In Smith’s article, Curriculum Theory and Practice, the author emphasizes that Tyler’s rational relies on four fundamental questions: 

1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?

I experienced Tyler’s rationale throughout my education experience. For example, my elementary and high-school years were based on curriculum as a syllabus and as a product. I was mainly required to memorize the course material and produce my written work on an assignment or examination setting. Even in university courses, I am still required to memorize information and produce my knowledge in an exam. Just last semester, I experienced the curriculum as a praxis. This important method allows people and communities to reflect on the past and transform the current environment. For example, I was sent to a local community school for a field work component in my course. Here, I was required to volunteer by preparing and distributing the students’ meals. Sharing is a powerful tool because it gives everyone equal opportunities. 

Tyler’s rationale has multiple major limitations. For example, if students have difficulties in the first method, then, their grades will be strictly based on the information that is being retained from the course. This is also troubling for students who want to improve their written performance, unless the teacher has supported and appreciated  the needs of their students. 

There are many benefits of Tyler’s rationale, such as providing a system and order for students and educators to follow. For example, students will have the ability to understand the topics, concepts, and information that are being discussed in the course. Keeping this benefit in mind, teachers are able to instruct and support their students in many ways. 

References:

Tyler, R. W. (2018, June 4). What is Curriculum? Exploring Theory and Practice. infedorg. Retrieved February 9, 2023, from https://infed.org/mobi/curriculum-theory-and-practice/

Before reading Kumashiro’s article, The Problem of Common Sense, I was told by several people that the term ‘common sense’ means solving any issue or having a skill without having any prior knowledge of it. However, after this reading, I realized that ‘common sense’ means much more. More specifically, Kumashiro’s has many definitions. For example, the author defines ‘common sense’ as a belief or custom that is commonly practiced within a specific society. He even defines this term as the information that all individuals should have in order to succeed in life. 

Common sense is important because it enables us to become more open-minded. For example, throughout my elementary years, I was extremely shy, close-minded, and quite dependent on others. When I entered high-school and university, I engaged myself in extra-curricular activities including part-time work, volunteering, and joining clubs. As I was constantly participating in these activities, I had the opportunity to learn and learn and socialize with others. This supported my common sense because it enabled me to be more open-minded and enabled me to think critically. Therefore, common sense is an extremely important topic to focus on because it will make you independent and support your decision-making process. 

During the course, we have learnt numerous forms of curriculum. For example, a formal curriculum consists of a binder that includes outcomes and indicators that teachers need in order to teach their students. Furthermore, the hidden curriculum consists of common sense information that teaches students about what is happening in the school. These types of curriculum are important because they help teachers to understand what concepts they need to complete during the academic year. As a student, I have multiple common sense understandings of curriculum and pedagogy to bring in this course. From my perspective, curriculum can also consist of the courses and requirements for graduating elementary, high-school, or even a university degree. For example, these requirements can involve the number of courses and credit hours that a student has to successfully complete. Another method of curriculum I have is the methods for teaching a course. For example, these methods can include providing the student with slideshows, note packages, or even in-class discussions. This method of curriculum is helpful because students learn in different ways and it is important for teachers to be compatible with every learning style.  

In this tab you will be able to view all of the blog post assignments for my ECS203 course. Please feel free to read each blog post.

Focus Question #5: Final Field Experience Reflections: Interconnectedness of Knowledge, Schooling and Society

I believe that the interconnectedness of knowledge comes from experience, learning, and through our contributions. I attended the Albert Community School for my fieldwork component, and every week I was placed in different classes. For example, I thoroughly enjoyed the grade 5 / 6 classroom because I supported the students in the English subject. More specifically, I guided them with worksheets related to spelling, vowels, and writing paragraphs. This was helpful not only for the children, but it also gave me the chance to support those who need it the most. On day two, I was assigned to work with the grade 1 students where the instructor had tables for the children, instead of seating arrangements. All of this support was beneficial because I learnt how to honor the different ways of knowing and doing, and how to foster hospitable learning spaces.

Not only did I give my support within the classrooms, but I also contributed within the school and Regina community. For example, I joined the “Books and Bannock” event to give away meals while engaging students and parents in the learning process. Moreover, I volunteer with the Muslim Aid of Saskatchewan by preparing and distributing food hampers for those in need. This organization focuses on downtown Regina to provide easy access to everybody, especially the Indigenous peoples. Working alongside these people is important because it gives everyone equal opportunities.

As mentioned in my autobiographical reflective paper, I have multiple beliefs that my parents instilled within me. These include being ambitious and hard-working. I saw that these beliefs were validated throughout every student at the Albert Community School. For example, I was guiding a student in their English homework, and he strived to complete the assignment before his classmates. I was surprised that he accomplished this goal. However, after submitting his assignment, the teacher mentioned that it is better to understand the requirements and take your time, rather than finishing the job quickly without putting in the effort. After listening to the instructor’s advice, this belief emerged, and I realized that our goals can not be accomplished without hard-work. Furthermore, I saw the grade 6 / 7 students presenting a hard-work ethic in mathematics. They accomplished this by cooperating with each other and constantly reviewing their material with the teacher. I constantly display a hard-work ethic in every activity that I am involved in, and this belief emerged after I observed the students interacting with each other. Therefore, I came to the understand that the interconnectedness of knowledge is also derived from learning and socializing.

Of course, in my higher-level education courses I will be required to answer more critical questions. Therefore, I would like to learn methods about where to start and how to approach them. I am also motivated to learn how to build bridges with students because I believe that every child matters.

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