1. I should assume that all work is copyrighted.
2. Facts are not copyrighted material, but the way someone expresses those facts are indeed copyrighted as their own work.
3. Schools have some exemptions in regards to copyrighted material.
4. Copyrighted material can be used in small portions without infringing on the author’s rights.
5. Know  that there are different rules for different types of materials regarding copyright laws.
6. Schools should have a set policy regarding the use of copyrighted materials within the district for all faculty to adhere to.
7. If you are ever questioned regarding your use of copyrighted material on your website, remove the material in question immediately.
8. Whenever you are unsure of copyrighted materials, be safe and aquire written permission to use the material.
9. Information published prior to 1923 is no longer copyrighted, but everything else probably is.
10. Teachers can make copies of articles, maps, charts, and/or chapters to be used for teaching and for each student to have their own copy once.

Simpson, C (122001). Copyright 101. Retrieved October 16, 2007,                                                                                                    from ACSD Web site: http://www.ascd.org/authors/ed_lead/el200112_simpson.html

(2003). Copyright and fair use. Retrieved October 16,                                                                                                                           2007, from Stanford University Libraries Web site: http://                                                                                                             fairuse.stanford.edu/Copyright_and_Fair_Use_Overview/                                                                                                              chapter6/6-a.html

• Can I be really be prosecuted for using copyrighted material?
• How would someone find out if I have used copyrighted material?
• How do I know if something is copyrighted?
• Where do I find all of the rules regarding acceptable vs non-acceptable use of copyrighted material?
• How would I go about getting permission to use someone else’s work?
• What is the proper way to cite work that you have taken from someone else?

• I know that you are not supposed to make copies or reproductions of texts, graphics, maps, etc. without permission.
• I know that you cannot use the work of someone else unless you cite their work to give credit where credit is due.
• I know that you cannot plagiarize.

QuickNote Organizer
Name: Crystal Elias
Date: 10/01/2007
Hour: 9:35 PM
Your Mood: Sleepy

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

1. All students differ in the ways in which they recognize things in their environment.
2. All students differ in the ways they act on things in the environment.
3. The brain’s cortex is involved in recognizing things and objects and ideas in the world.

Chapter 3 – “Why We Need Flexible Instructional Media”

1. Traditional media are fixed media.
2. In a fixed media, the instructional medium is the same for everyone.
3. The digital media now allows us to make media in a way which is flexible enough to adapt to individual differences. This way the medium does not appear the same for everyone.
4. The medium can carry the same information, but we can display it in a way that will engage kids in different ways.

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

1. Universal design for learning is the field that applies to teaching and learning specifically.
2. Universal design for learning applies to the way we set goals that are appropriate for a wide range of students.
3. Universal design for learning investigates the methods used for setting student goals so that they will respond to individual differences.
4. Look beyond text books, which are largely “fixed”.
5. Universal design applies to the assessment of learning.
6. We need enough variation in the way that we assess so that we get an accurate reading of what the student knows.

Chapter 5 approaches goals – using UDL to set clear goals

1. Goals are composites of what students need to know and understand.
2. Motivation is key to achieving goals.
3. Be sure there are multiple ways for reaching each goal, so that every student can achieve the goals.

Chapter 6 – materials and methods for reaching goals

1. Teachers can support strategic, recognition, and affective learning by:

• Highlighting critical features so that children will recognize information.
• Supporting background knowledge, so that information can be accessible to students.
• Building a curriculum and learning materials so that all students will be given equal opportunity and access to information.

Chapter 7 – focuses on assessment

1. We need to assess students accurately without barriers.
2. We need to build supports into the medium so that we can get assessments that are more accurate.
3. Assessments should respond to individual differences.
4. Assessments should support teachers in providing good instruction.

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

1. There is no perfect example of UDL, just try to develop your best effort.
2. UDL should be used in the purchase and application of technology, administrative support, teacher training, and in the roles we assign.
3. Consider how to fund UDL, so that it can become a reality.

Collaboration

• To work together, especially in a joint intellectual effort.
• the act or process of collaborating.

Let’s Learn to Use the Dictionary Tooltip Add-on!

Objective:  The students will learn how to use the dictionary tooltip add-on for the Firefox browser.  The students will experience how dictionary tooltip can help with their daily assignments.

Lesson Plan:  I will upload their ELA reading and essay response question onto the classroom webpage.  The reading will consist of 5 underlined words that would be considered “challenging” to the students.  These 5 words will be underlined.  The students will be given a mini-lesson on how to use the dictionary tooltip as well as a refresher on how to use QuickNote.  The students will be instructed to read the piece and to use the dictionary tooltip on the 5 underlined, unfamiliar words.  After looking up the definition of the word (and having the word recited to them if they wish) they will be asked to cut and paste the first definition into QuickNote.  The lesson will show the children how dictionary tooltip can provide them with self sufficient help during their normal class assignments.

Assessment:  I will check the QuickNotes of every student to be sure they used the dictionary tooltip to copy and paste the definitions of the 5 underlined words.

Today was a wacky weather day. The morning was filled with the sounds of booming loud thunder and striking white lightning. The torrential downpour that accompanied the boisterous sounds flooded streets, yards, and washed away the normal hustle and bustle of a morning commute.

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