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Entries in online education (7)
UMA student, Tracey Corbishley from Christchurch, New Zealand shares this beautiful Geography activity that she created for her UMA original project.
3. Bag titled ‘felt costumes’.
Inside is a large felt board and a booklet. Booklet contains a picture on each page depicting a male and female in their country’s national dress. Each page is labeled with the country’s name as well as each article of clothing with its correct name.
4. Box titled ‘felt costumes’.
Inside the box is divided into nine different compartments incorporating: robes (and felt bodies), pants, skirts, tops, headwear, hair, footwear, jewellery and accessories.
What I learned from creating this original project:
I really wanted to create an activity that did not use cards this time. I’m also a perfectionist and found it quite challenging (but interesting) to find the best ways to decorate the felt to look as close as possible to the pictures. I was quite amazed at the amount of plastic containers there are in the shops. Since my materials and crafty bits are still in boxes, I went searching for plain storage options of natural materials and found that quite difficult. Everything is plastic and brightly colored. I enjoyed working on something totally different and my 12 year old daughter has enjoyed working with this activity as well.
Brief overall summary of my demonstration:
My neighbor’s daughter, Claire, is 4 years old and not a Montessori child, so she found it hard to sit still and watch, She was very keen to touch all the felts. I waited till she was paying attention and them demonstrated the activity to her. When I let her work at the activity I sat back and watched, noting with interest her smile on her face as she carefully held all the pieces, talking quietly to herself, whether they were the right piece, comparing to the picture and then deciding yes or no.
What I learned from the child’s response:
Felts have always been interesting for children to work with. Claire was no exception. Although she could not read the written words, she was still interested in making up the correct outfit that matched the booklet.
I am sure by now that many of you have already made preparations in your school and with parents for the possible flu pandemic. The information below is courtesy of the James Lee Witt Associates.
(Disclaimer: These materials have been prepared by James Lee Witt Associates for informational purposes only. In no way are they to be considered medical advice, or advice regarding diagnosis or treatment and are not intended to take the place of advice or treatment from licensed healthcare professionals.)
There are everyday actions people can take to stay healthy.
• Take common-sense steps to limit the spread of germs – Make good hygiene a habit.
• Wash hands frequently with soap and warm water or anti-bacterial wash.
• Cover your mouth and nose with a tissue when you cough or sneeze.
• Put used tissues in a waste basket.
• Cough or sneeze into your upper sleeve if you don’t have a tissue.
• Clean your hands after coughing or sneezing. Use soap and warm water or an alcohol-based hand cleaner.
Try to avoid close contact with sick people.
• Influenza is thought to spread mainly person-to-person through coughing or sneezing of infected people.
• If you get sick, CDC recommends that you stay home from work or school and limit contact with others to keep from infecting them.
Keep on hand a hygiene kit that includes the following items.
• Anti-Microbial Alcohol Wipes (in addition to antiseptic wipes in First Aid Kit)
• Non-Latex Gloves, in addition to those in First Aid Kit (readily available at paint supply and hardware stores)
• Soap less/Waterless alcohol-based hand sanitizer
• Face masks. (available at drug or hardware stores)
Here are some additional resources you may be interested in:
www.pandemicflu.gov. Federal government. Planning & preparedness outreach and awareness information, government alert phases and stages, control and management advice and traveler alerts and advice.
www.cdc.gov. Centers for Disease Control. Federal government. Planning & preparedness outreach and awareness information, government alert phases and stages, control and management advice and traveler alerts and advice
www.fema.gov. Federal Emergency Management Agency. Federal government. Emergency planning, preparedness, response and recovery information.
www.hhs.gov. Health and Human Services. Federal government. Human health information.
www.who.int. World Health Organization. Information of pandemic for the world
www.un.int. United Nations. Information related to Pandemic for countries throughout the world
www.worldbank.com. World Bank. Financial information related to pandemic
Emilia Gomez of San Salvador, El Salvador is a student at UMA. As part of the UMA training, she has been recalling some of her own early childhood experiences. Emilia sends a precious photo of her and her sister￼ when they were little in San Salvador. Thanks, Emilia, for giving us permission to do so. What a treat, as your evaluator, to go back in time with you, visually!
Here are some more helpful ideas to keep your distance learning meaningful and important!
*** Keep within the limits or outline of your work. If there are specific number of pages for each assignment, stick to that number. Going over or under may result in your assignment being placed on "the back burner". It says to the evaluator " I don't care for the parameters or rules of the program.
*** Keep the context by making sure the thread of your conversation or lesson is in the body of your email or document. This is very important! Here at UMA, we have, at times, had to return assignments to students not evaluated since they forgot to keep all the back and forth's in the lesson body. Without it, neither the student or the teacher can understand the flow of what was said or needs to be worked on.
*** Stay away from forwarding on messages. It is great to be part of a team in learning. But sometimes we may think our prof or evaluator would like to know what else is going on in our lives. Sometimes it is funny material, jokes, etc. As much as we may want to be chummy, it is not appropriate within an online classroom. Bottomline, it simply takes everyone involved away from the focus of learning. Keep those forwarded emails for close friends or family.
I hope these tips and ideas are helpful for your journey in Distance Learning!
I aplogize to our online readers how I have dropped the ball on this one. Back in October ( see archives), I started this series and never finished it. So let's pick up where we left off. Today, I want to relate some key aspects to your online distance learning.
First, Look over your work.This is key for keeping your staying power online.
Second, ALWAYS check your work for grammatical and spelling errors. Most word processing programs can do both.
Third, follow whatever document formats and specs the instructor gives you. Which word processing program, font and font-size,etc. Make sure you check these out with your instructor. Usually they are posted and given to you in the introduction or some other place online. UMA spells them out in the welcome and introductions to the course work.
Fourth, have the right equipment. Know the minimum software and hardware requirements for your computer. Are there any specific programs you must have? Any online programs that are a part of the course work or in order for you and the instructor to stay in touch. Have one of the better anti-virus programs so that you are receiving or sending malicious viruses back and forth in your work. This can happen when uploading or downloading programs as well. PC's are more susceptible than are Apple/Mac computers but both can become infected.
Last but not least, check the speed of your internet connection. Some online courses only run properly with fast internet connections. If you need more details on your connection, check with your ISP (Internet Service Provider).
And if ever in doubt, your online course instructor or school should be able to help you out with any of these.