Being a good student means that you are quiet, paying attention and following rules and also being engaged in class discussions. To be a “good” student can also mean that they complete assignments on time and can apply what they have learnt in previous classes on an exam or paper. Kumashiro stated that when the student got closer to the right answer/idea they would receive a higher grade overall. It is important to accommodate everyone’s learning ability to a lesson or activity in ways that interest them.
The students who are usually the “good” privileged students are the ones who are always engaged in the discussion and speak up and ask questions. With schooling in the past, I have found that people who are more privileged tend to question the teacher more about assignments and are willing to put in any extra work to make sure they are engaged in the classroom. Commonsense can be made impossible for many students if they don’t know what is being talked about in the class discussion and don’t want to be seen as “dumb”. Many students have different perspectives on a topic, which can make it almost difficult to understand or grasp the idea of commonsense. As future teachers go into classrooms it is important to remember that everyone will learn different and nobody every wants to feel excluded from the topic/discussion. There are many ways teacher can incorporate all learning and to make sure no one is struggling in the class.
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For my critical summary I chose the concept of disability in education because I feel that it is a concept that doesn’t get enough attention and the students with disabilities either get the attention, they need of do not receive enough. For the first article I had found is called “Teacher counternarrative: transgressing and ‘restorying’ disability in education”. This article aims to explore the disconnect between the disability studies in education perspectives on inclusive schooling help by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Throughout this article we can hear about dominant narratives about disability in education and illustrate some of the ways in which teachers do resist and transgress the broad structures of schooling in ways that enable them to “restory” disability in education and lastly it will explore the implications of this work for preparing teacher to be dually certified, inclusive educators of all children withing schools.
It continues on to talk about how some universities in different countries prepare their future educators to be dually certifies as general teachers and teachers working with students with disabilities. This concept really helps teachers in the future because the are able to deal with changes to their classroom if they had a child with a disability. In the article they state that “inclusive education is not just about students with labeled disabilities, but rather is fundamentally about all students, and more significantly, about the cultural practices of schooling” (Elementary Inclusive Preservice Education Program 2008). The system actively critiques the dual systems of ‘general’ and ‘special’ education that currently serve to stigmatize, segregate and deny equal access to academic education for students identified as disabled. The authors state that they hope that with making this curriculum central to their inquiry through exploring teachers’ navigation and transgression of this often unfaithful ground raises questions not simply about what it means for inclusive educators to teach for social justice, but what additionally what it means to engage in socially just teacher preparation of inclusive educators. To further my concept, I will look into how educators today are making their classrooms more inclusive and how they might deal with the struggle of change. Also looking at what needs to be done to help students with disabilities feel like they are apart of the school’s community. I will also look to continue broadening my own learning and understanding on disability in education, while trying to help others understand it as well.
There are four questions that are in Tyler’s rationale. They are as follows; 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 an emphasis on the formulation of behavioural objectives? With theses question I can look at my own education and connect it to my experiences throughout my schooling. Throughout my schooling from k-12 I have experienced the Tyler rational because we were taught to study what was given to us and that we would be tested on the materials in future time. It was always the teachers planning the activities, us students had to participate in, so it was always what they had wanted, and we had to adjust to them, they never seemed to adjust activities towards our interests/ideas. My school was so big that the students usually ended up with no voice because the teachers seemed to want to make things easier on themselves. The teachers always expected us to emphasize our behaviours to show that we could be a functioning member of society. Throughout my school years teachers taught us to respect what wasn’t ours and to always treat people with respect. Although at some points the teachers often didn’t show us as students respect because they expected us to know what they expect of us and to basically read their minds. The teachers are taught to see objectives and teach them, but the article states that it is important to work with the objectives. Many teachers at my school I think just looked at the objective and taught a lesson on it. From this statement in the article I think it is important for teacher to realize that yes there is an objective, but they must be willing to take that objective and work with it to the students interests/ideas and not just through something random at them to get tested on later; make it interesting for the students.
There can be a variety of different limitations found in Tyler’s rationale, many can include limitations to the students learning. With limitations students may find it hard to really learn because they are being taught something that the teacher is getting from a textbook and using specific objectives. This may limit their creativity, not allowing the students to work through problems in their own ways and creating abstract ways to represent their works. It forces them to do what the teacher is wanting and doesn’t leave room for originality. This takes away the students’ voice and they will not be heard by teachers because teachers feel that everything should be taught to a specific objective without changing it slightly for the students to enjoy better. Although teachers do know what it probably best for the students learning they still need to be aware that every student is different, some need more structure and others need less structure. Tyler’s rational provides us with an easier way to organize the curriculum and thoughts in ways that we can evaluate the written content. Students will be aware to the marks they are receiving and how they are being evaluated throughout the semester/year of school. Exams at the end of units can benefit the learners/teachers to help evaluate the class setting to see if the teaching styles are working and the learners are coming out on top. Frequent discussions in class can help learners be more involved in the topic because it is almost like an unplanned lesson. This allows the learners to stay engaged and grow their knowledge.
Smith2000CurriculumTheoryPractice.pdf
Kumashiro describes common sense as many different perspectives. Common sense often makes it easy to continue teaching and learning in ways that allow the oppression's already in play to continue to play out unchallenged in the schools and society. The insistence that we “use our common sense” is really an insistence that we view things as some in society have traditionally viewed things and want to continue viewing things. This idea was not expected to unravel and complicate out commonsensical views of education. Instead, common sense is not what should shape educational reform or curriculum design; it is what needs to be examined and challenged.
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Hannah MagnussonWrite something about yourself. No need to be fancy, just an overview. Archives
April 2020
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