For the critical summary assignment, I have chosen the subject of place-based curriculum. Place-Based Education is a type of learning that allows students to soak into different types of heritage, cultures. (“Promise of Place”). Place-Based learning highlights learning new things while actually participating in different types of projects for the school and the community around them. (“Promise of Place”).
The main article is called “Place-Based Education: Learning to be where we are” by Gregory A. Smith. To start the article he talked about his experience with nine high school students, and how they were feeling with being outdoors with their classmates, and learning in a different place. Smith states “Though educators are often quick to say that schools are as much the “real world” as any place else” (587). after this statement he argues that this is not true and says “there is truth to the judgement that what happens in classrooms is qualitatively different from what happens elsewhere”. (Smith 587). Personally with my experience from school, I agree with Smith, when he says classrooms are different from the real world, because I did not learn any real world lessons, it was all based on grades, in your maths, sciences, and so on. On page 588, Smith states that cultural studies are usually focused on “phenomena closely related to their lives, and the lives of their families” (Smith, 588). This is something that is a huge issue in schools, a lot of the time schools do not teach events from around the world, but rather just events that relate to the students or families in the classrooms, which is good, but teachers should start teaching events from all over the world as well.
My plans moving forward are to find two more articles on Place-Based Learning and compare the similarities and differences from each article, to my main article.
Smith, Gregory A. “Place-Based Education: Learning to Be Where We Are - Gregory A. Smith, 2002.” SAGE Journals, journals.sagepub.com/doi/pdf/10.1177/003172170208300806.
A) The ways in which you may have experienced the Tyler rationale in your own schooling.
Ways I may have experienced the Tyler rationale in my own schooling is in more so elementary school, than high school. In my elementary school my teachers always had a lesson plan prepared before class that we would follow. We would also have a poster listed day one to day five, with all the subjects we were going to cover that specific day. This shows I was personally exposed to curriculum as a product. That being said there were times where the day we were on, we were supposed to have health, or fully alive, the teacher would sometimes skip right past that, feeling it was not as important as math, science, ELA, etc.
B) What are the major limitations of the Tyler rationale/what does it make impossible?
Since the Tyler rationale was following the curriculum and having a set schedule or set assignments. I can think of a time in high school where one of my teachers, had done the same assignments throughout their whole teaching career. Some of my friends took the class before me, and we had the exact same lessons and the exact same assignments. When my friends were in the class, one of the assignments a lot of the students failed. In my opinion this teacher should have changed the way they were teaching that specific assignment, because the same thing happened in my own class. But this was the way this particular teacher had always taught this subject, so they did not want to change anything.
C) What are some potential benefits/what is made possible. Be sure to refer to the assigned article in your post; you may also include information from lecture if you wish?
A way the Tyler rationale could have potential benefits, is it could train students to have a schedule, and teach them organization. If every year, at the beginning of the year, students were given what the outcomes of the grade are, this could potentially show why they are being taught what they are, and the reasoning behind it. Just because each student is handed out some sort of layout at the beginning of the school year, does not mean there cannot be changes made to this layout.
How does Kumashiro define ‘commonsense?’
Kumashiro defines common sense as something that limits the, usual, routine and purposes of schooling. Especially in Napali, as Kumashiro was not used to what their common sense was like, so his usual routine, was being limited because teaching was only done straight from the textbook. Kumashiro thinks that common sense tells schools what they should be doing, not what schools could be doing. Like it was said in the reading, people often tell themselves, it’s just common sense that schools teach certain things, and students do certain things. Everyone thinks what is taught in a school, is just common sense, which is not always true. Kumashiro defines common sense as the things that are normal in society today. When Kumashiro was teaching in Nupali, they wanted Kumashiro to teach only what was in the textbook, and nothing else. This was not what Kumashiro was used to because schooling in the United States was completely different. The United States has now adapted to different ways of teaching, and learning. They now realize each student is their own person, so teaching, and learning will be different for each student. For example. students with learning disabilities, are now usually put into a special program, with a smaller group of students, to have more one on one time, to help the student learn. The common sense of teaching in Napali, was very different than what teaching common sense in the United States meant.
Why is it so important to pay attention to the ‘commonsense?’
While teaching in Napali, Kumashiro wanted to arrange the desks in the same ways he would when teaching in the United States teaching. Whether this be, in lines, in groups, or pairs, it was always a mix of gender. This was not something that was ‘commonsense’ in this school. The common sense was that girls had to be on one side of the room, and the boys had to be on the other side, it was never mixed. Common sense is important to pay attention to, because you never know where you may end up teaching one day, and some schools may get offended if you do not know the usual common sense that happens around that particular school. We as teachers need to realize that every student will have a different home life, and family life, so what may be common sense to us back home, or at another school, is not common sense everywhere else too. We need to learn to adapt to the normal routines around each school, and classroom that we teach at.