I am currently working on a website for the school (Anastasis) I am starting. This is a different model than most parents will be familiar with so I am finding myself working on ways to flesh out just what learning looks like in this new model. One of the pages I have created is titled “Educational Framework”. I would love your input on the descriptions below as well as the graphic.
The framework below illustrates the educational approach of Anastasis and the synthesis of:
Inquirers: The combination of child, teacher, mentors, family, and friends in pursuit of a question.
The Cycle of Inquiry: The cycle that lead learners use to facilitate learning; inquire, investigate, plan, customize instruction, collaborate, construct meaning, create, evaluate, reflect and revisit.
Academic Content Areas: Nine areas are explored to help learners achieve standards and developmental benchmarks; language arts, social studies, science, mathematics, physical awareness/health/play, spirituality, social/emotional learning, arts, and global citizenship.
Learning Habits/Disciplines: Distinct habits and disciplines are assumed by the students as they approach learning. These disciplines support and assist the learning process.
Technology: Technology permeates learning in this blended learning model. Students use technology to build: functional skills, effective communication, collaboration, ability to find and select information, critical thinking/evaluation, cultural/social understanding, eSafety, and creativity.
Learning Genome: The Learning Genome makes it possible to customize and personalize learning for every student by taking into account; the student profile (interests, passions, developmental levels, learning styles, abilities, etc.), the school profile (resources available), the individualized learning plan (created by lead learner, student, and parents), Standards/benchmarks/scope and sequence, and tagged curriculum.
In addition to the graphic above, I have created an animation of the same graphic. In the animation, each section builds on the previous section so that the graphic is revealed in manageable pieces. The audience for the graphic is parents so I am trying to keep educational jargon to a minimum.
I realize there is a lot of information on the Graphic but really want to paint a picture of what I am referring to under each heading…I don’t want to assume that parents will fill in those blanks on their own.
So, what do you think? Suggestions and recommendations are welcome!
This is a holistic approach – consequently, “perfect” by any name. You address all areas of development/growth, and involve all parties (student, teacher, parent, school community).
In what regards the graphic itself, I think it is quite complex so the follow-up (the animation you mention) is a fortunate and needed tool for parents to understand it.
Perhaps the only word that might raise questions is ” spirituality” – they might need to understand the context.
Great work (hope the school will live by these high standards)!
Kelly, this looks great. I love the graphic you created, you are so good at that. A couple things: there is a lot going on (as you mentioned) so I think it might be a good idea to show one layer at a time with its explanation and examples. For some it may be a lot to read at a time. Additionally, bullet points or bolding some key words will cut down on the amount of reading people need to do and make it easier for them to read the amount of information you have. Also, when you mention benchmarks and standards, what benchmarks and standards will you be using ( I think parents would ask this). Finally, since you are so creative with the graphics, you might want to try to create one that looks like a child in the same fashion as your bloom(in) peacock and show how all these areas help to form the whole child as a learner/global citizen. I think this is a very exciting venture and I look forward to hearing/seeing more of it.
Hello Kelly —
Wow — lot’s here! If Anastasis is heading in this direction, any chance you could put something in there about the ability of your students to pursue their passions? Perhaps a heart or some type of graphic representing one’s passion could be placed in your materials. (If I missed the word passion in your graphic, apologies.)
Just my 2 cents,
Daniel Christian
http://danielschristian.com/learning-ecosystems/
I’m having a hard time interpreting your graphic. It’s hard for me to determine what you are wanting to communicate and it is requiring my mind to work really hard to understand it.
The investigate circle makes sense to me because it is a cyclical path, but placing the other content in the circles makes it harder to read what falls into that category of information.
Also, I think it could use more of a focal point and additional structure. What is the first thing that you would want someone to notice about the graphic? Make that stand out.
That’s my 2 cents.
Kelly, this looks fantastic. It makes me want to move to Colorado and join this innovative new school. It seems that you have put a lot of thought into standards, differentiation, and individual planning without sticking kids off alone with a book. In addition it seems that educating the “whole” child is a priority. I can’t wait to hear more as you continue the journey of creating this amazing place.
You have a lot of good ideas that you want to highlight, but the image is very cluttered and difficult to interpret if you don’t already understand your vision. So rather than filling in the blanks for parents you may be making it more difficult for them to understand your vision.
I may have explained my point too briefly, but if you could sum up your main vision simply, what would it be? It might be something like “A community of learners working through collaborative inquiry.” If your eye were drawn to something that first represented that simple vision and then went out to additional, more detailed information that supported that vision, that would help to make more sense of the graphic.
The image currently doesn’t have a clear hierarchical structure. There is not a high contrast in font size to indicate where you would like the eye of the parent to go first.
Thank you for the detailed input Heidi, I really appreciate all of the different perspectives and helpful input!
I would welcome you with open arms!
Thanks Daniel, I didn’t include the word passion as part of the graphic but that is where the Learning Genome comes in. It helps guide the formation of curriculum based on interests and passions. I’ll be sure to include it on the graphic so that is more clearly understood.
Thank you for the input Debra, I really appreciate it! I do have the one layer at a time in the animation I created…I think it does make it more manageable. I’ll go back through and add some bolding and color changes to make it easier to take in. Benchmarks and Standards being used currently are Colorado, but moving to using core standards. Parents will ask this, I’ll put it in the copy above the graphic.
I love the idea of creating one with a child in the center. Fantastic idea!
Christina, thank you for the thoughts! The “spirituality” is in this version of the graphic because this school is Christian in focus. Needed for this particular graphic but the wording will need to be changed when we use it with the charter school in 2012. I’m glad you pointed it out so I make a note to change that for other schools.
I hope it will too!
Absolutely brilliant as usual Kelly. Would you see a possibility for the word “publish” under cycle of inquiry. I think it’s important for students to publish their work. An authentic audience and feedback is powerful.
Kelly- just have to say how proud I am of your developing genius! You are choosing to meet the challenges head on. Way to go!
How timely. I’ve been working on my MYP (middle years program) unit planner for IB. They’re big on ‘inquirers’. Your categories are similar. They have ‘areas of interaction focus’, ‘significant concepts’, ‘unit question’. Is that your focus–more international than national?
This is a very intrigue philosophy to build on. I recently listened to your Sir Ken Robinson post, and he spoke about how we should avoid calling things content areas or subjects, but instead they are disciplines. I know that it would be confusing, but what about making the content area ring, disciplines, and the next ring something about characters of a learner or learning maximizers. Just a thought.
Thanks Bob, I will consider that change!
Jacqui, I pull a lot of my inquiry thoughts from the IB program. Focus is international.
Can always count on dad for votes of confidence 🙂
Judith, in my mind Create and publish were synonymous but I think you are right, adding publish would make that distinction clear. Thanks!
I’m totally on board with this vision for personalized and collaborative learning! Your ideas are spot-on; I have some thoughts on how they are being communicated.
Language: The name of your new school, Anastasis, immediately struck me as contradictory to your school’s purpose and philosophies. As a science teacher, Greek and Latin root words jump out; -stasis (Greek) refers to “stopping or standing still” (as in homeostasis). Ana- is
from Greek, and means “up to, toward, exceedingly, back, against;” it seems like an ok fit in this case. (See http://www.etymonline.com/index.php for more.)
More Language: I always thought “music genome” was a awkward fit for Pandora’s process; “genome” makes me think of a pre-existing code (with inherent limitations for an individual) rather than each person’s potential for growth in many possible directions through collaboration with others. (Actually, the analogy may work if you consider that genetic changes of a population over many generations contributes to species evolution…but that’s a bit much… 🙂
It’s unlikely that your parents and students would struggle with the use of “genome” in this context in the way I do; I merely offer my reactions in order to point out that the idea of a learning genome may not be communicating what you think it is, especially if your audience isn’t familiar with the term as used by Pandora. (BTW – Are there any copyright issues with using “learning genome” since its based upon an interpretation of Pandora’s “music genome”?)
Graphic: Others have made suggestions similar to what I was thinking. One other thing I’ll add is that my mind wanted to make connections between the “Learning Genome” categories shown on the rays into each corner and the content of those portions of each circle that fell into the shaded area of a particular ray. Then I figured out that there wasn’t a direct relationship there.
This is an excellent draft, and I’m excited to see how this project is refined as it unfolds!!!
Deb, I can’t thank you enough for the thoughtful response!
Anastasis is Greek for To stand again or literally resurrection. I think in that case it perfectly encapsulates what we are doing, which is seeking to resurrect education and learning. To let kids stand up again. That was our thought process in naming it anyway!
Appreciate your reactions on the Learning Genome…actually Music Genome is a play on the Human Genome Project. No copyright issues that I am aware of, although I’m still working through the trademarking process.
You are correct, no direct relationship with the rays, I was intending to show that the L.G. permeates and supports all levels of learning. I’ll keep working out the look of that- at this point I need to walk away from it for a week and come back with fresh eyes. Right now my “solutions” look the same 😉