ECS 210 Final Video

Laura ECS 210 Final Video Post

Hi, my name is Laura Huck and today I am going to take you on my journey in ECS 210. This class has allowed me to gain a deeper understanding of what is truly means to be an educator. I have learned the components of what it means to be a teacher and have gained perspectives on different teaching techniques. This class has enabled me to learn from a new lens in a way that I never would have imagined before. Through class discussions and lectures I have been able to learn and understand a new way of approaching education. I have also learned that there are multiple ways of approaching different types of topics or lessons. Having multiple types of teaching this enables students of all abilities to learn and understand the material. This class has given me the opportunity to challenge my bias and beliefs in a way I have never done before. It has provided me to take an in depth look at education. Through lectures and many class discussions this class has enabled me to work through some uncomfortable topics and challenge my personal bias towards certain topics.

In the first week of classes, we began to express what “Common sense” looks like. I learned through lessons and readings that common sense ideas can hinder opportunities for growth and improvement in schools. A good example of “common sense” in schools could be that in our society school usually starts at 8:30am and ends around 3:30pm. Another example would be that for certain schools they have a bell that goes off at the same time every day for recess. It is important as teachers to know and understand these ideas of Common sense as we begin to start our careers. Challenging these common-sense ideas as well as our own personal beliefs will allow us to grow and become better teachers. During these lessons on common sense, we also spoke about the definition of a “good student.” We explained that a good student is one that is attentive, and who don’t question the rules. I also learned through different conversations that there are many perspectives on what a “good student is.” There isn’t anyone good student, there are many different types of good students who all have the potential to be successful in whatever life path they choose to have.
During the first half of our class, we learned about the different types of curriculum. I was able to gain a wide variety of knowledge about the history of curriculum and different ways to implement it in the classroom. We learned that the politics of our country have a huge impact. We learned that the politics of our country have a huge impact on what is written in the curriculum. This is because the government chooses the curriculum writers and the people elect the government. Through class lectures and activities, I was able to learn that there are actually four ways to approach curriculum. The first way is curriculum as a syllabus to be transmitted. I learned that this means being connected with courses leading to examinations and teachers talk of the syllabus associated with different exams. The second way to approach curriculum is curriculum as a product. This is where objectives are set, a plan drawn up, then applied and the outcomes (products) are measured. The third way to approach is curriculum as a process. This outlines that curriculum is not a physical thing but rather the interaction of teachers, students, and knowledge. Additionally, it states that curriculum is what actually happens in the classroom and what people do to prepare and evaluate. The last and final approach to education is curriculum as praxis which is a development of the process model. One of the aspects of the curriculum that I found very beneficial is how school curriculum is developed and the ways it is implemented.

One of the philosophers that we spoke about in class that was important for me as an Elementary teacher was learning about Maria Montessori. I learned that she became the co-director of a school for educating children considered “uneducable.” She also implemented the Montessori Method which is the importance placed on developing the child’s abilities and personal initiative. She also described that children progress at their own pace.

One of the other most important aspects that I learned in this class was about Treaty Education. I learned through this class that treaty education isn’t only about teaching Indigenous culture. It’s about teaching true and real Canadian history. In education, we need to learn more about the land from Indigenous elders and learn the stories of this country from them. Treaties are not only a part of Canadians history but they are still part of the present. I learned that it is important for students to know the history not only around the treaties, but about the traditions, celebrations, dances, and teachings. Treaties have given many of us the privileges such as being able to share the land and creating families and communities. In regard to residential schools, many families continue to struggle with the aftermath and with the history of these schools. We should be teaching and telling stories that will help future generations rebuild and not make similar mistakes. One of the other important parts of treaty education was Inuit mathematics. I learned a lot of aspects of Inuit Mathematics that I found very interesting as a future teacher. I find this topic very interesting because it is important for many students to understand the importance of Inuit Mathematics. I believe this topic was important for me to learn as teachers should be knowledge of this topic. The Inuit language and their mathematics are not being valued in the Northern Canadian communities in schools with limits Inuit students understanding in many subject areas especially in math. One of the things I found interesting was from Poirier’s article which explained how the Inuit changed the traditional calendar. They figured out that the Inuktitut calendar is not either lunar or solar. Their calendar is based on recurring yearly events and the name of each month come from animal activity or nature. This is how they learned their months which I found very interesting to learn.


Week 10: Curriculum as Literacy

My parents raised me knowing was how to work hard for what I wanted. From an early age, I knew that I had to work hard for the things or for the goals I wanted to aspire in the future. Sports were a big contributor to this and my parents put me in multiple sports and activities to figure out which one I liked best. When I started Track and Field I instantly fell in love with. The track brought my passion and I had goals of becoming a really good and competitive runner.  Track and field is ultimately where I learned about the value of determination and how to be motivated each day to pursue something I really wanted. I was very privileged in the sense that my parents spent a lot of time and money on helping me pursue my athletic goals. They would spend hours watching me outside on cold rainy days at track meets and would pay hundreds of dollars for track coaching when I needed it. I grew up in a very privileged household that I always took for granted. Looking back, I am extremely thankful for the type of upbringing and childhood I am able to call mine. In my schooling, I took the lessons of determination and motivation I had in sports into the classroom. This made me appreciate that doing well in schooling meant that I had to study and work hard for good grades. One of the biases I bring to the classroom is the assumption that every student that is unprivileged has the same problems. I was never brought up in an unprivileged family so I don’t know what it feels like to be in those situations. Not every student reacts in the same way that others do when they are struggling. I always assumed that they all came from poor families who had nothing. However, I now know that is not the case and that there are many different forms of unprivileged. This is the mindset that I wish to bring to my future classroom in order to help students. I hope to work towards anti-bias education in my classroom.

Week 8: Curriculum and Treaty Education

  1. What is the purpose of teaching Treaty Ed or First Nations, Metis, and Inuit where there are few or no First Nations, Metis, Inuit peoples?

I think that is it important to teach Treaty Ed because we do live on treaty land and it is important for students to know the history and learn about it. Treaties are not only an important part of Canadians history but they are still part of the present. I think it is a lot important for students to know the history not only around the treaties, but about the traditions, celebrations, dances, and teachings. We are all treaty people and it is very important to acknowledge our past and teach future generations about the past. Treaties have given many of us the privileges such as being able to share the land and creating families and communities. I also believe that it is highly important to learn about residential schools. Many families continue to struggle with the aftermath and with the history of these schools. It is important for students to know this and to understand how much of a negative impact these impacts had. We should be teaching and telling stories that will help future generations rebuild and not make similar mistakes.

I believe we are all treaty people and it is important for students to know about that. Everyone lives on the land that was first the Indigenous peoples land and it was shared with settlers. I have realized that I have to think more deeply when engaging in Treaty Ed and incorporating it into my lessons.



Week 7: The Importance of Place: Teaching and Learning about Decolonization and Reinhabitation

Before I read the article, I had no idea what these words meant. I had no knowledge of these foreign concepts. However, once I read the article I began to understand what these words actually meant. This reading helped me understand that rein habitation requires connection and understanding on one’s surrounding. The article displayed learning from elders which is an excellent way of understanding. This was crucial because it allowed the students to directly participate in decolonization and experience the way their elders might have learned.

Reinhabitation and decolonization would be very difficult to achieve without the support of elders and older people within the community. They are able to offer students with information and knowledge. I believe there are multiple ways I can adapt these ideas into my classroom.

As a future educator, I will try to make treaty education a priority of mine and expose my students to different learning styles. I would also arrange for elders to come and speak with my students or plan field trips around sacred and learning atmospheres. I believe alders would be a great took for teaching indigenous ideologies. Almost all Indigenous ways of learning can be incorporated into any subject whether it can Math, by learning to count beads, to history and learning about the land beneath them.

Blog post week 6- February 15th

The three types of citizenships that were mentioned in the article were:

  1. The personally responsible citizen
  2. The participatory citizen
  3. Justice-oriented citizen

The reading mentions that a personally responsible citizen is one who acts responsibly for his/her community. Throughout my elementary years, I was fortunate enough to be able to participate in several community events. We used to do what was known as a “liter clean up” where we would go around the schoolyard and each one of us was responsible for picking up at least 5 items of garbage. There was also a recycling program implemented in my school and each time we brought some sort of recycling to school we were responsible to put it in the recycling bin. We were taught to respect and obey the rules of both the school and society. When I was a bit older my peers and I would participate in an annual food drive where we could collect food items and send them to less fortunate families during the Christmas season. I was involved with my band program at the school as well and we would help out in the community by going to perform at nursing homes. With my band program in junior high and high school, we would do an annual food drive as well to help people in our communities. These were a few of the events that I was fortunate to participate in throughout my schooling.

I wasn’t involved in that many participatory citizen activities in my school. However, in both my junior high and high school in Alberta, we did learn a great deal of information about the political aspects of societies. We learned about how to run meetings, problem solve, negotiate and come to a consensus. The main ways we learned these elements were through videos, lectures and several field trips and guest presentations. We learned many things that guided us as individuals. I gained many valuable lessons on how to pay more attention and ways to teach what is happening around us and political actions around the world.

The Justice Oriented Citizen learning is something that I do not have a lot of experience with. A large part of this citizenship involves collaborating and sharing ideas. One of the big parts is how we can make a change in our communities, provinces or even globally.

I am a person who enjoys volunteering and making changes in my community. One of my hopes is to be able to gain ways for me to teach these types of citizenships. These types could also be made a higher priority in the curriculum in many of the schools across the country and provinces.

I was involved with track and field at an early age where we would go around and do bottle drives to raise money for our communities as well. We would do this on an annual basis.

Blog Post week 5: February 8th

Before reading:

I believe that the development of curriculum has been subject to change as the educational content changes. The curriculum is bound to change due to new advancements and new information. The curriculum has gone through some drastic changes throughout the past century and it is changing at a faster rate than ever before. The way we instruct and teach the information is also changing and has gone through many changes already. I believe that the current techniques that are being used will continue to change and will be different than those used in previously. I believe that curriculum is formed a number of powerful parties including the ministry of education and a board of education. These are the two that I have found most inspirational.

After reading:

I believe that many educational decisions are made with a dollar value in mind which makes education very political. In this chapter, I gained a new understanding of how the curriculum is created. The curriculum for schools is created by positions in the federal government system. The big influence of the government and politics is a little overwhelming to me because I do not tend to be involved in a lot of politics. However, it troubles me that most student’s interests are not concerned with various changes in education. I don’t understand the fact that curriculum is so secretive. It bothers me how we have certain “hidden curriculums” that are kept from student’s knowledge. I truly believe that curriculum shouldn’t be hidden and that it doesn’t need to be so political. Teachers such as myself will need to be able to adapt to these changes that will come into the curriculum especially with the election of new political leaders. As I progress through my education career I will become more involved in politics and become more of an activist for changes I believe in involving education

Are you a good student? Blog Post Week Four

What does it mean to be a “good” student according to common sense? Which students are privileged by this definition of a good student?

According to common sense, a good student is referred to as someone who is able to listen, do well in school, be respectful and has a good behavior. Their good behavior is seen as someone who is happy and who is motivated always striving to excel both inside and outside the classroom. They don’t act up in class and never give teachers a hard time. They are usually ones who have specific goals in mind and who are always trying to do better. They are referred to as always having a positive attitude and always doing better. Teachers use them as examples for students to look up to and have them become role models for other classmates. Good students are portrayed as coming from a good family setting where their parents help motivate and support them. However, there are also students who come from an abusive or bad home life that also excel and are able to leave their home problems once they arrive at school. Regardless of the type of circumstance a student is in they all have the potential to be considered “good students.”

What is made impossible to see/understand/believe because of these common-sense ideas?

Any person who is seen outside the confinements of “common sense” would be considered unacceptable. Our society now days has a strict view about what common sense should be and how everyone should be able to live their lives that way. Relating back to my elementary schooling I distinctly remember one of my male classmates named Mak who had a very hard time focusing in the classroom. He would cause disruptions and try everything to make the teacher mad. He also came from a bad home life and was being raised almost below the poverty line with a single mother and four other younger siblings. He tried to act out every chance he could in school and would try to get the other students to play along with him. In essence, the teacher that we had could either send him on a timeout outside of the classroom or simply send him to the principal’s office. They usually gave him three strikes before the teacher threatened to phone his mother when he hit three strikes. Trying to use his mother as a motivating factor to focus and listen only made it worse. He ended up acting out even more because of this which made the teacher even more upset with him. Thinking back to that time from a teacher’s point of view the main motive for her was to get him to be less disruptive. She tried to isolate him from the classroom in order to get him to stay more focused and get him more on track. However, as I have learned through my education classes so far, this strategy doesn’t always work for all students. Some students don’t improve their behaviors at all even if they are isolated from their peers.

It is very hard for many teachers to deal with individual students who don’t fit the criteria. I believe as a future educator it is important to adapt to new strategies if needed in order to teach for a wide variety of students. It is important to know that not all teaching strategies work the same for all students. We need to understand that students need different perspectives and that some need a different way of teaching. Having an open mind is a way for our future students to stay engaged in the classwork.

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.

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.