Teacher Inspiration and Motivation Quotes (Teacher Tube)

Welcome to our 'Curriculum as Written' workshop!

Part A:View a clip from 'The Little Trapper'Preparation:Find a partner.Need one file folder between the two of you.

Tasks:1. Choose one coloured paper each.2. Divide it into 3 columns.3. Complete your own jot notes while viewing 'The Little Trapper' clip.
3.Compare your chart with your partner:
  • What did the 'Little Trapper' need to know?
  • What did he need to understand?
  • What did he need to do?
Discuss the following questions with your partner:
  • What knowledge is valued?
  • What skills are important to know?
  • Who determines the curriculum?
  • What is 'common sense' in this context?

Messages from Kumashiro:
"...many different methods of instruction and curriculum design." (p. xxix)
"...to take for granted as "common sense" or what everyone should know." (p. xxix)
"I brought different assumptions, expectations, and values to the school" (p. xxxi)[as we all do...]"Because we had had over 16 years of experience as students in the educational system.....Good teaching was not something that we needed to learn; rather, it was something we had already learned" (p. xxxii)we need..."...to unravel and complicate our own commonsensical views of education..." (p. xxxiii)

Part B:4. Connections to our Saskatchewan Curriculum as WrittenConceptual Framework:Curriculum Conceptual Framework

Planning Framework:What Should Children Know, Understand, and Be Able To Do?
Inquiry for Healthy Decision Making (sample from new Health curriculum)

The hope of our provincial curriculum 'as designed and written'...
"Saskatchewan’s education partners have a long history of commitment to providing the bestresearch-based educational programs possible . This commitment, combined with high quality curriculum and instruction, effective assessment practices, a wide range of resources, and supportive families and communities, prepares students to live full and rewarding lives, embrace opportunities and challenges, and actively engage with their communities. Renewal of K-12 curricula has been undertaken to incorporate recent educational research, and to make clear the desired results for learning, in order to effectively address the learning needs and potential of every student . "
Curriculum renewal has been taking place within five broad strategies:
  • development of curriculum frameworks
  • focus on First Nations, Métis, and Inuit content, perspectives, and ways of knowing
  • evaluation, identification, and development of learning resources
  • provision of professional learning supports
  • consultation and collaboration with partners and stakeholders.

The Renewal Process
To prepare for curriculum renewal, Saskatchewan embarked upon a review of:

  • current educational research
  • students not achieving at desired levels
  • teachers feeling overwhelmed by a large number of learning objectives
  • curriculum documents that were large and difficult to navigate
  • thinking more deeply about how to address how to better address First Nations, Métis, and Inuit content.

~ from Curriculum Renewal document, 2010 ~

5. Partner Exploration of Saskatchewan Ministry of Education Spring 2010 Newsletter:
Using the handout of the Curriculum Newsletter (pdf below) from your file folder, answer these 10 questions.Work in partners to complete the handout provided in your file.Curriculum Newsletter Spring 2010.pdf
  1. What are 3 main things that have had a major impact, over the last 25 years, on the needs of children and youth in our province?
  2. The current curriculum renewal reflects the spirit of the Directions legacy which was written in 1984. What was the main pillar that the provincial education system continues to build upon?
  3. What are the first 2 purposes of the curriculum renewal?
  4. What is the philosophical approach to teaching and learning that is the foundation of the renewed curriculum design?
  5. Why is the integration and effective use of technology viewed as vital to supporting teaching and learning?

Message from Kumashiro:
"Looking beyond" what and how we teach and learn does not mean that we reject everything, nor does it mean we search for a better approach. Rather, it means that we raise questions about the necessarily partial and political nature of whatever approach we take. It means that we examine how the things that we teach and learn can both reinforce and challenge oppression, or why we teach and learn only certain things in only certain ways or what might be alternative ways of teaching and learning and their implications for reinforcing and challenging oppression."

Part C:WHAT...................SO WHAT.................NOW WHAT...........

On the back of one of your coloured papers, take a few minute to reflect and write your responses to the following 3 questions. Bring these reflections back to next week's lecture.
What?What does this mean to me?
So what?What implications does this have for me as a future teacher?
Now What?What do I need to learn?

Assigned Tasks to Complete & Record Your Answers following this workshop:Ministry of Learning: Curriculum Exploration Treasure Hunt (online)

Quotation to Think About:For it to come alive in the classroom, the curriculum itself has to contain, said or unsaid, an invitation to teachers and students to enter into it. Not only that, there needs to be a reciprocal invitation. The curriculum-as-planned must wait at the classroom door for an invitation from teachers and students. And when the curriculum, teachers and students click, we are likely to find a live tension that will allow the teacher and students to say, “We live curriculum.” (Aoki, 1990, p.40)