Featured Post

Nasa Interactive Timeline

What it is: Nasa has hundreds of great online tools for the classroom, their Interactive Timeline is the one of the most impressive.  The multimedia timeline begins in 500BC and follows the search for extrasolar planets to modern discoveries.  Students can “autoplay” the timeline for...

Read More

StackUp: track self-directed learning online

Posted by admin | Posted in Analyze, Anastasis Academy, Classroom Management, Inquiry, Interactive book, Knowledge (remember), Maker Space, Middle/High School, Primary Elementary, professional development, Secondary Elementary, Subject, Teacher Resources, Understand (describe, explain), web tools, Web2.0, Websites | Posted on 16-01-2017

Tags: , , , , , , , , , , , , , , , , , , , , , , , ,

0

Assign and track reading online: StackUp

 

What it is: I’ve written about StackUp before here but, over the last three years, the company has grown up enough that it warrants another post! StackUp has a pretty great back story. Nick Garvin, the founder of StackUp, was fresh out of school and wanted to apply for a job at Tesla Motors. The problem? His traditional resume failed to document the thousands of hours that he spent online in self-taught learning about the automotive industry. This frustration led to the creation of StackUp, a way for Nick (and others like him) to better document self-directed learning. As an educator, StackUp immediately appealed to me for the way that it could capture my own learning. Though I don’t hold a degree in educational technology, my years of independent study should be captured! My blog does a decent job of helping me share my learning with others, but it is still just a small representation of all that I have learned over the years. Similarly, my graphic artist husband has realized that he has a love for industrial design and machining. He has spent hours and hours learning 3D digital design, playing with 3D printers, CAD programs, woodworking, welding, and recently machining with a metal lathe. Though his traditional resume wouldn’t easily reflect it, he has a pretty impressive industrial design background. StackUp is a Chrome browser plugin that tracks everything from personal productivity (I’ve learned I spend way too much of my life in email hell), to verifying independent reading/learning, to helping quantify self-directed learning.

How to integrate StackUp in the Classroom: The beauty of StackUp is that it isn’t one more program to add to your curriculum, it isn’t one more piece of technology that your students have to learn. Simply add the plugin, ask your students to sign in, and it runs automagically in the background while they carry on with their learning. As a teacher, you can login to StackUp and create reading challenges for your students. At Anastasis, we are using these challenges in inquiry to encourage students to spend time on a variety of website types. Right now our students are doing an inquiry on How the World Works. They are inquiring into different types of energy. This lends itself to a lot of research on science websites. The challenges help us encourage the kids to diversify the types of sites they are incorporating into the inquiry block. Yes, we want the kids to be researching the science behind different kinds of energy, but we also want them to explore the history of energy use, the social and economic implications of how we use energy, the current political climate and it’s impact on how we use energy. You know…connective inquiry! StackUp lets our teachers challenge students to diversify their learning in this way by creating a category challenge. Teachers choose categories for students. No matter which websites they visit, if they are included in a category, they will get ‘credit’ for visiting that site. I love the way StackUp works for your classroom, and doesn’t box students into specific requirements for the tracking to work. Teachers can also set up challenges based on a specific website or time spent learning in a category.

One of the unintended consequences of using StackUp with our students, is they way it has added to our Learner Profile. Using StackUp has helped us gain a better understanding of who our students are by uncovering hidden interests that they might have. If a student spends a lot of time in a specific category or on specific websites, StackUp  gives us insight into those passions and interests.

Students (and learners of all kind- teachers count!) can use StackUp to showcase the reading and learning they do online by subject area. At a glance, students can see how much reading they are doing and what topics have been of most interest to them. This can help them discover the things that they are most passionate about, and even help them discover where they waste time. It is pretty revealing when you see how much time you sink into things like email, Facebook, etc. While I appreciate the time to connect with others through social media, I realized that I spend more time there than I probably need to. StackUp can help you manage online time more efficiently by revealing where you spend it.

Students can engage in classroom reading challenges and see how their learning compares to their classmates. This can be used as a motivational element, though we don’t use it this way at Anastasis (inquiry lends itself more to competition with self than competition with others).

One of the things we’ve loved about StackUp is the ability to help parents see the learning that their children are doing online. So often our time spent on devices can appear to be frivolous to those who don’t know what is happening while we are online. With StackUp, parents can see the time students are spending learning and what they are learning about. Of course, if students are spending 90% of their time on gaming sites that tells a story, too.

I really appreciate the way that StackUp helps teachers and students alike metacognate about where and why we spend our time online. It is a great tool to spur on reflection about where we spend time, and what we care most about.

One of the StackUp stories I love was from @SenorG, he talked about students taking a credit recovery class online. One of the things StackUp revealed was for every hour spent on the credit recovery site, students spent 20min on Google Translate. This information was invaluable for those assisting students. It was also valuable information to consider for the credit recovery course platform. Could they better empower students by embedding a translate feature? By translating the whole site? Way cool!

Bottom line: StackUp can help give you insight into your students online reading habits. It gives you a way to see where their learning takes them and how much time they are spending on their online reading/learning. We realized after a few weeks that our students had the bad habit of site hopping. They would start research using Google, but if the answer they were hunting for wasn’t immediately apparent on the site they clicked on, they would go directly back to Google. This helped us realize that we needed to teach students how to search smarter, and that when they arrived at a site, we needed to better equip them with the tools to dive into the learning.

Tips: StackUp is super easy to install, you can do it in under a minute! If you have Google apps, you can do this in under a minute for your whole school! Students can sign in using their existing Google education accounts. Don’t have Google for Education? First, I’m sorry! Second, not to worry, students can sign in using any email address.

The StackUp plugin can be easily turned on or off at any time. All information is private and can be deleted at any time. It is both COPPA and FERPA compliant. Students can choose which information to share on their profile.

StackUp Chromebook

Shout out to StackUp who generously donated a class set of Chromebooks to Anastasis students! Thank you!

 

Are you coming to the 5Sigma Edu Conference in February? If not, you should be! It is the place we were originally introduced to StackUp!

 

Aurasma: Create Augmented Reality Experiences in Under 2 Min.

Posted by admin | Posted in Anastasis Academy, Art, Classroom Management, Create, Foreign Language, Geography, Government, History, Inquiry, inspiration, Interactive book, iPod, Maker Space, Math, Middle/High School, Primary Elementary, Science, Secondary Elementary, Subject, Teacher Resources, Understand (describe, explain), web tools, Web2.0, Websites | Posted on 04-01-2017

Tags: , , , , , , , , , , , , , , , , , , , ,

0

Create augmented reality experiences for your classroom in under 2 minutes

What it is: Aurasma is an app (also a website) that allows learners to quickly create augmented reality experiences for others. Augmented reality is the mix of technology and the real world. Probably the most popular or, at least the most commonly used, augmented reality is the use of Snapchat filters. Funny faces and masks are overlaid on top of the real world (i.e. whatever you are taking a picture of). Aurasma makes it simple to quickly create these types of experiences for others. Learners start by uploading, or taking, a “Trigger” photo. This photo is what the Aurasma app will look for to trigger the event that has been layered on top of the photo. Next, learners add overlay images. These are the images that will popup when the Trigger Photo is within the camera viewfinder. It might sound cumbersome, but it really isn’t! It is like having QR codes embedded right in any environment…without the QR code!

Empower students to create their own augmented reality experiences

How to integrate Aurasma into the classroom: Because learners can create augmented reality experiences for any environment, the possibilities are seriously endless. Below are a few ways I can see our teachers and learners using Aurasma:

  • A few years ago, our students explored How the World Works through the PBS series, and book, How We Got to Now by Steven Johnson. As a result of their learning, the students decided to build a Domino Museum (you can read about that here). At the time, they put QR codes all around their museum. Some QR codes explained how the museum worked, and others expanded on the information that was presented on each domino. Aurasma could take an experience like this to the next level by allowing students to embed information and instructions all around the museum. As people walked through their Domino Museum with the Aurasma app opened up, additional information would have automatically populated based on where they placed Triggers.
  • Anastasis students are SUPER creative in presenting their learning at the end of an inquiry block. During the last block, one of our students explored the history of dance. In one of our learning spaces she created a time machine that students could get into. Then she themed other learning spaces for each time period. With Aurasma, she could have had the students actually see the dancers/costumes/etc. of each time period as if they were really in the room, using the room as a trigger.
  • In a foreign language class, students could use objects/items in the room as triggers for vocabulary overlays. As students look through their iPhone/iPad/Android’s camera in the Aurasma app, all of that vocabulary would pop up as others explored the room.
  • Our students go on a field trip on average once a week. They explore all kinds of incredible places for learning in context. Often, another class might end up at the same location later in the month or even in another year. As students visit somewhere new, they can overlay their learning on a place. When other classes, or another year’s students visit, they can see the learning that took place when others visited. (How cool would it be to get a network of schools doing this so that we could all learn together!)
  • We have a strong social justice component at Anastasis. Last year, our Jr. High kids spent time at Network Coffee House. During their time there, they spent a day in the life of a homeless person. They held cardboard signs on street corners and panhandled, they met other homeless, and got a tour of where these people sleep, get warm, etc. Afterward they had incredible reflections about their experience. It would have been a neat exercise to have them end the day by taking pictures of landmarks at the various stops around their tour as Triggers. When they got back to school, they could have created an augmented reality reflection tour for others.
  • In art class, students could take a photo of their creation and then overlay an explanation about how they created their art, their inspiration, etc. During a school art show, those in attendance would get to experience the heart behind each piece.
  • In social studies, students could snap a photo of a place on the map, and then overlay their learning on top. As others explored the map with the Aurasma app, all of that information would populate as they explored the map.
  • Learners could take a photo of the cover of a book (or book spine) that they just read. They can overlay the trigger image with their review of the book. As students are searching the library through the Aurasma app, they will see the reviews that other students have left behind.
  • Teachers can use Aurasma to embed instructions or norms around their classrooms. I’m imagining this being useful for special equipment use in a maker space or science lab. This would also be a great way to embed instructions when you have different learning happening in the classroom in a center like environment. Multiply your reach by layering the instructions or a demonstration of each center at its location in the classroom.
  • Teachers could also use Aurasma to amplify the usefulness of posters or bulletin boards around the classroom. Snap a photo of either as your trigger and then layer additional helpful information over top.
  • It could be fun to “hide” a writing prompt or brain teaser in your classroom each day. Just snap a photo of something in the classroom so that when students look through their camera with Aurasma, the overlay pops up with instructions.
  • This would also be a fun way to lead students through problem solving of a mystery where they are discovering clues and following directions. At the beginning of the year, you could create a tour of the school or scavenger hunt around the school to help students get acclimated to their new surroundings.
  • Sooo…the possibilities really are endless with this one!

Tips: Learners can create augmented reality experiences from the Aurasma website, but to actually view the augmented reality, an iPhone/iPad/Android device with the Aurasma app is needed.

Save

8 of the Best Research Tools for Inquiry

Posted by admin | Posted in Analyze, Anastasis Academy, Apply, Classroom Management, Download, Evaluate, Inquiry, Internet Safety, Middle/High School, Primary Elementary, professional development, Secondary Elementary, Teacher Resources, Technology, web tools, Web2.0, Websites | Posted on 03-01-2017

Tags: , , , , , , , , , , , , , , , , , , , , , , , ,

2

8 of the best research tools for inquiry

As an inquiry based school, Anastasis students (and teachers) spend a LOT of time researching. Our students essentially build their own living curriculum as they follow a line of inquiry. Below are my very favorite research tools for students.

Research platforms:

1. Kiddle– This is a kid-friendly, Google Safe powered search engine. What I appreciate about Kiddle is the ease of use for younger learners. Kiddle searches safe sites that were written FOR kids. Kiddle editors hand choose sites that deliver content that is age-appropriate and written in easy to understand language. Best of all, Kiddle’s image and video searches brings about the results you would expect it to for kids. When a student innocently types in “kitten” looking for cute pictures to add to a presentation, they get actual pictures of the feline variety rather than the scantily dressed woman named “Kitten.” So, winning!

The downside to Kiddle: if you have older students doing research on social justice issues, “sex trafficking statistics in America,” they will get an “Oops” message for questionable language. It might not be robust enough as a research tool for jr. high and high school students depending on the issues being explored.

Kiddle- Safe visual search engine for kids

2. Boolify– The best thing about this Google Safe powered search engine is the way it teaches learners how to correctly use a search engine and how to refine their searches. Boolify teaches this skill by asking them to use keywords and Boolean operators (AND, OR, NOT) in a search to refine results using a drag/drop interface. Students drag elements and follow prompts to learn how to correctly complete a search to get the best possible results.

Boolify- teach students to search smarter

3. Wolfram Alpha– This is not really a search engine, but more of a computational knowledge engine. It is a fantastic tool for comparing information (think people in history, weather in different parts of world, etc), exploring mathematics, units and measures, data/statistical information, science, geography, technology…truly you should just go play with this knowledge computational engine because my description isn’t doing justice to the cool things it does! This is a powerful addition to inquiry. My favorite feature is the ability to compare things side by side. The nature of inquiry often has students exploring relationships between events, people, places, etc., Wolfram makes it really easy to do this!

Using Wolfram Alpha for Inquiry Research

 

4.  Creative Commons– This is a great place to search for images, videos, sounds that are listed under the Creative Commons license that lets learners find content they can share, reuse, and mix into something new. The caution I would add here for kids: Anyone can list content under the Creative Commons license and depending on the search, some questionable material may pop up. This one is best used with supervision! Creative Commons is a great place to start a conversation about licensing and using content created by others.

Creative Commons Search

Resources to help learners work through research independently

5. Michael Friermood who writes The Thinker Builder has a great graphic organizer to help learners work toward independence in their research. You can find it HERE.

Inquiry Research Graphic Organizer from The Thinker Builder

 

6. Create a culture of thinking by giving your learners the tools to help them through a variety of thinking routines. This is an awesome resource when students hit a wall with a “closed” inquiry question (one that is too narrow and has one answer). It is equally useful when students aren’t sure how they can expand their research. These thinking routines will help them “open” questions and think from new vantage points and angles that may set them off down a path of new or expanded inquiry.

Tracy Ann Clark created this fun-to-use, and great resource for helping learners explore these thinking routines…because who doesn’t love a cootie catcher?! Find it HERE.

Visible Thinking Routines Cootie Catcher Tracy Ann Clark

 

7. Anatomy of a Google Search- this PDF helps learners understand the how and why behind a search.

Download the PDF HERE.

Anatomy of a Search- Free PDF Download

8. Google Modifiers cheat sheet- this is a good one to explore with students and then hang on the wall as a reminder!

Download the PDF HERE.

Google Modifier Cheat Sheet for Students

Want to learn more about how we run our inquiry powered k-8 classrooms at Anastasis? Join us for our conference in February! 5Sigma Education Conference

Adobe Spark: Easily create and share videos, images, and newsletters

Posted by admin | Posted in Anastasis Academy, Create, inspiration, Interactive Whiteboard, Maker Space, Middle/High School, Primary Elementary, Secondary Elementary, Subject, Teacher Resources, video, web tools, Web2.0, Websites | Posted on 02-01-2017

Tags: , , , , , , , , , , , , , , , , , , , , , , , , , ,

2

Adobe Spark: Create videos, images, and newsletters in a snap!

 

Adobe Spark: Easily create videos, images, and newsletters in a snap!

What it is: Adobe Spark is a collection of fantastic (free!) creative tools available online or as an app download.

  • Create social graphics that are stunning and easy to share (you know the kind: flyers, memes, posters, ads). The example above took under 2min to create and share! 🙂
  • Make beautiful web stories for event recaps, newsletters, photo journals, portfolios, etc.
  • Produce and share impressive videos for storytelling, projects, or to share to social media.

If you (or your students) are feeling a lack of creativity, there is even a bank of inspiration that will get you started! This is particularly helpful for your students who struggle with a place to start but are brilliant with a little nudge. Whether you begin with inspiration or not, you’ll be feeling an extra burst of creativity in no time.

How to integrate Adobe Spark in the classroom: The collection of tools in Adobe Spark are perfect for students and teachers alike. Students can use these tools to create book reviews, to document science experiments, for storytelling, to explain their inquiry process, as an eportfolio, to illustrate math concepts, and so much more! These tools will help your students take their learning and present it in a way that is both visually powerful, and easy to share.

Teachers, you can use Adobe Spark to create a weekly newsletter (SO easy to share home with parents!), create photo journals of class events or field trips, to create writing and thinking prompts to share with students, quotes, presentations, and announcements. The photo journal would be a great way to give families a glimpse into your classroom, if you’re like me, your phone is FULL of pictures at the end of each week! If you have a class social media channel on Instagram, Facebook, Twitter, or YouTube- Adobe Spark is about to take it to the next level of awesomeness!

I love the way that Adobe Spark has made digital storytelling that much easier to create and share. This is a site that you’ll want to bookmark for easy access, and put on all of your students devices if you have a one-to-one environment.

Tips: If you have laptops, the web version of Adobe Spark is best, otherwise download the app!

Digital Badges: credentialing the things that make us fully human

Posted by admin | Posted in Anastasis Academy, education reform, Evaluate, inspiration, Middle/High School, Open Source, Primary Elementary, professional development, Secondary Elementary, Teacher Resources, web tools, Web2.0, Websites | Posted on 10-07-2016

Tags: , , , , , , , , , , , , , , , , , , ,

3

Two weeks ago, I attended the Digital Badge Summit in Denver, CO.

I’ve been somewhat hesitant to jump into digital badges world (despite knowing the digital badge ninja, @senorg) because I feared that digital badges were just one more way to categorize and label kids, another carrot to dangle in the classroom. I must admit, that some of this hesitation comes from experience with digital badges within EPIC Kids books, an app we love at Anastasis.

Our students (and teachers) have long been fans of EPIC! because it brings us so many books and expands our classroom libraries and feeds our students desire to read. Toward the end of the school year, EPIC added digital badges. Each time a student reads a book, they earn a badge within EPIC. Pretty quickly our students stopped actually reading the books they had so loved just weeks before. They discovered that if they stayed on each page for a few seconds before flipping, they could get through books really quickly (without actually reading them) and still earn a badge. As educators, we watched our student’s love for reading dissipate in favor of a digital badge. We watched kids go from discussing the books they read, to competing to see who had the most badges. You can read about the full break down on @michellek107‘s blog here.

You can see why it was with some trepidation that I embarked on the Digital Badge Summit, but knowing @senorg as I do, I knew there would be more to digital badging. The Summit was led by Aurora Public Schools who has been on the front end of the digital badge movement. I’m so impressed with the way they have thought about, and are rolling out badging. It is not a replacement for assessment. The badges are not content specific, or task specific. Instead, the APS badges are being used to credential preschool-12th grade students in 21st Century Skills. APS has also partnered with more than 20 Endorsers who are facilitating a currency wherein students who earn endorsed badges, can use them in order to unlock opportunities with employers. Students can earn badges in any order and through a variety of disciplines, making them very customizable to each student’s individual needs, strengths, and experience.

Digital Badges: an autobiography of learning

APS issues badges using Credly. Credly is an end-to-end credential and badge management system. It seamlessly integrates into social media and Open Badge compliance and has an Open Credit API. Badges are fully customizable, it is easy to issue badges to recipients, includes identity verification (to ensure credibility and authenticity), and allows students to share achievements on a variety of sites.

Perhaps my favorite moment of Digital Badge Summit was the bold declaration that digital badges could be a great equalizer in education. @npinkard talked about learning deserts and how digital badging can help us better leverage a youth ecosystem to meet students where they are at (school, community, home, after school, etc.) Students move across multiple learning spaces constantly. These are spaces defined by where learning happens, not a school address. People put their time into learning things that have social capital. Digital badges can be a tool for social and economic justice. They can be a door opener to a successful future.

An APS student spoke toward this reality as he described his own education. As a student with learning needs, he often received a report card that revealed all of the places that he was failing within his education. It revealed every struggle and none of his brilliance. When APS began issuing badges, this student, for the first time, was able to capture and share his brilliance. While he may not be good at the school game, it did not mean that he didn’t have strengths, places where he truly shined. The badges gave this student a way to capture and celebrate what he was good at and share that with others. Now, he is able to take his accomplishments and share with future universities or employers all of the things that make him a standout candidate even if his grades don’t necessarily reflect that. Digital badging can give students a language to promote their skills and experience to future employees or schooling. Digital badges can also be used to facilitate meaningful relationships between students and mentors, they can be used to help guide and motivate students.

A distinction was made between standards (expecting a high-quality) and standardization (repetition, everyone being a cog in the system). As @dajbelshaw said, “I don’t go to two separate Michelin Star restaurants expecting the same dish, but I do expect the same high quality.” This is an important distinction, and one I don’t think we make enough in education. It is also the difference between prescriptive pathways and descriptive pathways. Badges shouldn’t be prescriptive, they should be descriptive of what a student has done. A learning autobiography of what has been accomplished rather than the charted path. “Keep badges weird. Don’t replicate the system we have now with ever more high stake credentials.”-@dajbelshaw

We also heard about how badges can make an e-portfolio more interactive, when badges can be linked directly to learning evidence, students have a powerful map of their learning that is searchable and shareable. Anastasis uses e-portfolios together with our assessment system to help students remember and reflect on their learning journey. The badges can act as a bread-crumb-trail of sorts so that students can go back through and reflect on where they started and all the steps along the way that led to accomplishments. Like growing older, learning often happens as such a pace, that you don’t always know it happened until you look back at pictures. It is only through reflection that you realized that you’ve changed at all. Students need a way to celebrate their small and big wins alike. Badges can help students see the richness of skills that have been learned that isn’t easily captured otherwise.

Several Colorado organizations shared about the ways that they are using digital badging to help students capture learning including the Denver Public Library, Colorado History Museum, and Colorado volunteers. The programs are impressive to be sure, but one of the things that became apparent is that there needs to be a common language in the Digital Badge space. Currently those who are issuing badges are often doing so within their own ecosystem. There isn’t a common ‘currency’ where badges are created and shared. In order for them to reach their full potential, badges need to be more universally shared and accepted so that they exist in a common space. The struggle here is in, “who defines knowledge and gives it a value?”- Paulo Frier This is an important consideration! Badges shouldn’t be controlled by one organization, but rather open, transferable, stackable, and evidence based. Every learner should be able to control their identity and therefore their badges.

“Badging can help credential all things that make us fully human.” @dajbelshaw

Reports and certificates show a very narrow view of what it means to be human. Digital badges open up a wider ability to help us describe who we are and what makes each of us unique. That badges can help us speak toward what makes us more fully human is the reason I left the Digital Badge Summit hopeful. Hopeful that rather than diluting learning with another “carrot” dangled, that digital badges can be a way for students to share their uniqueness, what makes their identity different from anyone else. Used properly, badges can be used to reveal and celebrate our individual humanity. Thanks @senorg and APS for putting on a truly spectacular summit!

Seesaw: The ultimate ePortfolio for every classroom!

Posted by admin | Posted in Analyze, Anastasis Academy, Classroom Management, Create, Evaluate, For Teachers, iPod, Knowledge (remember), Middle/High School, Primary Elementary, Secondary Elementary, Subject, Teacher Resources, Understand (describe, explain), Web2.0 | Posted on 01-09-2015

Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , ,

4

Seesaw: the ultimate eportfolio for every classroom

What it is: Seesaw is the first truly student centered/driven digital portfolio tool that I’ve seen. What makes Seesaw such an awesome option as a digital portfolio is the way that it empowers kids to build and keep a digital portfolio totally independently with features like QR code login for young students. Students can log their learning using photos, videos, drawings, text, PDFs, and links. Seesaw also has direct import features from lots of popular apps. From the teacher perspective, Seesaw makes it simple to access student work immediately from their own device. Content is easily searchable by student and makes it simple to review student progress over time and keep track of growth. In addition to browsing by student, teachers can use folders to organize work by subject area or project. There is also an awesome flag feature that makes it easy to highlight work that you want to go back to for conferences or follow-up with the student. The built in audio recording and drawing tools mean that students can reflect on what they’ve learned or explain how they reached an answer. Parents are also able to login to see work and give feedback on it (you as the teacher can control who sees what and what feedback can be given. Teachers can approve peer feedback before it is seen by students or parents.

Seesaw: the ultimate eportfolio for every classroom

How to integrate Seesaw into the classroom: We’ve long used Evernote as our eportfolio of choice, because it was a simple (enough) entry point and gave students enough flexibility to show what they were working on. With each new release of features, Seesaw is quickly winning me over. This is an app that was clearly created with students and teachers in mind. It has incredible flexibility while equipping with just the right tools and features to make it extra valuable in a school setting. I love the options for feedback that teachers can give, and that all stakeholders are able to login and see what kids are working on. The way that Seesaw enables teachers to give quick feedback to students is incredible. I am also impressed with the integrated audio and drawing features that allow students (even young students) to comment and reflect on their own learning and thinking process. The metacognition implications of Seesaw are awesome!

At Anastasis, even non-digital native assignments get captured in our eportfolio through the camera or video. This means that work “travels” with students from year to year. Future teachers can go back through their progress, but students also have this incredible “bread crumb trail” of learning that they can go back through. It is always fun for us to hear students exclaim over the difference in their writing from day one to day 100. Often the learning process is so infinitesimal that students (and sometimes parents) have a hard time seeing the growth. An eportfolio is a great way to capture all learning so that those baby steps can be seen over time. This has been encouraging for our struggling students especially.

Seesaw supports a variety of platforms making it super simple to use in any classroom environment and particularly in a BYOD setting. Supported platforms include iOS devices, Android devices, Chromebooks, and any computer with a Chrome web browser.

Best of all: Seesaw is FREE!!! If you want to store and organize a child’s portfolio beyond the current year, a Plus account can be purchased by parents for $9.99/year OR a school account.

Tips: Seesaw also has Google App integration, if your school uses Google in Education, they can login with the same Google login they use for everything else!

Archive Pinterest Boards with Evernote Web Clipper

Posted by admin | Posted in Anastasis Academy, collaboration, Download, Grade Level, inspiration, Middle/High School, Primary Elementary, professional development, Secondary Elementary, Teacher Resources, web tools, Web2.0 | Posted on 17-08-2014

Tags: , , , , , , , ,

0

At Anastasis Academy, we don’t have boxed curriculum. This can be both incredibly freeing, and terrifying. If you don’t have curriculum that tells you what to do, what do you DO?! We engage students in inquiry. Inquiry gives students parameters of learning, but allows them to discover and explore within those parameters. Teaching students to properly manage their freedom.

Each 5 weeks, our students engage a new line of inquiry. We follow the PYP inquiry questions (Who we are, Where we are in place and time, How we organize ourselves, How the world works, Sharing the planet). These questions give us good parameters to work within. Each 5 weeks, I send our teachers resources for the inquiry block. Within these big inquiry questions, I provide our primary, intermediate, and Jr. High with different key concept lines of inquiry to explore. These are aligned to the social studies, science, language, and math standards for that age group. Every year I change-up the key concept lines of inquiry just a bit (keeps things interesting and fresh for all of us!).

I create Pinterest boards for our teachers that have a variety of resources for each inquiry block. These resources include ideas, videos, lessons, books, apps, etc. that are related to the inquiry block. They are not prescriptive, but rather offer a launching point for teachers. Then, I create QR code posters that look like this:

Inquiry poster QR code

These get posted all over the school so that teachers and students always have access to the resources (note: we are a 1:1 iPad school).

This has worked REALLY well for sharing resources, as I notice students connect with a line of questioning/inquiry, I can add resources during the inquiry block that the students can use. This creates a whole community that is discovering and learning together. The curriculum is fluid, it is constantly growing and adapting. Teachers often send me links and ideas through Pinterest (I don’t add teachers as collaborators for the boards-even though I could- because I don’t want them to feel obligated to spend their free time the way that I do). Students have begun to send ideas through Pinterest as well…way cool!!

Here is the problem, each year I create 18 inquiry boards. I use the same Pinterest account for personal use as I do for education (you never know when a non-education idea will spark the perfect education idea). As I was getting ready to create boards for this school year, I realized how MANY boards I was going to have to sort through to find this years boards. It is starting to get ridiculous! I needed a good way to archive boards. Enter Evernote. We already use Evernote as a school for ePortfolios, archiving boards using Evernote is the perfect solution!

I used the Firefox web browser to do this, I’m sure this plugin exists for all major web browsers. First, go to “Tools” in your Firefox menu bar and choose “Add Ons.” In the search bar, type “Evernote web clipper” and download the Evernote Web Clipper add-on. After you restart Firefox, this will put the Evernote Web Clipper button in your Firefox tools.

Evernote web clipper

Navigate to the Pinterest board that you want to save. Select all by going to “Edit” in the menu bar, and choose “Select All.” You could also just navigate to the board you want to archive and hold down the command key and letter “a.” Then click on the Evernote Web Clipper button in your address bar. Add any tags that you want to be associated with the board and a note to yourself about the board.

Pinterest board

 

Evernote web clipper Inquiry

That is it! The board is saved to Evernote with all of the images, and the web link is live as well! Verify that the board saved to Evernote correctly and then delete the board. Now you have room for a new year’s worth of boards.

This is a seriously great way to archive any boards that you need to save but don’t need in your Pinterest list right now. I’ve just archived all of last year’s inquiry boards and am ready to pin another year! This is also a great way to create a back-up of your boards or to save and send entire boards to colleagues.

If you just need to save the images from a pinterest board, use that-boy-I-love, (@jtenkely)‘s awesome creation, Pinswiper. This tool will save just the images from a Pinterest board as jpgs on your desktop. Great if you need images that you saved for classroom presentations, writing prompts, etc.

Tagible-Create Customized Learning Video Channels

Posted by admin | Posted in Anastasis Academy, Classroom Management, collaboration, Create, iPod, Middle/High School, Primary Elementary, professional development, Secondary Elementary, Subject, Teacher Resources, TED Talk Tuesdays, video, Video Tutorials, web tools, Web2.0, Websites | Posted on 17-03-2014

Tags: , , , , , , , , , , , , , , ,

3

Tagible- Create customized video channels for your classroom/school

What it is: HOLY SMOKES! This is the coolest new tool! I’ve spent the morning building out our Anastasis Tagible page (link at the bottom of the post), and I feel like my head is spinning with possibilities.

Tagible is a brand new video manager site. It allows you to create a completely customized channel for all of your school/classroom videos. Videos can be imported directly from your YouTube or Vimeo channel. Once you set up the import feature, Tagible automatically imports any video that is added to your channel. Best of all, Tagible gives you the ability to tag videos with categories and then tags within that category; videos and customized channels are really easy to create. The channel that you create is easy to share with anyone through social media or it can be embedded directly on your school/classroom website.

Features:

  • Create a one-stop-shop for ALL of your videos that is completely customizable and branded just for your classroom or school.
  • Tag videos in new ways using categories and sub-tags, this makes it simpler than ever to find exactly the video that you are looking for.
  • Create customized channels based on categories and sub-tags. Each time a new video is added with a category/tag, it gets automatically added to the channel.
  • Embed channels on class or school websites. The embedded channel is ALWAYS up-to-date because all content tagged for that channel gets added automatically. (Set it up once and let Tagible do all the work!)
  • Tag videos under multiple categories and subcategories.
  • Connect your school/classroom YouTube or Vimeo channel to automatically populate your Tagible channel with content.
  • Customize your Tagible site with your own backgrounds, color schemes, and logos. (This is SO easy to use, you can even drag and drop images for your background onto the “upload here” buttons!)
  • Import any video from YouTube or Vimeo (not just your own). Curate video to create a customized channel just for you and your students!
  • Share your videos easily using Twitter, Facebook, and email.

How to use Tagible in your classroom or school: There are all kinds of video management tools, but Tagible is absolutely the most useable and useful for schools! Video is such a rich way to share learning. Our students are constantly uploading video projects. Tagible would make a fantastic video portfolio. Create a “Team” page for your classroom and then create a sub tag for each of your students. As your students upload video to your YouTube channel, tag it in Tagible with the student name. Now each student can have their own “channel” of their learning journey. This becomes a living portfolio that continually gets added to throughout the year (or years). Record student presentations, class participation, special events, etc. Whenever a video gets tagged with that student, it automatically gets added to their channel. You can share a student’s specific channel with their family, now they don’t have to wade through everyone’s video to find their child! If your students have their own blog or website (Weebly.com or Wix.com are awesome for this!) they can embed their channel directly on it. Now all written, photographed, and video work is accessible in one place.

Create learning channels for your students. Import the videos that your students can access to learn from, or be inspired by. Each video can be categorized according to unit and topic. Students can go through a units “channel” to access all learning videos that you recommended for the unit. This is definitely textbook of the future! I’m excited to utilize this idea for our inquiry units. As the students and I find video, we can add it to our own customized learning channel. This channel can then be embedded in student projects, websites, and shared through social media.

Set up a video learning station on classroom computers. As your students are rotating through learning centers, one of the centers can be video relevant to the learning. The great thing about using Tagible: you don’t have to be concerned about students clicking on “related videos” on YouTube that aren’t yours.

As a school, create a professional development tool for your teachers. Create a professional development category with sub tags like: assessment, technology, philosophy, teaching strategies, common core, etc. Add videos and create channels that teachers can access for on-demand professional development.

Keep your school or classroom websites up-to-date with the latest video content without contacting your web provider or logging in to add new video. Create a category called “Home Page” and create a channel based on the category. Any time you tag any video with the “Home Page” category, the channel will be updated to include the new video automatically. If you’ve embedded that channel on the homepage of your website, all of the video is automatically included, no need to edit the website.

Tagible is a great way to foster a home-school connection. Record student work and share via a unique channel with families. This would be an incredible look inside your classroom for families who don’t get the opportunity to volunteer at school often.

At Anastasis, I’ve created categories for Field Trips, Special Events, Teams (classrooms), Inquiry Blocks, Explore (videos we like), Crave classes, School year, and Student Created. The great thing about the categories is that you can use them to quickly narrow down videos for a channel. For example, we could create a channel just for “Inquiry Blocks” in “2013-2014” school year. Students and families can find exactly the videos that they are looking for all the time!

Are you an educational speaker? Create a channel of your presentations to share with others, and create a channel of videos that you used during your presentation. These can easily be shared at the end of a conference.

If you “flip” your classroom using video, Tagible is ideal. Make it easy for students to access video based on your own customized categories. Your flipped channel can be embedded directly on your blog/website and update automatically every time that you add a video. Create “review” channels that automatically collect videos from a unit or topic so that students can go through the channel to review and study. Invite your students to come up with categories that they would like to be able to search by.

Tips: Tagible is a brand new startup company. They are still working some bugs out of the system, and are regularly adding new features. In the bottom, right corner of the site you have the option to “Send Feedback” click on the portion of the site that you want to send feedback about and let them know about any bugs you find or features you would like to see.  You can try Tagible for free, they do have advanced features with monthly subscriptions. Be sure to mention Kelly Tenkely, they may be able to help you out with premium features. Tagible was started by one of Anastasis Academy’s board members and founding families. It has been incredible to watch this thing take shape! Just like the school, it started around this family’s kitchen table.

Want to see what a customized Tagible site looks like? Check out Team Anastasis here.

 

Rodan + Fields Consultant

Stormboard: Beautiful virtual brainstorming and collaboration

Posted by admin | Posted in Analyze, Anastasis Academy, Classroom Management, collaboration, Create, Download, Evaluate, Interactive book, Interactive Whiteboard, iPod, Knowledge (remember), Middle/High School, professional development, Secondary Elementary, Subject, Teacher Resources, Understand (describe, explain), video, Web2.0, Websites | Posted on 12-03-2014

Tags: , , , , , , , , , , , , , , , , , , , , , , , , ,

5

Stormboard-beautiful virtual brainstorming and collaboration

What it is: Stormboard is a super beautiful virtual sticky note brainstorming and collaboration application that lets classrooms or teams share online whiteboard space. In addition to virtual sticky notes, Stormboard makes it simple to add quality and usefulness to your shared space with photos and video. Each idea that gets added to a Stormboard has a comment thread attached to it, this ensures that everyone’s voice gets heard and conversations about specific ideas don’t get lost. Users can also vote on ideas, this is a quick way to get feedback. Stormboard lets you instantly generate “innovation” reports so that all ideas can be easily captured and saved as a spreadsheet or pdf. Shared space is flexible, you can share both synchronously or asynchronously. Stormboard works on any internet connected device making it ideal for a BYOD (bring your own device) classroom, and seamless regardless of what platforms your school uses.

How to use Stormboard in your classroom: I’ve seen lots of sticky note type applications over the years. Stormboard is hands down the most flexible and the most aesthetically pleasing. It gets all of that without being difficult to learn, it has a really great intuitive interface. Stormboard is a great way to capture learning that happens. In an inquiry classroom, we are regularly brainstorming, asking questions, following bunny trails of important thoughts and ideas, and sharing photos and video. Stormboard would be such an ideal place to capture all of this thought during an inquiry unit. I love the way that it threads conversations so that everyone’s voice gets heard and captured as it relates to an idea.

At Anastasis, our kids are constantly discussing big ideas. Stormboard would be a great way for the students to take notes and capture those ideas all together. As they go through literature, research, current events, science experiments, etc. they can capture all of their ideas, quotes, related images and videos in one place. When it comes time to write a report, reflection, summary or do some design thinking with their learning, students will have all relevant information in one place that THEY created together. This could be huge! Our Jr. High has been going through a book chapter by chapter throughout the year. So many of the discussions they have should be captured, the deep thinking is truly awesome! Stormboard would be a great place for this to happen. Learning and thinking process recorded.

Stormboard would also be perfect when you are implementing design thinking in the classroom. It is the perfect place for the ideation and research phases of the project to be captured.

Students can use Stormboard to work collaboratively with others in their class or with other classes in their school. It would also be a great tool to use with a collaborating school. Because it has options for sharing synchronously or asynchronously, it can be used with schools in different time zones around the world for collaborative projects.

Teachers can use Stormboard to collaborate on units or lessons with other teachers, make plans for new team undertakings, or just as a place to share or capture ideas.

Classrooms can use Stormboard on classroom computers OR on an interactive whiteboard or projector-connected computer to capture learning each day. This would make a cool living “textbook” where students could gather materials, resources, share ideas and conversations. Each day assign a different set of students to be in charge of the record. If you have a one to one device situation, each student can collaborate in this process together. At the end of the day, download the PDF or innovation report and save it. What a cool yearbook of learning and insight into your classroom.

As a school, plan new initiatives with your administrative team. We are currently dreaming of our own building (right now we lease space). This is the perfect place to share that dreaming with all stakeholders and capture conversations and thinking along the way.

I think it is awesome that Stormboard works on all devices, but also provides the option of downloading your work. This way you aren’t SO reliant on a tool that if it disappeared, all would be lost.

Tips: Stormboard is free to use. However, the free account is limited to 5 collaborators at a time. I’ve got my fingers crossed that when they see the awesome way that educators are using Stormboard, they will consider offering a free education account with enough for a class or two to collaborate. For $5/month/user you can add as many as you want. For $10/user/month you get unlimited users and unlimited administrators.

 

Rodan + Fields Consultant

Inquiry, magic, and blended learning: Anastasis Academy

Posted by admin | Posted in Analyze, Anastasis Academy, Apply, collaboration, Create, education reform, Evaluate, inspiration, iPod, Knowledge (remember), Middle/High School, Primary Elementary, Secondary Elementary, Subject, Teacher Resources, Understand (describe, explain), video, web tools, Web2.0, Websites | Posted on 01-03-2014

Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

0

It’s hard to describe to people all of the magic that happens at Anastasis on a daily basis. It really does feel like something special, a magical quality of falling down the rabbit hole into another world where school is fun and challenging and wonderful. The learning that happens here is very organic, it lacks a formulaic approach. So when people ask us how they can do what we do, it isn’t a simple answer.

Anastasis learners are in a continual state of growth, discovery, and creativity. We are just wrapping up an Inquiry unit about “How the World Works.” As a school, we are preschool through eighth grade. All of our students engage the same big guided inquiry for a 5 week block. Although the driving inquiry is the same for all students, I break down the unit into some key concept lines of inquiry by age level. We have a primary, intermediate, and jr. high key concepts that provide entry points into learning at a developmental appropriate level. Our primary kids looked at How the World Works from the inquiry prompting that: people have daily habits and use time to help guide their day, week, month, and year. This gave them the opportunity to explore calendars, time, seasons, patterns in growth of crops, school habits, moon phases, sun, etc. Our intermediate students looked at How the World Works from the inquiry prompting that: predictable patterns help us explore objects in the sky and their connection to our life on Earth. This allowed our students to explore movement of the solar system, moon phases, constellations, galaxies, history of humans understanding of patterns in the universe, technologies that help us understand patterns, how the patterns in space impact life on earth, how animals and plants rely on patterns. Our Jr. High students explored How the World Works from the prompting that: Food comes from many places and goes through many changes on its journey to us. They discovered more about where produce comes from, what GMOs are, what the role of the FDA is, what chemical additives food has, farm to table, organic vs. non-organic, responsibilities of humans in food production and consumption, how food production has changed over time, practices for mass production of meat, what happens when our food resources have been exhausted?

The nice thing about having ALL students in the same big guided inquiry during a block, is the incredible overlaps in learning that occur between classes. This provides truly amazing opportunities for our students to learn from and with each other. We take advantage of that overlap as often as possible!

For each inquiry block I give teachers an inquiry guide with the driving inquiry question, the key concept, and the individual lines of inquiry that could be explored. This is a launching spot. I also provide resources for students and teachers on a Pinterest board. This board gets added to throughout the inquiry block as I know which lines of inquiry students are exploring (they often come up with great lines of inquiry that I haven’t considered). This becomes our “curriculum.” It is always evolving and growing based on the needs of students. Teachers send me requests for books, videos, apps, and hands on materials that they need throughout the block (I LOVE Amazon Prime!). The Pinterest boards are shared with students via QR codes that are hanging throughout the school. At any point in time, they can use their iPad to snap a picture and instantly they have access to a library of materials and ideas that they can explore related to the inquiry block. If you are interested in what this look like, you can check out the boards here:

This is the point that the magic I mentioned above starts to happen. Our teaching staff is awesome. They are some of the most creative, innovative, forward-thinking people I know. Even better: they provide the space for kids to be curious and expertly help them navigate that curiosity for new learning. This block offers such a rich picture of what learning looks like at Anastasis that I just have to share it. Notice that EVERY level of Bloom’s Taxonomy is addressed in this process, every subject woven into their learning naturally.

The students in Team Weissman began this block with a field trip to a local observatory. This was a really neat trip that I had the privilege of attending with them. Our students got a private tour of the observatory, complete with a history lesson of Colorado’s landscape when the observatory was built, the changes it’s gone through, the building history, and the science. The kids LOVED exploring each part of the building and learning about all of the little “secrets” around the observatory and why it was built the way that it was. They got to go into the basement to see how the base of the telescope is actually free-standing and not attached to the building. They got to open the ceiling. They got to explore each separate part of the telescope and ask questions and learn from an expert. The observatory expert’s passion was contagious. The spark for inquiry was lit in those moments. When the students were back at school, they each chose a line of inquiry that they wanted to know more about. They chose to learn about moon phases, galaxies, planets, constellations, Fibonacci, fractals, waves, plant life, etc. Each student snapped a picture of the QR code for this block to begin digging through resources. This was a great spring-board for discovery. As students dug into discovery, they chose different projects and ideas of how they could share their learning with others. This led to the building of a planetarium that the whole school could tour through to learn more about the universe, green house design, art work to teach about the relationship of plants/fractals/Fibonacci, a telescope, a black hole demonstration, a planetary model, a genius art demonstration of moon phases for the planetarium, and a model of different types of waves.

photo 1-1

 

Prototype Lab-Anastasis Academy

Anastasis Academy- Planetarium

Planetarium tours: Anastasis Academy

Pattern study: Anastasis Academy

Student Created Greenhouse: Anastasis Academy

Prototype Lab: Anastasis Academy

 

There was a lot of research that happened in this unit. One student showed me how she was using multiple devices to compare sources as she did her research…brilliant!

photo 2-6

 

Throughout the 5 weeks I heard exclamations of excitement, pride in what students had created, excitement as they saw what other students in the class were doing. Completely fantastic, magical moments of learning! This week, the students invited every other class in the school to be a part of their learning. They gave each class a tour of the universe in the planetarium and each presented their findings over the last 5 weeks. They also walked them through how patterns in the universe are mimicked here on earth in their greenhouse (made with pvc and shower curtains!).

Inside the planetarium: Planets

Inside the planetarium: Black Holes

Anastasis is a 1:1 BYOD school. Each of our students has an iPad (the only supply on their supply list) in addition, sometimes they bring a phone or iPod as well. You know what? As awesome as the technology is, it fades into the background. It really is just another tool for learning that we use at Anastasis. It helps tremendously with research, connecting with experts all over the world, typing out and recording ideas. What I love about this last unit is that none of the students chose to show their learning through technology. Each of them chose something tangible to demonstrate learning. The use of technology was brilliant. Truly hybrid learning! The students who worked on the planetarium used an app called Sky Guide to figure out exactly where in the sky each constellation and galaxy was so that their planetarium would be a true picture of what it would be like to look up into the night sky. After building the planetarium, the kids decided which way they would align it in the classroom. Then, using the Sky Guide app, they would get in, find out where the constellation was in relation to where they were standing. They poked holes in the plastic in the shape of the constellation and labeled it with a piece of tape. A brilliant coming together of technology and creativity!

I wish I could bottle up the excitement that the whole school had as they watched the planetarium being built. The amazing anticipation of getting to see the finished product. The sneak peeks they tried to take. This was a school community learning and exploring together.

As Team Weissman worked on this, students in Team Baldwin each chose a pattern that they wanted to learn something more about. They connected to experts, researched, and came up with really incredible questions. The outcome of this was also student created projects to show others what they had learned. These kids also held an expo day to let others in the school see their learning. They got to be the expert. Students explored everything from patterns in the circulatory system, to service animals, to electricity, to dub step, to patterns in baking, the moon, coding, and plant growth. When I asked the kids what they liked best about their projects, the common answer was: getting to talk to my expert. Connecting students with an adult expert (usually using technology) was so meaningful and lasting. They were proud to share with others what they were now an expert in.

Patterns in baking: Anastasis Academy

Electricity study: Anastasis Academy

 

The Jr. High was so impacted by what they learned about where our food comes from, that they created a conference for Anastasis students and parents. They had sessions, round table discussion, asked parent experts to come in and share, and invited a keynote speaker. They also invited other classes in on their learning by asking them to share learning they’ve done throughout the year at their expo. The round table discussion among the students was hands down my favorite part of the day. Hearing these kids challenge each other’s opinions about GMO’s, Monsanto, being a localvore, food production, health, etc. was incredible. They were well researched, thoughtful and considerate of different opinions. They referred back to field trips they had to Growhaus and a local meat market. They started out in the community with experiential learning, used technology to learn more, and finished by inviting community to learn with them.

Hydroponics: Anastasis Academy

Primary students shared their greenhouse:

Anastasis Jr. High Round Table discussion

 

This is what learning looks like. It is hard work, there is challenge. There is also beauty and excitement and pride.