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What's Up (Frequently Asked Questions About Space, By Kids, For Kids): Illuminating Standards Video Series

Created By

EL Education

Topic

  • Project-Based Learning
  • Student Work

Type

Videos

Grade Level

Discipline

This video demonstrates how a project-based approach to science with an authentic audience for students’ work can build deep conceptual understanding. Contrasting a third-grader’s clear understanding of an astronomical concept with the misconceptions of Harvard graduates, the video follows up with the featured third grader five years later to show that her understanding was retained. This video sharply displays Common Core literacy standards, and shows how they can be reached deeply in an inquiry-oriented classroom with integrated arts. 

The Illuminating Standards Project

In the last two decades of the ‘standards movement’ in American public education, many educators have concluded that ‘teaching to the standards’ and project-based learning are incompatible. Ron Berger (Expeditionary Learning) and Steve Seidel (Harvard Graduate School of Education), co-directors of The Illuminating Standards Project, wondered if this conclusion was true. Indeed, they speculated that long-term, interdisciplinary, arts-infused, community-connected projects may well be one of the best ways to actually see what state standards look like when fully realized in the things students make in school—to make the standards visible. 

Three questions frame the work of The Illuminating Standards Project:
~ What does it look like when state standards are met with integrity, depth, and imagination?
~ How can we use standards to open up and enrich curriculum, rather than narrow and constrain it?
~ How can we use student work to raise the level of our understanding of standards and our dialogue about them?

The Videos

Collaborating with Berger and Seidel on The Illuminating Standards Project, over 30 students at the Harvard Graduate School of Education have explored these questions by choosing projects from the Student Work Archive in the Center for Student Work and considering the ways in which those projects did—and didn’t—meet specific state standards. Further, they examined how the student work illuminated the standards—and vice versa. Many of those students created short films and 13 of those films are presented here.

We invite you to watch these films and we encourage you to use them as the catalyst for discussions with your colleagues about the relationship between your commitment to meet demanding state standards and approaches to designing powerful learning experiences for our students.

Created By

EL Education

Topic

  • Project-Based Learning
  • Student Work

Type

Videos

Grade Level

Discipline

This video demonstrates how a project-based approach to science with an authentic audience for students’ work can build deep conceptual understanding. Contrasting a third-grader’s clear understanding of an astronomical concept with the misconceptions of Harvard graduates, the video follows up with the featured third grader five years later to show that her understanding was retained. This video sharply displays Common Core literacy standards, and shows how they can be reached deeply in an inquiry-oriented classroom with integrated arts. 

The Illuminating Standards Project

In the last two decades of the ‘standards movement’ in American public education, many educators have concluded that ‘teaching to the standards’ and project-based learning are incompatible. Ron Berger (Expeditionary Learning) and Steve Seidel (Harvard Graduate School of Education), co-directors of The Illuminating Standards Project, wondered if this conclusion was true. Indeed, they speculated that long-term, interdisciplinary, arts-infused, community-connected projects may well be one of the best ways to actually see what state standards look like when fully realized in the things students make in school—to make the standards visible. 

Three questions frame the work of The Illuminating Standards Project:
~ What does it look like when state standards are met with integrity, depth, and imagination?
~ How can we use standards to open up and enrich curriculum, rather than narrow and constrain it?
~ How can we use student work to raise the level of our understanding of standards and our dialogue about them?

The Videos

Collaborating with Berger and Seidel on The Illuminating Standards Project, over 30 students at the Harvard Graduate School of Education have explored these questions by choosing projects from the Student Work Archive in the Center for Student Work and considering the ways in which those projects did—and didn’t—meet specific state standards. Further, they examined how the student work illuminated the standards—and vice versa. Many of those students created short films and 13 of those films are presented here.

We invite you to watch these films and we encourage you to use them as the catalyst for discussions with your colleagues about the relationship between your commitment to meet demanding state standards and approaches to designing powerful learning experiences for our students.

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