Category: Weekly Reflections

My main thought from this class was about how technology can be used reciprocally in outdoor environments. I think the QR code activity was a great way to show this. The QR codes were low/no impact to the environment as they were removable and posed no threat to the plants/trees they were attached to. In doing so, we were able to learn about the plants around us and some ways we can use technology in the classroom. The exploration of the species in Finnerty gardens was a natural byproduct of our curiosity once outside in an environment rich with plants both familiar and unfamiliar. I was struck by the conversations we had as peers too, with discussions of previous travels, family traditions, and personal preferences being unearthed by simply being in the environment. I also found it funny, while using the plant identification feature through my phone’s camera, that they mistook a wisteria bulb for a bug.  

Below is a QR code I have created, linking to a guest house that I used to work at that had beautiful Wisteria plants, as well as other gorgeous garden garnishes.

I had a couple of thoughts during our talk on technology and inclusion. From my prior knowledge, I thought of how tech could be used as ways to help diverse learners access educational opportunities. My perspective was limited to assistive technologies like text to speech, speech to text and other softwares to give students equitable access to education.

The metaphor of the invisible backpack stuck with me too. Everyone comes into the classroom with a number of identities we cannot see, but are vital to understanding the student and their needs. This solidified to me the importance of getting to know your students, and makes me think that even though a certain student may not have a designation or any outwardly presenting learning barrier, there may be any. humber of intersectional factors that make participation in class without supports impossible. Assistive technology absolutely should not be confined to those who have designations or visible learning difficulties.

In my classroom going forward, I will really focus on integrating universal supports for learning. Thank you Kaori and Tracy!!

Here is a video of Google Read and Write in action, and some tips for how to use it. It seems to be a great universal assistive technology available!

I was glad that we brought up that when technology doesn’t work, it’s best not to catastrophize things. That behaviour is modelled onto the impressionable students we have, and is not necessarily conducive to solving the problem we have at hand.

Just like in school, parenting, driving… 

Origin of this image is from WW2, a poster to encourage British people to trust their army and raise national morale. It was posted before the war started and has been appropriated many times since in home decorations and t-shirt design, the message stays the same. Calmness as a teacher is infectious, as is stress. A philosophy I am hoping to take on in my practice is to always remain calm and solve problems with aa level head, and this will have to apply to technology because it is not always going to work out how we hope at the first time of asking.  

I created a concept of a man and his dog building a fence together on their farm.

I used GenType to generate my title page.

I generated 2 Photos of the man and his dog using 123RF. Here, I had varying success.

Prompt: A photorealistic 3D render of a farmer working on building a fence. His clothes are well worn and he is dirty. He has a border collie with him, and a cooler full of lucky lagers and ice. He is happy with his progress. The sun is setting over the land, which is sparsely treed and has a few tumble weeds spinning around. 

Images:

Next, I created a video. I was very impressed with what KLing Ai was able to generate, although I would have liked it to be longer.

Prompt: A man is building a fence with his border collie. He is wearing nice but worn clothes and is clearly working very hard. The sun is setting nicely in the background and his tools are sprawled out on the floor. He has a hammer, a level, a post hole digger, and a bucket. He also has a cooler of beer next to him. He grabs a fence post. 

Video:

His hands go a little wonky, and it looks like he takes a tool from his cooler which is a bit iffy, but overall pretty cool!

Finally, I asked Riffusion to generate a song that would fit with my setup so far.

It seemed very much an amalgamation of other’s work as I did not give a hugely detailed prompt but was given a song of over 3 minutes. They also did not stick to the theme I had asked for. Overall, I feel as though this specific facet of AI may need the most critical thinking and tinkering with the prompt to get what we want.

Today’s class on Edcamp made me think a couple things. Firstly, it got my ideas flowing about what I wanted to talk about, which prompted me to create my own personal Edcamp. Next up, source some friends to talk shop with, thats the hard part! My next thought was on how this can be done in a multimedia way, perhaps for students in a remote class, or even as a way to enhance tech literacy. Perhaps a Kahoot could be a good way of gauging interest in a serious of topics, or a word cloud generator. My last thought was what may be some of the roadblocks when trying Edcamps with younger groups. How can we get around them? I think staying on task may be a prevalent roadblock, especially if the general theme of the Edcamp was not particularly engaging. Maybe they should be reserved for topics that have an abundance of conversation avenues as opposed to ones that are more of a drag for learners!

Heres my own personal Edcamp, non exhaustive of course.

Our lesson on I-Movie and Audacity reminded me of some of my favourite middle school memories. My friends and I spent a good month or so recreating the stunts for the Jackass movies. We did all the dialogue in French to impress our French Immersion teacher. It may not have been the most academically motivated pursuit, but it was a great memory.

I got an opportunity to practice my refreshed editing skills soon after our lesson. A great friend of mine is leaving victoria, and we made her a going away video. I decided to edit this one on my phone. I was surprised about how much more difficult I found it. There were less options, or at least they were harder to access. Going forward, I will use my laptop for all I-movie projects!

Here is the video I made!

Jan 24

Jesse Miller’s talk on online citizenship was eye opening, if not a bit intimidating. He really drove home the point that we can’t really opt out of the online spheres as teachers these days. Theres no option as our students are enmeshed, as are we. the technology is here to stay, we might as well understand how to use it and how it can bite us too. We need to know how our lives online are portrayed too, and what our online persona says about us professionally and personally. A real case of knowledge is power.

I found myself being particularly shocked by what AI can generate in the context of that teacher in Maryland who used it to dox their principal and make them appear to be a racist. There is a lot of anxiety in knowing how much damage can be done with unregulated technology and vindictive people.

Our discussion on critical thinking and technology was key for me. Using generative technology can be wonderful for lesson planning, but technology like that is never perfect, and will not understand the nuances of your classroom. To show this, I generated a lesson for the children I coach soccer, which i have posted below. I adapted it to fit the group I have and the specific players I know.

Heres my prompt: Hi, can you please generate a plan for my u11 boys soccer practice tonight?

I want to work on: fitness, attacking transitions, shooting. I want to finish with a scrimmage. The practice is 1 hour long.

1. Warm-Up (10 minutes)

• Dynamic Stretching & Light Dribbling (5 minutes):
  Start with a light jog around the field and then move into dynamic stretches like leg swings, high knees, and butt kicks.
  After stretching, have the players dribble around the field, emphasizing close ball control. You can add in light changes of direction to start activating their muscles.
• 2v2 or 3v3 Possession Game (5 minutes):
  Set up a small grid (15×15 yards) and have players play small-sided games in pairs or threes. This will help with quick decision-making and movement off the ball. Make sure they are moving at a high tempo.

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2. Fitness & Attacking Transitions (20 minutes)

• Transition Game (10 minutes):
  Set up two small goals on either side of the field (about 20-25 yards apart). Split the players into two teams and play a transition game, where the attacking team must quickly move the ball from one side to the other and score.
  • Objective: When the ball is won, the team needs to transition quickly into attack. The defending team should sprint to recover the ball, while the attacking team should look to create space and attack fast.
  • Focus: Emphasize the speed of transition and decision-making under pressure.
• Fitness Drill with Attacking Focus (10 minutes):
  Set up a grid with cones (about 20×20 yards) and have players work on short bursts of sprints combined with attacking skills (like dribbling, quick passing, and finishing).
  • Players start at a cone and sprint to a ball, perform a quick dribble or pass to a teammate, and finish with a shot on goal. After each rep, they jog back to the starting point.
  • The key is to work on short bursts of high intensity, with an emphasis on attacking the goal quickly after gaining possession.
  • After 3-5 reps, rotate players to keep the intensity up.

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3. Shooting Drills (15 minutes)

• Shooting from Different Angles (10 minutes):
  Set up cones and position players to take shots from different angles and distances. You can use a line of cones (about 20 yards away from goal) to mark shooting spots.
  • Players will start at a cone, receive a pass (or a rebound), and shoot on goal, focusing on technique, accuracy, and finishing under pressure.
  • Work on various types of finishes: inside foot, laces, and if possible, volleys.
  • Encourage quick decision-making and a sharp focus on placement over power. After a few reps, switch sides so they practice with both feet.
• 1v1 Shooting Challenge (5 minutes):
  Pair players up and have them take turns being the attacker and the goalkeeper. The attacker starts with the ball at the halfway line and tries to score against the goalkeeper in a 1v1 situation.
  • This drill will work on both shooting and defending, and it’ll add some competition and excitement.
  • After each turn, switch roles.

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4. Scrimmage (15 minutes)

• Small-Sided Game (5v5 or 6v6):
  Finish with a small-sided game where players can apply the skills they’ve worked on. You can make it more challenging by setting specific goals like:
  • Players need to make at least 3 passes before shooting.
  • Emphasize quick transitions (if they win the ball, they must attack immediately).
  • Encourage players to shoot on sight, practicing everything from earlier drills.
• Focus:
  Encourage the players to use the skills they’ve learned throughout the practice. Keep the intensity high, but also allow some freedom so they can experiment and have fun.

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5. Cool Down (5 minutes)

• Light Jog & Static Stretching:
  End the session with a light jog around the field and then have the players perform some static stretches (hamstrings, quads, calves, and hip flexors).
  Make sure they take deep breaths to relax their bodies and bring their heart rates down.

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Key Coaching Points:

• For attacking transitions: Focus on quick decision-making and how quickly players can change from defense to attack (and vice versa).
• For shooting: Focus on accuracy and calmness in front of the goal. Remind players to finish with composure.
• During the scrimmage: Emphasize the quick transitions and creating space to attack the goal.

Does this plan look good to you? Anything you want to adjust or add?

My Changes

Warmup:

I would remove dynamic stretching and warmups at this age and prioritize ball movement and mastery to warmup when playing the game.  

Instead of possession, I would do a keep-away drill. I would also extend the warmup time as people often show up slightly late.

Fitness and Attacking Transitions:

I would have integrated some fitness elements, like the quick recovery sprints mentioned in the lesson plan. I prefer to do drills for longer periods of time when possible as it can sometimes take some time for younger players to understand the drill.

In here I would integrate the shooting lesson too. There should be lots of opportunity to practice shooting in different angels with pressure from defenders.

Scrimmage:

I really liked some of the restrictions they put onto the scrimmage, emphaising moving the ball. The scrimmage would be a good opportunity to reiterate the coaching points of the session.

Jan 17th 

This week we started class by looking at some housekeeping specifically to do with WordPress. For me, it was much needed as I have been, until now, unsuccessful in creating my account. It was especially useful to see the potential WordPress can have, especially with the template provided. It is such a clean space that is very customizable and lends very well for a portfolio.  

Reflecting on the Most Likely to Succeed movie, I was left with a couple interesting thoughts. I was struck by how passionate students can get about projects when there are tangible results top it, and people who are coming to see the product. That one boy was a poignant example, and maybe one that showed how passion and pressure should be managed as the student was quite distressed. It made me think about what I would have liked to engage with as an inquiry project when I was in school; it would have fluctuated. Whilst I think it is important to have as much space as possible for inquiry and passion projects, I do think a balance is key. Ideally, we can find unique and engaging ways to integrate student interest into the content areas of the curriculum we must teach, but if that is not possible, we still need to have one eye on the world we are sending students into and what they must know to get into universities, job opportunities and so forth. As we talked about in class, there is not necessarily a correlation between success in school and success in employment opportunities. However, it is a reality that things like good grades help people get their foot in the door, and after that, intentions and personality can get them further. 

Prior to this class, I was under the impression that open resources were just the bland, watermarked stock images like from sites like Getty Images and the like. I was not aware of many of the statutes that allow people to access archival resources from 75+ years old or even the wealth of work that is included in the closed commons. I find myself gravitating most towards the older photos, but being able to use pictures and original art that people have given us all access to is such an exciting prospect. It is wonderful that all these resources can be compiled into useable sites. I feel as though it is an awkward thing to put into words really, so I have decided to pick a photo that I think could be useful for me in my teaching practice. I see open resources as something I will lean on heavily in my teaching practice.  

From: Sport in Art – William Baillie-Grohman, 1913.

There were so many pictures that struck me on the Public Domain Image Archive. This one in particular made me think of the possibilities access to historical photos can have at many grade levels. For example, if your students are doing a unit on WWII history, they can look at the open source images under that category and engage with primary source materials, practicing critical thinking.