Week One: “The Problem of Common Sense” is an article pertaining to what it means to teach using your “common sense.” This article explains the experiences of a woman going over to another country that has a very different way of conducting the school day than the traditional western way that she attended school in, and is expected to implement these favoured “common sense” ways about doing school. The real problem about using “common sense” to teach in a classroom is that it caters to only one demographic that is the most privileged. This is important to recognize when teaching a diverse classroom of children as it’s important to recognize what children are being privileged though the teaching of this information.
Week two: Apparently the traditionalist approach to curriculum is very common in high schools in North America, which makes sense because I remember in both of the high schools I attended many teachers used this approach. Even in University, many professors use this same approach. I remember a few practice assignments throughout a course until the very last few weeks of school and then suddenly having what felt like 100 assignments due all at once. This is exactly what the seventh and last step of R.W. Tyler’s procedure for a traditionalist approach to curriculum. The seventh step of Tyler’s approach states that a teacher must “determine of what to evaluate and the ways and means of doing it.” This is why many teachers in high school still do final exams to this day- as they follow a traditionalist perspective. This perspective has both positives and negatives associated with it. The best part about a traditionalist perspective is that students are somewhat comfortable with this approach as it has been the common practice of teachers for many years. Students can feel comfortable that there is some sense of predictability even when taking a new class with a new teacher as the two teacher’s approaches shouldn’t differ that much. However, there are also negatives aspects of using this approach to a curriculum. A large portion of assessment tends to take place at the end of the curriculum instead of throughout as it is the last step in the traditionalist approach to curriculum. Students have the possibility of feeling overwhelmed with the amount of assessment at the end of a semester. This also prevents students from having the opportunity to having an indicator of where they nee extra assistance prior to the end of the year with the lack of assessment throughout a curriculum.