ESC 210

Week 11-Curriculum as Numeracy

1. At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates oppression and discrimination” (p. 77). Think back on your experiences of the teaching and learning of mathematics — were there aspects of it that were oppressive and/or discriminating for you or other students?
From what I remember, the content in my high school, there was a right and a wrong way to do something. I didn’t graduate that long ago but I remember that it was mainly a black and white answer. This was fine for students like me, but other students would have some difficulty becuase not all students think like that. Math is a difficult subject for a lot of people so it is important that we are teaching to everyone and not just those who understand it easily.
2. After reading Poirier’s article: Teaching mathematics and the Inuit Community, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes mathematics and the way we learn it.
1. Counting: In Inuit culture counting often only goes up to 3 becuase they rely on oral language. They also have a 20 base number system instead of a 10 place number system like the rest of the english speaking world. This would be a struggle for anyone who is not  in this culture to learn and vise-versa. Just becuase it is not what we do does not mean it is not valid.
2. Measuring: Measuring is often done with body parts and not numerical values becuase numerical values aren’t needed in their culture. Body parts are convientiant and still accurate so there is no need to put a number on anything.
3. Explainations: Explainations need to be used in different ways in different cultures. Animals for instance, are a language Inuit people would underatnad becuase they are so involved in their culture. Months are a good example of this, They don’t say “March” or “September” but they do have “when baby seals are born” and “when the caribou’s antlers lose their velvet” This is more relevent than saying the months names.
ESC 210

November 6-Treaty Ed

1. What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples?

I think it is important to teach our students or remind them that we are all treaty people. If we live on this land we have to honour the treaties and even as teachers we can forget this. There is a lot of importance put on relationships between the First Nations and White settlers but over the years that relationship has been strained. The purpose of treaty ed is to bring more respect and restorattion into the relationships between us, as the white settlers and the Indigenous population. We really don’t have to have Indigenous students in our classroom to talk about reconcilliation becuase reconcilliation is not just one sided, but we can work with our students about the part we need to do to fix the struggling relationship.

2. What does it mean for your understanding of curriculum that “We are all treaty people”?

We are all treaty people means that we are all apart of the treaties, we are not seperate from them. And it doesn’t exclude anyone, if we are living on this land that means we are a part of the treaties. It is an obligation that we have to respect just like curriculum is. By first accepting and responding to the fact that we have to honour the treaties, we can work further to help our students understand what it truly means. We can help them learn how to respect the treaties and what we can do to fulfill our part.

ESC 210

October 30-Curriculum as Place

1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.
2. How might you adapt these ideas to considering place in your own subject areas and teaching?
1. From this paper I see that decolonization and reinhabitation really comes from learning about the land. They are reconnecting with the land and what it provides. We see the significance of the river and “listening” to the earth. “When we hear frogs singing we know the water quality is safe for our consumption. We listen to the song of the birds to know what kind of weather is approaching. The moose will know when we need food and allow themselves to be taken. Such is the contract we have with the animal
world (pg. 76).”
They are also hearning from elders and having knowledge passed down to the younger generations. This form of communication is very important in First Nations culture and is a way for reinhabitaion.
The biggest way we see reinhabitation in this paper is the renaming into Cree words. By giving something a nemne that is more meaningful to your culture its almost like you are reclaiming it.
2. These ideas are fairly usful in a classroom. You can have an elder come an talk to your class about First Nations traditions and culture. You can take them on an outdoor fieldtrip to learn about the earth and what it can provide for us. And you can teach studets Cree words. Like having a “Word of the Day.” By doing these steps we can see decolonization in our classrooms.
ESC 210

October 23rd- What is “good?”

What does it mean to be a “good” student according to the commonsense? Which students are privileged by this definition of the good student? What is made impossible to see/understand/believe because of these commonsense ideas?
“Good” is subjective. As a teacher we might think a good student is someone who listens to our instructions and doesn’t question them. As a students we might think being a good students is someone who finds hteir own ways of doing things and questions the teachers methods. The point is what we think of as “good” will ont match up to our students and whn we see one group of students who do match up with ours, we tend to autpmatically assume they aren’t good. In this case those students will not be learning. As a teacher it is our responsibility to teach all the kids, not just the “good” one. So we need to figure out methods that all of our students can benefit from, and that might start by changing our definition of “good.”
When you have pre-concieved notions about how your students should be “good” will might miss the true abilities of our students. Every student can do the work we give them, however, not every student can do it in the way we tell them too. This doesn’t mean they aren’t smart, it means they look at things a different way than we do.
ESC 210

October 17th-The health curriculum: Atonomous or not?

You have been asked to examine the curriculum of the subject area you expect to teach once you graduate. Re-read that curriculum with the frames of literacy presented this week: autonomous and ideological? In what ways are these two frames present in the curriculum that you examined? Which one is more prominent?

As a recap from the readings: autonomous  simple means that the information is provided in a way that it doesn’t take into account social or cultural practices. ideological means that literacy is a social practice.

In the health curriculum the outcomes and indicators are split up into 3 sections: Understanding Skills and Confidences, Decision Making, and Action Planning.

The DM and AP are more ideological. This uses students own experiances to further explore health. It is not just information that the teacher will be giving them, but they have to personally think of themselves in it.

The USC’s are more of a mixture. In some cases, this is where the information is provided because students still need to learn skills that will improve their health literacy. For example:

Outcome: USC9.1

Develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making.

This outcome has more of an autonomous component in the fact that there isn’t too much concideration on culteral or social practices. It is more about something you can look up without too much inquiry;.

Not everything in it is autonomous however. There are many other outcomes that I would consider ideological. For example:

Outcome: USC9.6

Analyze the health, economic, and social supports and challenges of addictions (e.g., tobacco, shopping, alcohol, gambling, Internet, drugs) on self, family, community, and the environment.

This outcome is not just on addictions, but it anayzes the relationships between the addictions and with self, family, community, and the environment.

Most of the health curriculum is like this: analyzing relationships. This causes students to think hard about what is being taught and that they can’t just memorize something but they actually have to make connections themselves.

ESC 210

How Curricula is Developed

Before you do the reading ask yourself the following question: how do you think that school curricula are developed? This is an entry point to this topic and whatever you write will be fine.

I don’t think developing curricula is very easy, i think it takes a lot of steps and a lot on collaboration. I think curricula is developed by looking at different countries/places and seeing what their education looks like. By looking at another curriculum and seeing how it affects students currently in school and also out in the workforce you are able to see the impact the curriculum has. I expect extensive research is done on what skills are needed from students to enter the workforce as well as making life long learners and contributing members of society. There also has to be an agreement made of a large population which can be tricky because people living in different area may require different forms of education (i.e. Northern Saskatchewan).

How are school curricula developed and implemented? What new information/perspectives does this reading provide about the development and implementation of school curriculum? Is there anything that surprises you or maybe that concerns you? 

The development of curricula is a lot more political than I have imagined. There are groups of people who all want something different for our education. Some people place value on traditional education while others want more of a progressive approach. Each way will look at education differntly and can cause some conflict if they don’t agree. Unfourtunatley in this case, often the most powerful voices will overrule, which is not always the right way.

ESC 210

Week 3-Educational Quotes

“We as educators need to reconsider our roles in students’ lives, to think of ourselves as connectors first and content experts second.

-Will Richardson

This quote is something we should all remember but I think we can often forget about this message. It relates to all teachers, no matter the grade or subject area. A traditional view on teaching would be an educated adult standing in front of a group of students and talking about their area of expertise. This has been proven to not be an effective way of teaching. It has eveloved to more of what this quote is suggesting. Instead of focusing onthe content, we can help students make connections on their own, this way students not only learn the content but also learning how to learn. 

Now the only problem with a philosophy like this, is that it looks good on paper but it takes time and effort to put it into practice in a classroom. Especially if it is a content-heavy class such as math. The easiest way of teching is lectures, but as said before, its not as effective, so the challenge of being an effective teacher is finding the balance of getting the content acoss to students but having them making those connections on their own.

This philosphy pushes and challenges the student as well. Oftentimes students are lazy with their own learning so this pushes them to discover on their own and show themselves what they can do.

ESC 210

Week 2: September 18

Curriculum development from a traditionalist perspective is widely used across schools in Canada and other countries. Can you think about: (a) The ways in which you may have experience the Tyler rationale in your own schooling? (b) What are the major limitations of the Tyler rationale? (c) What are some potential benefits?

a. • STATE PURPOSES •What educational purposes should the school seek to attain?

• IDENTIFY EXPERIENCES • What educational experiences can be provided that are likely to attain these purposes? •

ORGANIZE EXPERIENCES • How can these educational experiences be effectively attained?

• EVALUATE EXPERIENCES • How can we determine whether these purposes are being attained?

Hewitt, Thomas W.. Understanding and Shaping Curriculum : What We Teach and Why, SAGE Publications, 2012. ProQuest Ebook Central, .
Created from uregina on 2017-09-18 19:09:12.

These are the steps in the Tyler Rationale. These 4 steps are quite vague so they can be used in almost every grade and subject. I have seen this in my english classes when I am beginning to formulate an essay. I have also seen it in science classes when creating a hypothesis and then testing it.

b. One major limitation to the Tyler Rationale is that it mainly focuses  on the content of curriculum rather than the values or context of the subject. It is easy to follow a plan when you are teaching the lesson, but in a school you are not just teachnig content, but also skills and lessons that can’t be found in a book and this outline has no place for that.

c. Potential benefit’s to the Tyler Rationale are: That it can be used across all grades and subjects. There are no limitations to where you can use it because it is easily applicable.  It is also easy for teachers to follow and It is not complicated to follow it and can be used in different ways