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Schools doing well/Elliot Eisner

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Jennifer Jones

on 11 April 2013

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Transcript of Schools doing well/Elliot Eisner

Tree of Knowledge Food for Thought... Instead... What Eisner believes ... The Bottom Line... Results... The result is reform that leaves little room for surprise, imagination, for improvisation, or for the cultivation of small details and teachable moments. The consequences of this approach to education include:
A narrowed curriculum, where testing is the priority.
It colors the school climate, leading students to focus on earning a grade & not on true learning.
In our desire to improve our schools, education has become a casualty. What are your thoughts on what
it means to say a school is
doing well? How does a school
that is doing well look different
from a school that is not? "The formulation of standards and the measurement of performance were intended to tidy up a messy system and to make teachers and administrators truly accountable. The aim was then, and is today, to systemize and standardize so that the public will know which schools are performing well and which are not." What is the ultimate cost for such a system? What Does It Mean to Say a School Is Doing Well? Educators should be trying to discover where a student is, what their strengths & weaknesses are.
Less concern about students answering questions & a larger emphasis on their ability to ASK purposeful questions.
The function of schooling is not to do better in school, but to enable students to be successful in life!
A focus on what students can do with what they've learned in school is a true measurement of educational achievement. "We ought to be providing environments that enable each student in our schools to find a place in the educational sun. But when we narrow the program so that there is only a limited array of areas in which assessment occurs and performance is honored, children whose aptitudes and interests lie elsewhere are going to be marginalized in our schools." A school is doing well when it can diversify opportunities for its students. These opportunities allow students to figure out what they're good at & what they enjoy learning.
A school is doing well when its focus is aligned with the processes, conditions and culture related to that school & its community.
Those of us that wish to exercise leadership in education must do more than simply accept the inadequate criteria that are now used to determine how well our schools are doing. ED 532 - Dr. Healy
Jennifer Jones
April 10, 2013 A little bit about Elliot Eisner:

Wrote this article in 2001.
Born in 1933 & grew up in a lower- middle class Chicago neighborhood.
His focus of work has been in arts education, curriculum studies & educational evaluation.
Feels that education in public schools is too narrow, unbalanced & lacks artistic thinking. How we measure schools in America... The use of rationalized procedures (objectives, standards, testing, etc.) is what shapes our ideas of education and drives what we believe makes schools great.
If you don't know where you're headed, you will not know when you have arrived, right?
We then use the results of our measurements to judge the quality of our students & the performance of schools.
We assume that these measurements provide accurate results of student and school performance. But what are we really measuring?
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