I suppose this will ultimately be labelled as a Post from the Past. In the past, it would have been posted on the Monday after the Super Bowl. But,with schools re-opening yesterday, I figured it would be better posted today. I suspect people had better things to do yesterday.
This was always a big concept for a colleague of mine and I supported her with doing the research and this post. It always seemed a little out of place because with a 6:30pm start to the Super Bowl, a lot of kids would be in bed by the time all the commercials had aired. But, I guess they’ll see them eventually.
If you’re concerned about Media Literacy, waiting until the Super Bowl is probably too late. It’s something that should have been done all along. Have you checked out the resources from the Association for Media Literacy?
This year was a bit different. With the new NAFTA, Canadian television stations were allowed to override the American commercials. Around here, the local CTV station did not broadcast the game so we watched it on the Detroit CBS affiliate so we did get the American commercials.
Anyway, here’s the original post, fact checked and updated to make sure the links are current and relevant.
Could there be a bigger opportunity than the Monday Tuesday after the Super Bowl to talk about advertising and Media Literacy?
Who could forget this classic advertisement from 1984?
From yesterday, the commercial that I best remember would have been the Jason Alexander, err, Tide commercial.
Maybe the most interesting one and I’ll admit to missing it was the Reddit ad. They could only afford 5 seconds.
CBS has a page devoted to the commercials that it will show during its broadcast – http://www.cbs.com/superbowl/commercials/video/ – this should be your best source for the original content, right from the broadcaster. The link is there but I can’t get to it since it’s blocked in Canada. There’s a lesson there in itself.
If you’re still in need to seeing them all, check out this link.
Amazingly, there was a time when a media literacy lesson couldn’t be taught the day after Super Bowl. You might have to record the commercials at home or wait for you media department to edit and distribute the commercials. Increasingly in schools, YouTube and other media sources are unblocked, the actual advertiser is making the commercials immediately available. And well they should to get the bang for their buck. Today’s going price is $5M for 30 seconds.Update in 2021, they were $5.6M according to this article.
But, how do you actually plan for the lesson?
Frank Baker shares an excellent lesson plan just for times like this.
I’m not a real fan of using salt. Typically, it’s not needed in Essex County. It could be icy and snowy in the morning but mostly it’s gone by noon (with exceptions of course). This week, we had a pretty good storm by our standards and the patio is actually quite icy. I had shovelled the snow but then it started to melt and back fill. With the winter sun, it doesn’t get much light so I’m thinking I have no alternative. For the rest of you who got much more than us, I know, I know. It’s not a biggy.
Time to share some great blogging from a collection of Ontario Edubloggers. That’s more fun than spreading salt anyway.
I recognize that it’s a challenging time to be in education. Certainly, you don’t have to look very hard to read about the very real challenges.
That’s not the case with Lisa Munro.
We would not expect a family member who just received their beginner’s license to navigate a road trip across Canada in their first week behind the wheel, nor should we expect perfection in the structures and processes we have created with school start up.
I love a post that is just full of hope and understanding.
Lisa is looking to connect to continue the discussion. Why not enrich your learning network and do so?
I loved this post from Laura Elliott even though I didn’t completely understand it the first time through. A few subsequent reads and I find something new to hang my hat on each time.
She tells a personal story of self-care and the challenges that she has and uses the word yo-yo to describe her journey that ended up in yoga and pilates.
So, if she’s having difficulties, imagine the teenager whose trying to cope these days. It seems to me that it may largely go unnoticed since there is this sense of bravado that goes with growth and development at that age.
Laura then turns her eye towards the media and how its portrayed women over the years and then to social justice. As Stephen Hurley noted in our live radio broadcast on Wednesday when we took on Laura’s description of a “Food desert” in Toronto, it’s always been more affordable to buy less than healthy food. Laura notes that it’s our privilege that allows us to spend more for healthy.
This is a rich post describing part of what’s happening that might well be overlooked. Read it a couple of times; it’s not an easy read but is so full of ideas.
As noted above, it’s not hard to find stories about negativity and so I kind of expected that tone in this post from James Skidmore. It was his reflection on a story reported by the CBC that
“Pandemic has caused decline in educational quality”
This was pulled from an article from a story conducted by the Ontario Confederation of University Faculty Associations and is focused on post-secondary.
James notes that much of the content from the study was overlooked in favour of reporting on the negative statement above. He draws a couple of conclusions at the end that I think are important.
Then there was this … which I hadn’t thought of. In an effort to maintain student interest when working online, educators have switched to little tasks as opposed to big ones with the idea that they would provide better engagement. On the surface, it might appear to make sense but when you think of the high performers in your class, there really are no little tasks. If there’s a mark or assessment, it’s important so the whole notion may have the opposite effect.
It may work well in a face to face classroom but doing it online is a different ballgame.
It was easy to skim this post from Deanna McLennan. After all, it’s two short paragraphs, two pictures, and a link.
But it stuck with me for some reason.
She gave her students a pair of dice, a bingo dabber and then a sheet of numbers in different fonts. The instruction – make a game.
Of course the mathematician in me could think of a number of ways this could turn into a game but then I was disappointed in my thinking. All of my ideas had been done previously so I was just working with my previous learning.
And, am I missing or overlooking the point with the use of different fonts? Then, I started to think with the dabber and the different fonts, the product started to look like those annoying Captchas that drive me crazy. That then, opened my mind to newer things. So, I appreciated the push to my thinking, Deanna. I hope that she follows up with some of the things that these inquisitive minds generated.
Oh, and there’s a link to a document that she created that you could download and use it with your class.
Who hasn’t found the concept of student blogging intriguing? In theory, it should be easy to do. Just get the kids to write about something that interests them. How many times have you seen that logic fall flat on its face. There are so many dead blogs out there that started out with the best intentions.
I’ve long been a fan of what Cameron Steltman does with blogging. He writes the blog post and then his students go to the blog and respond to his prompt. It has been a while and I had wondered if he had given up on the concept. I was pleased to see that he’s back.
Now here’s the challenge, can you write a descriptive paragraph that doesn’t mention what your food is but describes it so well that your classmates can guess what it is?
As I write this, there have been 18 responses. I can’t remember the last time I got 18 responses to a blog post! Have I ever?
Here’s the most recent.
Did you get it?
More importantly, check the time and date stamp on this reply. When was the last time that you had students writing at 5:30 in the morning?
I file part of the content of this post from Tim King under “things I hope never happen to me”.
Followers of Tim know that he and his students have been doing some pretty heavy lifting with cybersecurity. While some classes are dragging and dropping blocks to draw geometric figures, this goes way deeper.
Don’t get me wrong; there’s room for both and both should be done.
It’s so easy to sit back and say “this will never happen to me” and I hope that it never does. But, when it does, what do you do? Who do you turn to? It may well be one of Tim’s graduates who have been interested and immersed in the concept of security.
The post describes the activities that students work through and has them using virtual machines. What an experience for them!
Think this will never happen in “real life”, whatever that is these days? It happens more than you would think and my stomach just sinks when I see some of the cases that make the news – typically not because the bad guys were caught but because someone paid the ransom to get their data back.
There comes a certain age when things are passed along from family members to others. It may not have happened to you yet but there will come a time.
It’s most noticeable and most emotional when it happens at “big event times” like birthdays or anniversaries.
In Anna Bartosik’s case, it appears to be happening this Christmas season. She’s on the receiving end of the torch.
“We have to make pierogi this year. I’ll do the fillings and we’ll make them together on the weekend. We can get them finished in one morning. We can make enough to share and take some to your aunts and your grandmother.”
I’ll be damned if I let COVID steal the Christmas pierogi.
There are a lot of Polish things in here that I don’t really understand but I do have memories of my parents owning one of those crocks. We used it for making pickles but not in this case!
It’s a lovely story of family and generations.
Please take the time to click through and enjoy all of these wonderful posts.
Then, make sure that you’re following these bloggers on Twitter.
Tim King leads off with a confession that he has a big head. I hadn’t noticed. The point of Tim’s post was that he requires a medical mask and couples that with sinus issues to make things ugly. The mask isn’t sized to accommodate him and that makes for an uncomfortable day.
Couple that with the life of a technology teacher in a warm shop area setting up and dealing with the tech and you get the picture that he’s trying to paint.
The plot thickens as the topic turns to computer technology and his need to fix things so that his students have a place to work. Renewed Computer Technology of Ontario may be part of the answer to his dilemma of getting parts these days.
Then, there’s the whole concept of the long, extended class periods and the need for a break …
I suspect that Tim speaks for hundreds of educators across the province.
Amanda Potts tells of a story that I can only interpret as loneliness in the days of school building re-opening.
So, we know that social distancing is the rule these days but this is how it plays out for an LST.
“Hello, this is Amanda Potts, calling from Canterbury High School. I’m your child’s Learning Support Teacher this year. Is this a good time to talk about their IEP?”
It’s just her and parents on these calls when she gets a request from a colleague. Of course, it’s from a distance but can’t be entertained as she’s setting the stage for her parents and the students she’ll be supporting.
Although I’m sure that it adds another level of concern, I like the fact that she’s concerned about family life as she calls to talk to parents.
I just have this vision of going into B41 and working on things in the summer all by myself. A school or a classroom without students is really a lonely place.
Terry Whitmell has a collection of blog posts that’s documenting her experiences and observations for re-opening in her part of the world. She is one of a team of principals for online learning in Peel.
I think we’ve all read and heard about stories of teachers who didn’t have classes or timetables ready to go. Here’s a look from the other side.
However, with student timetables a priority, the entry of teachers next to courses didn’t begin until near the end of the day, and is ongoing as I write.
I used to help our principal and vice-principal with timetabling and conflicts can be maddening. Sometimes, it takes a second set of eyes to see something that was staring right at you! She also takes into consideration teacher preferences. It’s an interesting read – particularly if you think that it’s all computerized and all that’s necessary is to click on GO to make the magic happen.
Of course, there are all the technical nerdy things that students will have to learn like the choice of LMS and video conferencing software – I can’t believe that the system offers a choice. Despite that, her wish is for community building first.
I’m not the only one who uses dog-walking time to do some thinking. Jennifer Casa-Todd recently did the same sort of thing. She’s collaborating with a group of teacher-librarians to provide a resource for their teachers, doing their teaching online. I’m hoping that she looks at the resource that Elizabeth Lyons created (and I shared on this blog earlier this week). It would be a nice product to replicate and provide additional local resources.
She brings into the conversation a number of technical solutions, all the while in typical Jennifer style, keeping students at the centre of the conversation.
Those are leading products in their genre but certainly aren’t the only ones.
I enjoyed reading this post from Aviva Dunsiger. It’s a question that people asked “back in the day” when social media was new as a way to justify diving in.
In her post, Aviva shares her reasons for sharing
We share this way because it allows kids and families to benefit from each other’s thinking and learning
We share this way because it encourages the social
We share in this way because it helps us remember and celebrate the positives!
We share in this way because of the implied message that it also sends
If all thinking and learning is just kept private, what do our actions say about our beliefs?
I actually read her post when it first came out – because she had tagged me in the announcement (I do appreciate it when that happens) – and I had written a reply that I continue to stand by.
We share because it makes us more observant to what is going on and we share so that we don’t forget.
To me, the proof lies in the actual implementation. Right now, I just picked up my MacBook Pro and I’m in search of a Twitter message that I shared this morning about the new Safari so that I can poke around. I was using a Chromebook when I read the original message.
My original share may not mean anything to others but it’s a chance to share my learning with anyone who cares to join me and now I get the benefit myself by going back and finding it.
There was a time when I would just bookmark it and go back but I’ve learned that that approach teeters on selfishness. If it’s good for me, it has the potential to be good for others.
That may have been the first time ever I’ve used the word “teeter”.
Finally, from Alexandra Woods, a post that will break your heart. It’s not unique to her; I just happened to read hers first. It’s from the perspective of a mother and teacher.
She had a moment with her son that caused her to pause and focus on what’s really important.
Teaching is all-encompassing and professionals are doing their very best to make sure that it’s going to be positive for students. Kudos for that; that’s what good teachers do.
And yet, there’s another factor in all this and that’s the family at home. Those of us who are parents know that we turn over these little ones to someone else for the time spent at work teaching. In a normal world, the time spent not teaching is easier to manage but many teachers are observing that teaching and planning to teach is creeping into that time not officially devoted to working.
There’s always this sense that you should be doing more and sometimes a wakeup call to reality is needed.
Please take the time to click through and read these posts in their entirety. There’s great inspirational stories there from a number of different members involved in education.
From the Clemson University Media Forensics Hub, this is an engaging activity designed to see if you can spot an online troll.
I think that most of us have seen activities like this one before so it may be a nice addition to your collection.
I found this one a little different.
So often, I can easily browse through activities like this and then move on. This quiz is from real life accounts and, quite frankly, these are not easily identified.
You’re presented with social media profiles and copies of posts to social media and it’s up to you to determine whether or not this is an internet troll. We’re all aware of the situation where these trolls try to make something look legitimate while at the same time delivering a false message.
There are eight profiles to analyse and come from a variety of platforms – Twitter, Facebook, and Instagram. In addition to the presentation of content, the tutorial will take you through an analysis of each that should have given you clues that the account was a troll or not.
If you think you know social media and are a wise judge, I would encourage you to take the test. In the classroom, if you want to help students become more sophisticated social media users, have them work their way through it. It’s really that good.
And, neither Sharon nor I got a perfect score. Grrrr.
We had a flavour of Switzerland on the This Week in Ontario Edublogs podcast this past Wednesday when Vicky Loras joined the show as guest host. Vicky has been a connection for many Ontario educators so it was nice that she knew of some of the Ontario Edubloggers that we featured on the show. Vicky is gearing up to get a PhD in Linguistics. Her Masters program included a study of “Canadian English” and you can read her research as it’s linked to her PhD blog.
The first blog post we talked about originated from Diana Maliszewski and it was an inspirational way for her to finish her summer. She attended the TDSB New Teachers Conference. Hence the hashtag in the title for the post.
There’s a great deal of logic to attending something like this – for teachers new to the profession, they would never have covered how to teach and manage students safely in the time of a pandemic.
Heck even teachers with 30 years of experience may not have the skills. Even last spring, school buildings were closed and school continued from home at a distance. So, in some respect, everyone will be a new teacher entering classrooms whenever and wherever they do. It varies from district to district!
Diana wasn’t a passive participant either. With partner Sarah Baynes, they did a two hour session called “It’s All Political: Media Literacy and our Texts, Talk and Teaching”. I love the sharing of expertise and the notion of paying it forward.
So, this was a discussion about an academic document created as an assignment for an Additional Qualification program in Librarianship. If we weren’t headed into a new year with teacher-librarians and Learning Commons in question, we might not even heard about this.
Beth Lyons does show her technology skills in the creation of the document (using Canva and publishing to Issuu) and it reads like a blueprint for what every Library could/should be.
Divided into two sections, pre- and during- COVID, it’s a beautiful summary and also inspirational to the extent that the library didn’t pack up and leave when students stopped coming into the building. Again, she uses Social Media like YouTube to keep doing the good things that she had always done.
The link to the document is in the post and worth the click.
I really didn’t know how to approach this post from Colleen Rose. There’s a link in there to a very specific internet site that left her ugly-crying. I supposed that she could have dwelled on this aspect and that would have made the post very depressing.
Instead, she used it as inspiration to share with us some of the things that were uplifting in her life over the summer. Her painting, her baking, her trips to the beach, the beauty that is Northern Ontario, sharing a beer and her two lovely children.
She led the post with the Wordsworth poem
In the faith that looks through death,
In years that bring the philosophic mind.
A personal note to my dear friend Colleen and, indeed to all educators headed back to school buildings, keep your heads up and focus on the priorities. You’ve got this.
This is a rather longish post from the Edugals and elaborates on one of their podcasts featuring Tanya Williamson.
Many educators will be forced to use an online Learning Management System as a result of their teaching assignment and choices. We saw last spring though that everyone ended up scrambling to learn the skills to teach online. It truly was building the airplane while flying it.
The post highlights some of the features of Brightspace and ranks some of the features in terms of importance so that people don’t feel like they need to use every feature right away.
If the worse happens again and schools are closed down or if you are teaching using Brightspace, you’ll find this a good reference.
I think my recommendation to all teachers regardless of where they are teaching is to use the features of the LMS that they have at their disposal. It opens a lot of opportunities and is a chance for students to learn how to function in this environment while the teacher is “in the house” and can be there to assist.
Of course, that requires access to the technology in a safe manner. BYOD anyone?
Yet another real thinker comes from the blog of Deborah McCallum. It’s an insight into a book study she was involved with Brain Words: How the Science of Reading Informs Teaching, by Richard Gentry and Gene P. Ouellette.
I was at a big of a loss when reading this; I’ve never had to teach children to read – by the time they get to secondary school, I just assumed that they had that skill.
I also marvel that I was ever able to learn to read personally; the techniques and insights that educators have today certainly weren’t around when I was learning. I go back to the days of the Primer so I’m the odd man out in these discussions. Deborah draws a comparison of memorizing mathematics concepts to memorizing language concepts and words. That may well describe at least part of my reading journey and whatever success I might have had.
Yet, reading in Computer Science is still a skill. I wonder if some of the techniques would help when the reading gets technical.
This was a new blog for me and came as a comment to yesterday’s post. Mrs. Crockett and Miss Dunsiger have created a blog that they’re calling their Daily Documentation. If you’ve followed these ladies in the past, you know that they have used a variety of social media and are now trying to rein it in a bit. This blog looks like it might be their answer.
It’s more than a little sad to think that this is what a kindergarten classroom looks like in the Fall of 2020.
This is so far from the status quo that had been used, developed, and refined over the years.
As I mentioned in yesterday’s post, I hope that many educators take the time to show to the world what their classroom looks like and this elicits a bunch of suggestions to make it better.
Paul Gauchi read an article that inspired him to share with us what makes him happy. It just takes three things.
sense of purpose
Of course, he expands on each of them.
Is he really happy? He notes that some of these items are a bit strained but maintains a positive outlook.
That’s a good thing.
I’m happy for him. We could always look at things and allow them to get us down or we can choose to look at things positively. The key is that you’ll never be perfect so maybe you need to find some other way to define happiness.
Please take some time and click through and read all of these wonderful posts. There’s great inspiration there.