Audio Transcript Auto-generated
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Hi. Welcome to my summary of learning for ECs
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two or three.
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I'd like to set the stage for the preconceptions I had coming into the class.
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My name is Kate. I've always wanted to be a teacher,
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but I'm 33 partner, living with two puppies and definitely not teaching.
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Uh, we own a conquering company. Instead, we just have, like, the
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not really, uh, intellectual hub.
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I struggled in high school. I struggled to stay interested, Motivated, present.
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I dropped out of school three times from three separate schools.
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In my final master of grade 12, I finally finished an alternative school.
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Um, I was pretty unprepared for postsecondary.
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The issue was a combination of a DH D and a lack of foundational skills,
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like grammar and essay writing.
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When I went back, it took me near double the time to get my English honours degree.
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I had to learn the basics. It was very humbling.
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It said that you borrow from my master's in this long
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study time informed my first book of poetry recently published.
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All this is to say I was not born a natural learner,
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nor was I made for the typical classroom.
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It all proved very arduous to me.
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From the from my background,
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you might be able to tell as a brand new after degree student in my first semester.
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Um,
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I
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do not have much of a clue.
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I thought curriculum was precisely what teachers taught me.
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A transmission of predetermined essentials in order to make
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learners better future employees and do file citizens.
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I didn't understand curriculum, as, uh Levin described it,
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government approved programme that's
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issued statewide.
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He adds, however,
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that the government is not necessarily
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the driving force behind curriculum creation.
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Instead, curriculum reflects the values of the community, a political will,
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a certain ideological or religious goals,
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or most troubling the vested interests of groups like corporations,
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military and other lobbying groups.
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So this in
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issue in the creation of curricula,
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uh Levi
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argues that implementation is a primary problem.
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It had not occurred to me that teachers or schools
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would just not teach what is required of them.
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Until the article review assignment, which I did on treaty education,
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I read about many outcome failures just across Canada.
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This reiterates for me the political nature of teaching and curriculum.
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I'm learning that political
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that the political cannot truly be extracted from the act of teaching.
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And why should it? If curricular writing is a political act,
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I've learned common sense is transmitted in classroom through curriculum. Uh
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uh,
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goes on to actually challenge the notion of common sense good students or learners.
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This analysis was useful for me
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to begin to be critical of what I thought was
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mandatory in both how and what I wanted to teach.
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Common sense curriculum would anticipate a common sense student.
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If we challenge one, we must challenge the other
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by developing curriculum with certain aims. At Smith, lay
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out an overlap of pedagogy occurs.
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My experience in the classroom is with a model of knowledge,
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transmission and product.
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Through my English studies, the importance of transmission was stress.
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The English canon imparts to us when we create because we are informed by that canon.
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If we consider Elliott here,
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his theory that art derives its meaning from more old art is clear.
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Where I got the concept of curriculum from as an established,
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almost monolithic list of greats that must be
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taught in order to create or appreciate,
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This idea is a blend of silver
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product. It's exactly the way I had intended to teach my English students.
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You read, analyse and argue an essay form. And here's a grade
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process thankfully provides, uh,
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a new model for curriculum and practise in the classroom
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that allows me to deviate and experiment.
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It is a classroom teacher specific,
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uh, process. And the process itself is the learning versus the product.
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Practise takes this process a step further where
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we can actively challenge the status quo.
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Ideally, in my classroom, I'm effectively blending these approaches.
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I will aim to allow the process to be the inherent learning.
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I want students to engage with learning interactively,
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question and communicate on behalf of their own learning experience,
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explore and experiment,
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challenge and critique. Learn how to learn above all
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well, the behaviourists rely on objective view of reward and punishment.
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The cog cognitive approach employs a hierarchy
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from memory to creation and valuation,
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and finally, the Constructivist are concerned with subjectivity.
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Where a learner's experience is build upon another.
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In my classroom, I'm the teacher.
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There will be a blend.
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There will be times that certain behaviours might be rewarded or punished.
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Creative output, output or analysis and courage.
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There'll be times where we build upon existing knowledge, allowing students,
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uh, to construct their own learning experiences in order to best
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blend these approaches.
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I employ peer learning and peer assessments
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in the classroom making room for these social
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and interpretive experiences include interest based options or
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accommodations and projects that promote Self-motivated learners.
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Uh, provide opportunity for reflection,
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self assessment to fuel learning that builds in prior knowledge and
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allow the classroom to be modified to best suit learning needs.
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I want to foster a genuine desire to learn and
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adapt material to meet that goal and in turn,
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easily meet our outcomes without making them the starting point.
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Um, my difficult learning moment occurred when
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initiated a critique of the English in the classroom,
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uh,
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stale, pale and mail or something to that effect.
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I had a conniption. My initial thought was, This is
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This must just be coming from a select few who are obviously not well read.
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They don't know how brilliant Shakespeare is. They do not
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really have a grasp of the account, and,
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um,
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they don't understand that it's full of contrarians.
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Mavericks underdogs who express the wild range
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a human suffering and fly from kings to to peasants.
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My defence went on.
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It hasn't occurred to me that perhaps
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we do require a representative canon.
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I'm realising now you know a potential English teacher.
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I will be responsible for teaching parts of the English. And he has many writers.
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And it were challenging the status quo,
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banding social conventions and encouraging others to do the same.
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I think of Wild Bronte, Joyce,
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but we are not British and we are not static. And if curriculum and pedagogy
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are political,
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then we ought to contribute to and teach new Canadian
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canon that include their indigenous voices like King Vermette,
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Um,
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and immigrant voices like
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mystery. And
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we can do better, even if it hurt my head to realise
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I have learned about curriculum,
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the importance of critique pedagogy and how the classroom
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ought to reflect the diverse learning needs of students.
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How significant the role of an engaged and allied teacher is
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and to challenge what common sense looks like in the classroom.
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I wanna thank you for this