ECS 210 Blog post #3

I have chosen the quote “What matters today. . . is not how much our students know, but what they can do with what they know” by Tony Wagner.

I think this quote is made possible in education. Students in the classroom are able to progress their skills and knowledge each year they are in school. Students need to be able to apply their knowledge instead of just memorizing a bunch of material. They learn new and complex concepts the older they become which allows them to build on their previous knowledge within education. Due to this new complex information in later years, they learn to turn that knowledge that they have learned into innovation to use as adults. Being able to do this enables them to execute their learning in ways that will help them in their future workplaces. In turn, this allows students to excel in the real world and learn how to become contributors to society. I believe that teachers need to recognize that they need to focus less on students memorizing information and more on the actual concepts and making sure they understand them deeper and more fully. Many of these concepts can lead to diverse information in later years. Apply the knowledge that they learn in the classroom is also a valuable way for them to communicate and interact with others in the workplace.

I believe that having this type of philosophy as a teacher means that you care about the future of your students. It allows students to develop not just during their years at school but later on in life. If a student is able to extend their knowledge outside the classroom it means that they can achieve success in their everyday lives. It also means that they can become productive members of society.

This type of philosophy relates to how we as educators teach the curriculum for our students. A teacher with this type of philosophy must be able to teach concepts and information in broader terms. They have to make sure their students are learning in a deeper meaning. It also means making sure your students are doing more than just memorizing the material you are giving them. They have to be able to learn beyond the surface of certain content and use that in all aspects of their life. They have to be able to gain value for the information they are learning.

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ECS 210 Blog post #2 – Tyler Rationale

I think that I have experienced several aspects of the Tyler rationale in my own schooling. Within my own schooling, my teachers laid out clear objectives of what they wanted in each class or subject relating to step one of the Tyler rationale. There were specific goals for teaching success in each one of my classes. My teachers had told me that in order for us to be successful we must follow the teacher’s guidance. One of the main objectives in my English class in junior high was to learn the objectives of essay writing. My teacher taught us specific structure on how to write an essay. The essays followed very strict guidelines and we had to follow them to be able to be successful at writing our essays. The objectives and goals of essay writing got harder every year in order to progress to high school or university essay writing. I also had experience with Tyler’s second step of rationale in my classrooms. Each one of my teachers had ideas on how their students would achieve the goals from step one. They knew the steps that each student would have to make to achieve their educational goals and how they would get there. There were several factors on how a student reached certain goals in my classrooms. Some of these factors included repetition, group work, a demonstration from the teachers and homework. One of the main ways that we learned how to achieve the goal of essay writing was through demonstration. Our teacher would make lesson plans for the different steps in writing an essay and would urge us to take down notes from the class. My teachers demonstrated step by step the breakdown of how to write a proper essay. I had experience with the third step of the Tyler rationale as well. Most of my teachers taught us by demonstrating first instead of making us do it first. Once we got the main points down and knew what to do my teaches would then make us do it by ourselves. The last experience I had was the fourth step of the Tyler rationale. There were multiple times when I would have to write an in-class essay in order for our teachers to figure out what we know how to do and what we need to work on by ourselves.

One of the main limitations of the Tyler rationale was related to what types of knowledge schools teach their students. Each school is different with the type of teaching styles they learn and how they assess their students. This could potentially limit students to learning what is “common sense” for schools to teach and may not learn different subjects that they are very interested in. One of the other limitations is that it is very structured with the content within the classroom. A student may be interested in learning about a specific topic but if it is not outlined in the curriculum then they could miss out on that experience. Many teachers who go by the Tyler rationale are very specific on how they are teaching and the time spent on certain things and therefore, students aren’t able to learn from exploration or inquiry. That is one of the other limitations of the rationale.

There are several benefits from the Tyler rationale. One of the main benefits is how it is a good place for students and teachers to create learning outcomes. It helps create a structure for the lessons that teachers will be teaching. The Tyler rationale has a big benefit of making sure teachers are organized in teaching their classes to students.

ECS 210 first blog post

As stated in the reading common sense has many different meanings to it. Common sense is something that everyone is perceived to have. In the reading Kumashiro states that common sense is something we take for granted. He also explains that common sense is something that everyone is supposed to know. In many cases common sense is what children are used to because it is always the same. The general understanding of common sense never changes. The author explains his journey in a new country teaching and learning about a new culture and language. He states that in his experience teaching in the new country knowledge for exams came from the textbook. The students mainly gained their information from reading and understanding things in textbooks and through diligent studying. However, Kumashiro believes that different methods of teaching make us better teachers. There is always more than one way to teach a specific lesson or concept. He believes that common sense should consist of more than just lectures. Common sense limits what is considered with the purpose of teaching. It is a way to view things that same as society.