I couldn't believe it. I was in shock when I actually looked it up. This last year, I was making $30,000 less in Quebec than if I was working as a teacher in Alberta. I used to live in Alberta, and therefore I can't believe that I am worth so much less, just by living a few provinces down; and this doesn't even include the huge taxes that are taken off here in Quebec as opposed to Alberta.

Recently I went to the doctor for my son's yearly check-up. Our doctor is fantastic, and I am so lucky that I was fortunate enough to get him. Everytime we go, I learn something very interesting, this time was no exception.

The Doctor started asking standard medical questions: Was Jakub seriously ill this past year? Any ear infections? etc. Then he turned to his mental, social and physical development. And he asked me:

"Does Jakub know how to draw a person?"

Growing up, children have a plethora of experiences that have to do with the concept of force. Even before they start talking and knowing the word “force” they have an intuitive understanding of the concept of push and pull. It doesn’t take long for a child to figure out that pushing their brother will result in him moving in the same direction. Babies realize from very early on that things fall down. (A common game among babies and parents is the “baby drops toy – parent picks up toy – repeat many times until parent loses patience”.) This environmental input of the force of gravity acting on an object, thus accelerating it towards the earth gets absorbed by the child’s awareness, and becomes second nature to the child. Most children will ask a parent about these phenomena. The parent then tries to explain these phenomena in terms of sophisticated words such as force, gravity, energy, power, and push / pull. The adult might go in depth or just quickly dismiss the inquiry, depending on the adult’s actual knowledge of the phenomenon, the parent’s interest in scientific principles, or even the time and place of the question. Based on these explanations, and the instances of hearing the words of force or gravity in context, children start to associate what force actually means in terms of their world around them.

I was impressed from the very moment I read about Knowledge Building in the Cambridge Handbook of the Learning Sciences (Sawyer, 2006, pp. 97 - 115). As a science teacher, I see the enormous potential of this learning philosophy, and cannot wait to apply it to my existing teaching repertoire. In order to implement the principles of Knowledge Building, I must understand it fully and understand how to apply it. To this end, I am writing this thought paper with two articles on Knowledge Building as a backdrop. The first is “Learning to Work Creatively With Knowledge” by Carl Bereiter and Marlene Scardamalia (2003) and the second is “Student-Directed Assessment of Knowledge Building Using Electronic Portfolios” by Jan van Aalst and Carol K. K. Chan (2007). The first article serves as the theory portion of my understanding of Knowledge Building. The second article provides an example of Knowledge Building in practice and presents a possible way of implementing the innovative learning environment as well as assessing students in the collaborative Knowledge Building setting.

At the beginning of December, I assigned my grade 8 students to build a machine / model using hydraulics or pneumatics. They are due this week, and some have already come in. So far I am extremely impressed.

When teaching, the teacher always should have an objective in mind: what is the purpose of this lesson, this activity, this game? So when I am teaching how to factor polynomials, I could use many games (factoring bingo), activities (group work / collaboration), and manipulatives (algebra tiles), but I also have to have a purpose in mind. For instance I can't tell my students to play Monopoly, as that is irrelevant to factoring polynomials, even though the Monopoly game could be used in a different situation to teach how to count money, give out change, etc. Similarly in a science classroom, we shouldn't be showing explosions unless there is a relevance in what we want the students to learn.

I apply this logic most of the time. But recently I was teaching some math workshops and as a fun activity (yet educational - I thought) I decided to teach the students how to construct a Mobius Strip and discuss it.

A recent conversation with a friend of mine, got me thinking about teacher salaries.  I never thought that I would be a better teacher if I got paid more money.  I am the type of teacher I am, and no matter what school I work at, and what pay I get, I still take care of my students the same way, and teach the same way.  I did realiz that if I got paid significantly worse, where I couldn't afford to live off of just one job, and, let's say, I would need to get another night job (on top of my day teaching), then the students would suffer.  However, I don't have two jobs, and

I got this video three or more times by email. I guess my friends know that I love physics and cool things. Well - this really is COOL. Everytime I see it, I can't believe it, and it makes me smile. You have to see this:

We were playing Settlers of Catan the other day. If you don't know it, you should immediately go out and buy it, because it is a fantastic game... one of the best strategy / board games ever. But back to my topic... The game relies on die randomness. From basic math / probability, we know that when rolling two dice, the sum of 7 has the highest probability of getting rolled. Next, the sums of 6 and 8 would have the next best chance. More importantly, the 6 and the 8 would have equal chance of getting rolled. Then 5 and 9 and so on. This is easily shown with a table (sample space) displaying all the possible outcomes of rolling two dice and then counting the number of possible outcomes of getting a sum of 7, sum of 6, sum of 8 etc.