Category: Anastasis Academy

Replacing the Friday folder with a podcast: Voxie Pro Recorder

Kelly Tenkely4 Comments on Replacing the Friday folder with a podcast: Voxie Pro Recorder2859 views

When you change the way that teaching/learning happens in a classroom or a school, you quickly discover that additional changes are needed to support it.  We have been in the process of learning ALL of those things that are affected by changing the classroom model.  At Anastasis Academy, we are largely paperless.  Our students still write with paper pencil, create posters and projects, but much of their work is done in Evernote, iMovie, Stop Motion HD, Pages, Keynote, and Notes on their iPads.  When you take away worksheets, traditional quizzes and tests from the classroom, there isn’t a whole lot to send home as a “Friday folder.”

As teachers, we were pretty comfortable with not having a Friday folder.  We were seeing all of the incredible evidences of learning that the students were creating.  The problem: parents aren’t always seeing those same evidences.  Either the parents aren’t sure where to look, kids are feeling tight lipped or blogs aren’t subscribed to properly or read regularly.  We were hearing often from parents, ‘I know that they are progressing, I know that amazing things are happening, but I’m not quite sure how to prove it to myself.  I’m not sure where to look.’  Because we also don’t give homework, parents can’t use that as a gauge of what kids are doing in the classroom.  So, we needed a solution.  One day while @Matthewquigley and I were rehashing and wracking our brains for the best way to do this without taxing our teachers to the point of burnout, @Matthewquigley had a stroke of pure genius.  “What if we did something like a podcast Friday folder?”

Brilliant!

The more we thought about it, the more we liked audio as a solution.  @Matthewquigley and I can walk into a classroom at any given moment and ask students and teachers what they are observing/inferring/learning/noticing and they can give you a great answer.  It is easy to talk about students and to tell those great stories about a student that often get forgotten before parent-teacher conferences.  It is equally easy to talk about the work you are doing in class, when you are still in class where one project isn’t lost among the plethora of activities and learning that happened in the day/week.

We went full steam ahead with this idea.  First, I looked at audio recording apps for the teacher iPads.  I wanted something that would be easy to use, give us the ability to categorize, easily sync over wifi, and email the audio recording to parents and admin.  The clear winner was Voxie Pro.  It was simple enough to do everything we needed, without too many extra bells and whistles to distract.

Here is what we did:

Length- 30 seconds to 1:30 per student
Frequency- every other week

Purpose: to help communicate the progress that students are making, to collect an audio body of evidence that helps tell the story of student growth, to aid in the building of the digital portfolio.

Teacher should include: what has been observed, noticed, inferred
Topics: Social/emotional, spiritual, academic

Student should include:  Something they are proud of, want to share and where parent can find it in pictures, Evernote, iMovie, the interwebs, etc.
Student could read a few sentences to show progress in skills, explain Bible verse they discussed that week, re-tell a story, explain a new concept, etc.

Teacher Template

Student:___________________
Week: _____________________
What I noticed/observed/inferred:
Spiritually:_____________________
Academically:____________________
Socially/Emotionally:___________________

Student Template

A project/blog post/discussion that I want to share/am proud of: _________________________
My parents can learn more about it here:________________________________________

The first wave of these audio emails went out today.  They turned out great! Parents know exactly what is happening in the classroom as it pertains to their child and kids are sharing work that they are proud of and reminding themselves (and mom and dad) where they can find it.  Not only do parents have a great bi-weekly update specific to their child, they have a timeline of learning and progress at the end of the year.  Imagine the implication of starting a program like this in kindergarten, and following the student all the way through middle school.  You would have a week-by-week of what was learned, what strengths and weaknesses were exhibited, but also have that precious student voice throughout the years.

What I like about the audio Friday folder, is the ability to say more about a child than a worksheet with a star at the top can.  With the audio, you can communicate things about the development of a child.  Their progress in math when they struggled and struggled, but stuck with it to the end.  Their empathy for other students when they notice another student who is lonely in the lunch room and get up and invite their friends to sit with that student.  Their maturation as they handle a conflict with another student appropriately.  I especially love that students can highlight a project(s) that they are particularly proud of and help mom and dad find it.  That is a dinner conversation starter!  With any luck, we will forever banish the “what did you do at school today?” question.  In it’s place, “I’m really proud of you for sticking with that math when it was so difficult, what was it that you were working on?  How did you finally solve it?”

Awesome.

Using the Common Core Standards Scandalously to Bring Freedom to Learning

Kelly Tenkely19 Comments on Using the Common Core Standards Scandalously to Bring Freedom to Learning4281 views

At Anastasis Academy we use the Common Core Standards as a basic framework to start from.  We don’t purchase ANY boxed curriculum. At all.  At least not in the typical fashion.  We tailor learning to meet the needs of our students.  All of the resources we purchase are purchased with specific students in mind.  So, if a piece of curriculum meets the needs of a student, we purchase that.  If a lesson plan, or a video, or a book, or an app helps that child to be successful in learning, we purchase that. The Common Core Standards act as our guide not our goal.   I know, scandalous.

We don’t see the Common Core Standards as needing to be prescriptive of when and how a child should learn.  Instead, we recognize that there are some foundational, basic skills in learning that help students in other learning, discovery and creativity.  Quite frankly, the Common Core Standards are underwhelming. They leave SO much to be desired if they are viewed as the learning objective. If viewed as a baseline, a door to other learning opportunities, everything changes.  There is freedom in that.

At Anastasis, we don’t have grade levels.  Instead we group students based on developmental level taking into account academic abilities, the social/emotional and maturation.  In any given class, we could have up to a 3-4 year spread.  We recognize that children don’t develop at exactly the same rate.  They must be given flexibility in their learning and not forced through a curriculum based on an artificial pacing guide.  We believe the same is true for the standards.  While the standards give a nice framework, there is no reason why a 6 year old should be expected to master all of the standards in first grade.  There is no reason why a 6 year old should be limited by the standards in first grade.  I’m sure that we don’t use the Common Core Standards quite like anyone else.  We pay little attention to the grade level of the standard.  Instead, when a child has mastered a standard, we move them to the next level of challenge regardless of the grade level the standard falls in.  Because every child in a class could be working on a different combination of standards, we have a very low teacher/student ratio.  We have 12 students to every teacher.  This allows us to truly work with students where they are at.  We use Mastery Connect to help us keep track of student progress.

Our students are involved in the process of coming up with learning goals.  I know in most cases this responsibility rests solely on the shoulders of the teacher or the curriculum company.  Students should have a say in their learning.  If they don’t, we are doing a disservice to them.  The problem we quickly ran into: students couldn’t easily read and understand the standards so that they could weigh in.  Have you read the Common Core Standards? They are ridiculously full of eduspeak BS.  I mean honestly, do they have to make everything sound so convoluted? I ended up rewriting the standards in student friendly language so that our students could work with teachers to create learning goals for each block (five week period).  Below, you can see my re-written versions for first-sixth grade standards.  I’m going back through the seventh and eighth grade standards for some additional tweaking.

First

Second

Third

Fourth

Fifth

Sixth

Our students are so brilliant in the way they plan their goals for each block.  One of our intermediate students showed me a video yesterday that he put together to show which standards and goals he had set for himself and his action steps to get there.  It is seriously creative.  As soon as he has it uploaded to YouTube I’ll share. Whoever decided that standards should be printed out and posted during the lesson that addresses them should be ashamed.  Who is that for, honestly?  The standard cards that get posted are full of the eduspeak. They aren’t for students.

Standards have gotten a bad reputation in the education community.  The way they are being used is distasteful to say the least.  Standards are being used to make every learning experience look exactly the same regardless of the child. They are being used to sell curriculum.  They are being used to help students pass a test. They are being used to judge teacher abilities. They are being used to determine funding. They are being used to churn out a generation of kids that have the exact same skill set.

I like standards.  I like that there are food standards that ensure that the food I eat is safe.  I like that those standards don’t dictate which dishes end up on my table. I like that they don’t hinder chefs from being creative with food.  I like that there are standards for the safety of children’s toys.  I like that those standards don’t dictate how creative a toy maker can be.  I like that they don’t dictate how a child can play.  I like that there are standards in the construction of my house. I like that those standards don’t keep me from personalizing my house.  I like that those standards leave plenty of room for creative architecture and design.  Standards that are used as a framework and baseline allow for freedom.  They give us a starting place and let us create and work all the way around them.  When you view the Common Core Standards this way, they aren’t mind numbing, they are freeing.  They help us empower students with the building blocks of learning so that they have freedom in learning. They give students enough of the skills and foundational understandings to build on in any direction they would like.

I realize that this view of the Common Core Standards isn’t where most of you are.  For most of you the standards are very prescriptive. Very limiting. A very narrow view of what it means to be educated.  My hope is that by sharing the way we scandalously use the standards, other classrooms and schools will be able to make changes toward freedom in learning.  My hope is that more schools would break free from the boxed curricula and testing.  Students should experience freedom in their learning.  All teachers should experience the freedom that comes with really being a teacher (as opposed to script reader and test giver).

If I could change one thing about the Common Core Standards it would be this: get rid of the grade level separation of standards.  Let it just be a continuum of learning.  It is so silly to think that children should be able to master learning because according to the standard, they are the age for it. It is so silly to think that a student couldn’t possibly master standards well above their age.  I call BS on both. We have students who exist in both camps.

Our goal is to empower students as learners.  Our goal is to do what is right for every child.  Our goal is freedom in learning.

 

 

Changemakers

Kelly TenkelyLeave a Comment on Changemakers1977 views

I have to brag a bit on the students and staff at Anastasis.  Last week, we turned school into a mock sweatshop where students learned what it would be like to be child laborers.  The adults were mean.  No bathroom breaks, no drinks, no smiles.  It was a rough day for all of us.  The kids spent the half day of school learning about child labor and then breaking bricks in our sweat shop.  The transformation in their understanding of what 200 million children around the world endure daily was astonishing.  They were able to put into words how helpless they felt. How tired, hungry, sad, angry, frustrated they were.  How mad they were when the result of their hard labor wasn’t enough to feed their family.

Lessons we learned:

  • As a teacher it is HARD to be that “cruel” to your students.  It was hard not to give them a smile of reassurance, a kind word or a pat on the back.  It was hard to be that uncaring.
  • We all learned that many of the brands we purchase every day employ child labor.
  • We learned that poverty is a major contributing factor to child labor.
  • We learned that some of these kids are considered lower than the livestock…they are expendable.
  • We learned that our students are compassionate and care about one another.
  • We learned that we have to be the change we want to see in the world.

As a result of the day, @leadingwlove’s class decided to start a foundation.  They are calling it the LSGW foundation and it is worth checking out!  I am SO proud of these students for going above and beyond just learning and into action.  They aren’t using age as an excuse and they aren’t willing to wait for someone else to fix the problem.  These are 11 and 12 year old students.  Changemakers.

I wrote more about the details of the day here:  From Out of the Dust, Dreams

A must read by Seth Godin: Stop Stealing Dreams #free!

Kelly Tenkely4 Comments on A must read by Seth Godin: Stop Stealing Dreams #free!3154 views

What it is: Seth Godin is one of my favorite authors and bloggers to read.  He so often has insight that cuts right to the heart of a matter.  What I appreciate about Seth’s writing most, is the way he can say things in a way that people can hear and accept.  Seth has a brand new digital “book” (manifesto) called Stop Stealing Dreams.  I love the dedication that he begins with: “Dedicated to every teacher who cares enough to change the system and to every student brave enough to stand up and speak up.”  The “stand up” stands out to me because that is what we aim to do every single day at Anastasis.  In fact, we chose the name Anastasis because it translates to “stand again” or “resurrection” from Greek.  That is exactly what we aim to do every single day…help kids stand again in their learning.  Now you know where our Twitter hashtag comes from. 🙂

Seth poignantly points out that “Instead of amplifying dreams, school destroys them.”  That is a hard statement for those of us in education. We sign up for this crazy ride to help dreams flourish and yet because of the system of education, end up doing precisely the opposite.  It is hidden.  We don’t set out to do this…truly we don’t.  But consider the way that we push kids through education and tell them what the most important things are for them.  Students get the message loud and clear: check these boxes, take these classes, pass these tests.  Do it so you can get into high school.  Do it so that you can go to college. Do it so that you can get a job.  What message are we really sending?  “You and your dreams are not enough.”

I don’t want to give too much of the manifesto away because I think that it is worth reading for every teacher, administrator and parent.  Seth offers this download for free.  The guy knows how to spread ideas!   The point of the manifesto is not to leave you feeling hopeless over the current situation of education, but asking questions and encouraging us to say “why not?”  Print the book out, read it on a digital device, and share it…share it widely!  The first step to a revolution is spreading the idea and opening door to the possibility.

How to integrate Stop Stealing Dreams into the classroom:  Read Stop Stealing Dreams.  Highlight it, earmark pages, write in the margins, challenge yourself.  Then share it with everyone you know.  I find that it is easy to find teachers who are ready to hear this message and act on it.  It’s been my experience that parents are a little harder to convince.  We are all “experts” on education because we have all been through it.  We have all of these assumptions that we know exactly what it should look like and even assume that the classroom model has been perfected.  This manifesto helps challenge those assumptions and come up with new ideas apart from the assumptions.
@matthewquigely had our Jr. High students download Stop Stealing Dreams today.  Students have assumptions about education too.  I’m excited to hear the kids reflections on the manifesto.  They will have a completely different view, different questions, and come up with their own fantastic ideas about how education can stop stealing dreams.   I would be interested in having the kids come up with a manifesto of their own!
Tips:  When you are finished reading Stop Stealing Dreams, I highly recommend the next books on your reading list be those mentioned in the manifesto.  If you haven’t read them, they are a must!

Please leave a comment and share how you are using Stop Stealing Dreams in  your classroom!

Edible Schoolyard Project and Truck Farms

Kelly Tenkely2 Comments on Edible Schoolyard Project and Truck Farms2639 views

What it is:  There are some things that I think should be essential to every school experience.  Some place where kids can sink their hands down into the earth and have a part in growing something is one of those essentials.  Edible Schoolyard is an incredible site with a goal to bring children into a positive relationship with food by connecting it with nature and culture.  The great part: good health is the outcome.  The Edible Schoolyard Project shares a food curriculum for schools around the world to put into practice.  I share their dream of making an “edible education” as part of the core of every school in the country.  I love that Edible Schoolyard wants to provide every student with a free nutritious lunch and interactive experiences in the classroom, kitchen and garden…transforming the health and values of every child.

So…what exactly does the Edible Schoolyard project do?

  • Maps the grassroots efforts of edible education programs around the United States.
  • Gathers and shares lessons and best practices of school gardens, kitchens, and lunch programs.
  • Documents 15 years of Edible Schoolyards.
  • Trains educators at the Edible Schoolyard Academy.
How to integrate Edible Schoolyard Project into the classroom:  The Edible Schoolyard Project has some excellent lessons, tips, guidance, and encouragement for starting an Edible Schoolyard Project at your own school.  The great thing about the resource collection on Edible Schoolyard Project is that it has been created by educators.  The lesson plans aren’t just focused on food, they are all tied in to a variety of disciplines…you know, like it happens in real life.
There is something so human and important about growing food.  It is something that we have separated ourselves from and as a result, we are happy to stuff ourselves with a combination of chemicals and additives.  I have taught students who truly didn’t know that potatoes grew.  Seriously.
At Anastasis, we are working to start our own Edible Schoolyard Project.  Our challenge: we lease space from a church. There is no little piece of land that we can call our own.  We don’t let anything stop us at Anastasis, we just have to be more creative.  In the past few weeks our students have been composting in 56 2-liter bottles.  It can be stinky…but the kids are learning so much about decomposition!  My next plan for our own little edible school yard project:
Truck Farm.  I learned about Truck Farms from a way cool little restaurant here in Colorado called Beatrice and Woodsley.  They take advantage of Truck Farms for some of their produce.  Brilliant idea.  A truck farm is an old pick up truck whose bed has been retrofitted as a container garden.  The result: fresh produce that is mobile.  SO great for a school that puts everything on wheels!  While it isn’t exactly like getting your hands into a plot of land, students will be able to have their own little kitchen garden that they can grow.
****As a side note, if anyone has an old pickup they would like to donate to Anastasis or help funding this project, please let me know!
Tips:  Explore the Movement is a section on the Edible Schoolyard Project where those in the US can find others in their state to network with.

Please leave a comment and share how you are using Edible Schoolyard Project in  your classroom!

Gamestar Mechanic: Teaching game design in the classroom

Kelly Tenkely4 Comments on Gamestar Mechanic: Teaching game design in the classroom6671 views
What it is: I just love when I get lost in a bunny trail of links…you know the kind, you go hunting for something specific and click on something that looks interesting which leads you to a browser of 25 tabs open.  I had one of these serendipitous link moments today that lead me to Gamestar Mechanic.  Gamestar Mechanic is both a game and an online community that teaches kids how to design their own digital games.  In designing games, students learn systems thinking, creative problem solving, art and aesthetics, writing and storytelling, and creates a motivation for further STEM exploration.  The free version of Gamestar Mechanic is available with unlimited use for teachers who want to use it with their students.  This account option comes with 1 teacher login and 40 student logins.  A premium account offers some additional classroom goodies including: class management, the ability for students to incorporate their own custom artwork, live professional training webinars, tools for tracking student activity and assessing progress, the option of having a “walled” school community, and more.
As a teacher you will find sample lessons for using Gamestar Mechanic, an introductory step-by-step guide, and a full learning guide.  Teachers can even play a short quest to learn more about how to use Gamestar Mechanic in the classroom to teach core subjects.

How to integrate Gamestar Mechanic into the classroom:  There is so much to learn from digital games.  As a player, students learn to think strategically, persist through failure and experience epic wins that can translate to what they do and are willing to try out in real life.  As a designer students learn systems thinking, creative problem solving, digital art and aesthetics, and storytelling and writing.  Students love being able to bring their creations and ideas to life in the form of a game.  Gamestar Mechanic could be the key to unlocking the storytelling genius in your reluctant writers.  It has been my experience that a student faced with a blank paper and a writing assignment can be daunting.  Introduce the idea of designing their own game and suddenly a storyline pours forth.  It is pretty neat to watch!
Gamestar Mechanic makes it easy for all teachers to incorporate game design into the classroom and weave it into the core subjects being taught.  You don’t have to be a tech-superstar, just create an account, read through the getting started guide and enlist the help of a student who’s passion is game design.  This type of designing and thinking is wonderful because it lays the ground work for so much other STEM thinking.  It nicely blends disciplines and helps students recognize the overlap in the learning that they do.
Students can each create a game of their own in a lab setting where every student has a computer.  If you are limited on your computer options for students, create a game as a class using an interactive whiteboard or projector-connected computer.  Students can create games that incorporate other learning or research they are doing to help teach future classes or younger students.  At Anastasis, we have Crave Classes.  These are classes that the student gets to choose based on personal passions.  In the one or two computer classroom, give your students time for a Crave class where they work on Gamestar Mechanic.  Other students can follow their areas of passion…almost in a center type of a set up.
Tips:  There are a variety of pricing and package options for classrooms.  If your students are really enjoying the game design process, it might be worth taking a look at the premium options available.

Please leave a comment and share how you are using Gamestar Mechanic in  your classroom!

iTunes U: Creative Problem Solving course from TED

Kelly TenkelyLeave a Comment on iTunes U: Creative Problem Solving course from TED1789 views
What it is: iTunes U is a true gem that doesn’t get talked about nearly enough.  iTunes U is a collection of learning from around the world, available for free at your finger tips.  It just doesn’t get better than that!  Recently I found a new iTunes U course that I had to share with all of my edu friends.  Creative Problem Solving is a course by TED (you know that really super, great conference “talks”) that collects great TED talks about creative problem solving in one convenient place.  “These speakers from TED assess the prevailing model of education reform by answering the critical question: How do we create educational environments that maximize how students harness their creative and problem-solving potential?  Relevant areas of interest, study and coursework include: Education Policy, Curriculum Development, Assessment, Pedagogy, Career and Technical Education, Project-Based Learning, Whole Child Education, 21st Century Skills, and Multiple Intelligences.” These TED talks have had a significant impact on me and have guided many of my thoughts and “hunches” about education.  The collection includes Tim Brown, Emily Pilloton, Gever Tulley, Dan Meyer, Kathryn Schultz, and not one but two from Sir Ken Robinson.  7 episodes in one place for a free course on education that will blow your mind and fire up your passion for education reform. 

How to integrate iTunes U Creative Problem Solving  into the classroom: iTunes U is a great place to learn for both you and your students!  This particular collection is a great place to feed your educator soul and boost your own professional development.  If you have the ability to shape PD at your school, this is an AWESOME addition to your time together as a staff.  In the past, I have done TED Talk Tuesdays and Webspiration Wednesdays over the lunch break with other teachers.  We gathered in the library where there was plenty of room to sit, relax, eat and learn together.  The discussion that ensued after watching the TED talk was always rich. This is a GREAT way to build culture and community among your staff.
Over the summer, I started every morning with a TED talk to start my day off with a healthy dose of inspiration.  I think I will re-instate this habit while I get ready for school.
At Anastasis, we often share videos as a staff.  They aren’t always this inspirational, sometimes we share clips from SNL (HVR, HVR! “Write that down.”) or YouTube.  Videos have a wonderful way of connecting us and giving us shared language and inside jokes.  Gotta love that!
Tips:  TED has other great iTunes U courses including Understanding Happiness and Mastering Tech-Artistry.  Next on my list!

Please leave a comment and share how you are using iTunes U Creative Problem Solving  in  your classroom!

I might be too old for conferences: #Educon reflection

Kelly Tenkely10 Comments on I might be too old for conferences: #Educon reflection3237 views

Over the weekend, all of Team Anastasis took a little trip to Philly for Educon.  The experience was incredible, but not for the reasons you may be thinking.  In the past, education conferences have been a place to go and collect ideas to bring back to the classroom.  Educon offered this, but it isn’t what we came back talking about.  Educon is a wonderful conference put on by the great educators at Science Leadership Academy.  The conference started with a tour of SLA led by students.  I appreciated that the tour was student led…it gave us an inside look at what the culture of the school looks like and let us see the school through the eyes of a student.   It is always interesting to listen to the way that kids talk about their school, their experiences, their plans post graduation.  The school is really wonderful.  It is a one-to-one Macbook school, but the technology isn’t really what you notice when you walk through the classroom.  The technology really blends into the background just the way books, pencil and paper do.  The classes we walked through felt pretty typical of my own public high school experience.  Students were engaged in experiments, filling out rubrics for themselves on their performance in Spanish classes, exercising in health class, and putting the finishing touches on projects.

I feel blasphemous even saying this but I was a little bit…underwhelmed.  It isn’t that what we saw wasn’t “innovative” (the buzzword of the weekend), but it just wasn’t earth SHATTERING.  I guess that my take away has more to do with my expectations of what I was going to see than with what SLA is doing. Hang with me here.

In the past, I would go to education conferences and was absolutely inspired by what other schools around the world were doing.  I came back to my own classroom on fire to try some of the new ideas and thinking.  I continued conversations about what I had seen and experienced at the conference. I pushed myself to do better for the students that I teach.  Maybe I’m getting too old for conferences.  You know that point of growing up when playing make-believe doesn’t hold the same magic as it used to because you have new interests and understandings about the world?  That is kind of how I am feeling about conferences.  They used to reveal things to me that I hadn’t been challenged with in the past.  They used to inspire new ways of thinking about learning.  Lately conferences leave me feeling frustrated.  We are having the same conversations, listening to the same excuses about why something won’t work in the classroom or school that someone is in because it is ruled by Nazis.  I grow really weary of hearing the excuses. I grow really weary of educators defending practices that aren’t best for kids because they have discovered a technicality of this one time in history when the practice was useful.

I want to be inspired.  I want to be surrounded by people who will say, “I’m doing it, regardless of what policies my school will or will not change.”

Part of the “problem” is that I am surrounded by 6 of the greatest teachers on the planet every single week.  Honestly. These people are incredible.  They are willing to walk into the unknown.  They are willing to rethink everything they know about education and learning.  They are willing to change every plan they have carefully laid out because they know it is what is best for their students at that moment.  They look at their students every day with such love in their eyes, that you know they would do anything for them.  It makes going to conferences, even the “innovative” ones, feel like a step back in time.  I know that what we do is revolutionary, but sometimes I forget how revolutionary it is because I live in it every day.

After the tour of the school, we were free to wander the streets of Philly until the opening Keynote panel to really kick things off.  We bought some subway tokens from student, and transportation genius, Jeff and headed off to see the Liberty Bell.  Traveling the streets of Philly with my staff was epic.  These people make me laugh until no sound comes out.  We did touristy things together, like take pictures in the subway (because @bestmscott was a subway virgin).  We listened to Lance ooh and ahh over Independence Hall.  That guy can throw down when it comes to American history.  I’m kind of jealous that Anastasis students are the only recipients of that passion.  We exclaimed over how much smaller the Liberty Bell is in person than we had anticipated.  We made a lip sync video to Crazy Train while we waited for our tour.  We argued over the kind of trees that surrounded Independence Hall (I stand by rubber tree- that is what they look like they are made of).  We booked it to Sonny’s for a genuine Philly cheese-steak complete with cheese whiz.

This is what conferences and professional development should be.  Opportunities to build culture and community for a school body.  Opportunities to learn together and see each other’s passions.  My new goal is not to take my staff to a conference. My new goal is to start a travel agency for educators that makes it possible to travel for learning and meet with other educators who are doing the same.  It is wonderful to see all of the other amazing, passionate educators that I learn from online every day in person.  It is wonderful to sit over a glass of whiskey and talk about what we saw, what we learned and education philosophy.  I learned that the real reason I go to conferences is not for the sessions that I sit and participate in.  It is for the human contact. It is so that I can remember there are others in this fight for children.  It is so that I can rub elbows with others who care as much as I do.

Team Anastasis led one of the first sessions on Saturday.  We were humbled by the turnout we had for our “Searching for daVinci” conversation.  This conversation took the shape of a: What, So What, Now What discussion.  The point of this format is to get smaller groups discussing and then sharing out with the larger group. I enjoyed this format, it gave us the chance to do what we do with students every day at Anastasis.  Our topic came from a blog post I wrote about daVinci and some other conferences I have presented at.  You can see the website we used to guide discussion at http://searching4davinci.weebly.com.  In addition to an overview, it has my Bloom’s Taxonomy images and pictures from inside Anastasis.  I truly did enjoy the conversations that were had, and the bunny trails that they led to.  One of my favorite share outs was from a teacher who said “we need to start hiring renaissance, daVinci teachers.”  Our main focus was on creating classrooms that would foster the daVinci in students.  I really liked the teacher angle.  He was right, it is hard to create this type of learning atmosphere without teachers who are multidisciplinary and passionate about a variety of disciplines.  That is what makes our rock star teachers at Anastasis such rock stars.  They are that kind of teacher.

We enjoyed engaging in conversation in the panels and other sessions.  Sometimes we wanted to fight, and sometimes we couldn’t agree more.  The whole conference was kicked off with the panel about how to sustain innovation.  Some time was dedicated to defining what innovation was (vs just a trend) and panelist offered ideas about how innovation could be sustained in schools.  I’m not sure an answer was ever landed on and I think that part of the problem was that innovation can’t be sustained when your focus is on innovation.  Innovation is not something that you can plan out.  Often it is the result of happy accidents and hunches colliding and a willingness to do something scary.  I asked (rather uneloquently) if maybe we weren’t asking the right question.  I’m not sure there is an answer to sustaining innovation.  Maybe the real question should be, how can we make education look more like life?  How can we bring more of what it means to be human into the classroom?  How can we encourage life to happen in education?  Innovation is a natural byproduct of life.  Innovation happens where their is opportunities for failures that lead to new thinking.  Failure is also a natural byproduct of life. After the panel discussion @matthewquigley commented on how uncomfortable educators were with open ended questions.  “Did you notice that EVERY teacher in there felt the need to give a conclusive answer?”  It was true, most were not willing to leave the panel without a clear cut “this is how you do it” answer.  How sad.  Questions and inquiry make way for innovation.  When you already have the answer there is no longer a reason to innovate.

What bummed me out about this conference was the number of excuses I heard about why something would/could never work in their situation.  What I really saw: fear.  I refuse to believe there is nothing to be done.  I refuse to believe that we can’t do better for kids now.  I refuse to believe that there is no wiggle room around all of the constraints we think we have.  I refuse to accept it.  I know it can be different.  And if it can’t, my next question is: why would you accept that?  If you truly want what is best for kids (and I know you do), why would you continue down the path of can’t?  Stand up. Fight. Start over. Do something.  The excuses will get us all nowhere.  The excuses hurt the kids who don’t have time to sit and wait for us to get it right.  I know some will say that it is different for us because we decide what our school looks like. We started the school.  It wasn’t hard. Everyone could do it if they were willing to be a little bit afraid.  @matthewquigley and I started a school with zero dollars.  No joke.  We didn’t get some wonderful grant, government money, etc.  We figured out how to be uncomfortable for a little while so that we could do something amazing.  We surrounded ourselves with families who supported us emotionally and acted as our cheerleaders and challenged us.  We found other teachers who were crazy and passionate enough to journey this path with us.  We built a community.  That is what it takes, a community who is ready to change the path because it is the right thing to do.  Don’t wait for your admin to wake up and do it, or for the teacher next door to get on board, or the government to change.  Be the change you want to see and do it.

What I loved about Educon: encouraging and fostering the community and culture of our school by going on this grand adventure together.  Meeting up with friends and fellow change makers from around the world.  Making jokes, challenging each other, sharing a meal, sight seeing and singing together.  Sharing laughter, ideas, and stories.  Seeing students take ownership over their school and pride in showing it off.

As it turns out, this post is a lot longer than I had anticipated…sorry about that.  I am too old for conferences.  Sometimes we have to play make-believe with others until they too outgrow conferences.  I’m okay with that. Baby steps.  What I would like to hear less of is the excuses.  I would like to see more opportunities for those of us who have outgrown conferences to have a different kind of learning experience.  One where we travel to a common destination where we can explore, and geek out, and share.  One where we can debate over a good Philly cheese steak, sing karaoke together, and challenge each other.  Maybe what we really need are host schools around the world that can be our gathering place for grand adventures of this sort.  Any takers?

Yesterday @matthewquigley stopped me and said “You know we can’t call our teachers ‘teachers’ any more right?  They are change makers.”  He is so right!  Lance (soon to be on Twitter), @nancybabbitt, @leadingwlove, @michellek107, @bestmscott, @matthewquigley: you are my heroes.  I had the BEST time with you all and I couldn’t be more excited about what we are doing to change our corner of the world.  Onward.

Jr. High Speed Booking

Kelly TenkelyLeave a Comment on Jr. High Speed Booking1354 views

Today I created another speed booking site, this time for our JR. High teacher at Anastasis. Feel free to use it with your middle school students…make sure to create your OWN share page or I will get a whole lot of interesting responses from our Google form.  You can create  your own form using Google Docs.

Team Fink Extreme Speed Booking. 

If you are unsure of what I am talking about here, you should check out this post for a full explanation. 

 

 

Extreme Speed Booking:Using Technology to help kids love reading

Kelly Tenkely10 Comments on Extreme Speed Booking:Using Technology to help kids love reading5357 views
What it is:  What makes technology SO great is the way that it can make life (and teaching) more productive and fun.  Over the years, I have found so many ways that technology can make reading more rewarding for both kids who love to read, and kids who dread reading.  Today, I created an “Extreme Speed Booking” website for @michellek107′s class at Anastasis.  I created the site quickly using Weebly, an awesome WYSIWYG (what you see is what you get) website editor.  Drag and drop website building is where it is at!  The idea behind the site is to introduce students to a variety of books and form classroom book groups.  How does Extreme Speed Booking work?  A whole lot like speed dating.  🙂   Students spend a little time with each book and then rate them accordingly with “I want to read more”,  “Interesting”, “Not for me”, or “I’ve already read”.  Students can also make a note of how interested they are in reading the book (maybe a 1-10 scale)?  This process introduces students to a variety of books, genres and authors.  Students may come across titles and authors they wouldn’t otherwise find.  It also helps teachers form classroom book groups that are of high-interest and investment to students because they had input.
How to integrate Extreme Speed Booking into the classroom: Extreme Speed Booking is a fun way to build book groups/literature circles.  I love this method of exposure to a variety of books, authors, and genres.
For our purposes at Anastasis, I created the Weebly website with a link to the “look inside” on Amazon.  Because all of our students have an iPad, this was the simplest way to get the book preview into the hands of the students.  Don’t have technology?  No problem!  Just make sure that you have enough copies of books so that each student can sit with the physical book during the Extreme Speed Booking sessions.  If you have classroom computers, you can do a blend of both.
Explain to your students that they will have 2 minutes with each book.  During that time, they can choose to read the introduction or first chapter, read the book jacket, or flip through and look at chapter titles and pictures.  The goal during this time is to discover whether this is a book that they would like to read.  It is okay if it isn’t a book they would want to read…the goal is to find out which book they are most excited about.  After the two minutes is up, sound a bell that signifies it is time to switch.  Before they switch, students can quickly make a note of the Title and rate the book.  Continue on until students have had 2 minutes with each book.  Collect the notes students have made and formulate book groups based on interest in the book.
I’ve added a few extra pages to our Extreme Speed Booking website including places where students can explore other books that they may like to read (Shelfari and Book Wink).  I’ve also added a form that book groups can fill out as they are reading.  The form gets emailed directly to the teacher.  Our students will probably be blogging quite a bit of reflection about their reading.  I thought it might also be useful to have a place for groups to answer questions, make comments, or update their teacher with their progress as a group.
@michellek107 created a Google form for her students to fill out while they are speed booking.  Great idea!  She is so smart.  This will make it easy to collect all of the responses in one place to form groups.
Suggestions for books:
  • Choose books from a variety of levels, make sure you have a few book options for each reading level in your classroom.
  • Choose a variety of authors and genres, this is a great way to expose students to authors and genres they don’t normally seek out on their own.
  • Set up classroom computers with some book trailer videos from a site like Book Wink…this is a great “introduction” to a book or genre and acts much like a movie trailer.
  • Choose a variety of books from ONE author.  After students have completed reading in their smaller groups, they can come back together and do an author study as a whole class; each group contributing something a little different.
  • Choose a variety of books from ONE genre.  Students can read books in the smaller groups but discuss common features of the genre as a class.
  • Choose a variety of books on a similar topic.  Students can read books in the smaller groups and then discuss the different character perspectives, author approaches, etc.  This would be really neat to do with historical fiction, Holocaust fiction, etc.
  • Use non-fiction books that reinforce topics and themes that you are using in other academic areas.
  • Use biographies of presidents, change makers, authors, etc.   Students can learn about a specific person in the smaller reading group and share what they have learned with the larger group later.
Tips:   Extreme Speed Booking is a lot of fun with tech, but equally doable without tech!  If you have access to a 1-1 tech environment, or can reserve the computer lab for a round of speed booking, you can use my technique above.  Weebly makes it very easy to do this!
If you haven’t already, check out Shelfari and create a virtual bookshelf of book recommendations for your class or school.  You can see our Shelfari shelf for Anastasis below.  If you teach 3rd-12th grade it is worth checking out Book Wink!

Please leave a comment and share how you are using Extreme Speed Booking in  your classroom!