Started by writing about two things: when does your understanding of outstanding come from INSIDE you and when does your understanding of outstanding come from OUTSIDE of you. I tried to have students identify concrete situations where they formed each. MB nailed me right away by asking near the beginning “wait…aren’t some things both?” That’s what I was after: the idea that as you advance through various forms of project work your own internal standards start to match up with external standards. I also was trying in a subtle (or not so subtle) way to suggest that simply declaring the work outstanding because you did your best won’t work. If I wanted to go to Northwestern and my essay, transcript, and scores did not meet their standards, then it wouldn’t matter how good I felt about my own work or whether I did my best. <\/p>\n
A few kids also appreciated the idea that we all have hobbies and things we do for fun whether the standards we set for ourselves don’t really matter. I’m not trying to be a singer in a rock and roll band; I’m just trying to relax and make a little quiet art in my living room each night. I won’t ever be a professional carpenter but I like making boxes. <\/p>\n
Some quotes from the conversation and from the sheets: <\/p>\n
Ideas of outstanding work come from inside “all the time as long you are being truthful to yourself.” –MT
\nIdeas of outstanding work come from outside when “others are counting on you, like a group.” –MT <\/p>\n
“It’s important to have outside help when you’re doing something that’s going to affect the people around you, your peers.” –DW<\/p>\n
This also led to a great conversation about why I’d ask this question now. DW pointed out that sometimes it’s about the bald man and sometimes it’s about your own “work ethic.” When I have helped kids do the hard work of identifying and working towards outstanding work and when is it a great mystery. <\/p>\n
Quotes from conversation
\n“You gotta have the outside when the whole community is depending on you.” –DW
\n“It comes from inside when it doesn’t affect other people.” –VG
\n“Inside when it’s on your own (house) vs outside when it’s at school”
\n“Grades! ”
\n“Are we reaching for those standards; for those outside standards?” –MH
\n“We’re talking about this to get on the same page.” <\/p>\n","protected":false},"excerpt":{"rendered":"
Started by writing about two things: when does your understanding of outstanding come from INSIDE you and when does your understanding of outstanding come from OUTSIDE of you. I tried to have students identify concrete situations where they formed each. MB nailed me right away by asking near the beginning “wait…aren’t some things both?” That’s … Continue reading Sources for the meaning of understanding<\/span>