Check123: Video Encyclopedia

 

What it is: Check 123 is a new video encyclopedia site for kids. All videos are validated and ranked by Check123 professionals, are 1-3 minutes in length, and a curated on just about any subject you can think of.  Broad topics covered on Check123 include: history, sports, politics, food, performing arts, economics, earth, nature, tech, philosophy, music, cars, pets, human body, arts, geography, religion, psychology, TV, gaming, science, literature, fashion, media, and space.

How to integrate Check 123 into your classroom: Check123 is a great place for students to begin their research. These videos are between 1 and 3 minutes each, keeping students engaged in a topic and giving them bite-size information. I like that the videos are so well curated, it keeps search results on topic rather than the endless dig for quality content that can happen in a YouTube  search. Check123 videos are also wonderful as provocations for further inquiry. The short format gives students just enough information to whet their appetites and encourage additional questioning. Check123 is a great one to keep bookmarked on classroom and library computers for quick reference.

Video is the preferred learning method of 90% of our students at Anastasis, when they do a search, they usually begin on a video site. With Check123, they are sure to get some quality results back to kick start their learning and research.

Tips: Check123 is free for teachers!

Making & Science with Google

Making & science with Google

What it is: Making & Science is an initiative by Google aimed at showing students that anyone can be a maker or a scientist. Using the featured Science Journal app (Android and Chromebook only), students can measure light, sound, and more. They can also use the app to record observations, organize data, and add observational notes. Making & Science has partnered with Exploratorium for some fantastic activities that will have students exploring the world as a makers and scientist in no time. Students will explore light, sound, motion, graphs, conductivity, and much more through activities powered by the Science Journal app.

How to integrate Making & Science with Google in your classroom: The Science Journal app makes any Android phone or Chromebook computer into a scientific tool that students can use to collect data on light, sound, and motion. The activities included encourage students to explore the world as scientists and makers. The activities are simple enough for any classroom, and lead the students through understanding how the world around them works. They are a great kick-off to more in-depth studies of light, sound, and motion and teach students how to use the sensors on their phone and computer to collect data.  Most activities take 15-30 minutes, so would be the perfect length for groups of students to visit as a center if you have a few devices for students to use. I love the way each activity thoroughly introduces a concept, and equips students with the tools and understanding for further experimentation and investigation. The activities included are wonderful, but after students have a basic understanding, encourage them to come up with their own investigations of light, sound, and motion.

Students could use the Exploritorium Activities as guides for creating their own investigations and activities to share with the class.

Don’t miss out on the Making and Science YouTube channel, and recommended podcasts. They are AWESOME!

Tips: While the activities reference the Science Journal app for data collection, if you have access to other types of devices you can still use these activities! Just download a light, sound, and motion sensor app and your students can complete any of the activities on the Maker & Science site.

StackUp: track self-directed learning online

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!

 

Grmr.me Empowered Editing

Grmr.me Empowered Editing

What it is: Grmr.me is a great site for middle school and high school English teachers (and anyone else who edits student writing). This site was built by, and for, English teachers to help students learn how to fix the most common grammar and punctuation errors found in writing. Topics include: Pronoun disagreement, subject verb agreement, pronouns with compound word groups, commas and clauses, comma splices, direct address, usage of words, passive voice, literary present tense, iambic pentameter, and dramatic irony. It’s like having @michellek107 in your pocket! 🙂  For each topic, there is a short video explanation of the problem and how to fix it.

How to use Grmr.me in your classroom: I would have so appreciated this site when I was a student! (Let’s be honest, I still appreciate this help.) I’ve always loved writing, but would often get feedback about comma splices or run on sentences. This feedback was less than helpful because while it identified a problem with my writing, it didn’t help me understand how to fix it. With Grmr.me, you can not only help your students see the problem in their writing, you can offer a quick link of immediate support. Grmr.me empowers students to take your edit notes and understand where the problem is and how to fix it. Rather than just writing “comma splice” on student writing, add  grmr.me/csp/ in the margin. Now those edit notes make sense, and give students the instruction to re-write with confidence that they understand where and what the error is.

Tips: Points to anyone who comments with links to the videos I should have consulted when writing this post!

Literature-Map: Help students find new authors to fall in love with

Literature Map: Help students find new author to fall in love with

What it is: Literature Map is a literature recommendation system. It is really easy to discover a new author. Start by searching for an author you enjoy, and magically a map of names will appear based on what other readers of that author have read. The closer that two writers are on the map, the more likely it is that you will like both of them. Click on any name on the map to travel further and find more recommendations.

Literature Map- find your next favorite author

How to integrate Literature Map into the classroom: It’s a common problem, a student falls in LOVE with an author and devours everything the author has ever written. Then they come to the end of their journey and a sort of sadness hangs over them, there is nothing more. Enter Literature Map. Students can easily enter the name of the beloved author and discover others they are sure to love, leading them down a rabbit trail of reading utopia! Students can discover new voices, genres, and keep the love of reading alive. Literature Map is a great site to bookmark on classroom computers, in the library, or on student devices.

If your students do an author study, this site could be useful for helping them find related authors and then using Wolfram Alpha to compare the authors they find side by side.

Tips: Hat tip to @michellek107 for sharing this with Anastasis staff this week!

Aurasma: Create Augmented Reality Experiences in Under 2 Min.

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

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

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!

My Simple Show: Create your own explainer videos for free!

Create  explainer videos free with My Simple Show!

What it is: My Simple Show Video Creator lets students easily create professional level “explainer” videos. The finished product looks just like a Common Craft video, so cool! The step-by-step tool helps students think about storyline and the flow of explaining a concept.

How to integrate My Simple Show into the classroom: My Simple Show is a fantastic option for digital storytelling. Students begin by choosing to write their own script, or by uploading a Power Point presentation. Next, they can choose from one of many templates to start from, or alternately, start from scratch. The templates are an awesome option because they give kids an outline and break down the story telling/explaining process. For each step in the process, it guides students with a prompt and with some examples. My Simple Show auto-magically picks up words in the script and suggests pictures. Students can use the pre-selected images, choose an image from the My Simple Show library of images, or upload their own image or picture. In the final step, students add audio. This can be computer generated or students can record their own audio. The finished product is pretty impressive! Below is a video I made quickly today.

My Simple Show’s obvious use is for explanatory digital storytelling, but it would also be a great way for students to reflect on a field trip, tell a story, retell new learning (pssst. this is an awesome way to check for understanding!), or create their own “textbooks.”

Students can use My Simple Show to explain a historical event, introduce a biological process, introduce a physical law, summarize literature, summarize a biography, discuss pros and cons, explain a law, etc. Use My Simple Show to create whole class stories where each student contributes a portion of the explanation or story.  This type of video can be made over a few weeks using classroom devices as a writing center.  This would be a fun way to create an A to Z type book of learning, reflections by students after a unit, a 100 day video,  fact vs. opinion video,  a class video of poems, a phonics video, or a class video about a field trip that students took. Students can take pictures of science experiments and create a digital video detailing the experiment with text, images, and student voice reflections included.  The finished product can be shared with parents and families easily through YouTube, Vimeo, or downloaded as a MP4 file.

For a back to school night activity, take a picture of each student to add to a class video and record students sharing an explanation of a school day. This same idea could be used in preparation for parent-teacher conferences. Students can create a video about their learning during the quarter/trimester, record thoughts about why they are proud of the work they did, and add reflections.  These can be shared as a starting point for conferences, at the end of the conference, parents have a keepsake. My Simple Show could also be used for character education. Give the students a scenario or problem, and have them work out a step-by-step explanation or solution.

Because of the voice recording capabilities, My Simple Show, would be a great way for students to practice a foreign language.  They can illustrate a word or phrase accompanied by the audio.  Classes could work together to create a “living” digital glossary.

Be sure to give your students access to My Simple Show in your Maker Space, it is a great option for students to choose!

Tips: My Simple Show has video guides that lead students through each step of the process…I definitely recommend watching these at least once as a class or for the first round of creation!

3 Steps to a Living Curriculum

3 Steps to a Living Curriculum

Boxed curriculum does exactly that: it boxes in learning, narrows the scope of possibility, and leads kids to believe that learning is a chore. Living curriculum does the opposite: it unleashes learning, opens up possibility and adjacent possibility, and leaves kids excited to continue learning. Living curriculum grows and adapts for a richer, more meaningful learning experience.

3 Steps to a Living Curriculum:

  1. Know your students! This seems like a really obvious first step, but honestly, if you don’t know your students it will be impossible to break free of the box(ed) curriculum. How do you get to know your students? At Anastasis, we dedicate our first days of school to getting to know our students and building a learner profile. We ask all kinds of interest and passion questions, we play a card game that helps us identify their Learning Style preferences, Multiple Intelligence Strengths, and Brain Dominance, and we build a Learner Profile. To take students beyond pre-fab curriculum, you have to know them first. What are their strengths as a learner? Where do they find struggle? All of this information will make you a better guide in the learning. It will also allow your students to understand themselves as learners and their classmates as learners. It will change the ecosystem in your classroom!
  2. Break free of the box. You have to break free of the boxed curriculum before you can truly experience a living curriculum. Boxed curriculum is like teaching students through paint by number. Or like exploring the world via a map. Sure, maps are a predictable. You can see the whole landscape in a simple, two dimensional layout. They give us answers and a 10,000 foot look at a landscape. They allow us to gather some information about the world: where major landmarks are in relation to other major landmarks, what rivers/lakes/mountains we might encounter. With a map, we can chart a course and head a direction. But it isn’t living. Looking at a map is not the same as exploring the world. With inquiry, you may have a guidebook that helps along the way, but it is actually all about the journey. Where boxed curriculum is about answers, inquiry is about the journey to the answer. Living curriculum is immersive learning where students get to create their own map including the features and nuances that are important to them (this is why knowing them is step 1!). Learning is too complex and beautiful to be captured by boxed curriculum. When students are immersed in the journey, they can appreciate the scale of a mountain, the wildlife and ecosystem of a river. A living curriculum is not prescriptive, it is an autobiography of learning written by the student as they learn. A living curriculum uses inquiry because the path to learning is more about following a direction than arriving at a destination. Each year, I create a new set of inquiry guides for our teachers and students. The main inquiry questions stay the same every year (we love the PYP questions!): “Who We Are,” “Where We Are in Place and Time,” “How We Express Ourselves,” “How the World Works,” “How We Organize Ourselves,” and “Sharing the Planet.” Then, under each line of inquiry, I come up with a direction for our inquiry block and additional suggestions for different lines of inquiry that students could follow. Each block has a Pinterest board where we can collect resources for learning during the block. These are books, videos, apps, lesson ideas, articles, experiments, field trip possibilities, etc.
  3. Invite teaching partners and students to collaborate. This is the LIVING part of living curriculum. This is where the curriculum actually comes alive and changes and adapts organically as the learning process unfolds.  Pinterest is a great place for this to happen and, be honest, you are there anyway! Using our Pinterest boards, I start gathering resources I think might be useful, then I invite teachers and students to collaborate with me. As they follow a direction in inquiry, inevitably it leads their learning in unexpected places that I couldn’t have imagined. Inviting teachers and students who are doing the learning to collaborate, the curriculum comes alive. It adapts and changes and grows with us. Living curriculum. Our learning becomes fully immersive, and rich. Students are creating their own maps as they explore learning.

Want to see an example of Living Curriculum in action? Check out this example from Anastasis!

Where to find the card game we use to build our learner profile: The Learning Genome Project

Follow me on Pinterest to see our Living Curriculum grow!