ECS 210- Blog Post #2

Ralph Tyler introduced four Basic Principles of Curriculum and Instruction in 1949:


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


This was the first time I had ever heard about this rationale. However, I can now see that it was used throughout my K-12 schooling. Most of the tasks that were for marks were tests. I was lucky that I could memorize content, but not when it came to after the test, as retention was not my strength. Mathematics is my minor, and today while my professor was talking, everything clicked for me. Math is 100% based off of the Tyler rationale. Math is very black and white. You either get the right answer or the wrong answer. We have been talking about a highly controversial idea from our textbook, “Mathematical Mindsets” by Jo Boaler. What if we gave marks for the wrong answer? (Boaler, 2016) That would be going completely against this rationale, but perhaps that is what our schooling and curriculum needs.


When students write a test, they are often only memorizing the information, and after the test, they forget a majority of the content. They can’t comprehend the outcomes they have been taught which will not allow them to learn when they get to higher levels of education. Memorizing makes it impossible for students to connect what they are learning to their community, self and others, which is an integral piece of curriculum today. This rationale takes the creativity out of the students since it is looking for a cut and dry answer or response. It makes it impossible for students to show what they truly know if they aren’t ‘good’ at writing tests.


This rationale is catered to students who are good at memorizing and taking tests. Tests are quick and can attain instant results. The article says, “The teacher is an operative, or factory worker” (Schiro, 2013; p.65). I’ve never thought of a teacher being referred to as a factory worker. I felt insulted as I read that. I believe the goal of education is for students to learn, but to also become a better person and be prepared for their futures in their adult years.


Teachers make tests for the students to essentially ‘puke’ out the information, in hopes of them getting a good mark. It is clear to me that the ways of teaching in 1949, are not up to the standard of what we should be teaching now in the 21st Century.


ECS 210- Blog Post #1

In “The Problem of Common Sense” by Kumashiro, he defines common sense as “what everyone should know” (Kumashiro, 2009; p.  XXIX). In his story about daily life in Nepal, the writer states that “it similarly took me time to learn what to others was simply common sense” (Kumashiro, 2009; p.  XXX). This means that everyone has different ideas of what common sense is. It can differ between cultures, like seen in the article, but also between each and every individual. Kumashiro discusses how his way of teaching did not make sense to the Nepal natives at his school. The Nepal schools teach based on a lecture-practice-exam which is now part of their common sense. I see common sense as the foundation to our everyday lives. Without this base knowledge, everyday simple tasks would be nearly impossible. An example of ‘common sense’ that I use every day is locking my house door when I leave my house. This simple task may not be common sense for someone who does not have a lock on their home door.

Sky, Water, and Air

Tuesday was one of my favourite classes we have had this semester. It was awesome to be able to connect to and teach the children from Prairie Sky school. They made it very realistic as to how I, as a future educator could teach in the outdoors. The way we began class warmed the students up to us which started off the morning great. Then, during wink wink murder, I noticed that the Prairie Sky students began to form bonds with me and my classmates. They were no longer shy and talked to us as if they were our friends.


My favourite part of the day was the walk and talk. I was walking with two of the girls, one of which was in grade 6 and the other in grade 7. I was very curious about their school, so they told me all about it! They study all subjects and are outside a lot in the warm weather. In the cold weather, they tend to stay inside and learn in their classroom. Another interesting part about their class is that they do lots of volunteering in the workplace. I can’t remember the 3 specific things the girls said, but they do a lot of practical work which they said they enjoyed.


Lastly, today was one of the first days in class where I felt at ease and peaceful while practicing place bonding. I sat by the water and looked out across, seeing downtown and the Douglas Park hill. My body was blocking the wind from my face and I didn’t feel cold in that moment. As I was looking out, I noticed a bunny running across the frozen lake water. I don’t know why, but it felt like I was frozen in time.

Week 12- Quinn Anderson

3 Things I Learned:

  1. From watching the TedTalk video, the most important message from it was to make sure that people with disabilities feel like they belong in their neighbourhood, community, and most importantly school.
  2. “The statistics have shown that kids with disabilities who are included in general education classrooms have better outcomes socially [and] academically… Advocate for inclusive education in your communities and schools”.  
  3. “We need to show that inclusion benefits typical kids without disabilities as much or more then they benefit [people with disabilities]”.


2 Connections I made:

  1. In any school I have ever been in, people with disabilities are always segregated into their own classrooms. The only time I have seen them integrated was in Phys. Ed classes. I’m curious if that will ever change or if the school board is currently working to change that.
  2. Last year, I was doing volunteer work at an elementary school, and I never saw mainstream students treat the students with disabilities like they were young or had something different about them. This leads me to believe that schools are beginning to take a step in the right direction when it comes to awareness and inclusion.


1 Question I have:

  1. Do students with disabilities prefer to be in a segregated class or would they rather be in the mainstream classes?  

The Unknown (Post #7)

Our ‘fieldtrip’ today in class (Nov. 16) was very eye opening for me. I have been living in Regina my whole life, and I did not know this cemetery even existed. The video, “RIIS from Amnesia” brought up the point that the cemetery on pinkie road is very different from others in Regina. When we arrived there, I realized how true that comment was. At first I didn’t realize that it was only in that small area in the white fence. I am curious as to why they don’t have a proper and larger sign by the opening of the gate? People driving by probably have no idea it is even there, I know I wouldn’t have known.


I appreciated when you said that the story behind the cemetery and school was ‘uncomfortable’ just like the uncomfortable cold weather we were submerged in. I would like to go back to Pinkie Road when the weather is nicer, because I found that I was more focused on how cold I was, rather than the importance of being there. I also think place bonding would be very beneficial to do when there is no snow since I would be able to see the graves and really take in what I am seeing. I plan to go back in the summer and walk around again and also try place bonding for a longer period of time.

Week 11- Quinn Anderson

3 Things I learned:

  1. There was an estimated 20,000- 50,000 children that were taken from their homes in the 60’s scoop, referred to now as the ‘child removal system’.
  2. It is helpful to use documentaries, stories shared by elders, and respectful works that have been published to teach students about residential schools and our history.
  3. “The schools were just one part of a much bigger system, and when you take that bigger system and put it all together, it’s a really bad history that we have in this country” (Gord Downie’s The Secret Path). This quote means that it’s important to learn about everything that contributed to the school’s being started, as well as residential schools.


2 Connections I made:

  1. The panel discusses how having someone like Gord Downie, who is already beloved by Canada, benefits the First Nations community because “maybe people who won’t listen to this panel will listen to that (Gord’s songs), and maybe this will lead them to someplace else where we can finally get some traction…” (Gord Downie’s The Secret Path). Using ‘celebrities’ voices, has become so prominent in today’s society, and it seems that awareness for sensitive topics has begun to move forward in a positive way.
  2. When I briefly learned about residential schools in high school, my teacher brought in an elder to share her story, and we also watched documentaries. Listening to an elder was very beneficial, as well as watching documentaries.  


1 Question I Have:

  1. Are there any other celebrities taking a stand like Gord Downie was?

Learning From my Classmates (Post #6)

The past few weeks in class, I have thoroughly enjoyed taking part in the facilitations done by my classmates. I have been introduced to many activities that I can use in my future as an educator. I believe it is very important to have cross curricular connections especially in an outdoor education setting, since it is not a curricular class in Saskatchewan. Making these connections helps students see the relevance in what they are learning. Even for myself in class, I noticed that when a group states their outcomes, I am more inclined to learn and appreciate it when an outcome from Phys. Ed is listed since it is my area of comfort and enjoyment. Since there are less resources for outdoor education, I am happy that I now have some great activities that I have already experienced as a student in class and can take with me as a future teacher.


Another aspect of the facilitations that I’ve learned from is connecting them to Treaty Education. In my own schooling, I was not introduced to Treaty Education related subjects until coming to university. It makes everything more relevant when I can see it being implemented and especially having the resources posted online where I can have access to in the future.

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