Blog 6: Learning From Place

Decolonization in the narrative was were they talked about traditional Mushkegowuk ways of learning through the word paquataskamik which explains the natural environment that supports life. Thinking in a western/Euro point of view demonstrates that there are no more aspects to traditional teaching ways of learning from the environment. Connecting this to my ESCI class which is trying implement more hands on environmental learning. But it is clearly seen that our style of teaching now reminds me of a box and lacks nature. That the punishment for students is to take away recess which children need recess to help with the development of learning.  Another thing comparing to a box is being in class and being told instructions; this bugs me because children are all different learners. But from talking to other educators most effected teaching is hands on and outside. Indigenous studies involves every learning experience through the mother Earth. Those traditions disappeared when the Europeans colonized and only recently have been influenced again. Now that there has been  apologizes and provisions to better the relationship with indigenous people we see that type of learning being more implanted specially when learning about The first nations people. It is very important that we learn from our mistake and look at different ways to teach. It is important we incorporate indigenous knowledge in the classrooms as for other cultures.

Reading these ideas and using my current knowledge some ways I can adapt them into my teaching include: looking at different cultures, teaching with different mediums, teaching my kids to respect and preserve others. Specifically looking at indigenous culture but all culture who have been colonized; giving them the power back essentially. That not acknowledging their culture is the biggest part for them to feel decolonized. By teaching in different mediums this will include: going outside, using art, talking, listening, groups and independent work. Teaching students that everyone is an equal and that all cultures need to be preserved. That cultures specially indigenous knowledge need to be implemented and taught in the classroom so they don’t unheard of.


Eco-Literate Love Letter

Dear learners,

Educators also know as story tellers or the the starting point will guide you to be eco-literate activists. You will discuss the importance of taking care of nature, what you can do to help, and how it makes you feel.  The end goal of being taught Eco literacy is raising eco-literate you to be influenced socially and emotionally through the lenses of eco-literacy.  With social and emotional intelligence it allows for your  abilities to see others perspectives, values, and show concern. Ecological intelligence allows for you to under natural systems and having empathy for all life.  Educators will provide you with this knowledge:

  1. Developing empathy for all forms of life

All organisms- including humans- need food, water, space and survival. By having a better understanding of the common needs this allows us to shift from a superior human view to humans as members of the natural world. With this it will allow us to demonstrate empathy when we consider the quality of life of other life forms. That our brains are wired to feel empathy and concern for other living things.

2. Embrace sustainability as a community practice

By learning about the ways that plants, animals and other living things are dependent on each other inspires you as learners to consider your role. That were you stand in the community and seeing value on how you can strengthen those relationships by thinking and acting accordingly.

3. Make the invisible visible

That the decisions being made have consequences. There are so many different ideas and opinions which lead to conflict. Some still believe that global warming isn’t real. This part allows you to be taught about what the superior human race has done to the planet  and the consequences. With this it  analyzes  problems to create solutions.

4. Understand how nature sustains life

This is having an understanding on how nature has sustained their life on this planet. That if the human race had just looked outside and followed the role of nature that we there might of been a better chance of survival/ surviving. That the obvious way of proper living is a natural way.

Eco-literate people and learners have learned from nature that all living organisms are members of a complex web that relay on one another for survival . Present generations will a have a duty to sustain life into the future. That we must only take what we need, and not to abuse resources in order to survive. Students are required to look long term when making decisions about how to live.


Blog 5: Curriculum Development

How do you think that school curricula are developed?

  • Social norms
  • Religion
  • Teaching/ working up learners to play a part in society
  • What is deemed to be important
  • Government influenced

School curricula  development and implementation takes a long process to be renewed or reviewed. That when something is wrong or they want to change it the process takes multiple leads and years for it to be fixed. Also the curricula is being developed by a belief systems in the present time the new implement is being made. Beliefs change and therefore should not be a continuous revision. Rather then beliefs they should be using facts that have demonstrated on working or not. Rules are all about trial and error; why don’t we take advantage of that. The curriculum lacks a positive impact on guiding teachers with teaching. While teachers obtain the knowledge of outdated curriculum and policies this puts a hold on the right things to be teaching children. The curriculum needs a broader horizon for all sorts of teaching styles. A  unreliable curriculum projects onto a unsure teacher, and creates a negative learning experience.

Blog 4: “Good” Student

While looking through the lenses of commonsense; a “good” student is deemed to know. Saying that a “good” student has a basic understanding of knowledge and house manners. These ” good” students could also be called “proper” and “basic” students.  These “good” students don’t raise a challenge, they all receive and understand the material the same. The teacher will be teaching the same way being in a classroom and just showing students. These students wouldn’t need extra engagement or different classroom set ups. With house manners these students know to put up their hands to ask for things or make statements and also to clean up their desk areas. Commonsense is a common understanding amongst a majority which those examples demonstrate common-sense in a classroom.  With the “good” student and common sense schools would be so normalized and wouldn’t have challenges. But with no challenges means no change in development or growth or no getting out of their comfort zone.

The students that were privileged by the “good” student definition is students who have wealth, are healthy,culture and don’t venture out of a basic understanding. By saying wealth this is deemed as wearing proper clothing, having lunches, and proper school supplies. They are deemed as socially acceptable on the outside because it shows with money. Healthy is also shown on the outside with given the proper amount food because they can afford it; looking healthy demonstrates being socially acceptable and more approachable. Culture has always been a very big aspect to relate to being a “good” student; due to the fact that the majority is white and deemed acceptable where as every other race is minority and not deemed acceptable. Stereotypes and racism play a huge part in what was seen in the students. If you were a minority you didn’t have money, you were dirty and bad. That most  minorities “didn’t” want an education anyway. There expectations and time with the minorities were low because of their background. That a majority of the minority would be the same: not graduate, join gangs and go to jail. That the colour of their skin and their background made a huge difference. If you had those two you weren’t deemed to be “good” student because no one thought you could have a chance to change or even be able to do it.  There is always something holding back students, education is changing but it is very slow.

It is impossible to see through a commonsense lenses that everyone is different. Every person, every student is different and all our minds work different. Not all students have the same background or possibly even the same house manners.  Commonsense once again  is a common understanding amongst a majority. This makes it extremely difficult for minorities to succeed.  It is impossible for us to see that their is more then one way to think and that we aren’t just in a commonsense box. That we can accept other ideas and change our own understandings and ideas. We need to understand what we are seeing; change! That sometimes there doesn’t need to be one set idea. Commonsense has us believe that most things have one idea and that idea is deemed right. But our world is changing and our people are changing. We need to change our thinking ideas and expand our knowledge so there is more than one answer. With that our learners are changing therefore our education system needs to change. 


Blog 3: Educational Theorist Elliot W. Eisner

“The ultimate aim of education is to enable individuals to become the architects of their own education and through that process to continually reinvent themselves.” ~ Elliot W. Eisner

Possible: This quote is based in a school environment were the children are the builder of their learning.  That we set bases and lessons for them but it the students to use it. The student must want to continue learning and willing to keeping building on themselves.

Impossible: This quote demonstrates independent learning to a extent. This is why this quote lacks understanding of different types of learners. Some learners can’t just reinvent themselves or easily take information. There is so many restraints on people/ students these days were they need that extra push/help.

Teacher: This says that the teacher is giving all the tools the students need but it is the students choice on how they want to use those tools to build there house. Also the students job to renew their learning with the new tools they receive. Only can help them along can’t decide what they do with the knowledge they are given.

Student: In this quote they are giving the knowledge and handed the tools. But it is what they built with those tools that demonstrate who they are and what they are. To become the best architects and build the most beautiful houses ( best version of themselves) and to also renovate (work on themselves). They are the builders of their own life.

Relation to my understanding of curriculum and school:  After reading this quote I tried to have some sort of connection to it. With my understanding and this quote it demonstrates that we are the tool holders and are trying to create architects. With each bit of information we teach them we give them a tool. Eventually they will have a toolbox (brain) full of tools. With these tools they will build their building (work on themselves). Teachers try their best to give everything to students but it is the students mindset to want more and to not limit themselves. Teachers and school are emplaced to teach children about life and how to work in society. There is a reason why students never stay students; its a part of life that is just helping them evolve. Students have the blue prints of their life, teachers are just the tools and the student is the one who decides what they are going to build.

“Leap” Into Action


From reading Maple Nation it demonstrates how reliant and important the land is to a community and each and everyone of us an individual. This society had build their community around maple trees/ maple syrup hence the name maple nation. For myself I found it trickery to think of a way to do a power act of reciprocity with the land. I think a relevant one from me that I could accomplish is as a future educator. Being a future educator I can give back to the land by essentially using it more in my every day classroom or making students aware of the bond they can have with the land. My commit to trying to give back is that I recycle, I donate my clothes so they get reused but reducing is still a work in progress for myself.

My big leap into action is getting more knowledge on what I can do to have a better understanding of myself and the land. With maple nation full reliant on there lives around maple trees. I need to understand what I can to have a deeper or a more environmental bond with the Earth. I have always been the try to turn off the lights when not using them but I think the next step is unplugging things need power when I’m not using them for example: my printer, tv, fan, etc. I also need to find a better way in reducing in sense I reduce my clothing then make it reusable. But my goal for reducing is to reduce the amount of packaged products I buy. I think these are important steps to conquer on the way to find a bigger picture for the land and I.

My visual representation just demonstrates the leap I have taken already with recycling. There is paper, can and bottles which are all current things right now I recycle. But the m&m wrappers represent liter. That everyday on journeys you notice liter; it is my new goal to try to pick up garbage if I see it. That this small step is a start on cleaning up our land. I’m very excited to continue my walk along the land but ready to leap more into action. This is a small leap but I hope to have a big leap one day.


Blog 2: Curriculum and its Historical Roots: The Traditionalists

The Tyler rationale:

  1. Diagnosis of needs
  2. Formulation of objectives
  3. Selection of content
  4. Organization of content
  5. Selection of learning experiences
  6. Organization of learning experiences
  7.  Determination of what to evaluate and of the ways and means of doing it

From my understanding of the Tyler rationale this is what I believe is my experience with the rationale in my schooling. One particular thing that sticks out from me in relation to do this is the reading test. The reading test are books that are meant to place you in a particular set. The readings were leveled by letters or coloured stickers They usually used stickers or letters so that other students wouldn’t be able to identify if they were at a higher reading level then the other students. The colour sort of worked for this but the lettering system wasn’t very affect. Most of the time if you were further down in the alphabet meant that your reading level was a lot higher and vice versa a letter near the starting of the alphabet was a lower reading level. Another flaw to these reading test is that they would sent take home reading for your level that you were suppose to read with your parents. How is the parent suppose to justify if that is the right reading level for you, how much is the parent helping, and are they even reading the books? Parents are busy or don’t make time for their kids and by having this method the kids will never practice their reading. At the end of certain months the teacher would take away the students and do the reading test were the child would read their book and the teacher would justify where the reading level should be whether leaving them at that level, moving them down or up. This method would be useful if teachers took time with the students do these readings rather then making it a at home thing. As well as changing the reading levels in categories that the kids don’t understand so they cant critique each other.  That is one experience I believe to be the most important that compares to this theory.

This theory lacks students first meaning that students need to take control of their learning and their ideas. If students take control of their learning, they will be more willing to remember and learn. After from coming from a new style of learning were the child takes control will have a more positive experience in school making it easier to talk about with other peers or family.  This theory also doesn’t take in consideration that every group of students is different, every student alone is different. This theory measures students as whole and basing it on average of children. Which lacks focus on the students who aren’t in that average margin. The theory is define more relaxed deadlines which deadlines are placed to aim at goals and to achieve all the material that needs to be taught in a certain amount of time. Lastly the theory expects a certain grade by a certain time. They have a set schedule and expectation that if the students don’t me that criteria or deadline that this will be noticeable in the lack of planning future lessons.

The only benefit from the Tyler Rationale is having teachers structured, organized and providing a guide for all academic learning. The system is very in line that there is no possibility for mistake. There is a plan and there is a goal that everyone has set for them. In schooling systems now a days most teachers try their best to stay organized and have strict due dates. But the way they teach is different every year due to the set of  students they are giving to teach. A good teacher is one who can adapt and be okay that not everything is going to follow the plans and knowing that is okay.

Smith. (2000). Curriculum Theory and Practice, pp. I-XIII