https://youtu.be/tUssvDbGpNM

My Journey of ECS 210

( Please see following if the audio is not clear).

What is a curriculum?

In the beginning of ECS 210, my understanding of Curriculum was, “Syllabus consisting of topics made by Government” that a teacher follows. I thought curriculum as one kind of document that tells teacher what should be taught. I learned there are other kinds of curriculum that are not written such as hidden curriculum, curriculum as place, curriculum as citizenship. Doing assignment 1 on hidden curriculum, I realized how much hidden curriculum is important for maintaining a culture of respect and dignity. Now I see curriculum as a guideline to plan a lesson and making it relevant to students.  

Who are involved in creating a curriculum?

I also learned teachers, senior administrators, elected authorities and subject matter experts from universities are involved in making a curriculum.

Curriculum Critique

I got comfortable reading and interpreting a curriculum and also who is included and who is left out. I learned no curriculum is free of biases. 

Lesson Plan

I never had written a lesson plan before. Assignment 3 gave me opportunity to learn how a teacher can make a lesson meaningful for the students. Working with partners, I came to understand the different stages of writing a lesson plan. 

Treaty Education

Having non-Canadian educational background, I had no clue of Treaty Education.  I learned how Treaty Ed. is important for learning Canadian history and maintaining relationships among all Canadians.  I also learned how a teacher can choose an outcome of Treaty Ed. and incorporate across the curriculum.

Blog Posts

Writing blog posts was also a new experience for me. With the time I got comfortable with it and started to include my own experiences in posts. Over all ECS 210 was a good experience. I am overwhelmed by the expectations from a teacher but I am optimistic and willing to learn more and giving my best as a future teacher.

Thank you!

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?

I was pretty good at Math and studied to grade 10. After grade 10, option was available by school to take either Math or Biology. There I took Biology with Chemistry and Physics. Thinking back after listening the lecture of Dr. Gale, I feel that we were doing Math on paper and pen and not in a natural and realistic way. I remember some my classmates had hard time absorbing the concepts and even after many attempts they were not able to figure the question out. My daddy helped me to make sense of Elementary Math though he was a Notary Public but tried to teach me with things around. But in school, Math was done in abstract and European way. I was good as I had help at home but not every student enjoys that help.

I think there are many ways to learn and teach Math. Addition and subtraction can be done in many ways. Being taught in an abstract way, I feel that for some students it caused anxiety as no alternative approach was tried so students did not find any relationship in learning concepts. Some students are visual learners. I was having some apprehension introducing subtraction to my daughter who is in grade 2. When I taught her by drawing some cookies and taking some away, she not only enjoyed but picked up quickly. She would find hard to make connection and sense if I had taught her the way I learned in school. As at teacher we should be flexible and explore other realistic ways which can be helpful for the student.

Using Gale’s lecture and Poirier’s article, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purpose of mathematics and the way we learn it.

Inuit Math numeral system is based on 20 and they represent their number orally. Which could be difficult for an outsider. Poirier (2007) describes that “the Inuit have developed a system for expressing numbers orally. They do not have other means of representing numbers; they have borrowed their number symbols from the Europeans”(p.57).

Inuit Math is taught using things that are present practically, making more sense and relationship around place. That can make learning Math easy for children.

Inuit use sense of smell ( smelling air)to say the distance of a bay. They use body parts for measurements. European way of measuring could be more precise. I have seen elders in back home using hands and arms for measuring length.

Inuit have names of month based on the natural activity which could be difficult and confusing to new person. Poirier (2007, p 62) describes, how long one month is depends on how long it takes for a natural event to take place; associated with each month are everyday activities that men and women repeat each year (picking fruit, hunting, gathering eggs, preparing animal hides for sewing, etc.). This is different from the Eurocentric idea of time and challenge the linear way we perceive time.

I learned from my parents that before you have a bias just try to get some knowledge about it. My schooling happened in Pakistan where there was no such diversity with regard to skin color. I never happened to learn about Indigenous People and spending time with different colors. We do read some simple English stories and a novel in high school there. Later I did not take much interest in literacy as my focus was Science in college/ university. However fair color is considered desirable and certainly socio-economic status plays a role as well there. In Canada, white color is dominant but I see through the lens that every one is equal regardless of its color, culture and creed. My upbringing is on this belief that no color is superior or inferior. As a future educator I will make sure that every student is included in classroom.

We can work against the biases by letting people know full story without bias for that we need much wider range of knowledge as the single stories just tell one side other being not told as mentioned in Adichie talk. We see the stereotype, prejudice and bias against people/ communities without knowing them for mostly are not fully aware and just make assumptions on hearsay.

Some examples of citizenship education in school was recycling the paper/plastic waste into proper bins, and not throwing into garbage. Others examples which I would like to mention honoring the speaker and not to disrupt in conversation, considerate/kind to each other, learning traffic rules and helping the students who might be struggling with learning. National Anthem is also a mean in every school/country to educate the students what does the citizenship mean. One thing I find common is to standing up while the anthem is being sung to gesture respect and love for country. I remember singing patriotic songs in school enthusiastically for assemblies and sports day. From the beginning we are told, love for the country is part of the faith in schools and homes as well.

The three types of citizenship that were stated in Westheimer and Kahne’s (2004) article were The Personally Responsible Citizen, The participatory Citizen, and the Justice Oriented Citizen. The main focus was the Personally Responsible Citizen. The Personally Responsible Citizen is someone who “acts responsibly in his/her community by, for example picking up litter, giving blood, recycling, obeying laws, and staying out of debt” (Westheimer & Kahne, 2004, p.3). Also, these citizens “hope to build character and personally responsibility…” (Westheimer & Kahne, 2004, p.3).

Those who are personally responsible citizen are the students who do well in classroom and follow all the rules. This approach could be challenging for the students who according to commonsense view deem bad students; interrupting the class and teacher by making noise or not understanding the material and following the rules.

In response to the email,

Treaty Education is not for indigenous people only but for all Canadians, even if there is no or few Indigenous students in class. The essence of the Treaty Ed. is to prosper the nation together and understand our responsibilities as Canadians. It is important to know the history and recognize the initial treaties made. Each person has different level of knowledge and understanding that is given by their friends, parents, teachers and elders. As Dwayne says in video, the Indigenous and Canadians sitting on table they miss each other for they have different frame of reference that leads to disconnection. Treaties are the agreements made between Indigenous people and Settlers. By teaching about this means creating an environment of harmony and strengthening the relationship between Indigenous and non Indigenous people in the country.

The students need to learn the history of colonization and how to reconcile and renew the relationships in society. Teaching the students about the Indigenous way of knowing is important to gain the knowledge about the history of country and the people who still continue to affect. Future is build when we know about the past as they are linked together. Dwayne quotes his friend, David Smith who says “If you are going to think about the future, you are going to have work backward”. I find it very wise that for the bright future, past should be talked about. This will give chance to students not only to learn about Treaty Ed., as well as it will inform about their identity and dispel stereotypes associated with the people.

We are all Treaty people. We all take benefit from the Treaties made. So through giving awareness we can come together as Treaty Ed. is a mean to create understanding of the history and fostering reconciliation. Treaty Education is crucial to understand colonialism, build bridges as well as to make sure the reconciliation is happening. Claire mentions during the conversation with Mike not only the kids are getting educated but the parents as well. Many are not fully aware about the Treaty Education which is why we hear disputes sometimes.

Some resources are below that can be helpful to teach about the Treaty Education.

Cynthia Chambers We are all treaty people Chapter 1, 2012.

Conversations with Claire Kreuger and Michael Cappello

Claire Kreuger’s Blog

https://www.youtube.com/watch?v=hvMyHcG-uVo&feature=youtu.be

In this chapter Levin (2008) discusses the development of official curriculum. The official curriculum is constructed by government and other authorities for use in school, province and country.

Levin defines curriculum as “An official statement of what students are expected to know and be able to do(p. 8)

I learned the influence of politics on the Education policy. According to Levin the the role of politics is misunderstood in making policy by many Educators who feel that Education is matter of expertise and should be beyond politics (p.8)

New information which I came to know is that the education policy is somehow associated with politics as its the main source by which the decisions are made. However the majority of decisions are made with no or little public interest. Teachers role can not be ignored as they are the one who will be delivering the curriculum in the classrooms.

Levin also discusses how the Government works meaning they have to see interest of voters. So the government tries to satisfy the voters and improve its prospects for being reelected. However we cant not say that government is not concerned about the results of their actions and policies. They work for the betterment of society and don’t want to disappoint the people.

Treaty Education discusses the people and authorities involved in the development of curriculum. It also describes the goals set from K-12 for building understanding and nurturing appreciation.Its important to apply to different areas so students learn about the history and promises that are for well being of all people.

Throughout the article, I can see how the youth and elder are trying to build linguistic, cultural, social, family and spiritual relationship . The indigenous people have strong emotional and spiritual bond with land and water. They lost the original names of the river after colonization and suffered tremendously so want to teach youth the original name like Pasquataskamik of the Albany river. They are building linguistic ties with land and fostering inter-generational dialogue of elder and youth so they don’t loose their identity. Indigenous people are renewing their historical and geographical ties (reinhibitation) during these learning. Restoule et all (2013) wish to bring them together to their mother land and make connection with their identity and georaphical history. Along with the river they have cemetery where their loved ones are berried. The youth is learning about the family ancestors and we can see that the river is every thing for them.

The place has a profound effect on a human being. The place where you are born and raised definitely has crucial role in shaping character and thoughts about life. Indigenous children got dislocated from the homes and lost the cultural and language which they belong. As an Educator we should be aware of the space, place and boundaries about our learners. Also learning and respecting inter cultural diversity is important for healthy lasting relationships between teacher and students. We should all be proud who we are and where we come from.

What it means to be good student according to commonsense?

A good student would be one who does not challenge and tends to follow the planned course and prescribed things. The student who absorbs every thing and does not raise any concern what it meant to learn. Every student learns differently. Knowledge could be troubling when it is out of comfort zone. The student who is conforming with the ideas that permeate in daily life. Kumashiro states, “and the closer a student got to saying right things in the right way, the higher the student grade would be.” (p. 3)

What students are privileged by this definition of common sense ?

Those students will be privileged who follow the commonsensical ways that are established by the main stream society. Those who will not pose any challenge and follow the repeated concepts. If a student has a different way of thinking than the what it is called “common sense” might feel frustrated as in case of N student who was just not ready for discussion and wanted the answer beforehand.

What is made impossible to see/understand/believe because of these commonsense ideas?

The student who has difficulty in learning one commonsensical method will not like the school. Also if student brings a new way of making sense about things, it will probably be not given attention. We feel uncomfortable about those ideas which disrupt the norm and follow the stereotype that make sense of status quo.

For the Assignment, I am going to choose the topic “Hidden Curriculum”. Hidden Curriculum is a broad topic. I found one article relating to it, ” Hidden Curriculum on gaining the value of respect for human Dignitnity.

https://casls-primo-prod.hosted.exlibrisgroup.com/permalink/f/1ed24l6/TN_proquest237029210y.”

The writers state that hidden curriculum has inappropriate features for human dignity in Turkish schools although the intensity was different for the low quality school and high quality school. Human dignity is basic value. If the students are humiliated and not consider themselves worthwhile, its hard to build relationship, confidence and get the desired goals.

It seems that Turkish educational and cultural norms were not taking account the hidden curriculum and also are struggling to build relationship between teacher and student. Respect is the basic key to have healthy interactions. Misbehavior was seen from both students and teachers side. Seems like Process and Praxis model have not been intact.

Hidden curriculum is also important along side with academic goals. All sides of Hidden curriculum are important. The social experiences at school enable students to learn life skills.

Next I have to find other two articles related to hidden Curriculum and correlate them. One topic, I am interested in is “Disability”. Let’s see how can integrate it with my summary.

Smith- Curriculum Theory and Practice

1-My schooling is combined model of curriculum as product and also as process. The objectives are kept in mind by the teachers and then the process is developed to gain those objectives. In my opinion the classroom is not just for delivering lectures but also to engage student for interactive discussion.

2- Tyler model has some limitations. While it does provide foundation for basic curriculum design, it fails to recognise the valuable contribution that students can make to curriculum to guarantee that their learning is meaningful. Teachers also make essential modifications within their practice to accommodate for necessary demands and a prescriptive and scientific method may appear good in theory, yet it a practical sense its short comings become apparent. Furthermore, Tyler’s model fails to place value on the process and value of learning and instead stresses the attainment of knowledge and achievement of outcomes.

3-Tyler rationale was developed as model for achieving educational objectives. He emphasizes to observe the behaviour of the students and then design curriculum.The objectives developed using this model can focus the needs of the students. So basically it helps to build specific goals.