Category: ECS 203 Curriculum and Pedagogy

During fall semester several years ago, Dr. Mike Cappello received an email from an intern asking for help. Here’s part of it: “As part of my classes for my three week block I have picked up a Social Studies 30 course. This past week we have been discussing the concept of standard of living and

Continue reading ECS 203 Blog #5 The Purpose of Teaching Treaty Education

Provide a brief summary of your understanding of the three learning theories introduced in the readings (behaviourism, cognitivism, and constructivism). How can you connect these learning theories with the models of curriculum (product, process, and praxis in particular) that we have discussed?   Behaviourism learning theory is based on an objectivist approach to learning. Meaning

Continue reading ECS 203 Blog #4 -Building Curriculum

According to the Levin article, how are school curricula developed and implemented? Upon reading the Levin article I have learned that school curricular goals and outcomes are developed mostly by key experts or experts in a particular field of study. Some of the struggles regarding this is the fact that most times key experts are

Continue reading ECS 203 Blog #3 -Curriculum Development

What does it mean to be a “good” student according to the commonsense? Looking at the example of the student named M, which was provided to us by kumashiro at the start of chapter two of his book, Against Common Sense: Teaching and Learning Towards Social Justice we are given insight into how a “good”

Continue reading ECS 203 Blog #2 -“Good” Student

Common-Sense How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’?  Kumashiro defines ‘common-sense’ as, “ideas that help us to make sense of and feel at ease with the things that get repeated in our everyday lives” (pg. 33) So in other words, these are daily practices everyone around

Continue reading ECS 203 Blog #1 -The Problem with Common Sense and Curriculum Theory and Practice