Curriculum Theory and Practice

What are the four models of curriculum described in the article, and what are the main benefits and/or drawbacks of each?

Curriculum as a body of knowledge to be transmitted

  •  Known to be given out through a syllabus. Only gives you an outline to what content you are learning and doesn’t provide all the information.

Curriculum as an attempt to achieve certain ends in students(product)

  • Education is seen as a technical exercise, where objectives are set, and plan is drawn up, and then it’s applied so the outcomes are measured.
  • influenced by the development of thinking and practice
  • the students don’t learn from their mistakes

Curriculum as a process 

  • It is an active process and links with the practical form of reasoning set out by Aristotle.
  • teacher enters the classroom with amore fully worked-through idea of what is about to happen
  • Translates broad statements of intent into specific plans and actions

Curriculum as praxis

  •  In this approach the curriculum itself develops through the dynamic interaction of action and reflection
  • a proposal for action which sets out essential principles and features of the educational encounter
  • development of the process model

What model(s) of curriculum were prominent in your own schooling experience?

  • Curriculum as a body of knowledge to be transmitted
  • Curriculum as a product

In my school it was very basic, we have a syllabus handed out to us in the beginning of the year and we followed those guidelines throughout the year and the teacher would come to class every day and give the students a better understanding of the topic. Then we would have a test on the information after every unit and at the very end an Exam. Are marks would get handed back to us and we never got told why our answer were wrong and we would move forward in the content.

What did these models make possible/impossible in the classroom?

  • social relationships
  • organization
  • the nature of the teacher- student relationship
  • learning standards
  • learning objectives
  • units and lessons teachers teach
  • assignments and projects given
  • hidden curriculum
  • schools as social change and social justice



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Thinking back upon my former school days, math was not a very strong subject for me. I always had trouble understanding the content and figuring out the problems. Math is an area where the answer is either right or wrong, it is very rare that you can get marks for trying. I always felt left out or not smart enough because I could get the method on how to do the questions but I almost always ended up with the wrong answer. I never got marks for showing my work or showing the steps I took to get to my answer. That always disappointed me because it showed that I understand the idea I just couldn’t get the right exact answer. I felt left out in a way because I never got the help I needed and the teacher went a teaching pace I could not follow. To this day math is still not my strong suit, but I have learned to adjust to that. 

Reading “Teaching Mathematics and The Inuit Community”, opened my eyes and enlightened me that math is not the same for everyone. It surprised me in a big way because I always assumed everybody around the world learned the same content. One way that the Inuit challenge Eurocentric ideas is by how they measure with space and distance. The second way is the language barrier, for the Inuits, it is difficult to understand our word problems are explanations. Another way they challenge Eurocentric ideas is how they track time. The Inuit track time on the natural independently of recurring yearly events. Learning that there is different mathematics worldwide was a shock to me, and I am glad I got to learn more about it. 

How I Read The World

My whole life I grew up on a family farm just outside a small town of Montmartre, SK. I attended a K-12 school with an average of 210 students. To say the least our school was not modernized with society and was a very traditionally ran to school. Everything was competitively run from gym class to art class. We would always play dodge ball or see who could day this picture the best. This made me into a competitive person and that is why I played a lot of sports because I enjoyed the competitive aspect of it. I would recognize this as my first bias because I believe children should be competitive during school activities and I also believe we should be allowed to play games like dodge ball. I notice today that most kids are sensitive when they get tagged out or lost the game. I believe they need to learn from a young age that this world is a tough place and that you don’t always get what you want. Every day I am learning to face my biases in the education classes I take. Our society is changing every day and the education system has to change with it. 

School Development And Implementation

In the Levin article, school curricula show to be developed and implemented primarily by public policies. These public policies govern every aspect of education. They bring together a group of experts and sector representatives as well as interest groups to discuss things like what schooling is provided, how, to whom, in what form, with what resources, and so on. One major thing I noticed is that people who don’t have a major role in the education system or don’t directly understand it has a big say in what the curriculum entails. I see the same thing in the Treat Ed document too. This can cause issues because teachers of Treat Ed have not had the opportunity to voice their ideas or concerns with how to implement it. This material has just been handed out, and it is excepted for educators to just teach what they have been given. It is up to the teachers to convey it in a way that the students will actually care about. 


We Are All Treaty People

The importance of Treaty Ed is not just about treaty education itself, but also about the significance of relationships, different world viewings, figuring out ways to live peacefully together, and enduring ways to help each other in the future. It is important for every Canadian to know what treaties represent because we are all treaty people and every Canadian has treaty rights. Canada would not exist as it is today without treaties. We need to examine the relationships between First Nations people and the land because it is a sacred space that all Treat people share. The land is where we get resources and also build the necessary things we need to live, like houses, hospitals, and grocery stores. We are all treaty people with our own set of rights and responsibilities. Because a Treaty allows us to share the land and resources between everybody. 


Learning From Place

For this blog post, we focus on the reading ‘Learning From Place: A Return to Traditional Mushkegowuk Ways of Knowing’ by Jean-Paul Restoule. In this article young children interview local elders about the relations of the people to their traditional territory. This interaction involved a 10-day river trip with youth, adult and elder participants travelling together on their traditional waters and lands learning about the meaning of traditional territory.

Throughout the reading, it suggests that critical pedagogy of place aims to show reinhabitation and decolonization. They show this throughout the article by introducing traditional and cultural ways to young children, showing them how to reconnect with the land/water, and naming specific spots in traditional language. All of these things that the young children learned on their 10-day river trip is a great way to open their minds up to the idea of place.

Incorporating this idea into my own ways of teaching at the elementary level is introducing Indigenous culture, by opening up their young minds to the idea of traditional territory. I would introduce language, identity, and traditional practices and incorporate a field trip to traditional lands to show how sacred this place is.



‘Good’ Student Through Commonsense

What does it mean to be a “good” student according to the commonsense?

Kumashiro’s idea of a good student to the common sense:

  • listens well 
  • respects authority
  • produces teacher-curated work
  • has a teachable learning style 
  • and meets the teachers’ expectations though behaving and thinking in certain ways. 

Which students are privileged by this definition of the good student? 

Students that fall under this privileged definition of a ‘good student’ is usually white, middle-upper class, without physical or mental disabilities, obedient, and has supportive, involved parents. 

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

This idea of ‘good students’ to the common sense leads us to be biased and puts constraints on the students. We don’t see that every student is unique in their own way and that they are all bright young children. We as teachers just need to recognize that every student comprehends information differently and we need to use multiple teaching methods so everyone understands. Teachers need to address their biases and start to unravel them so the classroom is a more flexible space to learn.

Urban Education Outline

I decided I am going to look into Urban Education because I grew up in a rural school area so I don’t know the range of issues related to living and working in an urban setting. I thought this assignment would be a great way to learn more about the idea itself. When I did a basic google search of the topic, a lot of information came up including a basic definition. To summarize, it touched on how urban issues connect with education through inner cities, from Kindergarten all the way to University. I am curious to see what all these issues are, and to do some more in depth research about it. 

The journal I am going to be focusing on is called Urban Eduction through Sage Journals. The articles look very promising with lots on intel and has a good works cited list so I know I can rely on this write up. My steps going into this assignment, would be to find 2 other texts other from the primary one I have chosen. I would first look at the library to see if there is anything on the topic, and if I don’t find anything I will go look for some more reliable articles or academic texts. I will summarize the topic, go more in depth with the understanding of it, then I will compare the texts I have found. At the end I will finish off by bringing my personal thoughts and opinions into context and making sure I answered these simple questions in my assignment: 

• What does this topic mean?

• How does a curriculum scholar define this topic?

• Where do these texts converge/diverge?

• Considering what we have read/discussed in class, what is this text missing? What do the others offer?

The Problem With Common Sense

In the article ‘The Problem With Common Sense’ Kumashiro talks about his experience with teaching abroad in Nepal Asia. He explains how the normal life routine for him is very different from the Nepal community. For kumashiro he would eat breakfast, lunch, and dinner everyday because for him that’s common sense but in Nepal they eat a meal at ten o’clock, five o’clock and tea around one. When he starts his teaching job, Kumashiro would set up the classroom his way and organzine the students the way he wants because to him that was the right way. He soon finds out that boys and girls sit on opposite sides and to control the classroom they encourage him to use a stick if children were misbehaving instead of using dialogue and verbal admonitions. This was a part of the Nepal culture and to them that was common sense and everyone should know that. 

Kumashiro elaborates how common sense can mean certain things to different people. Everyone has a different idea on what should be common for them, and to someone else it could be completely out of practice for them. It’s important to pay attention to common sense because it represents how a persons culture or way of life is different to someone else. We as future teachers need to analyze and respect that so everyone feels safe to learn and play in a classroom environment.

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