Saturday May 26, 2012 Session at Sandras house A. Introduction.

Describe for your scholarly audience how evaluation of programs is currently understood in the field of education-what's the meta-narrative? What are the general theories we often think with when it comes to evaluation of programs? Metanarratives Outcomes driven Tyler B. Rationale For Change. You can provide here a rationale for articulating a new, imaginative approach to evaluate educational programs. Describe what is problematic about these theories-what is missing or misaligned? What are the anomalies? What particular demands does IE make that current evaluative procedures fail to address? (Other questions ... ) Multimodal Involving student voices Allow for effective teacher development Having a voice in creating the assessment tool A variety of assessment tools Work rather than labour Produces an end satisfaction (purpose and greater meaning) Assignments need to be purpose driven Evaluating the process not just the final project Component of evaluation is formative not summative Maximizes learning potential On going interaction between instruction Sense of agency, impact on the community, more

New alternatives for measuring: Critique Dimensional assessment o Dimensional Assessment Models 1D, a point (1 point) Focus on the self me 2D, Flat understandings (mythic) Seeing the world in pictures See into and beyond
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Processes Multi-faceted

Fantasy, lack of scientific basis kind of world 3D, multi-faceted understandings (romantic) Loss of fantasy and search for limits Science Search for legitimacy Debunking myths Setting limits Starting to touch anomolies 4D, philosophic Critical thinking Developing sense of agency Not afraid of anomalies Theoretic thinking 5D, ironic --multi-discipline for new story telling abilities

If the X axis is dimensions c. Implementation-Issues and Suggestions. Educational change is complicated and challenging, In this section indicate the dimensions of educational change you consider to be most important to address when it comes to the successful implementation of IE in schools/districts. Why is implementation unsuccessful in some contexts? Suggest some ways to facilitate implementation or identify strategies for successful implementation of IE. On length: Quality over quantity. Your TOTAL assignment should be about 17-18 double-spaced pages in length. Your assignment should NOT exceed 20 double-spaced pages. Suggested guideline: Parts A-C might be 8-9 pages. Parts D & E approximately 9-10 pages. (Does that help?) (Option B. Perhaps you'd rather work for even less money? If so, then you can work for the IERG. How can we evaluate the IE program at Corbett? What guidelines could be used to evaluate other IE programs-liD, WSP, lEE? Another idea: What educational change model would you design that would support the implementation of IE in all schools? There are other options for you if this job offer from the ministry doesn't interest you. Right now, however, the course is designed to facilitate the completion of the assignment detailed above. In fact, the topics of the classes correspond with different sections of your assignment. If you would rather complete a different assignment-one that contains the breadth of content indicated above and one that indicates your understanding of both evaluation of educational programs and implementationplease see me and we can work out the details. Please keep in mind, though, that you will be
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required to complete the required readings in order to fully participate in the discussions/activities.) Please submit your assignment to me as an attachment to an email. Thanks.

SEMINAR PRESENTATION
Through the Looking Glass: 4 Alices in Imaginative Education This seminar highlights the journey of four women or rather, Alices as they travel through the Masters of Education in IE. They meet colorful figures, stretch their understandings and finally, emerge at different realizations of themselves and their practice. Alice is changed, more conscious, engaged, and fulfilled. She has reconciled her philosophy of education with her actual practice. No, Alice is not the same. And this is a good thing. Proposal emailed to Gillian today, 26, May 2012 Things to keep in mind for the comp and the seminar: Wear red shoes a) Think about what products you have created or what topics you have investigated in the program so far. What idea/topic/theme connects your work? What, if anything, do you see as missing or needing filled out in your investigation? Identify a memorable pedagogical moment you have had during your program-your "moment" might be an idea reflected in a particular idea/project you have completed, or it might be an experience you have had as a student or a teacher "doing" IE. What did this "moment" (an ah ha moment?) teach you about IE? See wiki link on Alices adventures in Wonderland Brief lay out: Each of us take a chapter that applies to your own IE journey. 2 presenters first. All 4 reconvene at the mad hatters tea party all speaking a different language . Then 2 presenters next. The finale is Chapter12 at the trial where all 4 Alices will sit at the witness stand awaiting questioning by Mark Fettes et al The jury? Ourselves. And we are guilty of the actions that resulted in the change. Images to be photoshopped with our photos from http://www.alice-inwonderland.biz/allprints.htm

What would this look like

The introduction:

Someone writes up the metaphorical jump through the rabbit hole looks like for each of us.
Chapter 1 Down the Rabbit Hole: Alice is feeling bored while sitting on the riverbank with her sister, when she notices a talking, clothed White Rabbit with a pocket watch run past. She follows it down a rabbit hole when suddenly she falls a long way to a curious hall with many locked doors of all sizes. She finds a small key to a door too small for her to fit through, but through it she sees an attractive garden. She then discovers a bottle on a table labelled "DRINK ME", the contents of which cause her to shrink too small to reach the key which she has left on the table. A cake with "EAT ME" on it causes her to grow to such a tremendous size her head hits the ceiling...

Susan: The Caucus Race and a Long Tale

Chapter 3 The Caucus Race and a Long Tale: The sea of tears becomes crowded with other animals and birds that have been swept away by the rising waters. Alice and the other animals convene on the bank and the question among them is how to get dry again. The mouse gives them a very dry lecture on William the Conqueror. A Dodo decides that the best thing to dry them off would be a Caucus-Race, which consists of everyone running in a circle with no clear winner. Alice eventually frightens all the animals away, unwittingly, by talking about her (moderately ferocious) cat.

Nina: Advice from a Caterpillar

Chapter 5: Alice comes upon a mushroom and sitting on it is a blue Caterpillar smoking a hookah. The Caterpillar questions Alice and she admits to her current identity crisis, compounded by her inability to remember a poem. Before crawling away, the caterpillar tells Alice that one side of the mushroom will make her taller and the other side will make her shorter. She breaks off two pieces from the mushroom. One side makes her shrink smaller than ever, while another causes her neck to grow high into the trees, where a pigeon mistakes her for a serpent. With some effort, Alice brings herself back to her usual height. She stumbles upon a small estate and uses the mushroom to reach a more appropriate height.

All 4 at a Mad Hatter Tea Party Pour some tea Jokes and Humour o Make fun of the loosey goosey aspect of imagination
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o Some stereotypes on the imagination or the IE program

Sandra: Chapter 6 Pig and Pepper: A Fish-Footman has an invitation for the Duchess of the house, which he delivers to a Frog-Footman. Alice observes this transaction and, after a perplexing conversation with the frog, lets herself into the house. The Duchess's Cook is throwing dishes and making a soup that has too much pepper, which causes Alice, the Duchess, and her baby (but not the cook or grinning Cheshire Cat) to sneeze violently. Alice is given the baby by the Duchess and to her surprise, the baby turns into a pig. The Cheshire Cat appears in a tree, directing her to the March Hare's house. He disappears but his grin remains behind to float on its own in the air prompting Alice to remark that she has often seen a cat without a grin but never a grin without a cat.

Linda: TBA Conclusion: All 4 Alices sit in the witness box ready to be cross examined by Gillian, Mark, and Kieran. One of us informs the audience that this is the conclusion or Ch 12 where Alice is cross examined.
Chapter 12 Alice's Evidence: Alice is then called up as a witness. She accidentally knocks over the jury box with the animals inside them and the King orders the animals be placed back into their seats before the trial continues. The King and Queen order Alice to be gone, citing Rule 42 ("All persons more than a mile high to leave the court"), but Alice disputes their judgement and refuses to leave. She argues with the King and Queen of Hearts over the ridiculous proceedings, eventually refusing to hold her tongue. The Queen shouts her familiar "Off with her head!" but Alice is unafraid, calling them out as just a pack of cards; just as they start to swarm over her. Alice's sister wakes her up for tea, brushing what turns out to be some leaves and not a shower of playing cards from Alice's face. Alice leaves her sister on the bank to imagine all the curious happenings for herself.

Our homework: 1. Find or study your article for June 9th 2. Complete the readings for next class.
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3. We have ideas for an article to send for our presentation with Susan by June 23 rd which the presentation is for July 10th. 4. Work on youre A and B sections which are due at the end of June 5. Make your Alice section as it pertains to our presentations Our next full workday is on June 23rd