ECS 410 – February 15th

This class was interesting enough. I enjoyed the presentations and I found it interesting to see how different majors would deal with differentiated instruction for several different kids. There were some that I believed could have been a bit better in term of interest, because, yeah, i got bored with a few of them. But over all they were pretty good. I don’t remember the girls names, but the last two that went, did a very good job.

For the next half of class, I didn’t find as interesting to be honest, but the information that was being provided and understandings of some DI’s being explained was nice and helpful. Like I didn’t know what some of them were because I’ve never heard of them, but when they got explained, I was like, OHHHHHH! I know what that is! But because I din’t know it was a DI, it never occurred to me when I would witness it, or even use it. There were so many DI’s that I’ve used for myself, or have seen done, its funny how it has never dawned on me that these are instructions teachers use to help students.

To be honest, I did find the class a little dry, but very informative.



ECS 410 – February 1st

Today’s class was so helpful, we met with Tana, and everything I was confused/worried about became so much clear, and I feel a little bit better about the Social Studies curriculum. Tana was very helpful, and answered all the questions we had, and she even answered questions I did even think of asking. She showed us one of her unit plans and it helped me out so much to see what needs to be done, and what can be done. I also liked the fact that she showed us differentiated instructions she uses in her classrooms that work for her.

I like the idea of making our own rubric, or working as a class I guess, to make our own rubric. Its nice to see that everyone is on a similar page, or understanding.

I do wish we would have gotten to talk about the video that we were to watch. I did watch it, and I really liked the points it was bringing across. I think the most agreeable strategy that was brought in, was the green, yellow and red cups for the students. I believe that would be a good way to see where students are at when you are teaching.

I found this days class to be very insightful and helpful.


There are many things during this class that I found interesting and very useful. I like the use of the Power School program for marking (or at least that’s what i think it is called, I’m not too sure). It made marking look neat and clean and easy to follow for anyone who is looking to see where their child/student is at.

Something that in found interesting was the conversation in class about the bad mark being taken away if it brings down your average. I didn’t know schools did this, but i find it would be very beneficial to the students.

I really enjoyed the reading we were giving during class about “Formative Assessment in Seven Good Moves”. I found myself agreeing with the first two step or moves, prime students first, and pose good questions. All of the moves were very important, but when asked which one was least, my mind brought me to the last move, build your bins. I didn’t really understand it, until it was explained to me. After I came to the realization that they were all important, and depending on your views, one might appear more so than others.

`I could help but find myself laughing at the video we were shown at the end of the class. I know it was important and it did clear up a lot of things about summative, formative, and diagnostic assessments, the visual part, the characters of the video were too much to handle. I had a hard time not noticing the length of the characters arms, there computerized voices, their actions, etc… It was a good video for its information, but it was hard to watch and not to giggle at.


It wasn’t until Gale’s lecture that oppression and discrimination existed in mathematics. To me math was just math, and how we were told to do it, was the only way. Thinking back to when I was being taught math in school, the thought of other of thinking never crossed my mind. To think of math that come so easy to be made hard by the curriculum in which it is taught, really deprives students of confidence and realization that they too can easily understand the math they are given. Back when I was in elementary, to think of it, my teachers always had some way to help students to learn math to their understanding, which was beneficial as a child. But once we go around to multiplication, there was only one way to do it according to the teachers. This continued on throughout high school as well. During this time if you couldn’t get it, you fell behind and you would basically be left there. I wasn’t until Gale spoke of mathematics in a different like bringing everyday use of math that I never thought of anything of before. Just simplest things about we bring to our everyday life.

The way Inuit people taught and learned mathematics definitely challenged the Eurocentric idea about the purposes mathematics and the way they learn it. Indigenous ways of knowledge are considered in the medicine wheel, they are emotional, physical, mental, spiritual. These four ways of knowledge fall close to the teachings of Indigenous people. It is tradition for indigenous culture to tell stories and those stories are passed down from person to person, they didn’t exist on paper, and their learnings and teachings were done in more natural settings rather than a classroom. For the learning of mathematics, instead of a base-10 system, it is a base-20 system. Gale described how she was told this came to be. Inside an igloo would get very arm, and people would remove almost all clothing. They would sit in a circle with their feet and hands in front of them. Thus, came base-20 system, due to the 10 fingers and 10 toes.

“We are all Treaty People”

Treaty Ed or other content on the subject, are a big part of Canadas history, and there should be an understanding of what happened and why. Just because there are few First Nations, Metis or Inuit people doesn’t mean the past should be forgotten, it is there to keep history from repeating itself. One of the best ways to prevent it from doing that is to teach about the history and the devastation that it has caused. Every voice in history matters, because it has all played a major role in the era it is dealing with. The roles that the Aboriginals people played in Canadian history has a significance to how Canada came to be what it is today. One of the better ways to approach this topic would be to explain this so that the students may gain a better understanding of why it is so important now.  More over, this should not become a blame game, but a way to better understand what happened in the past and remember what has been done and what prices were paid for such actions. There is a lack of understanding on land, culture, history etc., in this province and in the rest of the country. Teaching Treaty Education is important and should be taught throughout school, especially in social studies. The whole aim of the Social Studies curriculum is to help students learn and understand the past, present and to influence the future, as well as make connections between them. Students should learn the process done in which treaties were made and how they affect Indigenous people as well as European settlers through time, as well as how people in Canada are still affected today.

Everyone in Canada has come from other places, Europeans migrated to Canada to have a new life of sorts. Weather you are new to the world or have experiences living in it, we learn from our past and from one another within the life we live. We teacher each other how to be one with the world we are living in, and that we share stories. We all live on the same land that Treaties were signed, which still strongly affect us today. Treaty Education should be taught to build on the relationship, and learn from one another. However, there is a lack of understanding, and respect for Indigenous history. But in one way or another we are all treaty people on the land in which we live and thrive. Treaty Education is a tough area to teach, but if done right, people of the present will be better informed and may gain a new perspective of where we live and our history, which will help develop our future, and the relationship they may hold.

“As long as the sun shines, the grass grows, and the river flows, we are all Treaty people.”

Reinhabitation & Decolonization

The reinhabitation is shown on page 80, where it is claimed that the river is a way of life for the Mushkegowuk people. They use it for many resources such as fishing, and is has significant uses and meaning behind it such as, is physically, emotionally, and spiritually being. People based themselves around the river for it was a good source, and many new relationships with different cultures often occurred around rivers. Rivers are a place that can teach people many means of life. There is a return to the original way of knowing. Decolonization within the article is shown when it speaks of old ways being taught again, allowing for an new perspective on the language and culture.  

I am a pre-service social studies teacher, so this topic is more incorporated into the curriculums I will be using. I would however, be unable to teach the language, or even how the culture was to its full potential. The best way in doing this would to bring a person from the First Nations community, such as an elder. It would be unfair to the students to be ill-advised on First Nations culture, traditions, and languages. However, I to think it is a very important part of Social Studies to teach because First Nations are a very important part of our history.

Literacy Models

The Curriculum that I have chosen can be perceived as both Autonomous literacy and Ideology literacy, however it does align more closely to Ideology literacy. The curriculum is based around Canadian history, which mainly include Aboriginal peoples. The learning of their culture is a big part of the subject and should be presented more in class for the benefit of the students. With how much the Aboriginal peoples culture, traditions, etc., the literacy frame that surround the curriculum the strongest would be Ideology literacy. The Autonomous literacy fits into the curriculum because the curriculum, dependant on how it is taught, teaches equality, gives for a stronger independent basis, and allows for opportunity for cognitive skills. Though as stated, both literacy models are present in one way or another, Ideology literacy is more present within the curriculum.

To connect the mandated curriculum to the students lives, I could possible get them to consider their family history and do a little presentation in front of their classmates, allowing for the students to gain abetter understanding of life of their peer’s family. This way students may not only take an interest in the history, but they will be able to relate it to their own lives and peers. With a better understanding of their history, the students may be able to connect their information found to the information being taught in the classroom. The students might even be able to connect their knowledge to later teachings.

Curriculum Policy and the Politics

The curriculum for schools are developed and implemented by the board of education, they get the final say on how the curriculum is going to be hand what is going to be taught through it. It can be largely influenced by businesses and companies that believe their trade is important and students should be learning thing that can help them guide their way to these sort of businesses. Also teachers, parents, and students have their own influences on the curriculum development, mainly because they are the ones experiencing the curriculum first hand, but things don’t always go in their favor.

For the people in charge of what is happening to the curriculum, get voted in by outside parties, to which they believe who will do the best for the just. This brings in a very political view into the curriculum development. It is like when the government is being chosen, people around the country vote for people based of what they stand for and what they claim they will do to better the nation. The same goes for the curriculum, a person is voted in based on what the intend to implement in the curriculum for schools. This is something I have never thought of before, and I find very interesting. The only think I can think that may be concerning is how much other things influence the curriculum that are not education based.

Citizenship Education

Citizenship education is a curricular problem because, as stated in Locating Citizenship: Curriculum, Social Class, and the ‘Good’ Citizen “it over looks the meanings youth, and urban youth in particular, make of their daily experiences with civic institutions and agencies [including schools] amid the cultural practices and structural inequalities that surround them.” It can also be difficult for many students to figure somethings out on their own, as in, they may struggle to see the “light” if you will. They can become very indecisive if not helped guided in the right direction. When asking a student to make sense of things themselves they may feel over-whelmed, which can cause them to put a halt in their education some-what. One of the problems with citizenship education in the curriculum is that it can affect some places more than others, dependant of the school’s class and how well constructed the system is.

It allows students to learn to become “good” citizens, however, if not taught how broad this statement is, it can be misconceived and misunderstood very easily. There are three different types of “good” citizens, there is more to being a “good” citizen than just recycling and such. The three type are personally-responsibility citizen, in which take responsibility for themselves, which is also one of the main types to be expressed in schools. The second type of citizen is the participatory citizen, in which has the skills needed for engaging in the public and showing appropriate behaviour. And thirdly, there is the justice-oriented citizen, which takes action, and aids in social change.


The “good” Student

        To be a good student you have to think, and act a certain way in a classroom and throughout the school. It means to learn the information and repeat it on assignment and exams. The best way to be a good student in common sense is to have a good teacher that’s gets their information across. With the idea of the glass half full, the teacher gets to decide what goes into the glass in the first place, to create this “good” student.

        The students that are privileged by this definition are the ones that are more “privileged” if you will. This brings in the issue of oppression in many cases. Also the teacher has much influence on this as well, for they have to choose of what to teach and to mold the minds of the child’s thoughts. Making this an issue for the students who don’t think in the way of the teacher, creating them to be the “bad” student in the common sense idea.

       It can be trouble some to see the common sense ideas because of the years that this idea has been around. “only certain values and experiences have made certain people with certain values and experiences have made certain choices to create these perspectives.” (Kumashiro, K., 2004) This points out why it would be impossible, for these ideas have been set a long time ago but certain people.