Month: October 2020

There are three basic theories of learning, behaviorism, cognitivism, and constructivism. Each of these learning theories are unique from each other and can be helpful in the classroom. The behaviorism theory of learning is based on the idea that behaviours are learned through our interaction with the environment around us. Behaviours are either reinforced with a positive reward, or a punishment is given to discourage unwanted behaviour. A lot of the teachers I had in elementary school used this learning strategy for classroom management, and to encourage participation. If you answered a skill testing question correctly, you either got a treat of some kind or where let to go for recess early. I am an introvert and was very shy and self conscious growing up, responding to questions out loud in front of other students, was not something I enjoyed, I was terrified to be wrong and look stupid. If I was absolutely sure that I had the right answer, a treat was sometimes enough motivation, to get me to answer. Rewarding correct answers isn’t a bad thing, but I personally feel that rewarding effort is more important and effective when it comes to learning and actually understanding something.

The cognitivism learning theory views the student as if they were a computer. Information is inputted and stored for later use and recall. Information can be expanded upon or edited if needed. All of the knowledge comes from the teacher, questions and inquiry are encouraged, but all of the information is passed on through the teacher. For me this type of learning was for the most part pointless, memory was not and is still not my forte. Unless there was a good book, movie, or song that aligned with my interests, I was most likely going to forget everything I had memorized just to pass an exam.

Constructivism is the learning theory I want to focus on as I pass knowledge on to students, and help them to explore knowledge. This approach to learning, actually involves the students in their learning. Learning is more personal and is gained through experiences, asking questions, and nurturing and encouraging the student’s curiosities. Students knowledge, creativity, and ideas are encouraged and it is recognized that teachers can also learn from students. I personally did not experience a lot of this type of teaching until I reached post secondary level classes. I strongly identify with this learning theory and hope to use it for a majority of my teaching. When students become more involved in their learning they are more likely to find enjoyment in it and take on more responsibility when it comes to their education. Behaviorism and cognitivism still does have its place within the classroom, but not as a major focus point for passing on knowledge. I want students to become life long learners and I want to teach them how to learn and not just cram information into them.

UC Berkeley. (2016). Learning: Theory and Research. Teaching Guide for GSIs. Graduate Student Instructor. Teaching and Resource Center.

Looking back on my elementary education experience in regards to citizenship I would have to say it was a fairly geared towards creating personally responsible citizens. In Kahne and Westheimer’s journal article, “What kind of Citizen? The Politics of Educating for Democracy”, a personally responsible citizen is someone who “acts responsibly in his/her community, works and pays taxes, obeys laws, recycles, gives blood, volunteers to lend a hand in times of crisis” (2004. p 239, Table 1). We were taught how to be responsible for our own actions, how to be caring towards others, to help within our community, and to help take care of the environment. Each year our school would go for a walk within the surrounding community to clean up garbage and help the environment. The school would contribute to food drives and had a muffin program to help feed children breakfast, I remember carrying many ice cream pails filled with muffins that my mom had baked and taking them to the office. We were never really encouraged or taught how to be leaders, how to empower others to make positive changes, or find our own ways of creating community groups or events to help out others. We were defiantly not taught a lot about politics, we were just told it was important to vote, not why, or how to choose a candidate or party to vote for. I feel this leads to very uniformed voters who don’t base their vote on knowledge or what they believe the community needs are.

Kahne and Westheimer also describe two other types of citizens the participatory citizen, and the justice-oriented citizen. These types of citizens are more active within the community, have actual knowledge of government and how it works, and know how to organize events to help out their community (2004). I feel that having this type of approach to curriculum leaves out all other cultures and beliefs. There are many people of differing cultures and backgrounds that call Canada their home, having a citizen approach to education makes us no better than the United States and their giant “melting pot” of a society. How can Canada call itself a “salad” the only ways of knowing and being are that of European settlers. Another important culture this education misses out on is our Indigenous peoples. After trying to rid the country of their beliefs and cultures we owe it to everyone to make things right and bring back this beautiful culture that shaped our land in the first place. Dr. Cappello, states in his podcast, “The prairies are the place where Canada perfected the tactics that would violently disposes Indigenous peoples from their lands,” (2019). We are underpreparing students and sending them off into the world lacking the skills to inflict positive change on society. If we as a society want “progression”, we need strong, powerful, equitable leaders to force these changes in the right direction (Dr. Cappello. 2019).

Going into education to improve the world, Westheimer talks about teaching students that they “have a role to play in changing history” (2015). Educating students about the world and not just gearing towards pushing them out into the workforce to be a productive citizen in their community, we are breaking the mold and no longer making puzzle piece citizens that need to fit perfectly into what society is today. Society needs to grow and evolve in a positive way, meaning that students need to learn more than just job skills and about their community. They need to know about the world, be inspired to make positive change, and to strive towards a better world.

Citizen education is about creating “good citizens”, ones that fit in, don’t create waves, and don’t push their strong opinions. These curriculum markers value sameness, white western culture, and doesn’t showcase creativity, individuality, and fighting for a better world. We need change and this doesn’t create change.

Dr. Cappello, M. (2019). OHASSTA Talks – Citizenship Education. https://www.spreaker.com/user/voicedradio/ohassta-talks-citizenship-education-mike

Kahne, J. Westheimer, J. (2004). What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal; Summer 2004; Vol. 41, No.2.

Westheimer, J. (2015). What Kind of Citizen? Educating Our Children for the Common Good. https://www.youtube.com/watch?v=M9WF4uVcrlU

When reading an article, book, or advertisement, you will see gender identifying words such as he/she, her/his; you will also see the same in many textbooks and curriculum that are intended to be used in a gender inclusive classroom. In order to address these oppressive materials and ways of teaching, we need to first evaluate our own knowledge, beliefs, thoughts, and actions. Is the way I share information with students inclusive of all genders? Am I unintentionally portraying that I am not an ally to all genders and that I don’t value all of my students? In the document “Deepening the Discussion: Gender and Sexual Diversity,” they discuss our duty to create an inclusive classroom in which all students feel safe, valued, and have the opportunity to thrive (2015). In order to address the problem of homophobic, transphobic, biphobic, and oppression towards queer and trans people it is always helpful to fully understand what this means. By educating ourselves we in turn can properly educate our students. Talking to an elder about two-spirit youth would be a great step for me to take, in creating an inclusive classroom, as this is a subject that I do not have a lot of knowledge on.

By being brave and not staying silent, we can advocate for all of the students in our classrooms and schools. By breaking down your classroom and your teaching materials into small parts it makes creating an inclusive classroom a less daunting task. Are the materials in my classroom and teaching materials reflective of all peoples? Informing the students of your preferred pronouns, and asking them to make you aware of their preferred pronouns, is a good way to show them you are open to and accepting of all gender identities. In “Queering Classrooms, Curricula, and Care: Stories from Those Who Dare”, Karleen Jiménez shares stories from individuals who were treated unjustly because of their gender and made to feel like they didn’t matter (2009). This is something I do not want happening in my classroom. I will stand up for my student’s rights to gender expression and make sure they are treated with equity. Bullying, and oppression will be dealt with appropriately to ensure that students are supported and valued and that the person on the bullying side of the situation learns how to treat others with respect and dignity.

Susanne Luhmann in “Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing” they discuss teachers struggling with properly integrating “queer” into their curriculum (1998). It is to my knowledge and my beliefs that I must help all children to feel comfortable in their learning environment and give the knowledge and skills in order to be successful in life. I need to help students feel valued and safe as I teach them about equity for all peoples. To do this queer needs to be in my teaching practice, just as I must include all cultures, and races in the classroom. I want all of the students to know that who they are matters and that they are valued as a person. No one should have to hide who they are because they are afraid of discrimination.

Jiménez, K. (2009). Queering Classrooms, Curricula, and Care: Stories from Those Who Dare, Sex Education, 9:2, 169-179, DOI: 10.1080/14681810902829638. https://www.tandfonline.com/doi/abs/10.1080/14681810902829638.

Luhmann, S. (1998). Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing. York University. Queer Theory in Education. (pp. 120-132).

Saskatchewan Ministry of Education. (2015). Deepening the Discussion: Gender and Sexual Diversity.

Ben Levin, in their article about the policies and the politics of curriculum, they talk about how curriculum is created and who is involved in the process. School curricula is developed and influenced by many different people and groups of people. The authority of the decision making for curriculum involves groups of peoples at different levels, including national, state or province, local, and even individual schools. A simple way to explain how curriculum is created and put in place is; details for new or revised curriculum is drafted up by exports and sector representatives, and is directed by government officials. The details are then reviewed until a satisfactory final copy is completed. Sometimes the curriculum is rolled out in a pilot basis, to test it out and then revise if needed, while other times it just goes straight into implementation. The whole process from beginning to end can take upwards of two years to complete.

While curriculum is in the creation process many different groups push to have the knowledge they believe to be important to be an important focus in curriculum. There were some things that surprised me about the development of curriculum. Levin states that policies aren’t always based on facts or real evidence, they are based on beliefs. To me this seems like a very flawed way of doing things. The fact that curriculum and standardised tests are disconnected to me didn’t make sense. How are teachers supposed to ensure their students have the skills to be successful if the information they are being told to teach doesn’t directly connect with what the children are needing to know. Another thing I learned, which didn’t surprise me, but was disappointing is the fact that some group have a more influential say due to the fact that they are better organized and have more funding. In this situation money talks. This concerns me, as even though you have the funds it doesn’t mean you have the proper knowledge or expertise.

Somewhat new to curriculum in Canada is the implementation of treaty education and education of our indigenous peoples. I know now that the information on indigenous peoples that I was taught in school was not the truth or the whole story of what happened in Canada. Many crucial and important details were left out, I believe this caused a lot of misinformation in my generation leading to, very racist views and stereotypes, based on a lot of false information. In the article “Treaty Education Outcomes and Indicators” it gives a brief overview of what is to be brought into the curriculum in regards to treaty education. The goals to be taught are as listed; treaty relationships, spirit and intent of treaties, historical context of treaties, and treaty promises and provisions. I believe it is important for us to learn about treaties as we are all treaty people and the facts pertaining to treaty influence everyone. Treaties and Indigenous people in Canada has been an important topic and is something everyone should have knowledge on. Though there seem to always be controversies on the rights of Indigenous peoples and the treaties actually being honoured as they should. I myself and am in the beginning of my education of treaty and Indigenous peoples.

I believe acceptance and equity for all should be a big focus that goes into creating curriculum. I think curriculum and outcomes should be leaning towards individuality and equity for all students.

Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. In F. Connelly, M. He & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (pp. 7 – 24). Los Angeles, CA: Sage. Available on-line from: http://www.corwin.com/upm-data/16905_Chapter_1.pdf.

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators. Government of Saskatchewan.