Week 9: April 1st- April 7th:
This week in ESCI 310, we were asked to read, "Teaching as Indwelling between Two Curriculum Worlds". In this reading it mentions the tension that arises from the two curriculum worlds which are: the worlds of curriculum - as -planned and curriculum- as - lived - experiences. Curriculum - as -plan is what the government or Ministry of Education or school district office tells teachers to teach or present in the classroom. As it states in the reading, "curriculum -as -plan are the works of curriculum planners, usually selected teachers from the field, under the direction of some ministry official often designated as the curriculum director of a subject or a group of subjects." Curriculum-as-lived-experience is the other world of curriculum. During this world is when you teach for your audience. This starts by knowing the needs and uniqueness of each student you have in your classroom. Once you know your students, you can start to teach accordingly to their needs and interests. During this world is having to make adaptations to curriculum-as-plan to fit the needs and interests in the classroom. Along with this, an experienced teacher state "from having experienced life with my pupils, that are immediate concerns I must address to keep the class alive and moving". Finding balance between the two can create tension. The reading suggests, "that to be alive is to live in tension; that, in fact, it is the tensionality that allows good thoughts and actions to arise when properly tensioned chords are struck, and that tensionless strings are not only unable to give voice to songs, but also unable to allow a song to be sung". Challenges and difficulties come between both of the zones/worlds. Miss O. says, "that indwelling in the zone between curriculum-as-plan and curriculum-as-lived experience is not so much a matter of overcoming the tensionality but more a matter of dwelling aright within it". Connections from Natural Curiosity 2nd Edition: A resource for Educators: - Use the curriculum to guide or lead you in the direction you need to go but use the students interests and needs to create the action in how you will teach or learn. - Inquiry Based learning allows the teacher to make adaptations and differentiation where needed so the learning can suite all learners. If we use inquiry based learning, it can still be student led and stay within the curriculum guidelines.
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Week Two: January 19th-21st
I can't believe it is already the second week of this semester, I am slowly but surely getting back into the swing of things. I am enjoying having a routine again (Winter Break always plays around with my routine). Although I am glad to be back into routine, I am also feeling very overwhelmed with the work load this semester. I think I have 4 different calendars and due date lists to ensure I am staying on track. This week in ESCI 310, I first read the featured poem, "Two Kinds of Intelligence" by Rumi. As stated in the write-up, "Rumi suggests that the second knowing is already within us, ready to flow out, but at The Reader we know that self-knowledge isn't always so forthcoming, sometimes you need to unlock it" (Rumi, 2021). I enjoyed reading through Rumi's poem as it shared the two kinds of intelligences. I could relate to this poem as a future teacher. I want to remind my students that the other kind of tablet it one that is already preserved inside of you. As Kumi says, "this second knowing is a fountainhead from within you, moving out" (Kumi, 2021). In ESCI 310 we also went through the "Etched in Stone" & "There Is No Truth" readings. Next class, we will be having a debate on these two polar opposite view points. Next blog post, I will share how the debate went and discuss my opinion, stay tuned! Week One: January 2nd-14th
I am excited to begin this semester, this is my LAST full semester of classes before my internship. This semester I am enrolled in ESCI 310. This course is titled, "Becoming Civic Science Educators". As I shared in my blog post on URCourses, I had a great high-school science experience. I loved biology, chemistry and physics. The main reason I loved them was because of what we were doing. The work was a lot of hands-on and practical experiments. Some of the experiences I had in high-school science class, still stand out to me. Due to this experience, it makes me, a future teacher, want to implement fun, hands-on, interactive, and engaging science material for my future students. The first week of ESCI 310, we were asked to read "Two-Eyed Seeing". This read was a method that was new to me. A good quote from the reading that "explains Etuaptmumk - Two-Eyed Seeing by saying it refers to learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western knowledges and ways of knowing ... and learning to use both these eyes together, for the benefit of all" (Cape Breton University, 2021). This method respectfully and passionately asks that we bring together our different ways of knowing. When we use all of our ways of knowing and understandings it leaves the world a better place. AuthorHaley Miller |