ECS 210: Final Post-Curriculum Process

Another semester has come and gone which means that this will be my final post for ECS 210! There were a lot of experiences, knowledges, and realizations gained from this class that will be useful to me as a future educator.

Attached to this post, you will find the link to my final presentation PowerPoint with an audio for each slide. (Click the speaker logo on each slide to hear my thoughts!) I hope you enjoy!



Reading Response – Week #10

  1. I think that school has shaped my view on the world by making me realize that everyone is different and we have to respect everyones differences. No one is the same, and we have to understand that in order to make sense of why some things happen in the world we need to realize we all have opinions which are different. A bias I that I would bring to the classroom is most people learn the same way I do, so I should teach the way I’d want to learn. Understanding that everyone is different will help me realize that I need to have multiple strategies when I teach. You could work against this bias by getting to know students and understand the learning culture in the classroom and we all learn differently in regards to speed of learning, and how students respond to how a teacher speaks etc…


  1. Single stories that were presented in my schooling was probably to do with religion as I went through a Catholic education system when I was growing up. In terms of religion, we were taught way more about the Catholic system than any other religion and the Catholic religion was never compared to other religions when I was in school. Learning this in school has definitely shaped the way how I see other religions. In the end the only truth that matters is what you think is right.


Week #9 – Reading Response

Looking back to learning about mathematics, I can’t remember too much about whether it was being oppressive or discriminating where I have gone too school. I noticed in the textbooks that we got for math was always including other cultures, whether it was for solving problems in a question by incorporating different cultural values or even little notes along the side of the page that contained facts about different cultures. I also noticed that when they showed pictures of people in the textbook there were always different races of people and showed diversity. I have never been a great math student and something I found discriminating was the stereotype of men being always good at math and that was kind of something I grew up around. I also thought it was interesting how we talked about in class that there are hardly any Indigenous math teachers and now thinking about, I haven’t had any Indigenous math teachers and often I see men math teachers more often than women. I can remember I have only had 1 math teacher who was a woman which was in high school when I was growing up.

3 ways I noticed that the Inuit ways of teaching mathematics challenge Eurocentric ideas was how instead of just learning modern ways of measuring with a ruler they also use past ways of knowing how to measure things by using parts of the body like the finger and foot. Another way of challenging Eurocentric Ideas was their way of counting. They learn how to count in Inuit 1stbefore they reach grade three then they start learning numbers in French and English. The last one that goes against Eurocentric ideas is that the Inuit use a base-20 numeral system. All these are very interesting ways of teaching mathematics in the Inuit culture.


Week #8 – Reading Response

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.

When looking back on examples of citizenship growing up in school there were lots that stood out. Growing up in a Catholic school system, I think that the two biggest things I was taught about citizenship in elementary school was the “golden rule” and doing the right thing even when no one is watching. An example of doing the right thing when no one is watching is seeing a piece of garbage on the ground and picking it up and throwing it away. When I reached high school I think the biggest things that my school taught me was leadership skills and community involvement. For our community involvement we did things such as Works of Mercy (helping out at less fortunate schools around Regina) street sweeps, cleaning up garbage around town, being involved with the church (alter server etc.).


The focus of the Catholic school system I went to was to create personally responsible citizens. I just think that they wanted lots of community involvement and giving back to the community and to be selfless. The levels of involvement in the community progressed as I got older. You start to take on more responsibilities and are expected to do more.

What this approach to the curriculum made possible in regards to citizenship was how it developed students to be active in the community and by doing good deeds to help society. Yes, we were taught good ways to help people who are in need in our community but we never really understood why we were doing it. For example, my high school ran a program called “Works of Mercy” that everyone had to do. We would basically go into inner city schools and less fortunate schools to help out with reading, students homework and all sorts of other various tasks. What we didn’t understand was why certain groups in society are the way they are like underprivileged students (social classes).

Treaty Education

Week #7 –Reading Response

After reading the email mike received, it made me think back to times where I was in elementary school or high school and what I was taught about Treaty Education. Growing up in a small town, I went to schools that had very little Indigenous people and now thinking about it I was taught almost nothing too little about Treaty Education. Honestly it is sad, and I know going to a Catholic school may have a big part in why I didn’t learn as much as I should but still treaty Education is a huge part of Canadian identity and what we have built our foundations off of for being Canadian.

The purpose of teaching Treaty Education where there is few to no Indigenous people is because that is our Canadian identity and how our identity is shaped. It doesn’t matter if you live in an Indigenous community or not, Indigenous people deserve respect and not be forgotten especially in Saskatchewan. We need to preserve the Indigenous knowledge or else it will die and Treaty Education is one of the biggest parts of our Canadian history. How do we let one of the biggest parts of Canadian history be lost? Like I said, I have experienced it myself, I got hardly any Treaty Education background when I was in school and I feel like if we don’t correct this issue in our schools it will get worse. It’s not like my schools were negative towards Indigenous knowledges, but they definitely didn’t make an effort to go out of their way to implement Treaty Education in the curriculum. One of my goals as a future educator is to make sure my students know our history of Indigenous people so they grow with more knowledge than I did when I was going through school when I was younger. The purpose of teaching Treaty Education is to acknowledge our Indigenous people and to make sure that there is no loss of respect for not only Indigenous people but the Canadian identity itself.

My understanding of the term “We are all treaty people” is that treaties are a major part of Canadian history meaning that we are all in this together. By saying that, I think as Canadians it is important to understand our culture’s history and why things are the way that they are. If we don’t implement a solid foundation of Treaty Education in curriculums we lose a huge part of knowing about our Canadian identity and it is a huge loss of respect towards Indigenous cultures. We are Canadian, this is our history, we need to know it!

Traditional Ways Of Knowing

Week #6 –Reading Response:

  • The most important act of decolonization I noticed and read from the article was how they talked about the traditional Mushkegowuk ways of learning through the word paquataskamik which describes the natural environment that supports life. We have definitely looked passed traditional ways of learning from the natural environment. We basically see decolonization through traditional ways of learning through Indigenous ways of knowing and education is less based on how the environment gives us opportunity. We need to honor and preserve the traditional ways of learning through the Indigenous more instead of just completely looking passed and forgetting Indigenous ways of learning. Decolonization can have generational affects which is why it’s really important that we incorporate indigenous knowledges in classrooms.


  • Ways that I could adapt these traditional ideas of Indigenous knowledge is just making sure that kids understand how to respect and preserve Indigenous identity. We can’t forget the traditional ways of knowing and learning because I think that’s what makes Indigenous people feel the most decolonized with the lack of and acknowledging traditional values. As a teacher, we need to find ways to incorporate and preserve indigenous knowledges in our classroom so they don’t go unforgotten.

Curriculum Development

Week #5 – Reading Response:

During this week’s reading response I found that school systems go through a long process with the government that leads to the development of curriculum. Teachers and the government have to agree on what is appropriate to include in a school curriculum. The curriculum that is taught has to show relevance in regards to the social aspect of learning but also the development of the student and then you have to integrate subjects into that which makes it hard to create a curriculum especially with so many teachers having opinions on how the curriculum should be ran.

For me personally, the perspective I have on what the reading provided me with is how hard it would be to get the government and the teachers to agree on one curriculum that is fitting to everyone school system. I just feel like there would be a lot of opinions which would make it tough for everyone to come to a certain decision.

Something that surprised me from this article was how little students opinions matter with the debate of sex education and other subjects. I think maybe they should take a survey from students and then act upon the students opinions if it should be incorporated. A survey is just an option, but maybe it could be a deciding factor in the addition of a certain class.

What Is A Good Student?

Week #4 – Reading Response:

During this week’s reading, we were asked to break down what it means to be a “good” student according to the article. What I found that this article was trying to say about “good” students in society is that there are a lot of pressures that come from society that shapes what a good student is supposed to be like. Students can sort of put on a mask when they get into a classroom meaning sometimes how a student acts in class isn’t how they act outside of the school. This article suggests that a stereotypical student doesn’t really go against the norms of teaching. A good student is considered to be on time, gets there homework done, engage in class discussions, attends class regularly etc. In every class though, there will be a variety of students who think differently and learn at their own pace and it is our job as teachers to understand the unique learning styles of students. Each student has different qualities, we have to understand what makes a student feel like a good student.

I kind of think that the privileged students in our society come from good families who suggest and teach what it means to be a “good” student.

I think that it is hard to see what a student is actually like and go against the norms of teaching because we have the expectations of a good student in a classroom and what society sees it as. As a teacher we need to realize that we shouldn’t base our classroom off what society sees a good student as and focus more on getting to know our students and individually figure out through their personalities how they can be a good student and not just base each student off one belief that society views a good student as.

ECS 210 Blog Posts : The Greatest Sign Of Success.

Week #3 – Reading Response:

For this week’s reading response, I decided to unpack the quote, “The greatest sign of success for a teacher is to be able to say ‘The children are now working as if I did not exist.’” This quote comes from the education theorist Maria Montessori. What I think that Montessori is saying is that when students are interested in the subjects or discussions that are being taught,  they will work harder and be more focused and ignore the fact that your even there because they are in such deep thought and enjoy learning. When they are focused and engaged, they will be quiet and will have understood the material that is being taught which means as a teacher you have done your job and it will bring you the feeling of success. I think what makes this quote possible in education is having a good relationship with the students and understanding the way your students learn which will create that work ethic that displays a deep understanding. What could make this quote impossible in education is if your students show disinterest and become reliant on you as a teacher. What this quote is saying about the teacher and student is that they have a good relationship with each other and are understanding. This relates to my own understanding of curriculum and school because if you can build a good relationship with the students and understand the way your students learn curriculums and lessons, it  will be easier to teach and easier for students to understand and show interest. You have to make learning enjoyable for students and find a way to connect the students interests to the curriculum. Once you have established this, you will feel successful.

ECS 210 Blog Posts

Week #2 Reading Response:

Since the start of organized school systems, there has been little changes to the subjects that get taught and the way the schools operate. Growing up, I have experienced the Tyler rationale on many occasions. Occurring all throughout my time in school, I can remember that all subjects are taught mostly among the guidelines of Tyler’s Rationale which includes aims and objectives, content, organization of teaching and learning then an evaluation that gets graded. A certain subject that I can relate this too is math. You start your lesson with objectives that that you want your class to learn like division. You then teach the process of division with organization and the steps of division in hopes that the kids will learn it. Regardless if the students get it or not there is a set date for the exam and that’s when it will take place. The process never really changes, there is a start, then the content and then test. This is convenient for teachers because this rationale adds structure to our school system.

One major limitation to the Tyler Rationale is that schools don’t emphasize enough on common sense. Schools have set classes and subjects that need to be followed that some kids may find uninteresting also. Tyler’s Rationale seems to put more thought into staying within the curriculum and staying on task that sometimes actually learning the subject. It doesn’t really let students expand their ways of thinking and understanding.

I think one of the biggest benefits of Tyler’s Rationale is how it provides a structure and process to school systems as we talked about in class and shown on the power point slides. It helps for teachers planning and organization in classrooms. Each teacher would have their own way of running a classroom if it wasn’t for Tyler’s Rationale which may cause chaos. With organization and structure it allows students to stay on task and to have an end goal.

Blog at

Up ↑