Eisner’s Unanswered Questions

Anonymous

Department of Education, The University of the People

EDUC 5220: Curriculum Design

Unit 1: What is Curriculum

Dr. Amanda Nugent

September 12th, 2023

In his 2001 essay, "What Does It Mean to Say a School Is Doing Well?" Elliot W. Eisner

presents a series of thought-provoking inquiries, inviting readers and educators to deeply

contemplate the state of contemporary education institutions and the methods of teaching

and learning.

Can we design schools so that we create communities of learners who know how to

work with each other?

Eisner's question highlights the importance of fostering community and collaboration

within educational institutions. In addressing this question, educators and policymakers

must consider critical factors. First and foremost, creating a school environment that

promotes a sense of belonging and inclusivity is essential. Strategies such as peer

mentoring programs, team-based projects, and cooperative learning activities can help

students develop the skills necessary to work effectively with their peers.

Moreover, designing schools that encourage collaboration requires a curriculum that

emphasizes academic knowledge and social and emotional learning. Schools should

provide opportunities for students to engage in group discussions, teamwork, and

community service projects. These activities can teach students how to communicate,

negotiate, and solve problems together, thus preparing them to function as responsible

community members.

Can we design assessment practices in which students can help educators?

This second question raises the issue of transforming assessment practices into more

student-centered and participatory. To achieve this goal, educators should consider

various assessment strategies and involve students in the assessment process. One

approach is to incorporate self and peer assessment into the evaluation framework. This

approach not only empowers students to take ownership of their learning but also allows

them to provide valuable feedback to educators.

Additionally, formative assessment techniques, such as quizzes, discussions, and project

checkpoints, can provide educators with insights into students' progress throughout the

learning process. Educators can adapt their teaching practices to better align with student

needs and preferences by regularly soliciting student input and feedback on instructional

methods and assessment tools. (Dwyer, 2016)

Furthermore, educators can explore integrating technology and digital platforms to

facilitate ongoing communication between students and themselves. Online learning

management systems, for instance, can serve as platforms for students to submit

assignments, track their progress, and engage in discussions with their peers and teachers.

Can we create schools that take professional development of teachers seriously?

This question is pertinent in a society dealing with teacher shortage. With this question,

Eisner emphasizes the importance of prioritizing the professional development of

teachers. High-quality education begins with well-prepared and continuously improving

educators. To address this question, schools and educational institutions should

implement comprehensive strategies for teacher professional development and establish a

culture of ongoing learning by encouraging teachers to participate in workshops,

seminars, and conferences relevant to their subject areas and pedagogical techniques.

These opportunities can help educators stay updated on the latest research and teaching

methods.

Mentorship programs can also be introduced to pair experienced teachers with newer

ones, fostering a culture of support and collaboration, as research indicates that working

with an effective mentor has been shown to reduce the likelihood of novice teachers

leaving the profession (Ingersoll & Smith, 2003).

Schools should allocate adequate resources and time for professional development

activities. Resources include funding teachers to attend conferences, offering

opportunities for advanced degrees, and dedicating in-service days for skill-building and

curriculum development.

In conclusion, Eisner's questions highlight crucial aspects of education reform that can

enhance the quality of teaching and learning. Creating communities of learners who

collaborate effectively, involving students in the assessment process, and prioritizing

professional development are essential steps toward improving our educational systems

and ensuring the success of future generations.

References

Dwyer, K. (2016, April 7). Three Reasons to Prioritize Formative Assessment in the Classroom.

Nwea.org. Retrieved September 12, 2023, from https://www.nwea.org/blog/2016/three-reasons-

to-prioritize-formative-assessment-in-the-classroom/

Ingersoll, R.M. and Smith, T.M. (2003) The wrong solution to the teacher shortage,

Educational Leadership, Vol.60 (8), pp.30-33. Retrieved September 12, 2023, from:

https://www.gse.upenn.edu/pdf/rmi/EL_TheWrongSolution_to_theTeacherShortage.pdf