Narrative #2
The first two sessions of semester 2 have
been rather interesting to say the least and our flow as a group is beginning
to develop once again. Investigating a topic as vast as curriculum was
initially daunting but has now become an open-ended question that together we
have started to peel back the layers with in-depth inquiry. Our inquisitiveness
has lead to numerous questions from our Cohort members, some of which are
relevant to my profession, while others not so much. Having said that, the
meaning and understanding of curriculum in the various professions we hold have
allowed for cross-curricular dialogue and a further breadth of knowledge. It
seems that we are all struggling to find answers to our questions but it is
abundantly apparent that we all care enough to ask them and will work hard to
uncover solutions.
I was a little hesitant to engage with the
Jeweler’s Loupes, as it seemed more than a bit silly, but of course I knew there
must be some meaning to the activity so embraced it with an open mind. Once I
found the focus point of the magnification, the child in me came to life and I
began to investigate the intricacies of the world in front of me. Being a
detail orientated person (type A, OCD, linear, etc.) I began to thoroughly
enjoy the intensity of the natural cedar, dried sunflower, and lines that were
present on my hand.
This activity presented a different
perspective of the objects I held. Perspective sometimes is all that we need to
open our mind to the ideas and happenings around us. It seems obvious, but
those who create curriculum are so distant from the objects (students, teachers
and other support staff) that it would be interesting to see them magnify their
position to be close enough to experience school, hospitals, clinics, etc when altering
or changing curriculum. Would their position remain the same? How might their
interactions with the objects differ? Under the magnification of the Jeweler’s
Loupe I was much more in tune to the object, treating it completely different
then when it was under the naked eye. I was able to really analyze and discover
all the detail that would have otherwise gone unnoticed. Again it may seem
obvious, but when changing curriculum is there an analysis of the current
situation or does government and policy makers feel the need to make change for
the sake of making change. I totally support adjustments, however I have
difficulty accepting a full scale rebuilding of our education system in the name
of the all mighty dollar. Engaging with the Jeweler’s Loupes opened my mind
enough to look at some tactile objects from a different perspective but it also
allowed me to question so much more…
While I found the exercise on Traxoline
absolutely hilarious, it was also quite sad as it reinforced some teaching
methods that are still dominant in the education system today. While there may
be some value in dictating information to learners, it was clearly proven in a
very brief exercise that retention might be minimal but understanding of the
information was nonexistent. The value in this exercise and the Jeweler’s
Loupes activity is that we should be focusing our efforts not on changing
curriculum, but adjusting the delivery method. Our clientele is changing,
whether we are talking about the education system or the health care system,
and there is a need to adapt our previous notion of teaching methodology
accordingly.
I recently watched a video in a staff meeting
at school that depicted an inquiry-based school in Australia; the building was
open and spacious flooding with light while the students were engaged with each
other alongside various devises of technology. It was great, the 21st
Century Learner in action, however it became obvious that we were looking at a
private school which had less than 500 students. How is that possible at my
school with almost 2000 students, in a building that was designed for 1500,
with a student body and teaching staff who are on split schedules, in a
province where the government is going to appeal a BC Supreme Court ruling that
10 years ago stripped teacher rights and student’s rights to a fair education…
My role as a teacher is to shape the young
minds of the future, but it seems however that I spend too much time
questioning and fighting the system I work in. Through this program I hope to
determine how I can play a larger role in making change for an education system
that I can be proud of.
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