Author Archives: shelbymackey

The Beginning of My New Sewing Career

It all started with an idea, and a need to be able to sew.  I knew this skill would serve me later in life and come in handy, then I remembered a pin I made back in my early university days to make a t-shirt quilt and there it was: my brilliant idea for a learning project and I couldn’t have been more excited!!

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I started off by testing out my hand-sewing skills and after a few trial and errors and re-watching a couple of videos, I felt like I had the hang of it.  To begin, I know I was reliant on my mother for reassurance because as noted in other blogs, I am a slight perfectionist…I crave perfection and the idea that I can learn from making mistakes is absurd.  If I make mistakes often enough, I will quit.  It’s been my nature from a young age, and this project really challenged me to be okay with making mistakes, and learning from those mistakes.  Beginning with hand-sewing was a slow and confidence building technique I needed to start this massive project!  The great thing about hand-sewing was it was easy to fix mistakes and redo stitches.  I was able to do this quite a few times until I felt like I had gained a comfortable understanding of threading a needle, making a stitch, and sewing buttons.

IMG_2034Then came the real test.  I began my quilting process.  I did not expect there to be as many steps as there were and beginning on the sewing machine was terrifying and infuriating.  I know when I get frustrated, I need to step away.  The sewing machine was frustrating and annoying to figure out, but with some help from Youtube and my mother, I got the hang of the ancient machine.  What I don’t think I mentioned in my blogging was that I tapped into my school resources and borrowed a sewing machine from the school.  SO MUCH EASIER!!!  I am so grateful l did this, as I am confident my quilt would not have turned out as nicely and I would have ran into a lot more problems and would have needed to troubleshoot a lot more.

I had to select my shirts, and then cut them all, which was again super time-consuming.  It was at this point in the project that I was questioning my idea and questioning whether I would have enough time to finish.  I used my grandma’s tools and advice for cutting and interfacing the t-shirts.  In this, I also learned that I like to take a lot of different ideas for how to accomplish a task, and work it into something that makes sense to me.  I received advice from my grandma, ladies at the quilt shop, and the internet.  From these sources, I combined methods to complete my quilt in a way that made the most sense to me.  Having advice from so many sources could get confusing, but I also enjoyed having different options and ideas for how to complete this quilt successfully.

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GIF via Mashable

When I was cutting the t-shirts, I struggled at first with being perfect once again.  Knowing what I know now, the edges DO NOT MATTER!  I could have saved a lot of time as most of the edges end up as ruffles in my quilt.  I also would have sewed the interfacing on first and then cut!! Even when I did make mistakes cutting, I kept going and convinced myself that it would all work out in the end.  By the time I started cutting the flannel, I was set!  I persevered, and this is not something that I would normally do, but this project pushed me to just keep going and figure out how to fix the mistakes I made. 

IMG_2161Once the cutting was finished, I feared making mistakes on the sewing.  I pinned my flannel to my t-shirts, and I began sewing.  It wasn’t even that bad!  Again, I needed reassurance that I was doing okay and my mother was a great support to answer every call or she was there just to make sure.  This support and reassurance was key to my success because I probably would have struggled more or even questioned my methods has she not been there.  I found having a person to directly talk to, bounce ideas off of, and reassure my work an incredible resource and helpful for the success of the project.  It wasn’t a constant, “Am I doing this right?” but a gentle “good work” which is what everyone needs on occasion.

Once the individual squares were cut, the quilt flew together and I couldn’t have been happier with the way it turned out!  It was difficult to sew together because it was so thick but I now I have the coziest quilt to curl up with at night!

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I learned a lot about my learning style in this process.  I found out that this is not relaxing at all, and until I gain more experience, I will not find it relaxing.  The most stressful part of the project was thinking I would screw up and upon thinking more

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Lily’s Quilts

about it, I figured out why.  I was working with t-shirts, but not just any t-shirts.  These shirts hold a lot of meaning, and memories for me.  If I screwed up, the shirt and the memory was gone.  This was a high pressure project because it was SO meaningful for me.  I’m grateful I took the risk, but I feel that if I was using regular material, I would have been more relaxed with making mistakes and not as rigid.  I learned that I am an independent learner, and I enjoy things I can do on my own that give my brain a break from a stressful day of teaching, as well as challenge me in other ways.  It was nice to break routine, and make time to learn a new skill.  Overall, I really enjoyed this project and I learned a lot about sewing and about myself as a learner!

If you’d like to see the whole thing unfold, here is the link to my project! Until next time!  Thanks for stopping by!


My Summary of Learning

Here is my finished Summary of Learning Project!  It was a lot more work than anticipated, but I only ran into a couple of hiccups in the process! I used Adobe Spark, and I really liked the simplistic layout and the ease to record. My laptop mic wasn’t working the greatest, which causes a lot of re-records so it was nice to be able to do it over and over again until I was satisfied with the slide! The only thing I didn’t like was that I couldn’t place a lot of imagery on the slides unless I created the images myself. The download speed took awhile but that could have easily been my connection.  Anyways, here it is!
Enjoy my video and I’ll see you all on Tuesday! 🙂


I’m DONE Sewing!!

there-done-yay-2016-the-aukuard-yeti-doesnt-it-feel-10405833I finally finished!  Sewing that is…with the machine!  My quilt is all put together and I am so so happy with the results.  I ran into a few problems finishing it up, but nothing new.  Mostly, my needle kept unthreading and my lines weren’t lining up as I had to sew my rows back to back.  It was frustrating to see it not be perfect lines when I finished a row, and I need to remind myself that this is my first project, it’s a huge project, and I have room for error since my seams will be hidden by the extra material.

IMG_2209All said and done, I’m incredibly happy with the results and now I only have to complete it by hand stitching all the corners!  Because there is so much material in the corners of my t-shirts, I cannot sew over top so I have holes in the corners.  Not a bad thing, as I made sure to reverse stitch on either sides but if I accidentally put my toe or finger through the quilt, it could tear and I don’t want that!  I will need to hand stitch and knot the corners to make it stronger.  Then wash it three or four times and I will have a completely finished t-shirt rag quilt!!

 

I’ve learned so much throughout this project, especially about myself and what I need in order to learn.  I need time (chucks of it), and I need to do whatever it is in a way that makes sense logically to me, but I also need reassurance and quick feedback to make sure I’m actually on the right track.  I learn well on my own, and I learn by example.  It’s very interesting to me that I learn this way because I have always thought of myself as a “drill and practice” type of learner, so to find out that I actually am also a “visual” learner adds a cool dynamic to my learning style.  Did you guys learn anything interesting about yourselves during this process?  I find I learn completely differently/more dynamically now, but more to come about that next post!


Formative Formative Formative!

I decided to take a closer look at Formative and I was impressed.  Going in, I wasn’t exactly sure what it was, but it is very similar to Socrative.  It is a formative assessment tool for teachers to help track data, give quick assessments, get real-time results and track student growth.  It can be used for any subject, and there are a variety of different types of questions you can create.  This was my favourite part!!  So many times, teachers are limited to multiple choice for online assessments and this tool really pushes the

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boundaries for what is offered.  You can create questions as well as upload existing documents, PDFs, or questions you’ve already made (no reinventing the wheel here!).  I think the thing I like most about this tool is that you can track and see the student data live.  There is a video that explains the process very well, and you can even give students hints, and give them feedback as they are working.  There is a ton of potential using Formative and the best part….it syncs with Google Classroom!!!!  I’ve been really thinking about moving from a paper and pencil classroom, to a more online and paperless environment, and I think this tool may help me get there.  I have also struggled with getting students to buy into my Google Classroom.  I post all notes, assignments, and due dates/exam dates on it, but I can’t get EVERY student on it.  They reject it or are too lazy to figure out how to access it and I think this tool would help me get the rest of them on board.  They will need their log-ins and if the two systems are linked then I am set!

Continuing, I think this is a great tool for teachers to use in the classroom because you can see real data, in real time!  It is quick to make, easy to integrate (as most students now have a device) and students don’t even NEED a log in; just a code for your assessment.  If you’re feeling brave and want to give my Calculus problem, a try here is the link and the code is: LSPPBN. I think it would be an effective entrance/exit slip assessment that I would be able to assign as homework or get students to do on their way out the door.  It’s flexible and provides many different opportunities for learning, and answering.  There is even Math Tools available!!  It even could have the potential to link to the outcomes of our curriculum, as it is already linked to Alberta’s.

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One thing I didn’t like was that I could assign math problems…but getting students to write out and show their work on a screen would be difficult as many of them would rather just do it on paper and I agree with them.  Showing their work on a screen is tedious and unnecessary, and unless it is a quick question, students would not benefit from the technology (so multiple choice is my limit in most cases).  I also loved that I would be able to see my students’ responses in real time,

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Meme Generator

BUT what time?  When am I ever sitting at a computer or in from of a screen while my students are working?  Or working on phones?  It is a great asset to the tool, but not beneficial to me, as I would almost never be just sitting at my computer watching their progress on a screen.  It would be nice!  But it is unrealistic for me.  Does anyone think it would benefit them more?

The potential is great for short assessments where teachers are checking for understanding before, during or after a lesson.  In math, it is limited, and it all depends on the types of questions the teacher has in mind to ask.  Some things are better left for pen and paper, while others could definitely be used by Formative.  In class, we discussed Kahoot and I love it, but it makes everything and every question a competition.  This tool is the same, but takes away the competition and puts the focus on learning the content.  I like that!  Again, this is a tool used for formative assessment so it would make sense that full length exams should not be created in this format.  It’s possible, but then as a teacher, you need to be specific on expectations and guidelines for pulling up other resources while working.  There is a lot of monitoring that would be downloadnecessary for this to work properly, but I think with enough practice and patience, this tool could be a huge asset to a classroom.

What do you guys think?  Would you use this tool in your classrooms or have you?  What kind of questions would you ask?  Are the specific subjects you would use it with or have?


I Can See The Finish Line!

This week, I was on a roll!  I completely finished sewing all my individual squares!  I was

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super excited and with only a couple of hiccups between forgetting to put the foot down before sewing, forgetting to reverse stitch, and having my needle unthread…all super frustrating and tedious tasks but once I started going, I was in a rhythm and it was actually quite relaxing after my insane week of student-led conferences and planning.  Once I finished my squares, I was very relieved and thinking, “I’m actually going to finish this blanket!”

Then came the hard part…figuring out how to put all those squares together!  I revisited a couple of my quilting blogs for some advice and guidance.  I figured out that the IMG_2190absolute easiest way to get things fitted together was to start by sewing my rows together, individually.  This task was actually easier than I thought as I am creating a ruffle quilt.  That means messy seams, and mistakes are allowed, and I don’t need to worry about being perfect.  I laid out my row, and then took two shirts and placed them back to back to sew the seam.  This way, the seam would be in the front of the shirts, and once  I’m finished it SHOULD ruffle after I wash it a couple of times.  My only concern is that my ruffles are too big.  I think I want them smaller, but this also means I need to sit down and CUT (that dreaded word) all the shirt seams down.  Right now, I have zero patience for that, so I will decide that later on.  I continued, connecting the row of shirts together to get a product like this!  I’m super happy with the way it looks right now!

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My first row done!!

Once my rows were connected (I should mention, I only did three), I needed assistance to figure out how to sew it together.  Mom to the rescue!  We sat down and thought through some options.  This video also really helped us both visualize how it was going to work! The best one was to do essentially the same thing as I did with the rows, but I would need to skip the part where four shirts meet because I would lose my ruffle and the material is wayyyyy to thick to sew through.  We began by folding two rows over back-to-back and sewed to the end of the first shirt, making sure to back-stitch as far as it would go, then pulling the shirt out, and starting on the other side, again making sure to get as far back as possible to avoid holes!  I may need to go in an hand-stitch the corners but we will see how it holds up.  Overall, it wasn’t as difficult as I thought but it was more difficult to sew straight seams as the farther I went, the more material I had, and the heavier the quilt got.  All said and done, I finished and sewed three rows together!  I’ll hopefully finish the rest up this week and I will have a finished quilt!!! 🙂

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HALFWAY!!!

Sharing is Caring

I have to confess that I don’t think I’ve really shared to my best capability as a young, millennial could.  I have all the knowledge, and the tools and yet I don’t feel like my lessons or ideas are valuable enough to share or for someone else to use in the online world.  This is funny, because I don’t hesitate to hand over lesson plans, ideas, binders, or

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Via Tenor

USB sticks of information to fellow teachers in my building.  If there is ever a need, I oblige and give any of my colleagues what they need, in hopes that one day the favour will be returned if I ever need it.  In my short 5 year career, I’ve taught a whopping 18 different curriculums at a high school level.  I know, in my earlier years, teachers handed me lots of resources and now it’s my turn to help some young, stressed out teacher play the part.  In Sharing: The Moral Imperative, Dean Shareski talks about how it is our responsibility to share these resources not just with our colleagues in the building, but with the world and I totally agree.  I think that main reason I haven’t, is because I’ve never actually thought about it!  I should.  I’ve had many compliments on my plans and curriculum.  I’ve made a bunch of “original” projects that would and could be useful to many teachers, especially in Saskatchewan.

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Via LinkedIn

We discussed in class one night about who owns our lesson plans?  Us?  Or the division?  In some cases, it is the division, but I know in Prairie South, sharing is encouraged and I don’t think I would ever be reprimanded for sharing resources online via Twitter or my blog.  I think my personal barriers is thinking that my work will not be of benefit to others, even though I’m sure this is not the case.  As Dani stated in her vlog, she didn’t think her post would be noticed even though she should have known better.  I feel the same way.  I think I get caught up in the idea that the internet is SO big, how would my tiny footprint, make a difference.  I also think I haven’t shared online because in my busy day, posting an assignment or idea to Twitter seems irrelevant and like more work sometimes.  It’s super quick and easy, but it’s just not something I consciously think about on a day-to-day basis.

The benefits to sharing work and collaborating online are incredible!  Dean discusses a few examples in his video and the one that stood out to me the most was Dan Meyer’s Math Stories.  He put over 18 hours of work into one lesson.  ONE. And he felt validated by it because he shared it and had over 6, 000 people download and use it within a couple of weeks.  I think as educators, we get stuck in our bubble and in reality, there is SO much information out there that can help ease the stress and pressure on teachers to 3590412-quotes-about-teacher-collaborationbe innovative.  If teachers learn how to use the information, filter through resources and had time to collaborate together, I think there would be a lot more sharing going on.  Teachers need some professional development and education geared toward how to share, why it’s so important, and the benefits that can ensue.  I think that the younger generation of teachers is a lot more equipped to help this movement become a reality, however I think there needs to be support by divisions and maybe even time in a day, week, or month to collaborate with others in their buildings to help develop a sharing network for teachers.  The movement needs to begin small, and with an implementation like that, I think it would be possible to create a culture of collaboration.

Sharing students work is another story.  I think it is great to get their ideas out there and

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Via ComicStrips

amazing things can happen.  Students can learn more authentically and understand how to navigate social networking sites and be able to filter through information.  I’m starting a project with my ELA B30 class as we begin Hamlet.  In the past, I’ve struggled to make it authentic and get them to really buy in.  I created an assignment after browsing a few websites on making Hamlet relevant.  I decided to use social media to help them relate to the characters (with some motivation from this class).  I want them engaged so I’ve decided to get them to create character profiles for the whole play.  They have the option of doing it alone or in groups and they have the option to interact with each other online as characters or as an omnipresent narrator. Here’s the link to the assignment (also my first attempt at sharing my work online): http://bit.ly/2AYEYJO. I’m pretty proud of this assignment already and I think the students are already engaged with it as I had two new Instagram followers (Hamlet characters) yesterday immediately following me handing it out!  I will keep you posted as we progress through the play and I hope to actually share some of their posts if they are good! Of course, I’d love to know what you think of the assignment? Maybe a fellow Senior English teacher like Kelsie could chime in?  Anything I could tweak?  And what do you think would get teachers more involved in openly sharing resources online?

 


And the Sewing Begins!

I DID IT!  I started sewing!  To say I was nervous was an understatement but I persevered!  I began by winding my bobbin again with black thread, and then threading the machine.  This was much easier than the last time I did it and needed no assistance via videos!  I was proud (proof I’ve actually learned something in this)!  After finishing the cutting stage, I needed to pin all my shirts and material together – shirt, black flannel, plaid flannel.  The goal was to purposely mismatch the flannel pieces so that it doesn’t HAVE to be perfect when I sew it together.  If it is purposely mismatched, then less mistakes can be made!

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I finished cutting.  Now I had to pin!  Thank goodness, my mom showed up to help!!

However, as I began the sewing process, it began clear that it didn’t matter if I tried to mismatch them or not, the plaid is square and it matches anyways.  Just the colours of the lines don’t line up and I am fine with that!  I think it creates character, and I really did not feel like attempting to line up the plaid in a way that matched on the whole quilt.  That would take much too much patience, planning, and perfectionism for this girl!

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After sewing together 3 rows of squares and realizing the pattern on the back with almost always line up despite my effort to have them not line up…

So on I went, pinning my squares together.  After a couple, my mother showed up to assist me in the process and to hang out with me while I sewed.  She is just as interested in this project as I am at this point.  My mom helped me pin the shirts to the flannel and after a while, we fell into a pattern of her pinning the shirts together, while I sewed the squares.  I am actually impressed with how easily I managed this week.  I watched this video for a refresher on using the sewing machine and to help me sew the corners, and then I was set!  I have used a sewing machine before, so I understood how the whole thing works, so I just needed a little reminder on the basics.  I knew I needed to create 1-inch seams (as decided previously) around my shirts, so I had a lot of room for error.  It was nice to have that reassurance, and after the first couple of shirts, I was rolling.  Sewing, pulling out pins as I went, lifting the foot, making sure the needle stayed in, turning my material, and continuing to sew.  My lines were even straight thanks to my painter’s tape I had placed on the machine to keep me in line!

I managed to get through three rows of shirts rather quickly, thanks to my mom’s help of IMG_2167pinning the shirts!  I hope to finish the other three rows this week and then begin the real task of sewing it all together!!  I’ll have to check out some resources for how to sew the seams together, without going over the ruffles I’ve created.  I might also have to trim the edges of my squares…I don’t know if I want 1-inch ruffles all the way along the quilt yet or not, so that will be this week’s task!

What do you think?  Should I keep 1-inch ruffles or downsize?  Keep in mind, this means more cutting for me…

 


AIM – OER for Higher Education

This week, we were charged with the task of evaluating an OER (open education resource) and I chose the American Institute of Mathematics since I have been teaching Calculus for the first time this year!  I wanted to check it out and see if there are any resources or lessons that could help me on my way to building my curriculum.  I was slightly disappointed by what I found.  To begin, the homepage is wordy and heavy texted.  There are limited pictures and seems more like a mathematician’s website than a teacher resource (which is what I was hoping for)!

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Homepage of AIM

I did watch a pretty cool video about how mathematicians are working with strawberry farmers to create an optimal profit which could be used to supplement a lesson of sorts, but there weren’t really any teacher resources on the homepage.

I began checking out some of the other pages and links and although easy to navigate, there aren’t a lot of resources for middle years or high school students.  There is a whole page dedicated to Workshops and a Problems List, however the problems are far above my students’ head as well as my own.  It’s definitely a well-organized site but more for a higher level of education than what I currently teach, and as I moved on, I found what I was looking for: the Online Textbook Initiative!

Our Calculus textbook was brand new when I was in high school (8 years ago) and it is STILL being used.  A new resource would be awesome for my students so I checked them out and was pleasantly surprised.  There is an evaluation criteria and it even gives information about the textbook: exercises, solutions, etc.  There is a plethora of textbooks to choose from for a variety of different courses and material and although I didn’t look at every one, they do seem to be of high-quality and focused on university course material.  This is again, above my level of teaching but might be a good place to check out for my AP course next semester!

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So although it is a high-quality website with a TON of resources, workshops, and problems, it is mainly a university website which is too bad because I was really excited to find some new resources for my students.  I’m sure if I weed through some of it enough, I’ll be able to some examples, and problems for my students to use.  But, I was disappointed in the text heavy layout of the website and pages as it makes it much more difficult to read and decipher.  The language is definitely for those who understand mathematics and teach it at a much higher level than me.  For high school or lower, it would not be very user friendly if you do not “get” the math language!  I’m sure it would be a useful website for mathematicians, and university students, especially in terms of finding some free textbooks to use instead of paying the big bucks for them!


And I thought I was done cutting…

I’m back from Fabricland and sadly, it was more disappointing than anticipated.  First of all, I walked into the huge store expecting to find a plethora of flannel fabric, to which I found only a couple of racks.  I was disappointed in the variety, and I really didn’t find anything I really liked.  Luckily, I had gone to Quilter’s Haven in Moose Jaw first, just to check out the patterns there, and to my surprise, there were more that I liked there!  But since I am 1) a woman and insist on window shopping everywhere before purchasing, and 2) because I was already planning a trip to Regina, I decided I would test my luck at Fabricland before settling on the beautiful pink and grey plaid I found at Quilter’s Haven.  I also needed to find another colour of flannel to go in between my t-shirt and the backing, to which I settled on black.  (I’d also like to point out that the prices in Moose Jaw were cheaper!)

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Via Tenor

So now that I have my t-shirt squares cut and interfaced, and the flannel bought, it was time begin the real fun!  The kind lady who helped me in the store, helped me measure out how much I would need and gave me instructions to wash the flannel pieces first separately as I had two different colours.  Then I had to dry them and check the dryer every 15 minutes or so because there would be so much lint in the lint catcher as well as the dryer.  She was not wrong.  So washed and dried, I was ready to start sewing — except I decided in my last blog post, I would be sewing one t-shirt to my two pieces of flannel IMG_2149first, then sew all of my squares together to make my quilt.  I followed this blog for some guidance on sewing it all together.  I like the idea of making an X on the squares, but I’m not sure if I want that pattern across my t-shirts.  However, it was nice to see a visual of how to sew the rows and squares together.  This method also means I had to measure and cut all my flannel squares now, before starting to sew.  This is where, once again, I realized this is a bigger project than I anticipated.  So a night of cutting 30 black squares and 30 plaid squares began.  I started with strips and then cut those strips into squares making two at a time so it really only took a couple of hours although, tedious.  I’m not sure who said quilting was relaxing, but this is not my idea of relaxing…

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How I feel about cutting more squares…

But now, I am officially READY to start sewing!  I must say, I am a little nervous to make those first few stitches as Marley was to make those first few cuts.  I don’t want to screw it up and I don’t have any extra material or t-shirts, if I do screw up.  I know once I get started, I will be good to go, but it’s the first square that will be terrifying.  Here’s to hoping my sewing machine is forgiving and I’m not a total disaster!IMG_2153


Teaching is Stealing

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Open Education is defined as “education without academic admission requirements and is typically offered online. [It] broadens access to the learning and training traditionally offered through formal education systems” (Wikipedia, 2017).  After watching the videos this week, I’m all for open education and honestly, I think I always have been – I just don’t think I knew it had a real definition or official term.  If I think back to my university days, I was all over Google looking for math help to make it through those tough math courses and I found a lot of help in websites like Khan Academy and Wolfram Alpha.  They were necessary resources for me to survive these courses, as well as help from fellow classmates.

As I moved into my teaching career, it is very rare I make a lesson or project from scratch.  In university, the famous Rick Seaman told us “Teaching is Stealing” and I still believe that to this day.  There is no need to reinvent the wheel if there are perfectly good resources online, or in another teacher’s hands.  I have taken from the web, from websites like Teachers Pay Teachers, and used videos from Khan Academy as well as my new favourite resource, Desmos.  For those of you who don’t know what Desmos is, it’s a FREE online graphing calculator app.  No longer do you need to pay obscene amounts of money for graphing calculators and even better, it’s in colour.  There is also a plethora of teacher-made lesson plans and graphing calculator activities on this app which anyone can access.  I have yet to figure out how to make these activities, but until I do, there are plenty activities there that I can tweak and use for my students.

But back to my point on “Teaching is Stealing;” I think teachers should live by this rule.

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From Everything is a Remix Part 3

As a beginning teacher, I have survived my first few years by asking other teachers for resources for courses they have taught, and in return, I pass on my resources to other teachers new to the career or a course I have taught.  I believe the teaching community motto should be “pay it forward” always!  I can’t tell you how many teachers have asked me for resources and I gladly help however I can, because when I need resources for a new course, there will always be another willing teacher to help me out.  This is where I feel the “Everything is a Remix” theory fits directly into education (and I need to say, this video series was so interesting and informative; my mind was blown many times while watching).  The main purpose of the video series was to break down the barriers of original concepts and make people realize that everything is indeed a remix, even subconsciously.  Everything ever invented, has concepts from other places integrated into it, in order to create the completed puzzle.  Teaching is the same way.  Original ideas are awesome, but in a demanding career, why not remix a resource you find online or from a fellow colleague, instead of spending hours reinventing the wheel only to find someone has already done it?

Copyrights.  According to Kirby Ferguson, “the belief in intellectual property has grown so dominant, it’s pushed the original intent of copyrights and patents out of the public consciousness” (Everything is a Remix, Part 4).  In 1790, the original Copyright Act was intended for the “act for the encouragement of learning” and the Patent Act was to “promote the progress of useful arts.” We have gone so far beyond this, and as humans, we have become selfish.  We are fine with copying Ferguson says, as long as what is being copied is not our own.  There are constant lawsuits over this idea and as teachers, we do need to be aware of the consequences of copying resources online, if there is a copyright infringement.

The idea of open education as a teacher is great, because it gives a plethora of resources that we can freely access without the worry of our school budgets.  However, we do need to be aware of where we “steal” things from.  The idea of the Copyright and Patent Acts was to “better the lives of everyone by incentivising creativity and producing a rich public domain.” (Everything is a Remix, Part 4).  We depend too much on paying for resources, and not enough time taking risks.  The idea is to beat the big companies forcing us to pay too much for ideas that should be for the greater good, our students, as Lawrence Lessig discussed in his Ted Talk, Laws that Choke Creativity when comparing the ideas of BMI’s victory over ASCAP in the music industry.  So, we need to get back to this idea of sharing before it is too late for our society and we all become too selfish and stuck in the idea of personal wealth over common good.