Mohammed and the Number : Illuminating Standards Video

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Mohammed and the Number Genie: Illuminating Standards Video

Format(s): Video

Topic(s): Spark Discussion

Audience: Educators

What would it look like if we had a project that made students want to persevere? What even makes them want to persevere? When we look at areas of instruction, especially in Math, teachers are charged with finding innovation and creative ways to connect learning in ways that encourage students to continue searching for solutions when it seems difficult or hopeless. The first Common Core Math dispositional standard states that students should “Make Sense of Problems and Persevere in Solving Them." Meaningful learning usually happens when we can connect learning experiences to stories and imagination. For the 6th grade students at High Tech High Middle School in San Diego, CA this powerful connection came through the creation of “Mohammed and the Number Genie”. This video tells the story of how this group of students was inspired to persevere by creating memorable stories that take key concepts in math and embed them into a narrative.

This video examines how student work illuminates—and is illuminated by—the following standard: CCSS MP1.



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 is 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?



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 in Models of Excellence 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 many 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. See a suggested protocol for viewing linked below, along with selected videos from the series. (The complete list of videos in the series can be found here.)

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