--------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00018 Date: 08/21/96 From: FRANCES OLIVERIO Time: 08:25am \/To: MATT SMITH (Read 2 times) Subj: Re: Single Sex Classes I guess I am not very pleased with your attitude that girls want both favourtism and equality. I guess you hold this view because you are a male. However stop and think about the privileges you gain because you are a male. As a female a lot of people do not take me seriously. For example I was called 'love' while fixing my car recently. The repairer thought he I was a woman and would therefore have no back bone. I demanded he fix my car in the time I wanted him to fix it and he did. However had a male been on the phone he would not have tried to use terms such as'love' when really I am no love of his. Also males are continually getting priveleged in the workforce. Asa primary school teacher I know that males are favoured in the school system.. Why are there mmore male executives than female when there are so few male primary school teachers? I feel that we should be given equality. And favouritism, we allget it in some way or another! --- Maximus 3.01 * Origin: Square_ONE, Sydney, Australia (3:712/624) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00019 Date: 08/22/96 From: ANN MC CONNELL Time: 05:02pm \/To: KATHLEEN WEAVER (Read 2 times) Subj: Teaching logic Hi! Kathleen. Sorry to but in like this. But could you tell me some more about the use of logic in the classroom. I am a training primary teacher here in Australia and we do not teach or use this type of technology. Can you tell me what it is all about? How useful is this topic to the children? Awaiting your reply. From ANN. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00020 Date: 08/26/96 From: ERIN BOWMAKER Time: 12:51pm \/To: CARL BOGARDUS (Read 2 times) Subj: The more things change- towards enquiry Carl, all of the facts that you have recorded are true and within today's society predicting educational futures are nearly impossible. I am a student at Sydney University and am currently completing my Bachelor of Education (Primary). An interesting philosophy which you may be interested in,is the thought of an Enquiry Based learning Environment. Students are given a trigger,and this trigger allows them to explore via their own questioning. These triggers can be used in each key learning area,and provides a student centred learning approach. What I find interesting is the way that the traditional approaches are being improved via the freedomof the students explorations,however I feel that there has to be a balance between directed and enquiry based learning. Do you feelthat a balance needs to be maintained between paper/pen-computertechnology experiences? I would appreciate your view between the need for a balance or an extreme within education. Thanks.Erin. --- Maximus 3.01 * Origin: Square_ONE, Sydney, Australia (3:712/624) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00021 Date: 08/21/96 From: PENNY NEROMILIOTIS Time: 08:37am \/To: ALL (Read 2 times) Subj: Science in the Curriculum To all! I've left a message here before but unfortunately to no avail nobody has replied and the topic is important to me. My question concerned Science and Tehnology in the Primary classroom. On my last practicum (I'm a final year student at Sydney University) I did a program on Electricity. Due to the lak of time available we only got as far as doing closed circuits and inserting switches. Many children later went on, on their own, to making parallel and series circuits, others added motors to theirs etc. However, where could I go from here? Next year I'm going to be in the classroom and I need to know WHAT NEXT? Please help!! Please reply!! I really need help! ALSO, I noticed a genuine interest by many girls in the classroom which is contrary to any findings, here in Australia. Could my experience be a one off or could the many theories and findings concerning Girls and Science and Technology in the Curriculum be true? Hope to hear from you soon! Regards Penny... --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00022 Date: 08/21/96 From: JENINE MALLEN Time: 10:33am \/To: DAN TRIPLETT (Read 2 times) Subj: Ann Landers Letter Dear Dan, So you don't think there is a federal law in USA which classifies these partiular groups in society. How then does your Departmant of Education deal with these kids? Jenine. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00023 Date: 08/21/96 From: CAROLINE SCHEMBRI Time: 10:51am \/To: MATT SMITH (Read 2 times) Subj: Demand for Programmers To Matt, hello how ae you? Thankyou so much for your message. It was great to hear from you. You are quite right when you say that children are only taught to use computers rather than taught to program. What do you suggest that we do differently to teach programming rather than using computers. Last year I completed a course in teaching Logo for Mathematics and I think that this would teach children to program in a classroom situation. The children were using Logo and giving instructions. They really enjoyed it and I think that it taught programming rather than using the computer. What do you think about this? I look forward to hearing from you....Caroline. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00024 Date: 08/21/96 From: PETA HOWLEY Time: 01:45pm \/To: SHEILA KING (Read 2 times) Subj: VISUAL LITERACY > Hello Peta, > In a message posted to ALL you wrote: > -> Visual literacy is basically the ability to critically 'read' images. > ...... > -> Do you think they are important??? > -> Do you have any questions that I could try to answer??? > Basically, from your brief, one-sentence description, I still > do not > understand what "visual literacy" is. Nor have I ever heard > the term > used, prior to your message. Perhaps you would like to > explain more > thoroughly. Specific examples are highly encouraged. > Sheila > --- PCBoard (R) v15.22/M 10 > * Origin: Castle of the Four Winds...subjective reality? > (1:218/804) Thank you Sheila for expressing your interest in my topic and sorry that I have taken so long to reply. Visual literacy at its most basic level is the ability to comprehend and create information that is carried and conveyed through imagery. There are basically four areas of visual literacy which are 1. the successful comprehension or reading of visual communications through an understandoing of the medium and the message 2. the successful creation of images that comes from an understanding of the elements and composition of visual communications 3. visual thinking 4. critical visual thinking skills It's a pretty difficult thing to clearly define unfortunately because it spans across many disciplines; art, cinematography, psychology, semantics, linguistics, philosophy, education and science. We commonly connotate literacy with reading and writing the written symbol -the word. But there are many other means of communication that individuals need to be literate in, partcularly in a multimedia age. The English and Science Syllabus documents in Australia make reference to teaching about visual texts and visual communications but I don't think this is really taken seriously. Do you have any information do share or insights to share on this general topic. I think you are from America! Do you know of anything in the schools that addresses visual communications or teachers children to be visually literate. I think the visual images that constitute so much of our culture are taken for granted in education because of the emphasis given to written and spoken literacy. I would be thrilled to hear of any opinions you have from your perspective or any insights you have to the education system you are familiar with. I would be more than happen to answer any frther questions you raise. Thank you greatly for you time and I hope to speak to you soon. Peta. --- FMail 0.94 * Origin: Sydney Education BBS - Sydney University (3:712/628) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00025 Date: 08/27/96 From: RICK PEDLEY Time: 12:04pm \/To: SHEILA KING (Read 2 times) Subj: Ap computer science -=> Quoting Sheila King to Rick Pedley <=- SK> True, I _could_ do that. I am, however, a bit cautious of spending too SK> much time on a topic that is not essential to the exam. I'll have to SK> think about how I want to handle it. Tell them they can use a calculator on the exam but all calculations must be done in hexadecimal :) coffeerp@adan.kingston.net ] COFFEE MUG SOFTWARE ] ___ Blue Wave/QWK v2.20 --- InterEcho 1.18 * Origin: CrossRoads * Kingston, Ont. * (613) 545-3745 (1:249/1) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00026 Date: 08/27/96 From: RICK PEDLEY Time: 12:04pm \/To: KATHLEEN WEAVER (Read 2 times) Subj: Ap computer science -=> Quoting Kathleen Weaver to Sheila King <=- KW> Hello Sheila! KW> Replying to a message of Sheila King to Kathleen Weaver: SK> I've not heard of "breadboards" before. Where could I locate such SK> items? Are you using these this year in your class? KW> Radio Shack used to carry them. They also sell a pretty good kit too, "Electronics Fair" or something for about $35 CDN. You can make about 150 devices from the breadboard and other parts included (LED, photocell, speaker, lights, switches, etc.) coffeerp@adan.kingston.net ] COFFEE MUG SOFTWARE ] ___ Blue Wave/QWK v2.20 --- InterEcho 1.18 * Origin: CrossRoads * Kingston, Ont. * (613) 545-3745 (1:249/1) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DCY00027 Date: 08/27/96 From: DAN TRIPLETT Time: 07:07pm \/To: RUTH LEBLANC (Read 3 times) Subj: Whole Lang. 2 RUTH LEBLANC spoke of Whole Lang. 2 to SHEILA KING on 08-22-96 RL>Hi Sheila, RL>You and Charles were discussing reading: RL> RL>CB>SK>Arrgh! Accuracy is not an essential goal of reading? RL> RL>CB>I do believe that whole language theorists believe that an RL> >accurate reading of each single word is less important than RL> >gathering understanding from the text. Let's see.......the purpose of reading is for comprehension. If WL teaches for comprehension, then why the fuss? Unless the idea is that without single-word-accuracy complete comprehension of the text is not possible. I'd have to think on that one. I've sent for some material that may shed some light on the subject. Dan CMPQwk 1.42 445p Clothes make the man: Naked people have very little influence. -Twain * ++++++ * _ /| ACK! \'o.O' / =(__)+ U --- GEcho 1.11+ * Origin: The South Bay Forum - Olympia, WA (360) 923-0866 (1:352/256)