Week 10: Curriculum as Numeracy

Thinking back on my experience with math in the classroom, I do not have very many happy memories as I struggled with math all throughout elementary school. Math was always a difficult subject for me, I remember many teacher aids taking me out of the classroom to separately complete my work or exams with them. I remember them reading the questions and often guiding me through the process of answering the question. Often times when the question was read out loud and explained with more detail, and visuals I understood it. When the question was only explained in one way I struggled, and with the teacher only explaining it verbally to the whole class I struggled to understand. I always found myself hating math, and I wonder if that’s because I had a bad experience learning it in elementary school. If maybe I had a positive learning experience with math I would hate it so much now. I can understand how math can be oppressive to students as we are told in one way to do the question and receive that answer. In math, I got that the teachers only taught it one way and if you didn’t understand that one way, you were like me. Taken out of class to get help.

Throughout Gale’s lecture and Poirier’s article, I noticed that there was a difference in language. Poirier says that for the first three years they learn math in their native language, and after that, until grade 12 they learn it in either English or French (Poirier, 54). Indigenous math is a Eurocentric way of learning demonstrated through Oral numeration, Sense of space, and Measuring.  As a future educator, we can incorporate Indigenous math to our students for another demonstration of Indigenous ways.

Week 9: Curriculum as Literacy

I grew up in a working white middle-class family. My ancestors came from England and Ireland, as like most other white families. With one side of my grandparents living and working on a farm, they have some bias ideas about our community today, as they stay stuck in their ways. Don’t get me wrong I love my family, but as you talk to the older generations you notice that their opinions are very stuck in the past. Growing up the students around me were the same, middle class white working families.

Growing up, my elementary school was only white families. I remember learning about other cultures but never experiencing or being around those other cultures. Kevin Kumashiro talks about including diverse stories, that is one thing that I think was very well done in my school and my education. I remember reading about many types of cultures and sometimes taking part in their cultural traditions. Although my school didn’t have the diversity represented in the students, we still took part in learning about the other cultures through readings and hands-on experiences.

As a future educator If I have students that represent another culture in my classroom, I will make sure we talk about their culture as it’s just important as any other. I will also ensure we take part in some sort of cultural tradition to show the student it’s important to represent everyone’s cultural identity. I would like for my students to have an understanding of cultural importance from a young age so that they can carry that knowledge with them wherever they go.

Week 8: Curriculum as Citizenship


What examples of citizenship education do you remember from your K-12 schooling? What types of citizenship (e.g. which of the three types mentioned in the article) were the focus? Explore what this approach to the curriculum made (im)possible in regards to citizenship.


Before taking this class I have never heard of these three types of citizenship, it was interesting to look back at my elementary and high school experience to see what kind of citizenship was shown. In my elementary experience food drives were something our school did many times throughout the year, representing Personally Responsible Citizen. Lots of teachers would talk about donating blood as well, and often donating clothes we didn’t use anymore or outgrown to the local salvation army. When I entered high school one thing our school did was Operation Christmas, we filled shoeboxes with things children needed or wanted for Christmas. I remember having teachers ask us to bring an item for each class for an extra 5% on a quiz or exam. Once again I would say this is Personally Responsible Citizenship.

I feel like now schools and teachers have been adding in more of Participatory Citizenship, I say that as I have seen the schools doing more within the community and going outside the school to part take in things around this city.

The three types of Citizens that were mentioned in this article were The Personally Responsible Citizen, The Participatory Citizen, and The Justice Oriented Citizen. Out of these three types that were talked about, The Personally Responsible Citizen was the main focus of this article. And the focus of my k-12 education.

Week 7: Treaty Education

An email responding to a teacher who is currently having a hard time integrating Treaty Education in the classroom ;

Good Morning, I have just received and read over your email. Thank you for contacting me about this issue you’re having. I will link some resources down below for you to look at and possibly use.

With your students, you must acknowledge that they might have previous knowledge on the topic coming from other sources such as their parents, friends, books, social media, etc. This knowledge may or may not be correct and it is important that you’re aware of how much they know. If they don’t have an understanding of what Treaty Education is then that means starting from the basics. With students, it is important for them to understand through experience as well as content, try to get them involved with some cultural traditions such as beading, cooking, dancing. Using Treaty Education in other subjects, making is cross-curricular. Try using it with math and doing equations for the dimensions of a teepee ( giving them the proper background information to teepees before math lesson ) Another possible cross-curricular connection is doing Aboriginal artwork. Lastly, I would suggest asking your Coop teacher or Principal if you could bring in an elder to speak to give the whole school the experience and knowledge of Treaties.

As mentioned, here are the additional resources. Hopefully, this helped. If you have any other questions please contact me.

Week 6: Treaties, Curriculum & Public Policy

This week reading Levin’s article, I understood that making the curriculum is a lot more complicated than I have imagined. It’s very complex and comes with many different steps. There are many different people taking part in creating a curriculum such as the government, teachers, board members, etc. These people decide and debate on things like what should be taught and when it should be taught, how it should be taught.  From reading and understanding, Levin’s article these debates can be all over the place as the majority of the people taking part have attended school and have personal opinions about everything. The Curriculum is implemented through government policies or public policies however the decisions on the curriculum are made without attention to the public (Levin, 2007, p.8). As our society changes, so will the curriculum. I would say that making the necessary changes, rather than rewriting the entire thing.

Treaty Education talked about the people and higher authorities that are involved in the development of the curriculum. It goes over the desired outcomes for K-12 learning and understanding. I think it is very important to incorporate Treaty Education for giving the students a deeper understanding of history behind treaties and what they mean to everyone.

Week 5: Learning From Place

In this week’s article Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing.
List some of the ways that you see reinhabitation and decolonization happening throughout the narrative: The things I saw were relationships being formed with young kids and elders within the community. How important it is to make a connection with the land that surrounds you, as it is one of the many providers. Having the elders explain to the younger kids what importances the land, river, and nature have within their culture. I also seen the use of Cree language still been spoken.

How might you adapt these ideas towards considering the place in your own subject areas and teaching? I want my classroom to be a safe place for everyone, I want it to feel inviting to all cultures and languages. I would like to have a very safe and open relationship with every one of my students for them to be able to reach out to me if they ever had a problem. I want to have a classroom with lots of hands-on work, playing instruments from Indigenous backgrounds, exploring arts from Indigenous backgrounds as well and learning how to Hoop Dance. I have learned the importance behind Hoop Dancing and I think it would be a great and active learning experience for all children.

Week 4: The ” good ” student

What it means to be a good student according to common sense?

A good student would be considered someone who follows the class outline without any disturbances or having any challenges. A student who follows what the teacher provides, and does exactly what they are told to do. Someone who sits quietly during class absorbs all the information and does the assignment without raising a concern.

What students are privileged by this definition of common sense?

The students who learn best when giving strict guidelines to follow, someone who doesn’t have any learning difficulties. The student that is used to sitting in a desk all day retaining the information given to them. Possible a student that has been aught like that before.  Not students who need additional help or whose learning style is different.

What is made impossible to see/understand/believe because of these commonsense ideas?

When the student has possible potential, you can’t see that when given the commonsense idea.  Every student in every classroom is going to learn a different way and at a different pace, so, therefore, the students will not perform to the best of their ability when only given one way to learn.

Week 3: Critical Summary

For the upcoming critical summary assignment, I chose to look at Maxine Greene. This scholar has seemed to grab my interest in talking about arts education, Maxine was an advocate for arts education. She talks a lot about classrooms being stuck in their old habits, and how students aren’t fully engaged emotionally, spiritually and intellectually.

In Maxine Greene’s article The Turning of the Leaves: Expanding our Vision for the Arts in Education  “The arts in education should thus recognize possibilities that open new horizons, in both form and substances. ” This article is trying to open up the minds of educators that art gives your students so many benefits.

In elementary school, I felt like I didn’t experience what the arts have to offer. For each student, they will take something different out of it. I think that every student should have the chance to speak through the arts, whether it be dance, drama, visual art. The arts are another form of communication for your students to express themselves, another chance to form a relationship with that student. My next step is to gather 2 more articles and write my thoughts. 

Article from: The Turning of the Leaves: Expanding our Vision for the Arts in Education

Week 2: Tyler rationale

When thinking back to my elementary and high school days, I can only remember one particular moment when I felt like the Tyler rationale took place in my schooling days. I was standing in front of my grade four class solving a math problem, and I remember the teacher asking me to rewrite my fours and how the teacher didn’t like the way I wrote down my fours, it was incorrect in her eyes. I was asked to stay inside at recess to practice writing out my fours, as the way I was doing it was incorrect. I wasn’t aware of what was happening at the time as I was young and always had listened to what my teacher told me to do, but now I realized what was going on.

The Tyler rationale creates limitations in a classroom, this shows us that he had only cared about the finished product rather than the learning journey they took to get where they ended up. For some students taking a test can cause anxiety or many other things, and due to this, they may not be accurately graded. It doesn’t show us how much the student has grown and improved over the learning journey, and sometimes that can be the most crucial point.  From listening to Monday’s lecture, we had talked about the hidden curriculum and having a student grow and improve would be apart of that hidden curriculum. You want to see your students grow and succeed in all things they do, but that isn’t apart of the Saskatchewan curriculum.

I think there would be a select few students that this theory might work for, students who succeed on tests may find this beneficial as the test is the end result. For other students, this theory would be negative in their learning adventure. Tyler’s rationale wasn’t all negative and it wasn’t all positive. One positive thing I took from reading it was it will give teachers and students a guideline.

Tyler Rationale Link: Smith2000 CurriculumTheoryPractice.pdf








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