Peers Educating Peers Handbook
Peers Educating Peers Standards Matrixes
This appendix suggests ways that the methods and projects of the Peers Educating Peers program align with selected standards from the, the American Common Core, Qatar’s Supreme Education Council, and the International Baccalaureate diploma program (IB). It includes examples from grade 11-12 English language arts, second language instruction, history, anthropology, scientific inquiry, environmental science, and IB’s Core Knowledge curriculum. Please keep in mind, however, that this is just a sample of the numerous standards and curricula that PEP can align with. As PEP is a series of teaching methods and project types, it can be tailored to almost any subject, curriculum, or grade level.
The file available for download below includes the following:
- Common Core English Language Arts Literacy Standards Grade 11-12
- Supreme Education Council of Qatar
- International Baccalaureate Diploma Program Curricula
Recommended Readings
The books and articles below inspired, informed, and/or compliment the curricula presented in this Peers Educating Peers Handbook.
Bixby, J.S. and Pace, J.L. (2008), Educating Democratic Citizens in Troubled Times. Albany, NY: SUNY Press
Campbell, M., Liebowitz, M., Mednick, A., & Rugen, L. (1998). Guide for Planning a Learning Expedition. Expeditionary Learning Outward Bound, Cambridge, MA
Dewey, J. (1899) The School and Society. Chicago: The University of Chicago Press
Hess, D.E. (2002). Discussing Controversial Public Issues in Secondary Social Studies Classrooms: Learning from Skilled Teachers. Theory and Research in Social Education, 30 (1) 10-41
Hetland, L., Winner, E., Veenema, S., Sheridan, K. (2007) Studio Thinking: The Real Benefits of Visual Arts Education. New York: Teachers College Press
Larmer, J., Ross, D., & Mergendoller, J. R. (2009). PBL starter kit: To-the-point advice, tools and tips for your first project in middle or high school. Buck Institute for Education.
Nathan, L. (2009) The Hardest Questions Aren’t on the Test: Lessons from an Innovative Urban School. Boston: Beacon Press
Project Zero (2013). Artful Thinking. Accessed on April 5, 2013 at:
http://www.pzartfulthinking.org/overview.php
Senge, P.M. (2009). Education for an interdependent world: Developing systems citizens. Hargreaves et al. (eds.), Second International Handbook of Educational Change. 23 (1) 131-151
Sizer, T.R. (2004). Horace’s compromise: The dilemma of the American high school. Boston, MA: Houghton Mifflin
Takahisa, S. (1999) Creative portraits: Using art and artifacts to deepen historical
understanding. Amerian Memory Fellows Program. Accessed on April 5, 2013 at:
http://cct2.edc.org/NDL/1999/institute/activities/portraits.html
Thoreau, H.D. (1854/1966) Walden and Civil Disobedience. New York: W.W Norton & Company
Udall, D., & Mednick, A. (1996). Journeys through Our Classrooms. Kendall/Hunt Publishing Company, Dubuque, IA
Wiggins, G. & McTighe, J. (2006). Backward design. In G. Wiggins, & J. McTighe, Understanding by design (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall
Acknowledgements
This work was made possible by the collaboration and support of many organizations and individuals:
Every step of the way the Qatar Foundation International made it possible for us to turn our vision into reality, most especially with the guidance and encouragement of Kasia Skuratowicz.
Linda Nathan and Anne Clark dreamed up the Peers Educating Peers program, and provided me with the opportunity to rekindle the idealism and ambition which first brought me into teaching.
The teachers in our partner schools—Peter Findler, Penelope Khiat, Emad Mansy, Haitham Elsherbinny, Walid Nassar, Abdullah Al Khaldi, Imad Osman, Suzan Qawasmeh—who contributed their ideas, energy, and countless hours to trying things out, refining our practice, and creating incredible opportunities for all our students.
The students in the PEP network schools—the Boston Arts Academy, the Washington Latin Public Charter School, the Lycée Joliot Curie, the Musab Bin Omair, Al Wakra, and Ahmed Bin Mohammed Al Thani Secondary Independent Schools for Boys, and the Al Bayan Secondary Independent School for Girls—who shared their passion for learning while patiently putting up with our tinkering and experimentation.
The staff of the Boston Arts Academy supported and encouraged this work, provided guidance and helped lay the groundwork, especially Duncan Remage-Healey, Lucy Blau, Sonya Brown, Dara Bayer, Raul Garcia, Daniel Sullivan, Ramiro Gonzalez, Stephen Garschina-Bobrow, and Rana Abdul Aziz.
My Colleagues at the New York City Museum School from 2000-2007—David Bally, Andrew Christman, Caissa Douwes, Judith Killen, Avram Kline, Seth Lewis Levin, Ofier Segal, Sarah Goodman, Kelly Donaghue, Stephen Brodbar, Heather Douglass, and Jim Pratzon—who helped me use the whole world as my classroom.
Finally, I’d like to thank my family—Jasmine for her love, support, and tolerance—Ronan and Ciaran for their constant joy—and their grandparents: Vincent and Joanna Moran, Bob and Joan Muellner for their hours and hours of help.