ECS 210

The Tyler Rationale

Although the goal always seemed to be, to learn and open our minds to different opportunities and thought processes, there was always this underlying expectation of examinations.  This I always refer to as “teaching to the test”.  This happens in almost every school.  During some of my prior classes and some fieldwork, while creating lesson plans, you are expected to follow a certain criteria that gives you a particular final result.  In order for a student to be successful even in that particular lesson, they have to have reached a specific and predetermined goal.

The Tyler Rationale puts many limitations on what the teachers are allowed to teach.  This then becomes a limitation to the students because their education gets put into a box that they cannot expand using the resource that is their teacher.  Also from this limitation, this restricts ways that the students are allowed to learn, so students that may learn in a slightly different way than provided they will have an unfair disadvantage.  It is almost impossible under this rationale for there to be any independent work done by the students in which each student will have a personalized outcome and proof of learning.    The Tyler Rationale puts more focus on the result rather than the journey that the students and even the teachers took to get there.

While there are many negatives to the Tyler Rationale, there are positives to it as well.  While some people think that structure is a bad thing, there are a lot of students that require this structure to be successful.  There is a focused objective which means that you have a point where you are certain that your students are successful and understand the topic that is given.  Using this rationale there is an agreed-upon set of outcomes and goals that each student needs to reach, which means that there is a set expectation of the students and the teachers.

ECS 210

Response: The Problem of Common Sense

Commonsense is described as the shared common knowledge, internalized and held by all in a certain community.

In the case of this story, the factor that is common sense is both apparent and observed over time.  

In the schools of Nepal where our author was located using his prior knowledge of what school was like for him, he expected a certain way that the schools would function.   This outlook is very cultural towards where they grew up. In this case in the United States. But was shocked when he was presented with an “old fashioned” way of looking at teaching and learning.  The classrooms in Nepal functioned in a way that was how they thought the United States schools were run. This was teaching to the test rather than teaching to learn and reflect as we are taught in schools in most of North America.  But because this is how the schools had been taught and functioning for years this was their normal. In this case, it became their common sense of how schools should work, how teachers teach, and what is expected from their school experience.

This can become quite hurtful because things then become missed in the case if certain classes.  Students begin to solely focus on the subjects deemed the most important. That being math, science, and English.  But doing so excludes the subjects containing what is frequently called the hidden curriculum. These are things being learned without being assigned to learn.  This including manners as well as ways to act and react in society. But also with these reduced subject, the student can lose the things that connect them to the world outside their own community.  Thus begin to oppress what they do not understand.