My Final Project

Hey everyone, I just want to say that it was so fun learning more about the recorder. I did not think that I would have as much information to share as I did. I decided that it would be better suited if I made a blog for all this information. I created the blog, but I am not done editing it yet. I am hoping I can complete my project for tomorrow. I really did enjoy it, and I hope that shines through. Check out what I found out so far about the recorder:

Ruby’s Recorder Project


Reflecting on Module 6

I enjoyed this Module, but it was difficult to find time to do it. I seem to have a lot of stuff piling up on me, but I am not surprised. This is the home stretch for this year of our courses. We are almost done! And I can’t believe how much time has passed and how much we, as a class, have accomplished. I am not surprised if any of us feel that there is still a lot more to learn though, because I feel that, when we decided to become teachers, a part of us decided to become life-long learners as well.


We hold a passion for learning and helping others learn that it is ingrained in us.

It becomes who we are.

It is like an all-you-can-eat buffet for a great price – you just can’t pass it up, and you once you start, you just can’t stop.

If you haven’t done it already, check out the post I added on my Inspiration Corner Page that includes more quotes about teachers.

Task: Create a Rubric

We were asked to pick an outcome out of the curriculum and create a rubric catered to this outcome.

Arts Education, Grade 1

The outcome I picked:


Create art works that express own ideas and explore different forms (e.g., painting, drawing, printmaking) and media (paint, found objects).

The Indicators:

  1. Identify and explore many different colours in own surroundings and in art works, and identify red, yellow, and blue as primary colours.
  2. Identify and explore many different textures, shapes, and forms in own surroundings and in art works.
  3. Make size comparisons in own and others’ art works.
  4. Identify and represent top, bottom, front, back, and sides of objects.
  5. Recognize that what is seen of an object changes with different points of view.
  6. Describe own sources of ideas for art works, and discuss ideas in the art works of others such as picture book illustrations.
  7. Develop co-ordination and skills in using simple visual art tools and various materials/media.
  8. Make decisions about art media, tools, and paper size in creating a visual art expression.

The Rubric I Created Using Rubistar:

 Rubric - Art

The Activity Would be to get the students to create a self portrait using a variety of materials.

(Strings, Dry Pasta/Noodles, different paints, etc.)

We could also research what types of styles these are, and the students could find out which ones they like.

(Abstract, Portrait, sketches, etc.)

Sample Work of Self Portraits:

One art piece I would want to show the kids is Mona Lisa by Leonardo da Vinci. I would even consider having the students try to replicate the Mona Lisa Painting using different materials.

Sample Work of Mona Lisa Recreations:

Bloom’s Digital Taxonomy

I find that Bloom’s Digital Taxonomy holds a lot of information, but the part that interested me most was the information on “creating.” In this section, it shows different websites and programs that can be used to create a variety of works/assignments. I was particularly interested in is the Mixbook.


“As educators we must remember we don’t want to teach the technology itself, we want to use the technology to teach an outcome, and in achieving the outcome students will use their abilities to problem solve combined with peer and teacher support to figure out how to use the tool. The tool/activity is simply the vehicle to get to the final learning goal. Learning the tool should never be the goal.” – Milissa Gavel 

I feel that giving students the chance to explore and create can truly enhance their educational experience. They get show you what it important to them, and we must respect these aspects of our students. They have opinions and interests invested in what they do and how they do it. I feel it would be wrong to ignore their opinions and interests.

Now, for the question that was posed on our class blog:

“how is it that strong educators come to understand how to teach with technology at high levels as outlined in Bloom’s Digital Taxonomy where students are creating, evaluating and analyzing?”

Check out my tweet to answer this question:

Much like teaching itself, teaching with technology takes a lot of time and training. Perhaps that is what we need to build a comfortability with the numerous technological advances and devices we see today.

TIM (Technology Integration Matrix)

I feel like the Technology Integration Matrix is very interesting and has a lot of information that teachers can actually use. I was profoundly interested in the Infusion category, as it seems to be the category where we place more choice/responsibility in the hands of the students. I like to give students the choice and freedom to express themselves, and I would say this should include homework and activities that involve technology. One example I can provide, is that I had found a Language Arts activity that a class was working on, in which they were working together to maintain and edit a magazine. They were using numerous devices such as computers, cameras, scanners, projectors, etc. Check out the page here and watch the video. It is such a unique and creative idea that I could see in my own classroom if I become a middle-school or high-school teacher.

“The teacher encourages students to use technology tools to make connections to the world outside of the instructional setting and to their lives and interests. The teacher provides a learning context in which students regularly use technology tools and have the freedom to choose the tools that, for each student, best match the task.”

I find the quote above speaks to my beliefs about freedoms and choices given to the students, because it helps to transform students into independent adults. Maria Montessori also spoke about freedom of education in her work as well:


I firmly believe that when you give students these choices and freedoms, they develop a higher level of learning that perhaps we could not even imagine ourselves. I am so looking forward to those days when students will be teaching me new things and I will say, “I never thought of it that way.”

This is because the time and energy students invest in schoolwork needs to be worthwhile and meaningful to them to take it to that higher level. It needs to be something that interests them. I myself find that I invest more time and energy in work assignments and tasks that I find interesting, and I find myself learning new or different things. This is what I want for my students.

An example I found on the TIM would be where a student was building a model of an Eiffel Tower. Click here to go to the page, and you will see in the video that she chose to do this project, and she chose what type of information was needed to complete the project. It is another activity that I see integrates student interest and technology use seamlessly.

To bring this post to a close, I just want to say that the Technology Integration Matrix is unique and interesting. It holds a lot of information that can be easily integrated in your own classroom.