How have I experienced the Tyler rationale:
One of the most major ways the almost all studnets experinece the Tyler rationale is in math, we start with an experience such as how to do long division and every lesson acts as a building block to get us to that goal of doing long divison until one day we are tested and the results determine if we can do long division. In fact all of the curriculum is based on the Tyler rationale, set up as a goal, followed by steps on how to acheieve that goal, often left to teachers to determine if we have achieved that goal. RAD tests are another example of the Tyler ratioanle, it begins with the experience of reading comprehension and analyis, to get to that experience students first read an artile and are then told to respond to the series of skill testing quesrions which are then marked out of 4 to determine if th student was able to analyze and understand the article that they read.
I feel that all of these eperience that I have had highly tie into the idea that Michael Schiro was refering to when he discussions how the curriculum is created using a scientific technique. Seeing as each portion of the curriculum is set up the same and all uses advanced, often difficult to understand language.
This rationale causes children to lose their creativtiy and just become a product of the test, they only retain the knowledge long enough to prove that they can prove that they have hit that desired experience that Tyler wanted us to understand. Another major problem is that it is set up as a one-size-fits-all model, and as with clothing we know that one size most definatley does NOT fit all. Each child has factors in their life that are going to influence how much if at all they will learn that day. Again Schiro talks about how knowledge is the most valued part of student efficiency, but if a student is not learning that day because of something tha tis happening at home, they are not gaining the knowledge that likely will not be taught again.
The Tyler rationale benefits teachers in the since that everything is laid out step by step as a guide for them to follow, making teaching an easy job. It is also beneficial in the sense that we know that each student is finishing school with the same knowledge as that of the other students, we know what type of final product we are creating.
Personally I think the Tyler rationale works, but it isn’t fostering any of the 21st century competencies that we as teacher want to be instilling in our students.
Kumashiro defines common sense as the little parts of life that we seem to take for granted because everyone simply understands them. These are things like flushing the toilet after use, turning the lights off when you leave an empty room, or in the case of Nepal the water source that had many purposes throughout the day.
It is important to pay attention to the ‘common-sense’ because it tells you something about the culture and makes you aware of the ways in which society has allowed oppression and other things to be okay. For example it is okay in Nepal to hit a child because they got an answer wrong, this is something that is never okay in North American culture. Bringing an outsider into a your common sense forces you to look at what you view as a common sense differently because they don’t see things the same way you do and are often able to show you new ways of doing something that can help remove some of the oppression that is implied through your common sense. That is what the Peace Corp. is trying to do with the teachers in Nepal, help them to learn different ways of teaching that empower the children to be engaged in their learning.
Three things I learned
-That it is very common for people to have fears of talking to or dealing with people that have disabalities. Although this might be getting less common it is still something that we all struggle with.
-That things that might seem like minor issues to me (a three inch ledge) can be a brick wall barrier to those who have disabilities. To me this might be minor but it really isn’t when you don’t have an option, but they can’t change who they are to get over that wall, so we have to change so that they can be accepted in our society.
-That being aware to those around us who might need help is vital to making everyone feel like they belong and deserve to be there, because there is no reason why they shouldn’t feel included. If it means holding the door for anybody, or having a conversation with another person just to talk, it all makes a difference in how they feel in their daily lives.
Two things I found Interesting
-That Samuel’s community was able to include him so well. They were always accepting of him, and made him feel as though he belongs in all aspects of his life, in school, sports, and even extra curricular activities.
-That people would actually talk to adults with disabilities like children. To me that isn’t right, if you are an adult you should be treated as such. In my volunteering, all the people i work with are older then me and I would never consider treating them any younger then I am, they deserve to be treated as adults and that is how I will treat them.
One Question that I still have
-How do we go about including everyone in our classrooms? How do we influence our other students to treat everyone as fairly?
Three things I learned
- That many children did try to escape the cruel mistreatment that they were suffering but were unsuccessful and when caught were punished even more harshly for trying to escape.
- That Chanie never got to be a father. Though this isn’t a meaningful think to learn, I had never previously considered this. And to think that we lost a person before they even had a chance to become the person that they were meant to be is powerful and scary. Residential schools tried to wipe out their race.
- Who’s telling the truth makes a difference in how we as Canadian’s understand and accept the information that we are getting. Many of the stories that came from Residential Schools have been known for longer then the TRC has existed, but because it was never mentioned in pop culture it was never known prior to the TRC existing.
Two things I found interesting
- I find it interesting that many videos like this and the reconciliation documents are so new, most are only a few years old at most. Obviously Canada tried to hide this part of their past and was successful for a number of years before Indigenous people decided to make a change and get what was rightfully promised to them.
- That the makers would choose to do songs to tell the story of one child’s journey back home. It is unique and creates a little bit of interpretation to occur so that we can understand what has happened to this person along the secret path back home and really understand the struggles that they have gone through just to try to get home, a place that was forced and beaten out of them.
One Question that I Still Have
How do we make our classroom a place that incorporates Indigenous teaching in our practices? What about the backlash that we might receive?
Three things I learned
- That even in a society that you would think is progressive and exposed to LGBTQ+ issues there are still major problems within the society that prevent LGBTQ+ issues from being taught and normalized. Places like California still struggle with teaching acceptance to those who are LGBTQ+, so it makes sense that small town conservative Saskatchewan would struggle too.
- Inclusivity is something that we think can be attained for all individuals, but while we can try as teachers we wont ever get all people because there is no way that we could know what someone is going through if they aren’t tell us that a problem exists in their lives that we can help with.
- 30% of all youth suicides are committed by LGBTQ+ youth. This is scary…why don’t they deserve the help that everyone else gets, or feel that they don’t deserve it.
Two things I’ve connected to
- Othering. In all of my schooling my friends were the other “losers” who also didn’t have friends, we got stuck together because no one else wanted us. So to an extent I understand what it feels like to be othered. I remember sitting by myself at recess because the girls would shun me and the boys would put me at the bottom of the pile, literally.
- Teaching must involve the incorporation of all people. Not just straight white people, but coloured LGBTQ people as well. By giving LGBTQ students a place to see themselves in the curriculum they are able to connect to the curriculum and make them feel as though they belong in the school.
One Question I Still have
How do I deal with the repercussions of Queerifing my teaching? I cant control what a student is going to take away from the lesson, so how do I deal with the way that families react to the ways which I am teaching to involve all the people in my classroom?
Three things I’ve learned
Its important to celebrate the little things in life. Everyday feels like something brand new even if we have done it before, from learning how Garage Band works to memorizing scripts. Every time I see one of my buddies they light up and smile as they tell me how proud they are of the grade that they got on their previous assignment that we worked on to complete the week before.
Learning occurs differently for everyone. One of my buddies learns best when each and every detail is thoroughly explained and I give examples so that she can draw her own connections in. While my other buddy learns best if I show him how to complete the task and explain very little, because words confuse him and make it harder for him. So just within my so far 13 hours of volunteering I have learned various new teaching styles so that I can help my buddies to learn the most that they are capable of.
Human interaction is vital to all people. One buddy lives by herself with her cat, recently she discovered that I have the ability to help her with her hair. So for the last two weeks she comes equipped with her hairbrush, bobby pins and elastic so that I can execute the idea that she has for her hair. She has told be very little about her life prior to her living alone, but from what I can understand it was not a situation that I would wish upon anyone, never mind a person who needs extra help.
Two things I’ve found interesting
That each individual has a very unique program set up for them. One buddy receives grades for her assignments along with feedback, whereas the other receives only feedback. Each individual is included in the classroom as though it is no problem to the professor, which is amazing!
The way that this program seems to run so flawlessly. I know that Campus For All is a very new program, but they seem to be run so smoothly that I never would have guessed that this program is as new as it is. When you are working within it, it feels as though it has been running for 15-20 years. Its amazing.
One Question I still have
If the University can create such individualized programs for so many students what stops schools from making their own programs so that individuals who need extra help can get it?