Standards Connection

Stephen Covey promotes a constructivist concept called "beginning with the end in mind." The big idea of this project seems to be experience the process of inquiry through the eyes of a student. That definitely happened for me. This step of including standards causes me to pause.

It is tough because it feels so out of sync in the process. I know I can still add the standards at this point, and I know many standards can be connected to many learning situations, but it still doesn't sit well with me. I am not good at making things fit for the sake of making things fit. Recently I was working with a colleague and our curriculum director to create a curriculum plan. My colleague stacked over twenty standards into a single unit plan. I know. It happens all the time, and some people will argue that it is totally acceptable.

The unacceptable part for me, is that it feels like we are sometimes guilty of tagging meaningless information on to meet a requirement. That said, I should have included my standards earlier in this process. Lesson learned.

I have skimmed through many of the core standards and do see how this inquiry process could fit in a variety of subject areas and a variety of grade levels. Instead of state standards, however, I think I can best be at peace with this step by looking at AASL and ISTE standards.

Here is what I see that fits:
AASL Standard 1: Inquire, think critically, and gain knowledge.
Indicator 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Indicator 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
Indicator 1.9.1 Collaborate with others to broaden and deepen understanding.
Indicator 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

AASL Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Indicator 2.1.1 Continue an inquiry-based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
Indicator 2.1.4 Use technology and other information tools to analyze and organize information.
Indicator 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

AASL Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
Indicator 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
Indicator 3.1.4 Use technology and other information tools to organize and display knowledge and understnading in ways that others can view, use, and access.
Indicator 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Indicator 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
Indicator 3.3.2 Respect differing intersts and experiences of others and seek a variety of viewpoints.
Indicator 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
Indicator 3.3.4 Create products that apply to authentic, real-world contexts.

This project also hits THREE ISTE Student standards.
Standard 2: Students use digital media and environments to communicate and work collaboratively.
Standard 3: Students apply digital tools to gather, evaluate, and use information.
Standard 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

This project also hits TWO ISTE Teacher standards.
Standard 1: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Standard 3: Teachers exhibit knowledge, skills, and work preocesses representative of an innovative professional in a global and digital society.

The way I have structured the Moodle allows me to incorporate all of these standards to two target groups: middle/high school students and teachers. This "ultimate goal" (Kalthau) being the development of independent learners with expert skills -- both students and teachers need this support, challenge, and help.