Jewelers Loupes, Traxoline, and the Connection to Curriculum

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 21^st 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. 

Curriculum of an Educator and Director of Athletics

Narrative #1

            As I sit down to finally engage in this writing topic I am overly concerned, even slightly embarrassed, with my lack of understanding and knowledge of the term ‘curriculum’. In this, my seventh year of teaching, I have never really been concerned with analyzing the contents of curriculum or thinking about the true meaning. That is not to say my educational practice is negligent, but teaching elective courses have really provided me the freedom to work within a broad model of Prescribed Learning Outcomes (PLO’s). These PLO’s have defined curriculum for my entire career and have been transformed very little over that time. Once establishing a teaching practice that has met the requirements outlined by the Ministry of Education I have done very little to investigate them further. Additionally, as an Athletic Director I have never considered the connection between the term ‘curriculum’ and my role in facilitating athletics in an Educational Institution. Once voicing my concern of this conundrum during the sharing session when we presented our final paper from Stephen’s class did I realize the connection and significance of curriculum and its relationship to sport. 

Although I can understand Marie’s reaction in class to her elementary curriculum and do feel her frustration with the PLO’s in an education setting, as I too have seen the restrictive nature of a Government assigned curriculum focus, it is however something that I cannot agree with 100%. ‘Curriculum’ in my own words is a set of guidelines that form a framework to present or investigate a topic or group of topics with which you pass along in a variety of methods in an attempt to encourage learning and further a student’s understanding. Curriculum in a nutshell is a guideline or framework, and even in legislation or law there is room for interpretation and nowhere in that definition is there any mention of law or rules, therefore it must be open to interpretation. With this in mind, curriculum interpretation can lead to varying forms of learning dependent on who is teaching and who are we to assess or judge what is right. The curriculum that I have worked with for the past six years has allowed me to share my passion for food, knowledge of food literacy, and appreciation for food origins how I see fit within my classroom. Although this is not the case with all curriculums, I am fortunate enough to have experienced the freedom to share my knowledge and to educate students with the information I value as important.   

Creating a teaching practice that reflects oneself can be time consuming and the pressure of being a new teacher makes it difficult to establish. It is easy to get in a cycle of simplified or detached teaching practice, however becoming detached from any job is possible if you are not truly engaged. I can appreciate what Latta and Kim have said about a “detached teaching identity that takes over [and] that educators do not necessarily feel at ease with, but concede it becomes a survival mode that entraps them.” However, from my experience there are more significant concerns that create a detached identity including struggles with class size, increases in identified students per class (English language learners, physical or mental disabilities, etc.), environment concerns (appropriate classrooms, split school schedules, etc.) and decrease or lack of resources.

While reading Kieran Egan’s article a question in regards to curriculum teaching really got my mind going and is truly relevant to current discussions about curriculum. “How should things be taught?” This question is not a new one, but it seems the way to answer it has been difficult to find a consensus. More importantly though, how do you find an answer that will fit the mold for all teachers and satisfy the even more diversified learners. Education seems to always be in constant fluctuation and with recent expectations of incorporating technology into the classroom it seems like the question becomes increasingly unclear. Although I believe the question needs to be discussed at length to encourage the discovery of ‘best practice’ I do not necessarily think we can find an answer that will fit into the box everyone is looking for.

My most recent encounter with curriculum and my current position as Athletic Director came about at the beginning of the school year with all of my colleagues from the School District. Our discussion focused on the role Athletic Directors, who are educators first and foremost and our programs providing opportunities for student-athletes. There has become an increasing divide between the elite programs and the more recreational programs which vary greatly from school to school and event sport to sport within a school. The concern being should we be offering elite-level programs that exclude so many or should the focus shift to offering a more recreational product. Understandably we did not come to any conclusions, as I could not even decide my own position on the issue, however the question needed to be asked and I look forward to discussing it at our next meeting.

My knowledge of curriculum theory may be lacking, but my understanding of its importance and how it shapes education is not. The approach government is taking to create and enforce curriculum both new and old does not always reflect the needs of the teachers and students. As researchers, academics, and teachers on the front lines investigate the question “How should things be taught?” the answers and solutions to some educational problems should arise and at the same time I look forward to finding my own answers and incorporating them into my everyday practice.

Egan, K. (2003) What is Curriculum? Journal of the Canadian Association for Curriculum Studies, 1(1), 9-16.

Kim, J-H. and Latta, M M. (2011) Investing in the curricular lives of educators: Narrative inquiry as pedagogical medium. Journal of Curriculum Studies, 43(5), 679-695.

Design Thinking Paradigm: The ‘age’ of Sport Specialization

        The article “Where the elite kids shouldn’t meet” is not a scholarly piece of writing, however it provides numerous thought-provoking ideas that I have been researching for my final paper. This article happened to be the first one I read when initially investigating my topic of ‘sport specialization’ and acted as a springboard for my inquiry on the related issues.  The author’s ability to engage the reader will hopefully open the eyes of parents, bring their questions and concerns to the forefront, and initiate a dialogue for a change in the philosophies of youth sport.

        With a sarcastic grace the author attacks the commercialism of youth sport and questions the extent to which society is forcing elitism into the games and sports our children love. Essentially we have lost the notion of “play” and traded that in for “deliberate practice” where children are guided or directed at every level. The physical and emotional well being of the child is being ignored at the expense of the parent’s bank account and their own personal ego’s. As a parent of a five-year-old, I have already experienced the pressure to focus on certain athletic opportunities for my son, and it goes without saying, that there is a financial cost and significant time commitment. The author does a tremendous job at making a connection with the reader. We all want the best for our child, so wouldn’t it be great if they were able to become a professional athlete, or receive a athletic scholarship to pay for their education, or even get recognition in a local newspaper. Although the author makes no specific call for action, it is quite apparent that there is a need for change.

       The problem lies at the foundation of youth sport. Every organization, whether it is hockey or soccer or baseball, is being structured to promote and develop the talents of children. No longer is teamwork, a focus on fun, and encouraging maximum participation the basis for involvement in youth sport. Local sport organizations are being run like businesses and are competing with one another to attract the best athletes and provide them the prospect at playing that sport 12 months of the year.  My belief is that most sport organizations are being run on this model, there are a few who have begun shifting the focus, however the overuse and burnout of children under the age of 12 is becoming more prevalent according to the literature that I have been reviewing. Generally colleagues and friends do not see the negative impact youth sport is having on our children to the degree that I do. In conversation last week a discussion with colleagues resulted in the suggestion to conceive children so that they could be born earlier in the calendar year (January to March) because according to statistics they are more likely to exceed in sport.

       Due to the nature of the article being written for mass media consumption and not published for a scholarly journal, it lacks the necessary recommendations for change. The author’s qualifications may be no more than mine, however he has done a brilliant job of providing some first hand evidence that supports the many issues in youth sport.  Potential ideas that may present possible solutions include:

•       National Sport Organizations establishing guidelines to prevent the ‘elite’ or ‘select’ teams from occurring prior to the age of 12 or 13.

•      Educating parents on the affects that hypercompetitive sports has on their children physically, emotionally, socially.

•       Promote the Long Term Athlete Development model for all sports.

•        Shift the focus of youth sports to encourage play, participation, teamwork and structure seasons for all sports to allow for greater diversification of sport enrollment.

        I look forward to investigating the potential solutions to the ‘sport specialization’ model over the course of the HEAL program and how it can be incorporated to all games and sports at all levels of play. The research is becoming more one-sided and the negative affects are outweighing the positive experiences had by children in youth sport. Parents need to actively change their behaviors and question their motivation behind signing up their child for sport. Although the blame can be placed on coaches and sport organizations, the ownership of change has to reside with the parents of these children.

The Big Red Barn and the "Field Trip"

I am not going to say I was skeptical of the trip out to Chilliwack, but I was definitely hesitant of the enjoyment factor. Speaking with Stephen a few weeks ago, he provided some insight to the educational purpose of the "field trip" and I was sold on the idea of this engaging opportunity. It was truly a wonderful learning experience and it goes to show that learning takes place outside the classroom everyday, however my wife said it best "you don't even like horses" in summing up my personal thoughts about them. She is totally correct; there is no real reason behind my feelings, just that I prefer most animals to horses. I have never had a desire to ride one or interact with them on any level and that might have changed in part to the interesting observations made in the Big Red Barn.

The three trainers were so different that it almost felt by design. Each trainer used equipment that served a similar purpose, however they were all visually distinct from one another. How each trainer interacted with the horse was very distinguishable as well, and you were able to really gain insight into who these trainers were as people through their relationship with the horse. While the trainers shared the same goal, to show the public their abilities and methods of training an unbroken horse, their teaching styles were very individual. Above all, they were from 3 separate countries, which made it that much more interesting.

Although communication was limited to non-verbal actions, the tools used to communicate were significant and highly expressive. The constant interaction with the horse continued for the entire 60 minutes and must have been exhausting, even without considering the physical requirements of this event. The trainers had their own noise or call that they utilized excessively throughout the challenge; I am not to sure if this was used as a focus tool or to ensure the presence of the trainer was noted by the horse??? Even though verbal cues were minimum, the auditory sounds were increased or decreased depending on the intensity of the required task. I felt that Cayley was the least successful in conveying his message to the Colt, as the communication seemed lost in the chaotic body language. 

Another critical component of the trainer's communication was their proximity to the horse as well as their positioning throughout the challenge. The more consistent the trainer was in positioning themselves within a 3 - 5 foot circumference of the horse's head the more successful the communication seemed to be received. In addition, if the trainer was making constant physical contact via the hand or piece of equipment it appeared that the horse responded better to the communication. Kerry Kuhn made the reference of the nagging wife that never goes away, and although it was his quote, this truly resonated with me. It may not work in all situations or with all types of human beings, however the methodology for using this technique with horses was well demonstrated and very successful in my limited professional opinion.

The ability to communicate through physical contact is nothing new but this example brought up a concern that I encounter on a daily basis; it is the appropriateness of physical contact in the teaching profession, particularly in K-12 education system. Generally speaking physical contact of any kind with students is discouraged, including things like a pat on the back, a hand on the shoulder, and most definitely hugging or physical consoling. Even the topic of discussion makes teachers uncomfortable and really eliminates a valuable tool when considering interactions of human beings. Now I am not suggesting that we "need" to hug, pat, or make physical contact with all our students, however the significance of being reassured with a hand on the shoulder or a congratulatory pat on the back must be considered. Not too sure how this affects others in their professional fields, but observing the interactions between the trainer and horse really highlighted the importance of physical contact as a communication tool.

As I sat there analyzing the way these trainers communicated, I was also enlightened by a few other relevant observations. Most importantly was the reflection by Kerry in regards to having a “game plan” during the competition. As a teacher you can have lesson plans, unit plans, or day plans, but if you are unable to adapt to the situation at hand you will struggle in the profession. It was very insightful for him to share that with the audience, and hopefully a pleasant reminder to new and old teachers alike about over planning and being afraid of going with the flow.

With a slight feeling of guilt, I did not want to leave out any mention of the Australian trainer Paul Clarkson…. after all he is Australian. To be completely honest though, it was his actions that allowed my first true connection to the Trainer’s Challenge. It was his teaching strategy and statement: “Everything I do is for a reason.” From a teacher’s perspective, unless it is relevant and important there should be no reason to teach it, share it, or ask students to learn it. He also demonstrated the teaching strategy of progressions, which is imperative to teaching skill development in sport and Physical Education. The ability of the horse to show increased knowledge and understanding of the desired tasks really highlighted the amount of learning taking place inside the ring.

The entire “field trip” experience was valuable and enlightening. I gained a greater understanding of horses and the world from which they come. My time in the Big Red Barn has opened me to new possibilities. I am very thankful that I was able to attend and walked away with a greater understanding of teaching and communicating.