Copyrighting began with President James Madison in 1787. He submitted a provision to the writers of the Constitution to protect literary work for a period of time. The author’s work was submitted for registration, accepted and given protection for fourteen years. In 1870 the regristry became known as “Catalog of Copyright Entries.” Terms of protection were again increased and began to protect during the life of the author and fifty years after the author’s death. This protection not only protected author’s work but also gave the works protection after death. Revisions to the copyright laws continue to change throughout time and will continue grow.
This is really interesting information that I found that I had not known before. So at a teacher’s prespective I think this is something that should be taught to student’s a lot earlier in life. This gives them an understanding of where copyrighting came from and can help them to branch off and learn more about it.
I have never really wondered about copyrighting, but I am curious to how one can prove it is your work when working as a teacher. I know i stated before that I could put my signature in the corner, but what stops another teacher from doing the same and claiming that i stole it from them? This a question that I suppose I wonder about because I want to make sure that I get the credit for all the work I put into my lesson plans.
Copyrighting is an important key when writing book. It protects your work from plagarism also known as someone stealing your work or ideas. By making sure your work has a copyright you insure the safety of your work. Copyrighting applies to myself as a teacher because I can copyright my lesson plans. Just by writing my signature in the corner of my work and dating it shows that this is for myself only and ensures that other teachers can not use it.
thefreedictionary.com
collaboration- To work together, especially in a joint intellectual effort
dictionary.com
collaboration-the act or process of collaborating.
QuickNote Organizer
Name: Emily Mueller
Date:10-8-07
Hour:9:49pm
Your Mood:tired
Chapter 2 – “What Brain Research Tells us About Learner Differences”
1.framework begins with a very simple division of the brains functions and its anatomy. cortex- recognizing networks, eg: smell,taste. the affective networks-evaluate whats important.
Chapter 3 – “Why We Need Flexible Instructional Media”
1. focuses on learning materials, and learners methods. most of our history as a culture has involved fixed media. Allows a very fundamental change can make it flexible to adjust to peoples individual needs. It will engage kids in different ways.
Chaper 4 – “What is Universal Design for Learning” -
1. draws from both chapters 2 and 3. Talks about what it really means to design learning environments in the digital age, environments that respond to individual differences. Comes from the field of arcitecture to make buildings available for handicap and for other needs of the users. Applies to education specifically. Students with a wide range of abilities and disabilities can use use the necessary materials.
Chapter 5 approaches goals – using UDL to set clear goals
1. gives examples for setting of goals that will be clear to a broad set of students, things that students need to be able to to do, and the ways in which motivation is key to achieving goals.
Chapter 6 – materials and methods for reaching goals
1. focuses on individualizing instruction. Also talks about what to do to make sure the students are able to learn. Helps you to know what you need to do to make sure every student will learn and what to do to keep them motivated. Highlighting critical features, supporting background knowledge.
Chapter 7 – focuses on assessment
1. barriers to accurate assessment. new media, supports into the medium, get more accurate assessments to respond to individual differences.
Chapter 8 – “Making Universal Design for Learning a Reality.”
1. supports and considerations. has made lots of progress but theres still a lot of progress to be made. talks about areas were we need to think about universal design for learning, ex: purchase of technology, administrative support, teacher training, in the roles assigned, and collaborative planning. considers a number of resources that are in the outside world. follow digital links to find new resources.
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