SFU Education 830 PRINCIPLES TO EVALUATE IMAGINATIVE EDUCATION

SOURCE:

July 10th, 2012

Eisner, E. W. (2003). On the differences between scientific and artistic approaches to qualitative research. Visual Arts Research, 29(1), 5-11. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-10308-001&site=ehost-live

Presentation Agenda Part A: Working with the Article 1. Break up our cohort into groups 2. Task: a. Articulate the principles to evaluate IE given the article b. Groups of 3 of their choice of people Group 1 works with dimensions 1& 2 Group 2 works with dimensions 3& 4 Group 3 works with dimensions 5 & 6 Group 4 works with dimensions 7 & 8 Group 5 works with dimensions 9 & 10 3. Jigsaw a. After working on criteria b. Each group numbers off 1 to 3 in order to gather all the criteria from the other remaining dimensions c. We announce all the 1s in one group, 2s in another etc d. They should have a completed 4th column after this activity 4. Once completed, we will give them the answer key

Part B: Working with the Criteria against IE Lesson Plans 1. Susan and I break them up into groups to work with lessons a. Groupings include: Groups Mythic: Colleen B, Colleen H, Heidi & Shareeda (4) Romantic: Sandra, Stephanie, Caro, Linda & Emma (5) Romantic/Philosophic: Lindsey, Lauren, Bridget, Bilal, Kelly, Melanie (6) Lesson Plan Colour Space & Shape Riel: Northwest Rebellion

Susan & Ninas Presentation 1

SFU Education 830 2.

July 10th, 2012

Instructions: a. Groups are to read the lesson b. Now they are to assess the lesson in terms of the criteria established in the article c. Guiding Questions we pose: How does the lesson meet the principles/criteria you have just spent time creating? What are the shortcomings in the evaluation component of this lesson? How could you revise or augment the evaluation piece of the lesson? If you were doing an interview with a student to assess their learning of the topic, develop an example of a question you might ask. Or If you were designing a rubric, what categories would you include?

Part C: Wrap Up with the Strengths & Weaknesses of E. Eisner Strengths Given see above But he sees a weaving of art and science or qualitative and quantitative (no extreme, but a balance to give both the ability to accurately represent what is being inquired about Weaknesses Eisner doesnt give a concrete example in the article Eisner doesnt give a rubric that does work even though ones exist (ie. Young & Miller Eisner doesnt address feasibility of the type of data that is characteristic of qualitative research Eisner sounds like he believes in teacher-autonomy and expertise in the choice of assessment the teacher will use, but he doesnt actually say that is what is required

Discussion: What do you see are the weakness in the article?

Were not done yet

Susan & Ninas Presentation 2

SFU Education 830

SOURCE:

July 10th, 2012

Greene, M. (1992). Evaluation and dignity. Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 14(1), 10-13,17. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ439081&site=ehost-live

Part D: Quotes from Maxine Greene 1. Surely, some of this can be attributed to our habit of evaluating the young on the results of prescribed activities rather than encouraging them consciously and thoughtfully to pursue their own ends-in-view or aims. Greene page 11, first column, last paragraph 2. To think in terms of discrete testable skills may well prevent students from taking responsibility for their own quests, their own learning to learn This means thinking about their own thinking and, if conceivable resisting the false simplicity and seductiveness of technicist talk. pg 11, 2nd column, 2nd paragraph and then further along 3. It is hoped, on some level, that if the young, see some connection between schooling and the attainment of what they want, they will be willing to learn. Page 1 second column near the top 4. Persistent strivingTeachers who chooses to provoke and to participate in this kind of seeking want to see their students opening continuously new perspectives for themselves, achieving a wide and immeasurable sort of literacy pg 11 second column paragraph 3 5. As they perceive themselves as something other than jobholders and consumers, they may seek kindred possibilities for those around; and this may lead them, not only to question ordinary assumptions about desirable ways of being alive, but to seek out modes of changing what they know Page 12 1st paragraph in the first column

6. Meritocracy with its taken-for-grantedness regarding ranking people on figurative ladders. This said to make upward mobility a function of the kind of intelligence (ordinarily demonstrated by high test scores) required in society, and of certain kinds of ambition and self-discipline. P. 12 in the first column, in the second paragraph 7. Instead of measuring, educators become concerned for arousing the young to pose questions that move them to wonder, to ponder, to go in search. Pg. 13 first column, 2nd paragraph 8. Seeking appropriate modes of evaluation in diverse society where human dignity is daily threatened, they may be startled to find themselves using their imaginations, looking at things as if they could be otherwise. The task is hard; the road may be long but evaluation may finally break with the givenness of the product. It may open doors to movement and to seeking. Sustaining, it may release persons to begin. p. 13 last paragraph

Susan & Ninas Presentation 3