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Video Response

This is pretty much the same thing as Khan academy.
Recent posts

post 9

How has your upbringing/schooling shaped how you you “read the world?” What biases and
lenses do you bring to the classroom? How might we unlearn / work against these biases?

My upbringing is a bit of an awkward one. One of the things that is not very often talked about
in the classrooms I’ve been in and something that I have had to deal with my entire life is on the
topic of the autism spectrum. My world has been very much so shaped by my Aspergers and this
has changed how I see the world greatly. The only bias I bring towards the classroom is one of
sympathy to children with autism. We all act based on our experiences and through having first
hand knowledge of the difficulties that comes with autism and different ways of processing
knowledge. I might try and make specialized lessons for children with autism based on ways in
which I found success through my own studies on autism. Yet, I do not want to unlearn these
biases. There are biases within the school system that we as educators…

blog post 8

At the beginning of the reading, Leroy Little Bear (2000) states that colonialism "tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. ... Typically, this proposition creates oppression and discrimination" (p. 77). Think back on your experiences of the teaching and learning of mathematics -- were there aspects of it that were oppressive and/or discriminating for you or other students?

While math itself is fairly innocent in comparison to other social sciences, or even the sciences
themselves, the main issue with math comes from the different kinds of learners. Where some children are
able to easily pick up on math quite easily, others tend to have a much more difficult time doing so. This
is because, for the most part, the traditional ways of teaching mathematics by putting a problem up on the
board only complements visual learners. I myself had issues with this because I was much more of an
auditory learner, onl…

Blog Post 7

1. What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples? On Turtle Island, one of the things that has very significant implications towards all that live here is
the treaties. In order to understand the present circumstances, one must be able to look into the past
and examine treaty. Treaty Education looks at not only the impact of the treaties but as well as how
the treaties have affected Indigenous peoples. Through Treaty Education, not only are students able to
learn more about Indigenous content, but they are able to expand their horizons on a different culture.
Through Treaty Education, students will learn not only about the treaties but also through things such
as broken promises and how things such as language barriers affected the treaties. When there are no
First Nations, Metis, or Inuit peoples, people will be able to not only experi…

blog post 6

1. List some of the ways that you see re-inhabitation and decolonization happening throughout the narrative.

Some of the ways that I see re-inhabitation and decolonization happening throughout this narrative is that
it is to have the younger generations see how important the river is and through the river, to re-introduce
them to traditional ways of knowing. Through having young people interact with the older generations,
elders can share stories and knowledge thus adding towards decolonization. We also see the impact of
language when it comes to decolonization. Through re-introducing traditional words with deep meaning,
we will be able to decolonize students through that language. Not only will they be practicing traditions
of their culture, but they will be spreading it throughout the rest of their peers eventually making it the
2. How might you adapt these ideas to considering place in your own subject areas and teaching?
Reading the article has made me question what I can…

week 5

Before: I always saw curriculum as being designed by the teachers and for the teachers. Curriculum for
me was something that was to aid teachers creating lessons in the classrooms and to show teachers
what they should teach. When I was in middle school/high school in Calgary, I always saw curriculum as
something that is constantly changing, and as something that required the voices of multiple teachers. I
thought that curriculum was written by the teachers as some of the teachers that taught me had actually
written the textbooks that we used. I believe that the curriculum must always be changing because,
much like with all teaching, nothing ever stays the same.
After: After reading the article I have realized that how I see curriculum is not what curriculum actually is.
For the most part, curriculum is not designed for the teachers and this is very overlooked by the
government. Education is a highly political act and what is implemented into the curriculum highly
reflects this. With f…

fourth blog

What does it mean to be a “good” student according to the commonsense?
Which students are privileged by this definition of the good student?
What is made impossible to see/understand/believe because of these
commonsense ideas?
When one talks about a good student they usually think of the ideal student created by hollywood
. The one that does not talk out of line, that brings the teacher an apple at the beginning of class
(which has been replaced by tims now), the one that sits still and raises their hand when asking a
question, and the one that gets the best grades in the class. This definition praises those that are
better in social situations, especially when it is in a classroom, and it praises those that are more
orderly as opposed to those that are more outgoing than others. This kind of thinking backfires
however when looking at education as a whole. When looking at students who excel in the
classroom, and by looking at them solely as a student and not as an individual,
teachers n…