Category: ECS 210

This is my final reflection for ECS 210, 2016. Done with Katelyn Pippus (katiepippus.wordpress.com). Please excuse my voice as I am battling the classic end-of-the-semester cold! Enjoy. https://youtu.be/7nRqJVKYAdk

I really enjoyed having Gale come in and present her views and understandings of mathematics and curriculum as numeracy. I really enjoy her stories of her interactions with other ways of knowing numeracy in terms of Indigenous knowledge. It allowed for me to understand mathematics in a new way that I otherwise would have not… Continue reading Curriculum as Numeracy

It is unfortunately common that students and teachers alike in our schools have a notion that Treaty Education and First Nations, Métis, and Inuit (FNMI) perspectives are not something that affects everyone in Saskatchewan and Canada as a whole. This is a part of the lack of understanding that on this land and in this… Continue reading Curriculum and Treaty Education

The article by Restoule, Gruner, and Metatawabin titled “Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing” is a prime example of the importance of place as a thing of meaning rather than a designated space. The authors claim that reinhabitation and decolonization are the key aims to what they call “critical pedagogy… Continue reading Curriculum and the Critical Pedagogy of Place

Curriculum can be viewed through many different lenses, several of which we have discussed in class: curriculum orientation, teaching perspective, literacy, etc. As Street (2006) identifies in his article, New Literacies Studies: Next Stages, two potential lenses for viewing curriculum, in regards to literacy, include the autonomous model and the ideological model. Taking the English… Continue reading Curriculum as Literacy

Before reading Benjamin Levin’s article Curriculum Policy and the Politics of What Should be Learned in Schools, I had the general understanding that, while politics and governments contributed to the development of curriculum, experts did most of the development. People who have a vast knowledge of each subject area as well as an expertise on… Continue reading Concerning Curriculum Development

Citizenship education is viewed as a major aspect in regards to the purposes of education. However, the question posed is how is citizenship education a curricular problem? Citizenship can be viewed in three ways: personally responsible, participatory, and justice-oriented. Often within our schools, we get stuck on teaching students how to be personally responsible citizens.… Continue reading Citizenship Education as a Curricular Concern

What matters today…is not how much our students know, but what they can do with what they know. – Tony Wagner             There is a general misconception about education, from the outside looking in, that the main goal is to provide students with the most information possible in order to prepare them for what is… Continue reading Quality vs. Quantity: A Differing View on Education

The theory set out by Ralph Tyler pertaining to curriculum theory and practice is one that many members of the education community are far too familiar with. Following along the lines of the input-output methods of education, Tyler’s theory poses a seemingly “foolproof” approach to education where there are simply the primary goals of education,… Continue reading Curriculum Theory & Practice: The Tyler Rationale