Shaelyn's Ramblings

I can definitely see the benefits of sketchnoting. It’s a simple way to take notes while connecting ideas with visuals, and I can understand how that could help students remember information more easily and keep things clear and concise.

That being said, sketchnoting just isn’t really for me. I’m not someone who enjoys doodling or drawing, and I don’t feel very confident in that area. For me, trying to add sketches actually makes it harder to focus on the notes themselves. It ends up feeling more distracting than helpful.

Even though it’s not my thing, I can still see it being useful for students. If I were to use it in my classroom, I’d introduce it as an option rather than something required. I think it’s important to let students figure out what works best for them, because I know there are definitely others like me who wouldn’t enjoy it.

Themes of the Course

Looking back at my sketchnote, it helped me highlight some of the main takeaways from the course. One of the biggest things that stood out to me was using film and video in the classroom. Resources like the National Film Board of Canada make it easy to bring engaging and meaningful content into lessons. I really like the idea of using film to make learning more interactive and inclusive.

Another big takeaway for me was learning about inclusive technology. Since one of my practicum classes will be in an inclusive education classroom, I can already see how helpful tools like text-to-speech and speech-to-text will be. These kinds of tools can make a huge difference for students and help make learning more accessible.

I also liked the idea of using computational thinking to break down more complex topics. I think this could be really useful in a social studies classroom, especially when students are working through bigger or more complicated ideas. It just makes things feel more manageable.

AI is probably the trickiest topic for me. I can see a lot of the benefits, but there are definitely some downsides too. I think the biggest challenge is figuring out how to use it in a positive, responsible way while also helping students build strong digital literacy skills. It’s something that’s going to keep evolving, so it feels important to keep learning about it as a teacher.

Photo by Jeremy Yap on Unsplash

This week, I had the chance to watch an inquiry project by my fellow teacher candidates Annalise, Beth, Drew, and Meghan, and it really got me thinking about my own teaching practice. Their project focused on using film in the classroom, and it was packed with thoughtful ideas and useful resources. One highlight for me was a film resource that Drew created himself, which was both creative and highly practical for classroom use.

The presentation reinforced something I have already been exploring in my own practice. I recently attended a Pro D day with the National Film Board of Canada, where I was introduced to a wide range of films, along with supporting materials such as worksheets, discussion questions, and essay prompts. Seeing how these resources can be paired with film made the idea of using video in the classroom feel much more practical and purposeful. Read about my experience at that p-Prod D day here!

What continues to stand out to me is how powerful film can be as a multimodal tool. It combines visuals, audio, and storytelling in ways that reach a wide range of learners. For students who may struggle with traditional text-based learning, film can offer a more accessible entry point. It also adds a level of depth and engagement that can be hard to replicate in other formats.

At the same time, I find myself thinking carefully about the challenges with film. One concern I have is student attention. In a world where students are constantly consuming short-form content on their phones and streaming platforms, watching a film in class no longer feels as novel or exciting as it once did. Even with structured supports like worksheets, it can be challenging to keep students fully engaged. 

I experienced this firsthand during a recent lesson I taught for an assessment class. I planned to show a 12-minute video, but my mentor teacher pointed out that this would likely be too long without breaking it up. She explained that students might lose focus if they are not given opportunities to pause, reflect, and respond along the way. That feedback stuck with me and made me realize that simply showing a film is not enough.

Moving forward, I want to be more intentional about how I use film in my teaching. Rather than simply pressing play, I need to think about strategies that keep students actively involved. This might include pausing for discussion, incorporating guided questions, or designing activities that require students to engage with the material as they watch.

Overall, this week reinforced my interest in bringing film into my teaching. It is a tool I definitely plan to use, but also one that I want to approach thoughtfully so that it truly supports student learning and engagement

Coding

I have seen firsthand how bringing coding into the classroom can be incredibly useful. I work as an educational assistant for a family that homeschools, and one of the subjects I help with is their computer class. For this class, the students take an online coding program that uses Scratch.

It has been amazing to watch how excited the students get when they start building their own games. The program gives them the freedom to be creative while still following structured instructions. They love experimenting with different ideas and seeing their code turn into something they can actually play.

I have also noticed how much their computer skills have improved. Coding has expanded their understanding of how computers work, and it has even strengthened their typing skills, since they often have to type code. These students already love playing video and board games, so the coding class connects something they enjoy with meaningful learning. With so many careers becoming connected to technology and the digital world, I think it’s great that they are developing these skills as part of their regular school schedule.

Computational Thinking

Computational thinking is often broken down into four main parts, and it provides a helpful way to approach complex questions and problems. The first step is decomposition, which means breaking a large or complicated issue into smaller, more manageable parts. This happens frequently in Social Studies. For example, when studying World War II, we need to break the war into many smaller topics, such as its causes, major events, and consequences, in order to understand its global impact fully.

The next step is pattern recognition, which involves identifying trends or similarities across different events. In Social Studies, students often look for patterns when comparing historical events. For example, many revolutions share similar causes, such as economic inequality, political dissatisfaction, or social unrest.

The third step is abstraction, which means focusing on the most important information while setting aside less relevant details. This is a particularly important skill in Social Studies because many topics are very broad. Using World War II again as an example, students need to understand the main ideas of the war and the key people involved, such as Adolf Hitler, rather than memorizing every individual battle. Abstraction helps students process large amounts of information without becoming overwhelmed.

The final step is algorithmic thinking, which involves organizing information into clear, step-by-step processes. Historical events often follow sequences that can be mapped out logically. For example, the start of World War II can be understood through a series of steps, including Adolf Hitler gaining power in Germany and the invasion of Poland in 1939.

Computational thinking can be a powerful tool in Social Studies because it helps students break down complex historical issues into smaller, more understandable parts. By organizing information, identifying patterns, and focusing on key ideas, students can develop a deeper understanding of the past. It is definitely an approach I hope to incorporate into my own classroom in the future.

Majestic Photo

Photo by Holly Mandarich on Unsplash

Why Digital Accessibility Matters More Than We Think

For several years, I worked as an Educational Assistant, and during that time, I saw firsthand just how essential digital accessibility is for student agency. Tools like speech-to-text, audio recordings, and video support do far more than offer convenience. They give students freedom. They give them ownership. Most importantly, they give them control over their own learning.

During my time in the school system, there were never enough EA’s to support every student who would benefit from a scribe or reader. Digital accessibility tools help bridge that gap. They create opportunities for all students to succeed, not just those who can access one-on-one support.

I often had to pull students into the hallway to scribe for them or read instructions aloud. While the intention was to help, it sometimes created an unintended sense of separation. Digital accessibility reduces that othering effect. When tools are built into the learning environment, students can access support discreetly and independently, without being singled out.

Things I did not know about Digital Accessibility

There were also many aspects of digital accessibility I had never considered before. For example, I had not thought about the importance of being able to copy and paste information into another document or app. Something that simple can make a huge difference. Speech-to-text tools are incredibly powerful for students with learning disabilities or vision impairments. They can also be transformative for English Language Learners who benefit from translation tools and multimodal supports.

Visual accessibility is another critical piece. The ability to adjust contrast, zoom in and out, or modify display settings can dramatically improve access for students with visual impairments.

I also did not realize that accessibility in education is a legal requirement. Knowing that there are established standards like the Web Content Accessibility Guidelines (WCAG) reinforces the importance of intentional design. These guidelines provide a clear framework for creating inclusive digital spaces.

Today I had the chance to attend a Pro D Day session hosted by the National Film Board of Canada called “K-12: More than Just Great Canadian Films!” and it definitely lived up to the title. I walked away feeling genuinely excited about this resource and all the ways I can use it in my future classroom. The Speaker was warm, engaging, and incredibly informative, and she took the time to answer all of our questions thoughtfully. Her enthusiasm for the NFB and its educational resources really came through and made the session even more valuable.

Before this session, I was not very familiar with the NFB, and I had no idea they had such a large collection of films or so many classroom-ready resources available for teachers. There is a huge range of documentaries and short films that can easily enhance a lesson or even help shape an entire unit. It is not just about showing a film. It is about using it as a meaningful teaching tool.

One thing I really appreciated is how easy the website is to use. The Education section is especially helpful because you can search by grade level and subject area. With just a few clicks, you can see exactly how a film connects to the curriculum. It makes planning feel much less overwhelming. There is also an impressive amount of material in each subject area, so you are not trying to force something to fit. It actually fits naturally.

Another feature I liked was the mini-lesson links connected to many of the films. These take you straight to full lesson plans that break down the film’s themes and include ready-to-use activities. It is such a practical feature because it saves time while still encouraging meaningful student engagement. The lessons are clearly designed to get students thinking and participating, not just watching.

I attended the session with my classmate Liz. She is a science teacher, and I am focusing on social studies, but we both found so many films that could work in either subject. We talked afterwards about how adding even one of these lessons into a unit could really deepen student understanding and bring in more multimodal learning.

As a future social studies teacher, I am especially excited about how these films bring in diverse voices. Many of them include first-person accounts, which add so much more depth than a textbook alone. When exploring Indigenous topics, students can hear directly from Elders and community members. That kind of storytelling makes history feel real and personal, and it helps students build a stronger connection to what they are learning.

There are honestly so many great lessons to choose from that it is hard to narrow them down. I have started compiling a short list of films I would love to use, and I look forward to incorporating them into future units. Overall, this session reminded me of the power of film in the classroom and how much stronger a lesson can be when students can see and hear the stories behind the content.