This week in class, we were very fortunate to have guest speaker, Alan Levine, director of the Community for Open Education Global, present to all of us. He was very knowledgeable and dove into some great topics such as licensing, copyrights, and how “open” really works in education. Listening to him made me reflect on how all of this plays out in my own Grade 6/7 classroom, especially when I am using or creating resources that I want to share or sell.
In tonight’s class with Alan, we also discussed something that I was aware of it, but many others weren’t. According to the Saskatchewan Teacher’s Federation, any material that a teacher creates as part of their job is legally owned by the school division, not necessarily that specific teacher. This means if you create something in your classroom and then later on try to sell it on Teachers Pay Teacher (TPT), that technically could run into legal complications.
Teachers Pay Teacher & The Culture of Sharing
I do admit to often using Teachers Pay Teachers for certain worksheets, units, or classroom posters. It is so great to find something ready-made and ready-to-go, especially when it is made by a Saskatchewan teacher, and besides, why reinvent the wheel when we don’t need to? But when you buy a resource there, you usually see a big copyright notice that states that you can’t redistribute it, modify it for others, or share it freely. That’s the tension right there, a paid resource but with very strict restrictions.
Sample “Terms of Use” from one of my paid purchases from TPT.
Alan Levine’s talk reminded me that open education tries to flip that model: create and share resources with permission built in using open licenses so that others are able to reuse, remix and adapt the resources. To me, that is all about the culture of sharing. But I personally use both. I will buy things sporadically on TPT and sometimes I will find or build my own open-licensed resources.
STF, Ownership & What That Means
I did some digging and found some important legal information that I found as per our discussion in class tonight:
Source: STF Intellectual Property and You Document
The STF’s “Intellectual Property and You” document states that materials you create during normal school duties may technically be owned by your school division
The document basically explains how your regular work (even off hours, if it is a part of your job), can fall under your employment scope meaning the school division could claim ownership
The STF resource is meant to spark conversation and awareness (I know that teacher professional autonomy was discussed during bargaining last go around… so maybe this will change soon?)
Although I often make purchases from TPT, I am still hesitant to sell my own resources and products. Like if I make something really cool am I allowed to share it, sell it, or license it free?
Open Education vs Copyright Boundaries
Alan Levine’s talk and the STF documents gave me some perspective on how “open” works and why it matters:
Pros of Open Education/Open Licensing
Resources can be shared freely
Fewer barriers for teachers
Encourages collaboration and keeps learning resources evolving (similar to what Alan was saying about Wikipedia)
Challenges
How do we ensure the quality and reliability of resources?
Open resources may not match your curriculum exactly (would need to adapt)
Legal constraints (like division ownership)
What This Means for Me (and my 6/7 class)
I am now more cautious when purchasing and using stuff from TPT
When I create new worksheets or resources, I may check with my school division to release them as a Creative Common license
If I ever see a resource I made shared elsewhere without permission, I know that all the legal stuff is complicated
I will try to model open sharing in safe ways
I need to teach my students more about copyright issues!!
Source: StockPack
Final Thoughts
Open education has huge potential to shift how we teach and share different resources. But at the same time, it is not just as simple as just saying “share everything” and we need to all understand ownership and licensing in our local context. Hearing Alan’s insights and comparing them with the STF policies has really opened my eyes to open education and all of this. Moving forward, I want to walk the line and use, create and share resources while also being cautious and aware of respect legal and professional boundaries.
I would love to hear from my fellow educators: How do you navigate using TPT vs open-licensed materials?
Signs of Progress: My Week of Flashcards, Canva Slides, and Conversations (Part 2)
Somehow naturally, the topic of my major learning project of ASL was brought up and a few of us started debating whether or not teaching a baby ASL delays their speech. I stood my ground, confidently sharing that it is in fact just a myth. I remembered what Jess had told me in our interview the other week and that using ASL actually supports communication, not delays it. Babies who sign tend to feel less frustrated because they can express themselves before they can talk.
Using Research to Bust the Myth
After that conversation, when I came home I had to do some digging myself. I found a research article by Goodwyn, Acredolo, & Brown (2000) published in Child Development that supports exactly what Jess said. From the abstract of the article, “results provide strong evidence that symbolic gesturing does not hamper verbal development and may even facilitate it” (p. 81). Their study found that babies who used symbolic gestures (like basic signs) actually developed stronger verbal skills later on compared to those who didn’t use signs. So, I feel like I won that argument and that no, signing doesn’t delay speech, if anything, it enhances it!
Reference: Goodwyn, S. W., Acredolo, L. P., & Brown, C. A. (2000). Impact of symbolic gesturing on early language development. Child Development, 71(2), 231–239.
Looking Ahead
My plan for the next week is to continue building my Canva slides, record a few short video clips of me signing and talking to Blakely and start piecing everything together in my final project video. I plan to keep using BabySignLanguage.com and the flashcards and videos to reinforce my signs and to make sure that everything is accurate and clear, as well as to continue to learn more signs to use with Blakely and in my final project.
This week really reminded me that learning a new language, such as ASL, truly is so rewarding. It’s not just about the signs themselves, but it is about the connections they help build between parents and their children. I am so thankful that Jess was able to show me some of her recommended resources as that has been such a rewarding takeaway that I am excited to keep exploring!
Source: StockPack
Until next time…
Jordan Schutz
Signs of Progress: My Week of Flashcards, Canva Slides, and Conversations
This week has been another exciting one for my ASL learning journey! My main focus has been on adding slides to my Canva video project that I am creating for my daughter, Blakely. The video will be a baby sign language gift for her, something special that will blend what I am learning with something that she will be able to use as she grows up.
I have started putting together some of the visuals for my slides, and I will be sharing a couple of sneak peaks beside and below. They’re not quite finished yet since I still need to add some short video clips of me signing and talking to Blakely, but it is starting to come together nicely! Seeing my learning into something visual and meaningful has made me even more motivated to keep learning and to keep going!
Another example slide
Finding a Hidden Gem: BabySignLanguage.com
After last week’s interview with Jess (Owner of Stay n’ Play Parenting), I decided to check out a few of the ASL resources that she recommended. One that has completely changed my learning this week is babysignlangauge.com. Honestly, I wish I had discovered this website and resource from the beginning of my learning journey! It’s so well-organized and easy to use. Each word (such as breakfast) includes:
An example of how BabySignLanguage.com is set up!
A short explanation of how and when to use the sign
A video demonstration of the sign in action
A free downloadable flashcard with a picture and clear visual of how to make the sign
A list of related signs such as lunch, drink, apple, etc.
After discovering and learning about various open educational resources (OER’s) this past week in EC&I 831 class, I decided to dive deeper into learning more about one of the most popular platforms, CK-12.
Right away, what stood out to me was how visually appealing and easy to navigate it is. You are able to search by grade, subject, or even specific concepts, and everything is organized in a way that feels easy enough to use, even if you are just browsing for ideas. This platform is full of free digital textbooks, interactive lessons, study guides and even short videos.
This means that it is completely free for teachers, students or anyone else to use and makes it a great OER that is accessible by all in order to learn and be more educated.
The Good Stuff: What CK-12 Does Well
Even though it’s mostly American-based, CK-12 still has a ton of useful content that we as Canadian teachers can borrow from or use in our classrooms. The fact that you can edit, rewrite, or remix lessons means that it’s flexible enough to match any curriculum.
Expanding what some of my classmates and I noted when we discovered it together include:
Source: StockPack
It’s up to date and can easily be modified to include local examples
Perfect for supplementary resources, homeschooling, or substitute plans in a pinch
Great for independent or split-class learning (you can assign lessons, track progress, etc.)
The built-in “Ask Flexi” AI tutor is a neat feature (it can answer questions, explain tricky topics, and help students)
It can be used as an interactive textbook (where students can read, watch and respond)
For my own Grade 6/7 classroom, I can definitely see myself trying to use and implement CK-12 for independent learning opportunities or even as a quick resource when needed.
The Not-So-Perfect Parts
When taking another good look at CK-12, I noticed that some of the language and reading levels were a bit too high for Grade 6 students, and a few of the interactive features glitched.
I’m also curious as to how reliable the content is? I would like to dive deeper and learn more about where they pull and get their information and content from.
At the end of the day, CK-12 is still somewhat similar to any given textbook, just in digital form, however it is customizable and free, which already puts it still further ahead of many other options.
Final Thoughts
Even with a couple of small minor flaws, CK-12 has a huge potential for teachers, especially those who like having flexible, ready-to-go resources that can be tweaked to fit individual student needs.
I do plan to test it out in my Grade 6/7 classroom soon, probably during my split science or math classes, and see how it works for differentiation and self-guided learning. I can see myself using it for reviewing or reinforcing concepts, extra practice or else extension work for early finishers. For any teachers looking for reliable, ready to use free resources, CK-12 is definitely a great option.
Exploring CK-12 reminded me how exciting (and overwhelming) digital learning can be. Free resources such as this gives teachers new ways to connect, create and customize learning. Even if it doesn’t align with our Saskatchewan curriculum perfectly, it is still a great option overall. Who knows, maybe we will even have a Canadian CK-12 in the coming years!
Photo Source: Wikipedia
Signing, Singing, and Growing: My Ongoing ASL Learning Journey
At the market supporting MomFun at another Sing & Sign class all about animals!
Over the last couple of weeks, my major learning project has continued to grow in the best way possible. I was fortunate enough to attend another Sing & Sign session led by Jess, the owner of Stay ‘n’ Play Parenting. This one took place at the Bump, Babe, and Beyond Expo at the Conexus Arts Centre here in Regina where my wife was working at one of the booths! It worked out perfectly as I was able to join in the class with our daughter, Blakely. The theme that day was animals, and it was such a fun, hands-on learning experience. We sang, signed, and played together while learning new ASL signs such as dog, cat, bird, cow, horse, sheep and elephant. I was amazed at how naturally Jess ties signs into music and movement; it made learning feel effortless and memorable. It was also just so special to share that experience as a family.
Interview with Jess (Stay ‘n’ Play Parenting Owner)
Jess (Owner)
This past week I also had the privilege of interviewing Jess about her background, experiences, and passion for bringing baby sign language to families in Regina. Her story is incredibly inspiring (especially her journey from being a preschool teacher to becoming a Deaf ally and advocate after learning ASL to communicate with her own daughter).
1. What inspired you to start the Stay ‘n’ Play Parenting Network?
I used to be a preschool teacher 2014-2018 and saw that my kids were really enjoying learning signs throughout our routines. Resources for families in Regina before preschool age was really limited at the time, so I made the switch from preschool to postpartum/toddlerhood to support families during a difficult time of the parenting journey.
2. How did you first get into sign language?
I started using ASL in 2014, when my now 12.5 yr old was 16 months. It was around this time we found out she had a severe-profound bilateral hearing loss. We had never met a Deaf person in our life, and knew no sign language at the time. We went looking for funding to help cover her first pair of hearing aids, and reached out to Saskatchewan Deaf and Hard of Hearing services. They provided us with something even better than financial support; they gave us a language to communicate with her as she was significantly speech delayed for quite a long time. I have taken several classes through them (some even twice just to refresh), and am an active member in the Regina Deaf community, as well as a Deaf Ally and Advocate. Although now she prefers to be more oral, there are times she still requires ASL; such as on her tech-free days to be included in conversations, if the listening environment is too loud for clarification, as well as in the classroom for understanding of teacher instructions.
3. What online resources or apps do you highly recommend to someone who is wanting to learn ASL or baby sign language?
–Saskatchewan Deaf and Hard of Hearing Services: Online and in person ASL classes for adults taught by Deaf individuals. Also provide interpreting services and other supports for DHH individuals and their families.
-My Signing Time App: Kid friendly subscription app that has all of Two Little Hands Productions content on it for viewing. Created by a mom with a DHH child to help other families have a resource to learn ASL.
-Bill Vicars/Lifeprint: Deaf created website that has videos of basic ASL, as well as practice lessons
–BabySignlanguage.com : Online resource with basic ASL to use with communication. I’m not sure of their backstory, but I found them helpful when we were first learning.
4. From your experience, what are the biggest benefits of baby sign language for children and families?
We signed with all four of our kids, and it made a world of difference being able to communicate with them a little bit earlier. Our eldest boy had a bit of a speech delay, as we were mostly signing in the house at the time, so having ASL helped him still be able to communicate with us. Our hearing kids were less frustrated as toddlers because they could tell us what they wanted before they could talk.
5. Do you find certain signs are especially helpful for babies to learn first?
Eat, more, please, all done, milk are usually the first signs babies learn first. They are the most developmentally friendly with their simplicity, and they are power words to get what they need. Not all signs are made correctly when babies start expressing themselves through sign, a lot of time it’s an approximation, but they still count as communication.
6. Are there any common misconceptions parents have about baby sign language?
Yes! It is believed that if they use sign language they won’t learn to talk. This is especially real for DHH children, with many being denied access to their right to language because of this audist view. Many DHH children and their families (ours included) have been denied services because of our decision to use a bi-lingual, bi-cultural approach.
7. What does a typical Sign & Sign class look like?
We usually start with our opening exercises, then an overview of the signs we’ll explore, followed by activities, then closing exercises with a review of signs from the day. Families are emailed a short video recap for reference, as well as lyrics to songs to use at home.
8. How do you see baby sign language connecting families to the larger Deaf/Hard of Hearing community, if at all?
All signs in our Sing and Sign class use real ASL, we are just highlighting key words rather than creating complete ASL sentences (the grammar and syntax are completely different from English, and should be taught by a Deaf adult). So if someone from Sing and Sign met a DHH person, they could use content from class and the DHH should understand their point. It also helps spread awareness for the DHH community and that diversity is beautiful.
9. Can you share a success story or memorable moment from a family in your program that really showed the impact of baby sign language?
Oooo so many… Not a specific moment, but I love to see when a child makes an impromptu sign during class. We often work on more with an intention to repeat an activity so many times. Sometimes babes will enjoy the activity so much that they’ll sign for more unprompted, so we do it one more time to solidify the understanding of more.
10. Where do you see baby sign language education heading in the next 5–10 years? Do you think it will become more mainstream for families and early learning programs?
Yes! I think DHH awareness is really spreading and more families are becoming interested in using ASL to communicate with their littles. It is definitely becoming more mainstream even within the last 5 years, which is great for everyone!
I loved Jess’s emphasis on connection and inclusion. Her passion for ASL not only supports communication for little ones but also helps bridge hearing and Deaf communities through awareness and understanding.
Learning Through Apps and Daily Practice
Level 26 on “ASL Pocket Sign”
Outside of these in-person experiences, I have continued with my daily ASL Pocket Sign app lessons. Although I tend to lose my streak here and there when I seem to get caught up in the business of things, I am proud to say that I am now on level 26! Each session adds to my vocabulary and helps reinforce what I’ve learned through real-life interactions such as the Sing & Sign classes.
Recently, I’ve also started planning my final project baby sign language video for Blakely that I’ll create using Canva. It’ll feature the everyday signs we use at home, like more, please, eat, all done, and milk, along with some new ones I’ve picked up along the way. I want it to feel like a fun “Ms. Rachel style” family video that she can watch (and sign along with!) while I’m away at work.
Reflections & Takeaways
This week really reminded me how powerful and important language can be in connecting people, especially when it’s a visual and expressive one such as ASL. I have learned that ASL is about so much more than just learning hand signs. ASL is also about building connections, finding new ways to communicate, and appreciating all the different ways people can share meaning and communicate with each other.
I’m extremely grateful for people like Jess who make learning accessible, joyful, and meaningful for families like mine. I can already see how baby sign language is helping us connect with Blakely in small but powerful ways. (Huge shoutout to Jess for taking her time out of her busy schedule to do this interview with me!!)
Next week, I plan to continue exploring additional and other online ASL content, such as the ones mentioned by Jess and keep building my Canva project slides for my final project. I’m excited to bring all of these pieces together into a final product that reflects what I have learned, while also supporting my family!
Until next time,
Jordan Schutz
Memes, Mixes & Meaning: Teaching in the Digital Age
(A 6/7 Teacher’s Take on Digital Culture & Learning)
“6-7” kids as seen in the viral clip. Source: https://en.wikipedia.org/wiki/6-7_%28meme%29
Life in a Digital Classroom
As we are all aware, the digital world is constantly changing and I feel as though I am always trying to keep up with the next trend or meme. As a younger middle years teacher, you think it would be easy for me to keep up with these kinds of things, but nope. To this day, I still do not understand the whole “67” meme”. Let me tell you, it is NOT the year to have a 6/7 split homeroom classroom… Between TikTok trends, AI, memes, and everything in between, today’s students are growing up in a world where information moves faster than ever before. As a 6/7 teacher, I see firsthand how connected my students are to this digital culture.
Honestly, I don’t use AI or digital tools with my students every day. But I recently tried something new in my ELA class, and it was a hit! We were reading “Ungifted” by Gordon Korman, and I asked students to design their own unique robot. They used descriptive writing to explain their robot’s features, then used ChatGPT to turn their drawings into realistic AI-generated photos. The students were blown away seeing their creations come to life. It made writing so much more meaningful (and honestly, so much more fun). Other than that, I mainly use AI for my own planning and creative ideas, but this experience reminded me how powerful digital tools can be when used intentionally.
A student’s example of their ELA Robot poster project
Let’s be real- memes are their own language now. My students use them to communicate emotions, opinions, and even sarcasm in ways words alone can’t. Instead of trying to stop or fight against them, I think we as teachers can bring memes into the classroom to connect with how kids already think and share ideas.
For example, I used memes throughout one of my class read-aloud novels last year, “Middle School: The Worst Years of My Life” By: James Patterson. Instead of giving students the traditional handout chapter comprehension questions, I had them make 2-3 relevant memes each week that would summarize a moment from what I had read aloud to represent the chapters I would have read. The kids loved it!
But memes can also open up deeper conversations. Although most memes are funny, not every meme is harmless or even accurate as some can spread misinformation. Having students critically analyze memes could help them think about why something is funny, who it’s for, and what message it really sends.
Coming back to the whole “6-7” meme that I mentioned earlier, I recently saw on Facebook a teacher who had posted a “Six Seven” student assignment. I think it is hilarious and the perfect blend of meme culture and classroom creativity. Students are asked to write exactly 67 words in 6-7 minutes about what the meme “six seven” even means. I need to try this with my students right away! It’s short, funny, and completely shareable, just like a meme. What’s great about it is how it turns a social media trend into a learning opportunity that focuses on creativity and participation. It’s a great example of how something viral can become an engaging writing challenge that fits right into today’s digital culture.
Remix Culture: Students Become Creators
Social media platforms such as Tik Tok and YouTube have completely changed how young people learn. Students aren’t just consuming information anymore, they are mixing it, recreating it, and are sharing their own versions of it. From our EC&I 831 course lecture the other evening, I learned that this is called participatory culture, the idea that everyone can be a contributor, not just a learner. Some teachers really embrace this and use this as part of their teaching style and instructional practices, while other teachers want nothing to do with it. I could have students become creators in my very own classroom such as after a science lesson, my students could create a short video explaining vertebrates and invertebrates using a trending TikTok sound, or make a funny “before and after” meme of what happens when an ecosystem loses a species. Projects like this give students ownership and let them show their understanding of concepts and ideas in creative ways. As Henry Jenkins explains, “Participatory culture shifts the focus of literacy from individual expression to community involvement” (Jenkins et al., 2009, xiii). As teachers, we can teach students how to use digital tools safely and responsibly.
Source: StockPack
Teaching in the digital age can definitely be both exciting and overwhelming. But at the end of the day, our students are growing up in this world, and not outside of it. Whether it’s through memes, remix projects, or digital storytelling, our goal isn’t to keep up with every trend, but rather it’s to help students learn how to think, question, and create in the world we all live in.
To end things off, I wanted to share this video where Henry Jenkins explains participatory culture. It really helped me think about how students can move from just consuming content to making meaning with it.
Note: I used OpenAI’s ChatGPT to brainstorm heading ideas for this post and to learn more about Henry Jenkins work on “Participatory Culture”. All final writing, reflections, and examples are my own.
References:
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. The MIT Press.
So far, this week has been both meaningful and productive for my ASL learning project. With our day off yesterday for the National Day for Truth & Reconciliation, my wife, daughter, and I attended one of the Stay ‘n’ Play Parenting Sing & Sign classes that my wife and daughter have been attending weekly. It was an absolute treat to join them as not only was it a chance for quality family time, but it was also the perfect opportunity to tie into my course project of ASL learning.
Family photo at our Sing & Sign class
The theme of this week’s class was all about family (I know… how fitting is this, right?). Some signs I already knew such as Mom, Dad, Grandma and Grandpa, but I was excited to add new ones such as brother, sister, auntie and uncle. We learned the signs, read a children’s book, played with noise makers, and sang songs such as Baby Shark(YouTube’s #1 most viewed song as I learned this past week in our class activity), and other family-themed children’s songs and lullabies. At the end of the class, I asked Jess (the class leader and Stay ‘n’ Play Parenting Network owner), if she would be open to an interview for my blog next week. She kindly agreed, so stay tuned!!
Outside of the class, I have continued with my daily ASL Pocket Sign sessions (but sadly lost my streak last weekend due to coaching a senior girls volleyball tournament), and started branching into other online resources. Two YouTube videos I watched this week were Basic ASL Information for Beginners and Learn ASL Alphabet ABCs. These videos gave me the foundation that I needed before going too far into my learning journey. I even remembered some of the alphabet signs from my first year of teaching when I had a hard of hearing student, which made the review even more personal and meaningful.
Looking ahead, I plan to interview Jess later this week or early next week, as well as keep expanding my daily sign vocabulary, and even start mapping out my outline and template for my ASL final project video. This week has certainly reminded me how rewarding it feels when my learning project overlaps with both my life as a teacher and being a dad.
