canadianschoollibraries.ca/) has chosen: “The School Library Learning Commons” (SLLC). A number of administrators in our board quickly got on the bandwagon to change “Library” to “Learning Commons” because they focused on the space itself. They put money into perimeter shelving and comfy chairs, but didn’t staff it or care about the non-technological resources like books. By putting “Library” back into the name, we are putting the books and teacher librarian back into the space.

Doug:  At one point in your career, you were a Teacher-Librarian coach.  What did that involve?

Martha: The role varied over the four years I did it, but in general it involved our board using a grant from the Ministry to second one or more of us to work with the 55 designated elementary teacher librarians in our board. The focus of the grant was to improve the teaching and learning happening in our elementary school libraries, and our superintendent Dr. Clara Howitt received the Administrator of the Year Award from the Ontario School Library Association for her creative way of using that grant. Unfortunately, as I mentioned earlier, because the Ministry hasn’t demanded administrators staff the library according to the funding formula, few school boards have teacher librarians working to the staffing allotment they should be, or in their actual role. While my board does insist on designated teacher librarians, some administrators continue to find correctly staffing and scheduling the TL to be a challenge. This made coaching difficult, as I was often doing the TL’s job (e.g., weeding, inventory, selecting resources and collaborating) while the TL was teaching primary dance or drama, or working as the Vice Principal (with their teaching assignment being TL, but not actually being in the SLLC with students.) The Elementary Teachers Federation of Ontario (ETFO) is lobbying the Ministry to put its money where its mouth is, but with Premier Ford, I’m less hopeful anything will change soon.

Doug:  If you were “Queen T-L for a day” and could advise the new Minister of Education, what one change would you make with respect to school libraries?

Martha: Absolutely make all school boards staff and fund school libraries according to the funding formula the Ministry itself put in place, and ensure no elementary school has less than a half time teacher librarian. That TL needs to see all students (not just primary) in the School Library Learning Commons or in classrooms through collaboration periods with classroom teachers.

Doug:  You’re a published author.  Congratulations! Tell us about “River Traffic” and “Mayan Murder”.

traffic
mayan

Martha: I’ve always loved to write, and really wanted to try my hand at writing fiction for reluctant readers. I have four nonfiction books out for the school market, and one of those (D-Day, Crabtree Chrome, 2012) was for reluctant readers. As I was recovering from spine surgery, my friend suggested I try to write a hi-lo (high interest, low vocabulary) novel for Orca Book Publishers. They are short…and as I needed to relearn how to use my right hand post-surgery, it seemed like a good project!

These hi-los appear as regular novels for older kids, but in fact tap out at a reading level from grades 2-4 usually. My SLLC has a large collection of them and they are popular with all students, not just struggling readers, because they are quick reads and have current, relevant plots, usually with lots of action.

Doug: What are the novels about, and where can we get them?

Martha: Both are contemporary “ripped from the headlines” mysteries that feature crime, action, history, and a bit of teen romance. River Traffic involves the Detroit River and is set in my hometown of LaSalle, Ontario, made famous for our rumrunning history. Mayan Murder launches in October, 2018 and is set in the Mayan Riviera, with the same protagonists as River Traffic holidaying on Spring Break when bullets start to fly. You can order them online from any bookstore, since most bookstores don’t carry many hi-los in stock on their shelves.

Doug:  We have a common friend in Diana Maliszewski.  Diana recently gave a presentation at the #ECOOCamp in Owen Sound.  Do you have a Martha and Diana story you can share?

Martha: I love that you added, “that you can share.” You know us well!

dinner

One of my favourite stories involves Di running around Superconference, the huge library convention in Toronto, wearing fluffy, pale blue boudoir slippers. She had a pedicure and wanted to show it off. Then there was the time she made herself an outfit in honour of Twilight that only Di could (or would) make. (If you ask her nicely, maybe she will share a photo of it!) In the meantime, I will share this one, where our friend Sharon Seslija, Diana, myself and others were having a Winterlicious moment. No idea now what made us so excited, but the expression on Di’s face shows why she’s so much fun!

Doug:  Thank you so much for taking the time for this interview, Martha. It’s really appreciated.

Make sure that you’re following Martha and enjoying her online resources.

 

OTR Links 07/30/2018


Posted from Diigo. The rest of my favorite links are here.

My Week Ending July 29, 2018


Here’s a summary of some of the things I learned and published this week.


Readings (You can follow my daily readings as they happen here.  Here are a selected few from the past week.)

  • I’ve often wondered why home security systems haven’t embraced this.  After all, wifi is just about everywhere.  Why not measure any changes in it to determine movement?  It would also work outside.
  • Like my former colleague was fond of saying “There’s got to be a workshop in there somewhere.”  Here, it’s about ideas for using Twitter in the classroom.
  • The story here is about a teacher-librarian but it could apply to any tech-savvy teacher.  In a perfect world, it should apply to every tech-savvy student.
  • I know that my grammar skills have deteriorated over the years.  I blame it on people that are making mistakes, I read them, my mind remembers, and then…  Proofreading is so important.  Here’s a quiz to see how well you can do.
  • I’ve really enjoyed all the discourse that erupted from the Forbes article about replacing libraries.  Here’s one of the stories.
  • I actually knew this.  But, in case you were wondering why your ceiling fan can blow in two directions, read this.
  • Would a price drop in the Microsoft Surface as it releases a Surface GO make you buy one?  Some day, I’d love to read an article that explains exactly how computers are priced.  Right now, we just assume that the higher ones mean better specs and better quality, right?  Even when a store has a sale, you know that they’re still making money.
  • Darwin had a theory.  It’s sad that an article like this even needs to be written.
  • Ontario teachers hate reading stories like this in July.  But, remember that our friends to the south start back to school much earlier than we do.  I’ve never understood why.
  • I think all shopping malls probably have the technology to do this.  The biggest answers lie in ethics and the ability to actually use it.

Blog Posts on doug … off the record

Blog Post on ecoo.org


voicEd Radio

My on demand page can be found here.  The latest edition features blog posts from:


Technology Trouble Shooting (actually just learning from mistakes)

I just learned this writing this post.

Readers of my blog know that I make any link I’m referring to bold so that they stand out.  In the section above, I wanted to make a link so I highlighted the word like I normally do (double clicking the word) and then I made a mistake.  Or so I thought.

Instead of CTRL-B like I normally do to make it bold, I hit CTRL-V instead.  I have a new appreciation for them being located to each other on the keyboard.

Can you guess what happened?  Wow – I’ve just saved myself a fraction of a second but when you add it up, it’s going to make a difference in the long run.

CTRL-V, CTRL-B – I wonder if I could create a macro…

Those years of keyboarding before mouse and learning shortcuts just paid off.


Video of the Week

Last weekend, we intended to watch the harness races in Dresden but they were cancelled due to track damage from rain.  It was the same thing at Clinton Raceway.  We drove through the rain but I didn’t think it was that bad.

So, I got a chance to watch races online via YouTube.  I enjoyed this world record of 1:46 by Always B Miki.  It’s so impressive.  I can remember when it was something special to see a race that went under 2:00.

But the real interest was in this followup video from YouTube suggestions.  Yes, it was another Always B Mike video but the horse that finished second had to belong to a computer user.   The name?  Wiggle It, JiggleIt.  That’s always good computer problem solving advice.

As an aside, 1:47 on a sloppy track is very, very impressive.


My Favourite Photo of the Week

We had giants playing badminton in our back yard last weekend.  They left their gear behind.

Screenshot 2018-07-28 at 11.04.34

Thanks for reading.

dp

Whatever happened to …


… typewriting mathematics?

Since last weekend’s post about double spaces, I’ve been doing a lot of reminiscing about typewriting.

Sure, it was a skill that landed some folks a job but there is more than just learning to type the right keys.  So many self-taught people missed out on the academics of learning to type and document creation.  I note the parallel of the decline in typing with the fall in mathematics scores.  Is there a correlation?

typerwiter

Thanks, Morguefile.
Note:  Our typewriters were Underwoods.
A Mercedes typewriter would have been very cool.

Learning to type is more than just the tapping of the appropriate key.  In fact, it was packed with mathematics.

Of course, you needed a textbook – after all, we learned to type in high school where there generally was a textbook for everything.  You can buy one at a discount here.  I looked but could not find the one that we used.  I seem to remember it having a brown and tan cover.  Probably the lack of sales for textbooks is reflected in the fact that so much is online.  Like here.  It even includes timed writings – the ultimate test of speed acquisition in typing!  And, a great problem to be assigned for solution in a Computer Science class.

But, back to the mathematics.

Line Length:

Who can forget the instruction to “Set a 60 stroke line”.  Now, to the newbie, that appears to be easy.  Just set the left margin to zero and the right margin to 60.  Of course, since this is academia, that doesn’t work.  Whatever the instructions, you had to make sure that the final document was centred on the sheet of typing paper.  “Set a 70 stroke line”

White Space:

Speaking of centring, you always, always, had to make sure that you had an appropriate amount of white space on the resulting document.  This generally meant a one inch border, top and bottom, on the 8.5 x 11″ sheet of paper.  I can remember us having to work it out with carriage returns and sample letters.  The reason why it worked ever time?  Mono-spaced keys!

To make things more challenging, we used to get cast aways from the Practice Office and we’d type on the back of them.  That made more opportunities to determine white space when we’d use 8.5 x 14″ sheets of paper or paper that had gone through the paper chopper so be odd sizes.

Timed Writings:

Typing is competitive.  Of that, there can be no doubt.  Who can forget.

“Hands on the home row, feet flat on the floor, eyes on your copy …. Begin

And we were off and typing.  Our teacher had a specialize clock with squeezable controls that he would start and a bell would go off when the typing was done.  At the bell, hands had to go up in the air so there were no extra letters after the bell.  Typically, our timed writings would be 1, 2, or 5 minutes in length,  Typing also involved finger stamina.  Nobody had ever heard of carpal tunnel syndrome.  Was it because of our proper technique at the time?  As I write this, my Chromebook is in my lap, I have my right leg under my left, my wrists are indeed touching the computer, and I’m reclined in my chair watching Formula 1 qualifying.  So much terrible technique.

At the conclusion of the speed test, the mathematics kicked in.  The textbook had the number of keystrokes off to the right of the text.  It was a matter of adding them up to get a total.  Then, heavy duty mathematics.  Results were always words per minute so some calculation was needed if you’re doing a 5 minute test.  Then, there were the extra keystrokes on that last line if you didn’t finish a complete one.

Centring

Yet another skill that gave us an appreciation for odd and even numbers.  To centre a title on the screen, you had to move the carriage to dead centre.  Then, left hand finger on the text to be centred and right hand on the backspace key and it was a matter of one backspace for every two characters to be centred.  See also page numbers…

This was a skill not to be limited to one point in time.  There was also typewriter art and reinforced at Christmas time typing symmetrical Christmas trees.  This was also easily transferred to a Computer Science activity.

Learning while typing

One of the things that could be accomplished was learning by submission.  I know that we were told not to read the content but to just read the letters and type.  I could never do that.  I always enjoyed reading what I was typing and I can remember a couple of the texts that included some bios of famous mathematicians.

Ah, the memories.  The things that today’s youth will never know and experience.  (or even truly understand!)  It’s interesting to see how these things that we learned manually are just a mouse click and/or drag away in a modern word processor.

How about your thoughts for a Sunday?  Please don’t get too serious; enjoy biting your tongue as much as I did as you share your thoughts.

  • Yes, so much of what we learned has now been relegated to a button in a word processor.  Are there any valuable skills that we’re getting rid of by doing this?
  • In any text, words have varying lengths.  In typing, a “word” is a strictly defined term that’s needed for determining those extra words on the last line.  How many characters are there in a “typing word”?
  • Do you remember the name brand of your first typewriter?
  • Did you have a typewriter at home?
  • How many strokes after the bell warning on a typewriter did you have before you hit the right margin?
  • At the end of the line, the left hand was used to press the return bar and move the carriage back.  How did you double space?  Or one and a half line space?
  • A no-no was to grab the paper and rip it from the roller when you were done.  It made a very distinct noise.  What was the proper way to remove your paper?

As always, I would encourage you to share your memories – this time about the mechanics of typing class and possible mathematics connections.  I challenge you to make it fun to read!

OTR Links 07/29/2018


Posted from Diigo. The rest of my favorite links are here.