ECS 203 Blog Post 1

How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense?

Kumashario defines common sense as what is seen as “normal” or “consistent” within a particular society. I say society because what seemed like common sense for Kumahario differed from the Nepali people. The students only wanted to learn material based on what was in their textbooks. The boys and the girls always separated themselves from each other. Midterms and Final examinations were the student’s only graded marks. Although this was not the common sense way of teaching Kumashario was used to teaching, it was for the students.

Paying attention to the common sense around us is crucial because it is not the same for everyone. For example, Kumashario assumed that water was accessible and available at any time, for anything. He soon realized that this was not the case and there were rules about when and how he could use the water. He also tried to incorporate activities, projects, and assignments outside of the textbook requirements into his grading system, leaving the students questioning his teaching capabilities. Although this way of teaching was the common way of teaching for him, it was not the same for his students in Nepal. There was no right or wrong way of teaching in this situation, it all had to do with what was considered normal in this setting. This is why having the awareness that something that seems like common sense to one person, might be the complete opposite for another.

 

What type(s) of curriculum model did Kumashiro encounter in Nepal?

Kumashiro encountered the Curriculum as a Syllabus and Curriculum as a Product. Both models are examples of specialized learning for one outcome, individual academic success. When Kumashiro tried to alter the classroom norms and do things his way, he immediately got called out by the students and others around the school. The Curriculum as a Syllabus was shown when the students were focused primarily on their examinations and homework. Everything they did in the classroom was in preparation for their grades. They did not have opportunities to express opinions or to have discussions. The students only priority was to learn what the teacher taught and then perfect it themselves. This approach focuses on traditional textbook work or the chronological order of materials to be learned. Some students were unhappy if Kumashiro did not stick specifically to the content in their textbooks that they were “supposed” to be learning. They even complained to other teachers that he was not “setting them up for success” for their upcoming examinations. The Curriculum as a Product is portrayed in the story when Kumashiro finally understands his job as a teacher there. It is not to make relationships with the students. Neither is it to help them interact with others and step out of their comfort zone. He was there to teach the students the material necessary for them to be successful on their final examinations, and that was it. The students were not graded based on their improvement but only on the results of what they wrote on their papers.

 

 

What type(s) of curriculum model is the “commonsense” model in our Canadian school system? What might be the benefits and drawbacks to this model?

From experience, the Curriculum as a Process and Curriculum as a Praxis would be considered the “commonsense” model within the Canadian school systems. Both models focus more on development and interactions between students and teachers as opposed to what is written on their papers and tests. When I was in school, some of my marks got based on how well I did in group projects, my creativity, or how much I improved from the beginning of the school year to the end. Even as a university student, I still get graded on group assignments and my participation within the classroom. This type of grading and work has always been considered “normal” to me. The Curriculum as a Process is the focus of what goes on in a classroom. This could be things like how well children work together individually or in groups. What ideas and concepts do the students strive or struggle with more than others? Or simply finding what works best for students specifically and uniquely to them by teacher-student interactions. The Curriculum as a Praxis is the planning of lessons that are done through active processes and classroom dynamics. This model is closely related to the Process model, in which it opens the floor for discussions and personal growth, specifically in their actions. The benefits of these models are they allow students and teachers to learn from each other and establish how everyone in the classroom can be successful. Not only is schoolwork important, but also social skills and the ability to work with others. However, I do believe that testing and achieving good marks on tests is equally important. Students need to be capable of focusing well during lessons, do well on their assignments, and be successful on their tests. The problem that could arise within these two models is that the demand for high academic performance could become less valuable. As important as social skills are, academic and writing exam skills play just as big of a role in a student’s life. Therefore, there should be a balance between the models within a classroom so that every area of skill development can be achieved.