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Week 3 response

I feel like I learned a lot about students treat each other.

I think that the social aspect of schools is often overlooked despite it being a major contributing factor to the performance of students.

I feel that students are not taught to love and accept themselves.

I learned that not many students are not meeting lifestyle criteria.

I learned that obesity in schools is much more problematic than I once thought.

Why do schools put such little emphasis on physical and mental health considering the importance of the statistics raised in the text.

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ECS 210

Ecs 210 Quote response

I will respond to the following quote:

“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong”. “A large part of what we call good teaching is a teacher´s ability to obtain effective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.” ~ Benjamin Bloom

The meaning of those quote, is what I think all teachers to strive towards when they step into a classroom. The word “reorganize” I think is very tactfully used, it supposes that what students bring to the classroom isn’t bad or good, or incorrect, just that they deserve to know when and where their life experiences can be useful to the educational growth. Students should not be shaped or molded, they should be led gracefully and deliberately.

Another point of this quote is that teachers are expected to “challenge” a students fixed belief shows that a teacher should not dismiss their ideas but guide them toward an understanding. It doesn’t matter if you come away with a higher sense of self, if a teacher can model this, they are as the quote says is “good teaching”.

Personally this idea of “higher order thinking” is a bit pretentious but I can grasp what this quote is getting at. Ideally the quote suggests that an epiphany or an “ah-ha moment” can be when a student realizes that they have value and autonomy and authority over what he or she wishes to put into the world.

This quote says that students are to be met with compassion, that their thoughts and feelings are important. And I feel that gets forgotten about a lot of the time in curriculum.

 

 

 

ECS 210

ECS 210 The Tyler Rationale

Can you think about: (a) The ways in which you may have experience the Tyler rationale in your own schooling? (b) What are the major limitations of the Tyler rationale/what does it make impossible? (c) What are some potential benefits/what is made possible?

I have experienced the Tyler rationale in schools in both positive and negative ways. The best way in which I’ve had  teachers who demand a lot from us, and expect as certain behavior, and had certain standards as to when and how homework was to be completed. I understood this to mean that she expected a lot from us, and was preparing us for the future, as students are constantly told that “life after high school only gets harder, and they will expect you to know this in University.” I resented this statement, but am thankful that those ideas were taught because I do see the value in expecting a lot from students.

As the Tyler rationale suggests, Education is a process of changing the behavior of people. and at its core, that does sound sinister. However, we expect that schools are not misinforming students, or breeding harmful stereotypes and prejudices. What this statement about changing behavior means at its core, is that students, come to school with an expectation of what is acceptable and what is not. And the teachers, who are expected to be models of these principles are expected to pass on and bestow this knowledge upon willing learners.

The limitations of this rationale is first and foremost we must take into consideration cultural differences in practices of what is considered acceptable and unacceptable behavior in the given setting or circumstances. This method does not allow for previous knowledge to be incorporated and has a melting pot outlook that does not account for differences in cultural or socioeconomic practices.

The positive I believe do outweigh the negatives, this is because we can trust that both the schools and teachers are doing their best to equip students with the necessary knowledge that is valuable to both them and society as a whole.

ECS 200

Ecs 200 sept.16th

One of the things I learned from the reading is about experience-expecatant overproduction and pruning. It makes sense how different people based on their place in world and their culture are taught different things and thus it shapes their brain.

Another thing i learned is how brain activity “lights up” when performing certain activities. It shows us how the brain is ever changing.

One final thing I learned is that reading does infact help you learn new words versus being taught new words. And how reading is so valuable in schools.

 

One connection that is I made is that as we grow up we value pleasure seeking over emotional stimulation. I think the emotional stimulation that students need is often overlooked and I wish parents and teachers were more receptive to that.

Another connection I made was with Piagets stages of cognitive development. It was shocking to read that only 30-40% of high school students can perform stage 4 tasks. Which makes me uneasy to how educators are equipping students to progress through each task. And how it makes sense that some people are not necessarily uneducated or stupid. They just havent pregressed yet.

One question I leave this reading with is that why are we so focused on a product of students. Ie: test scores when we should be focusing on “form not furnish” the minds of students. Why do we not focus on growth and making mistakes and tracking the growth versus performance?

ECS 210

ECS 210- Common Sense

Kumashiro defines ‘commonsense’ as knowledge that is supposed, ie: what schools are supposed to teach, what is expected of students and what is expected of you as an educator.

The reason that this is dangerous because we cannot go into a classroom supposing that we know what the year will be like, what our students will be like and what to teach, solely based on our own knowledge with our own ideas and expectations. This thinking is counter intuitive to anti-oppressive education. We must as educators meet our students half way and clear our ideas of what we ought to do, and instead do what we should do; which is not use common sense.

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Evis 202 Weekly Blog

 

Week 1

This photo is taken of an ordinary pencil sharpener.

I really enjoy the processes that we as humans continue to improve the way we do menial tasks, the way virtually many of our daily routines have been digitized, optimized, and electronically converted.

Why this photo is significant to me is that these are the very same pencil sharpeners that I used in elementary school. More than ten years have passed and these are still being used. I don’t know how long these will continue to be used but I guess the philosophy here is; “if it ain’t broke, don’t fix it”.

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week 2

This photo was taken just outside the Kin building when walking to my car.

This is an example of a desire path.

Wikipedia defines desire paths as A desire path is a path created as a consequence of erosion caused by human or animal foot-fall or traffic.

I think that this is beautiful, considering there are perfectly good paved pathways on either side, the general consensus is that humans prefer the shortest distance even if it means walking through snow.

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During our class trip to the Mackenzie, I was really taken by the Freedom Tube exhibit. There was a lot of friendly discussion generated and I was really taken by how the visual blending of red and white produced a soft pink. I thought a lot about going through a car-wash, which kind of always terrify me.

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Week 4

This is just one of the mosaics around the university, between the R

Ad hum building and Language building, this wonderful piece can often go without being seen.

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Week 5 What an adventure this was!

I was driving around in moose jaw, and 5 deer just jumped out of nowhere!

My girlfriend was in the passenger seat taking pictures for me, and we followed them all the way through downtown. I’m fairly certain they were lost.

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Week 6 (below) My girlfriend cosplay as Belle, from beauty and the beast. And we go to a lot of events together. This mock tattoo was done at the science center for a kids party. I just really enjoy the visuals of the red against the yellow of her dress.

 

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Week 7 (above)

This was taken in the parking lot of my work, I guess a Falcon has been attacking pigeons in the area. And it was protecting its kill, which is why I was able to get so close to it. Absolutely beautiful animal.

Week 8 This is my wonderful Cat Wesley, I adopted him 2 years ago, and he just turned 3 in April. If you looked through my phone at any point, you’d see a plethora of Cat photos because I love him so very much.

As you can see, he actually has white fur underneath his black coat, so when he sheds there are always pieces of white fur on his coat.

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Week 9

I call this photo “The great Canadian Tragedy” Whoever rolled up this cup left it in such a way that really tells a story. A little corny but I know Canadians really love their timmies.

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Week 10

I don’t have much to say about this photo. I am deeply saddened and troubled by the recent tragedy that has befallen the Broncos. I had a friend on the bus and I’m praying for her. #Broncosstrong

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Sound, art and technology

In our  class we had the opportunity to hear Dr. Rebecca Caine speak about her work in Sound, art and technology at the University of Regina. Highlights of her work include being a sound engineer for many of the universities productions. additionally she helps with the universities iPad orchestra that incorporates the use of apps that can mimic real instruments as well as real instruments that form a cohesive sound that is both interestingly creative and educational as it challenges our idea of what technology is capable of.

In her guest lecture she demonstrated how technology can help creativity and allow us to explore different uses for technology outside the norm. Her work with soundscapes demonstrates how the human body with the use of improvised lights and sound is innovative in the way that think of technology as being linear or only having one purpose.

When we think about technology, artists think of it differently thinking about how it could possibly serve a different purpose or mode.

Dr.Caine’s during her presentation in class, explained how improvisation was the entire focus of one of her pieces featured lights and sound interacting with dancers, which from the outside looked like a rehearsed, and planned performance was entirely improvised.

She also talked about the idea of augmentation, in which technology can be utilized as an extension of the body, in which to affect how we interact with the world and create art, as a student of performance studies, it is interesting how future technology has change how we view and interact with the world.