curriculum – iLearn Technology

Be Internet Awesome: Tools to teach online safety

September 29, 2017Kelly Tenkely4 Comments80638 views

Be Internet Awesome: internet safety game

What it is: Be Internet Awesome is a fantastic new way to help your students make the most of the Internet by being prepared to make wise decisions as they navigate and interact online. Be Internet Awesome helps teach students the basics of digital citizenship and safety online. This outstanding collection from Google includes: Interland, an online adventure that puts digital safety lessons into hands-on practice with four games; the Be Internet Awesome Curriculum, that will help you teach online safety; the Be Internet Awesome Pledge, to help connect parents and encourage continuity between home and school.

How to integrate Be Internet Awesome into the classroom: With Be Internet Awesome, Google gives you a complete set of tools to empower you to encourage digital citizenship and safety online. There are lessons and curriculum you can download, games for students to play, and a pledge for students to take home so that parents are on the same page.

At the core of Be Internet Awesome is the Code:

Share with Care- teaching students the importance of communicating responsibly.
Don’t Fall for Fake- teaching students how to discern real from fake online.
Secure Your Secrets- teaching students how to protect and safeguard personal information online.
It’s Cool to Be Kind- teaching students how the Internet can act as an amplifier, and they have the power to create positive impact for others.
When in Doubt, Talk It Out- teaching students how to seek out a trusted adult when they come across something questionable.

Interland is such a beautifully designed game with important lessons about how to mindfully use the Internet. I love the way the lessons learned in the games can transfer seamlessly to real-life as well. Students can play individually in a one to one setting or as a class with a projector-connected computer. Stop to reflect as you play. If students are playing individually, you might have them reflect in writing and come back together to share reflections as a class.

Tips: The Be Internet Awesome Curriculum meets ISTE standards for students and ISTE standards for teachers. Under the Resource link, you’ll also find a lesson poster, certificates and badges, a Google for Education Teacher Training Course, the ability to share Interland directly to Google Classroom, great resources for parents, and an Internaut Papercraft Activity.

3 Steps to a Living Curriculum

August 4, 2016Kelly Tenkely9 Comments9401 views

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:

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!
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.
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!

What makes your school/PD/conference different?

October 26, 2015Kelly Tenkely4 Comments6934 views

The first question that I get asked when people find out that I’ve started a school: what makes Anastasis Academy different? And this is a tricky one to answer, because the truth is EVERYTHING makes us different. It’s hard to describe something that no one has seen before, so you begin to relate it with ideas and concepts that people are familiar with. The more I’ve talked about Anastasis, the more I’ve begun to really recognize what it is at the heart that makes us so different. It is our starting point and driving force: students-with-names.

That may seem like a strange comment to make, “students-with-names,” because, of course they have names! But in education, we make a lot of decisions without these specific students-with-names in mind. We make decisions for students as if they are a homogeneous group, or worse, a number.

As if they don’t have special interests/passions/gifts.

As if they don’t have something unique that the world needs.

At Anastasis Academy, we see the potential of students-with-names and help them believe that they are capable of realizing that potential. That it is worth the risk of being fully alive. That they can be vulnerable in community.

When we talk about education, too often the focus is on learning all the right things, equipping kids with the right content and answers. But the truth is, a great school is about so much more than learning all the right things. A great school is about connecting humanity. It is about finding the educators who can draw students out, who can foster humanity and connection. Who see potential and help others see it, too. Who help kids embrace their worth and value.

Because we start from this place, from students-with-names, every other decision we make has to honor that.

So we can’t think about curriculum as a one-size-fits all.

Because, students-with-names.

We can’t assess in a way that minimizes the individual and the learning journey that is happening.

Because, students-with-names.

We can’t have large class sizes that prohibit us from getting to know the stories of students.

Because, students-with-names.

We can’t pretend that worksheets, tests, and grades are what learning is about.

Because, students-with-names.

We can’t let technology be the teacher.

Because, students-with-names.

We can’t have restrictive classroom space.

Because, students-with-names.

We can’t rely on typical professional development to prepare teachers.

Because, students (and teachers)-with-names.

When your goal is honoring the humanity, EVERYTHING else must shift to help meet that goal. Everything must be adjusted outside of the assumptions we make as adults about what education “should” look like.

Last week, I asked every Anastasis teacher to come to school on Tuesday with sub plans with one caveat- don’t “dumb it down” for the sub! Just continue on with whatever you were doing. That was all of the information I shared. On Tuesday morning, we all met in the office. I had slips of paper with every class name on it. Each teacher chose a name. This was to be their class for the morning.

Teacher Swap!

My goal was a simple one, build community and empathy among the staff. If you’ve met the staff at Anastasis, you may have wondered at this goal (these are the most amazing people who have incredible empathy and we have a pretty tight community). Something different happens when you are in a classroom that isn’t yours, teaching students you don’t normally teach. You begin to see things through new lenses, different perspectives. You begin to problem solve differently. We had a Jr. High teacher with our 2nd-3rd grade, our 4th-6th teacher with our kindergarten. Teachers who normally teach young students, teaching some of the oldest. It was outstanding!

During our Wednesday staff meeting, we talked about the successes and challenges that were faced. We remembered what it is like to be a “new” teacher again, the fish-out-of-water feeling that comes from having a loose inquiry plan with a different age group. It revealed the way that each class ladders up and prepares these students-with-names for the next part of their learning journey. It reminded us not to set boundaries and expectations too low; these kids are capable of greatness! It revealed to the teachers of the older students why the teachers of the younger students are ready for recess at 10:00am on the button. 🙂

In a few weeks, teachers will begin to go into each other’s classrooms as an observer. My hope is, that the time spent teaching in each other’s classes will provide them with greater insight and more thoughtful observation.

In February, we invite you to come visit us. Join us to see first hand how a focus on students-with-names impacts everything that we do (including our approach to conference PD!) The 5Sigma Education Conference is an opportunity for you to see first hand what makes Anastasis such a different learning environment. On February 19th, our students will tour you through our building, they’ll walk you through classes and talk to you about their learning experiences. We have two incredible keynotes by equally incredible people. Angela Maiers is our opening keynote. If you aren’t familiar with Angela’s work, I encourage you to take a look at her here, and learn why she is the perfect person to kick off our “students-with-names” focused conference. Bodo Hoenen is our closing keynote. Bodo has a passion for making individualized learning possible for children who have been largely forgotten. In between those keynotes, will be sessions, panels, featured speakers, conversations, and plenty of inspiration. On February 21st we’ll take a field trip together.

This is our second 5Sigma Education Conference, if you were at the first, you know what a powerful weekend this is. If you weren’t with us last year, you will not want to miss out this year! Check out what last year’s attendees had to say about the weekend here.

Have something that needs to be added to our conversations? The call for proposals is still open! Click on the link above and head over to the “Propose a Session” tab.

Technology: the savior of education?

October 5, 2015Kelly Tenkely6 Comments5931 views

In 2009, I left teaching. I didn’t do it because I was fed up with the system, or because I didn’t like my job. Quite the opposite. I really loved being a computer teacher. I loved the freedom of writing my own curriculum every day, and getting to know my students. I had a great time helping other teachers learn how to use technology, and coming up with ideas for how they could integrate it into their classrooms. In 2009, I left teaching for health reasons. I have auto immune disorders (Rheumatoid Arthritis and Raynaud’s Syndrome) and in 2009, my rheumatologist recommended that I take a year off to see if my body would stop attacking itself. Get away from the germs the wreak havoc on the system.

So, that is what I did. I took a year off, fully anticipating that this little experiment would not work and that I would be back in the classroom by 2010.

In 2008 (I know, I’m doing this in the wrong order!), I was teaching my students how to build a website using Wix. This is a WYSIWYG (what you see is what you get) platform, but also allowed for some basic HTML embedding and tweaking. I was demonstrating for students how they could embed a Google Map onto their websites and asked the question, “if I wanted to put a map of the capital of the United States on my website, what would I need to type in?” Blank. Stares.

To clarify, these were 10 and 11-year-old students who are living IN the United States of America. I tried again, “You guys! The capital of the United States, you know, the country we live in?” At this point a few hands raised. “New York?” “San Francisco?” This was one of those face-palm teacher moments. In the interest of time, I gave them the answer. This scenario happened with 2 more classes. Out of 74 fifth grade students, not one of them knew the capital of their own country!!! At this point I started to panic a little. How could our social studies curriculum fail to mention the capital of the United States? I decided that I was going to take all of the curriculum home over the summer and create supplemental guides using technology to help teach what wasn’t in the curriculum. I didn’t stop at social studies, I took the reading, writing, math, and science curriculum home for kindergarten through fifth grade. The back of my MDX filled, I had a goal: to leverage technology to solve this problem.

As I poured over pages and pages of curriculum, one thing became abundantly clear…this was not a problem with the curriculum. At least not in the way I had assumed. It was all there. The kids had even done worksheets and taken tests on the information! When it came time to retrieve the information for a practical purpose, they couldn’t do it. Analyzing the curriculum, I could see why. The way that these skills were being taught was not going to reach my students. I knew these kids. I had taught them for years. As I looked at what the curriculum offered as “learning” I knew that it wouldn’t work for the majority of the students I saw each week in my computer lab. These are brilliant kids, but the only thing that the curriculum required of them was that they look at something, and then regurgitate what they had seen right back on paper. None of it ever had to take long-term residence in the brain. It went directly from the eyes to the hand. My pursuit of a technology supplement guide took on a new goal: take what was in the curriculum, and use technology to bring the learning to life. I had the added benefit of knowing each of the kids I was writing this for. I had their faces in my mind as I wrote these technology guides. I could picture their excitement over learning with what I was pulling together.

Fast forward again to 2009. I hadn’t finished the tech guides, so I was hired as a consultant to finish them for the remainder of the curriculum. I picked up a few other consulting gigs at other schools in the area. As I went through their curriculum I realized that this wasn’t a localized problem. This was a one-size-fits-all problem. At the end of the day, the real trouble was that curriculum isn’t designed for the individual, but for the masses. And in creating for the masses, it completely forgot its goal of teaching students. Who are individuals.

One day as I was working on these technology supplement guides and flipping through curriculum, a song came on Pandora (internet radio) that I had never heard before. I frantically looked for a sticky note to jot down the name of the artist. I stopped for a minute after I got the artist’s name down (Zee Avi, for those who are interested), and had a true geek out moment over how far technology had come. I marveled at the way that technology was so advanced that it could predict what music I would like, all based on one piece of information. It felt like a terribly intimate thing for technology to be able to do (particularly because at the time, I had no idea how the background technology worked!). In the midst of my geeking out, I had a thought: what if curriculum worked more like Pandora? What if we could input one piece of information about a student, and have technology predict ways they might like to learn? I could not shake this idea, and Tweeted it out. My PLN instantly retweeted that thought. I emailed an app developer in Australia that I had been working with and asked if technology was advanced enough to do something like that with curriculum. His response was somewhere along the lines of, “if you can think it up, anything is possible.” I couldn’t let the idea go, so this app developer pointed me toward Balsamiq and told me to learn what I could about how Pandora worked and then prototype my idea. Since I had all the time in the world on my hands, I did exactly that. Pandora called itself the music genome project, based on the human genome project. Essentially, it identifies attributes of music (over 400 of them) and tags each piece of music with those attributes. A map of music. Clearly learning has attributes, so I set out naming those, planning the way that learning could be broken down into the minutia so that an algorithm could identify the perfect resource for a student. At this point I had convinced myself that technology would be the savior of education. All we need is to better individualize for students! Problem solved! Clearly I’m a genius! 😉

Only, the more that I talked to teachers, the more I talked with administrators, the more I looked for investors, the more that I examined the system, the more I realized…education isn’t quite ready for this genius.

The trouble is, we have a one-size-fits-all system. We have classes of 25+ students. We have teachers who are overworked and underpaid. We have a limited amount of time. We have limited budgets. The idea of mass education, in some ways, locks us into the one-size-fits-all. Standards and testing have become hallmarks of education. I started to recognize that even if I get the Learning Genome Project built, I still have to find a way for teachers to use it for students. With the current setup, that would mean the very top students in a class, those considered ‘gifted,’ and the very bottom of the class, those considered ‘low,’ would get to use it. The vast majority of students, those in the middle of the bell curve, would never get the individualized plan. Yet, they deserved it just as much.

This is where the Learning Genome Project took a small (read: enormous) detour. In order for this technology to be used to create a learning map for every student, a new system was needed. I began to consider what type of learning model this type of technology would be best utilized in. I couldn’t find a fit. Sadly, I couldn’t find anything that recognized that every student was a unique individual. One with unique learning patterns. Unique gifts. A unique worldview. I couldn’t find anything that recognized students with names. Everything was geared toward “students,” as if that one word can capture the genius of the individuals it claims. We needed a new system. One that honored humanity. That honored the students with names. I began to dream about what such a school would look like. I talked with other brilliant educators about what that would be like. The result: a new school. A new school model. A brand new way of approaching learning: I started a k-8 school, Anastasis Academy.

I began this journey believing that technology was going to solve the problems of education, I suppose that is a natural path for someone so saturated in current educational technology. It didn’t take long for me to recognize that the problem wasn’t one that technology, like the Learning Genome Project, could solve but rather, one that technology could support. At the heart of what isn’t working is a system. A system that sees “students,” and not students with names. A system aimed at teaching the masses in a way that ends up minimizing humanity. Minimizing what makes us unique. Minimizing the genius that each of us alone brings to the world. I set out to create technology that would revolutionize learning, and instead detoured to the real game changer: a model that recognizes the individual, that honors it. Beginning from this place, students with names, learning can grow. Technology that supports that learning can grow.

The Learning Genome Project has taken a 5 year back seat, not because it isn’t important. Not because it can’t work. It has taken a back seat because first we need to recognize the humanity. When we really see the kids with names, the technology can support. It can help us reach each of those unique individuals. It can transform.

Anastasis Academy has been the single greatest “accident” of my life. In many ways I stumbled into starting a school. Seeing the way everything grows out of ‘students with names,’ the humanity, I’m able to again look at the Learning Genome Project with new eyes. In and of itself, the Learning Genome Project (technology) won’t be the savior of education. Coupled with a model that honors humanity, it is unstoppable. I know this to be true. I’ve had the luxury of 5 years in Anastasis Academy. I’ve seen students come alive. I’ve seen them #standagain in who they are as learners, in who they are as the unique individuals they were created to be. If you’d like to see Anastasis Academy first hand, I hope you will join us for our education conference, 5Sigma. If you were a supporter of my Indiegogo campaign, I’d like to waive your conference fee! Just email me for a special code! I’d love for you to be my guest!

Last week, I had the great privilege of virtually meeting Bodo Hoenen. We share an eerily similar vision, come at from very different angles. Bodo is launching his own Indiegogo campaign. It is one that I will support because I so strongly believe that the world needs this. Bodo will be our closing keynote at 5Sigma Edu Conference. I cannot wait! I’m interested in partnering with those who share the vision. In those who know that we have to do better for kids now. Please help us BLOW UP the Internet with a new message about education reform. One about students with names. Individuals who are uniquely gifted and set apart to do something important in the world. If you’ve taught for any amount of time, you know that you are among genius waiting to be unleashed! It is time to empower kids. It is time to stop limiting with labels. It is time to stand again.

Follow Anastasis Students in the upcoming weeks as they work to transform education. As we begin our new inquiry unit, students are exploring the power of one. They are learning that they have an unique voice and worldview. They have the power to transform. I hope you’ll join us!

MobyMax: Tablet + help differentiating instruction

December 8, 2014December 8, 2014Kelly Tenkely11 Comments9995 views

It’s always nice when new toys show up in the mail to review. Especially when they promise to help make your program more tailored to the individual, that I really like!

What it is: MobyMax is more than just a tablet, it is a complete system that helps you identify areas of strength and weakness that your students might have through placement testing, progress monitoring, assessments, and IEP reporting; has practice for kindergarten through eighth grade mathematics, fact fluency, number sense, reading, language, literature skills, informational skills, writing, vocabulary, and state test prep. MobyMax also includes “Power Tools” acting like a clicker, monitoring behavior, messaging, a social wall for students, a parent portal, manipulatives and time reports. Students can earn prizes and badges as they work through MobyMax and can set their own daily goals.

Each student gets their very own learning plan with MobyMax with the adaptive curriculum. Students who are struggling get the extra exposure and help they need, while students who are ready to move on are challenged appropriately.

One of the things that I really appreciate about MobyMax is the mix of direct instruction and the ability for students to discover learning on their own through discovery-based instruction. As a teacher, the continuous progress monitoring makes formative instruction that much easier. Because MobyMax is based on the Common Core, you can analyze data based on standards, student, class, school, or even district.

The MobyMax tablet is $69!! It has a 7” screen and runs on Android 4.2. The battery life is 5 hours and should last most of your school day without a re-charge. Wifi and speakers are built-in and there is headphone input so that your students can use MobyMax Tablet independently without disturbing others.

How to Integrate MobyMax into your classroom: One of my favorite MobyMax features: it reads each question/problem/challenge for students so that your remedial or ESL students have an additional layer of support. Really helpful when you are working to meet the needs of a lot of different students! While MobyMax focuses mostly on the Understand/Knowledge levels of Bloom’s taxonomy, it is a really fantastic (and reasonably priced) way for your students to gain math and reading fluency practice. Each step of the way they are supported and challenged as needed thanks to the adaptive technology built-in!

MobyMax is reasonably priced enough that even if your classroom doesn’t have classroom computers, you could have several Moby Tablets. The MobyMax tablet would be a fantastic center where students can work on building skills independently. While you work one-on-one with students, other students can use MobyMax to keep moving forward with support. With class-sizes as out of control as they are, this is HUGE. The MobyMax tablet runs on Android which means in addition to all of the great MobyMax curriculum, your students also have access to all of the happiness that Android brings. Web browsers for research, additional apps, file saving etc.

In a 1-1 setting, MobyMax would be a great place for your students to interact and build a digital class community (practicing digital citizenship, communication, and building class culture). If you allow your students to take the MobyMax home for additional support/practice, you could forever banish worksheets from your classroom. Really! The feedback you get is fantastic and auto-magically adjusts to meet each individuals needs for practice and support.

At Anastasis, we are a 1-1 iPad setting, this works really well for us, but we also have a population where we can request a device in a BYOD situation. Many of you don’t have that luxury, MobyMax would be a fantastic solution in a lot of ways! Not only do your students now have a device, but they also get a robust math and reading fluency platform that enhances learning as aligned to the Common Core Standards. It’s like getting an extra set (or 20) of hands! Students who don’t have great support systems at home, now can continue learning independently. Really happy!

One of our struggling students (happens to be dyslexic) has a broken iPad and used the MobyMax for the last two weeks in his 7th grade year. “I miss my camera, but I really like the way it let’s me practice and read with it so that I don’t miss anything important on my own. They should make apps for the iPad so I can get the best of both worlds. Overall, I think it has saved me the last two weeks!”

The one thing I wished for in the tablet was a camera. At Anastasis, our learning portfolios are digital. We take a lot of pictures of non-digital work for those portfolios! However, at $69 it is hard to find too much fault, camera or no!

Tips: You can WIN a MobyMax Tablet of your very own. Leave a comment below before December 15 about how you would put MobyMax to work in your classroom. On December 15th I’ll put your names in a random draw and one of you will get a happy surprise for your classroom! Make sure to include your correct email address in your comment so that I can be in touch with you!

Happy Monday!

Wonder how we individualize learning every day at Anastasis? Join us for 5-Sigma Edu Con in February!

#FutureReady starts with Metanoia: doing life together in the journey to change one’s mind

November 20, 2014Kelly TenkelyLeave a Comment2849 views

Every morning Anastasis Academy students start with a mile walk. Together. We don’t walk by class, or by age. We walk together in community. Sometimes (when the weather is nicer) whole families join us, dogs included. It is a great way to start off the day. Directly following the walk, our students come together for a morning meeting. We call it “Metanoia” which is an ancient Greek word meaning: the journey to change one’s mind. Again, we do this as a community, not separated by age, grade, or class. They all sit together. Sometimes we bring in guest speakers, sometimes we watch a video together, and sometimes different staff members lead Metanoia. We share stories and take time to do life together. We do a lot of awesome things at Anastasis, but the Metanoia time together in the morning is among the most awesome.

The Metanoia tends to be tied up with the current inquiry block. This block, our students have been intentional about being thankful. Having an attitude of gratitude every day as part of our How We Express Ourselves inquiry block. Early in the week, we had @thewesroberts as our guest speaker. He gave each student a quarter and challenged them to multiply it and then give it away. Wes talked to the kids about the power they have to make an impact on each other’s lives and on our community. Incidentally as Wes was talking to our students, one of my friends lost their house and dogs in a fire. Devastating. I mentioned this to some of the Anastasis staff and before I knew it, our students had determined that they were going to multiply the quarters they were given to help my friend. Wow.

Today during Metanoia, @lancefinkbeiner called up students to the front one at a time and then asked the other students to say something that they appreciated about the student at the front. As a community, our kids told each other why they matter. This was a neat exercise, but what made it extra special was the way that kids of all ages gave input. They know each other. It matters not if they are the same age, or if they are in the same class. They know each other well enough that they can speak to what they appreciate about in each other. The love and grace that they offered each other through their comments was outstanding. “I like the way that you are friends with everyone.” “You are so creative!” “You include people.” “You have a great heart.” “You are really funny.” It was seriously so much awesome. Every student got to hear what others appreciated about them. Happiness.

So much of the time when we talk about education we focus on policy, politics, technology integration, curriculum. I’m learning that the most important thing is often the one that no one talks about. Community. Doing life together. Our kids are really good at thinking deeply, they are creative and innovative, they are incredibly articulate, they are confident, they are smart. I’m convinced that none of this would look the way that it does if we hadn’t been so intentional about building up our community. When kids feel supported by others; when they know that kids who are older and younger than they are care about them; when they can be vulnerable together, this is what leads to all of the rest being possible.

Many of my friends have been having discussions about #FutureReady. I think #FutureReady starts with Metanoia, doing life together in the journey to change one’s mind.

Want to see first hand what makes Anastasis such an awesome place to learn? Join us for 5 Sigma in February!

Sorting Through the Common Core (more to the story than Facebook)

June 26, 2014July 15, 2014Kelly TenkelyLeave a Comment2279 views

In the past few months, “Common Core” has become a hot button issue for parents, educators, news media, and celebrities alike. Facebook feeds have been flooded with absurd worksheets, kids homework, and disparaging remarks about how the “Common Core” will ruin us all. The problem is, the “Common Core” really refers to two things. One is the standards and the other is curriculum. The two aren’t mutually exclusive, but are being used interchangeably as if they are one and the same.

In recent months, I’ve had parents ask for clarification about what the Common Core is. They want to be reassured that their kids aren’t anywhere near the absurdity that they are seeing online, in the news, or in the new Common Core documentary. Because there has been so much confusion, I created the video above to help explain what the “Common Core” is. I tried to keep it short so that it was manageable to watch without getting lost in the details and losing interest. I recognize that there is a LOT more to this topic than what I laid out. My goal with the video above was to help others understand what the “Common Core” is and what it isn’t.

Common Core Standards are different from Common Core Curriculum. As I said before, the two are not the same. The problem is that news media outlets, Facebook feeds, and celebrities use “Common Core” to describe both the standards and the curriculum. Sometimes they even mistakenly refer to the curriculum as Common Core Standards.

The standards are the United States attempt at bringing more continuity to learning foundations for kindergarten through twelfth grade students throughout the states. They are intended to ensure that all students receive the same base skills to build on in English Language Arts and Math. Most of the United States has adopted these standards and is making adjustments to accommodate the new standards. In the past, individual states each had state created standards. This led to a lot of disparity between the states about what was learned and at what stage it was learned. The result was a chasm between what students in one state learned that a neighboring state had not.

The standards were developed in partnership by a group made up of governors, chief state school officers, education groups, and corporations and foundations. The funding for the development of the standards came from the federal government (part of Race to the Top money) and the corporations/foundations involved. In the video, I show a Common Core Standards “family tree” that breaks this down a bit more. While I don’t love the idea of corporations funding the standards, I recognize that the money to make them happen had to come from somewhere. I wish that the “somewhere” wasn’t tied so closely with the publishing companies who make curriculum. I also noticed that the educational groups were labeled as “advisory.” It seems to me that the government agencies and the corporations/foundations should have been “advisory” and the educational group should have been the chief designers. Because I wasn’t right in the middle of the creation, I can only speculate how this went and hope that it was a true partnership where educators had a large hand in the outcome. Included in the creation were: Achieve (which includes Alcoa, Exxon Mobile, Microsoft), Bill and Melinda Gates Foundation, William and Flora Hewlett Foundation, the National Govenors Association, Council of Chief School Officers, David Coleman, Sue Pimentel, and Jason Zimba (who sold an educational startup to McGraw Hill), the National Education Foundation, America Federation of Teachers, National Council of English Teachers, and National Council of Math Teachers.

Standards are not a bad thing. They give a baseline and frame of reference to work within. As an educator, I see the importance of having a baseline of foundational skills that we can count on. The standards are written very generally. They are just over 60 pages long (k-12) and when you read through them you will see, they are pretty underwhelming. I like the generality of the standards, they leave schools and teachers open to using a wide variety of methodologies and resources to ensure that students get those foundational skills. They aren’t prescriptive of HOW to teach, they are just a guideline of what should be taught. Do I agree on the every single standard being totally necessary for every single child? No. But I do recognize the value in a society having a common set of baseline skills, the standards are a good beginning for that. One of the biggest problems I do have with the standards is the language used. If these goals are intended for students, shouldn’t they be written in student-friendly language that is easy to understand? Instead they are full of eduspeak and jargon. That should change!

I’m sure you’ve seen these floating around (and more like it):

$Common core math problem$

This is Common Core Curriculum. The writers of the Common Core Standards do not endorse any curriculum. Anyone can label the curriculum “Common Core Aligned.” ANYONE. This curriculum is designed by publishers. The alignment to the Common Core Standards is a way for publishers to sell more. Publishers know that in the frenzy of states adopting Common Core Standards, there will be an urgency to get schools and students on the same page quickly (after all…testing). They also know that if they stamp “Common Core aligned” on their curricula, schools are more likely to purchase it so that their students are ready for the testing that is sure to follow. Here is the problem, publishers design curriculum to make money. I’ll go out on a limb and say that the money overshadows what is best for kids. The other problem: the same people who write the curriculum, write the tests. This forces a school’s hand to purchase the curriculum so that their kids can pass the tests (which is then incentivized by programs like RTTT). When they don’t pass the tests, the publishing companies conveniently come to the rescue with the latest and greatest new curriculum. The cycle repeats. This is not a new cycle within education, but it is one that is becoming more and more transparent. In 2012 Pearson, the largest publisher of curriculum, developed Common Core Standards tests.

The adoption of Common Core Standards does not require districts and states to collect more data. Unfortunately, the Race to the Top initiative incentivized the collection of more data. You see where this all starts to get really messy. Race to the Top also paid out $350 million to create computerized testing to more efficiently collect data on students. The downfall is that there are many, many schools across the United States who aren’t even well enough equipped with technology to give these tests.

Standards are not evil, but when coupled by unreasonable expectations of a one-size-fits-all system, they can be disastrous.

We use standards at Anastasis Academy, they are a framework that we can build on to ensure that our students are getting foundational skills that will carry them on in their learning. Instead of using boxed-curriculum, we approach the standards through the lens of inquiry, and build our own learning experiences based on the individual needs of every single student. Is it the most efficient it could be? No. But we are dealing with humanity, not widgets. This approach uses the standards in a way that truly does make them the floor and not the ceiling. They are a starting point, but they don’t restrict us. We choose not to use any of the “Common Core aligned” boxed curriculum. The one-size-fits-all isn’t what we want for our students. It doesn’t take into account the individuals that we teach. We choose not to give our students piles of worksheets, but instead give them learning opportunities that engage them as learners and leaders. Our goal is to apprentice our students in the art of learning. This is a very different goal than simply trying to get them through the textbook each year!

I encourage you to read through the Common Core Standards for yourself. You will quickly get an idea of how general they really are. When you see the popup of the Common Core, ask yourself if it is one of those standards that is the problem, or if it is the curriculum that is being used. If you are a parent, I encourage you to get involved with your school. Ask what curriculum is being used and why. Don’t feel bound by the tests (they are a poor measure of who your child is anyway). Encourage your school to look at ways that they can meet standards without being bound to curriculum. When those Facebook posts popup, speak out about the problem with better specifics “this curriculum is ridiculous, where is the real learning experience?!”

If you are a teacher, I get it-sometimes you don’t get to make the choice. If you have wiggle room and aren’t using a completely scripted curriculum, take advantage of it! Connect with other educators who are doing things differently. Look for ways that you can build foundational skills that aren’t tied endless worksheets and practice drills for the next test. Help your kids fall in love with learning. Be transparent, show them why you are passionate about learning.

Tynker: Computer programming for kids

November 22, 2013November 16, 2013Kelly Tenkely9 Comments8475 views

What it is: Tynker is about the coolest way for kids to learn how to computer program- absolutely NO prior programming experience is needed! Tynker leads kids through design thinking through interactive courses where kids can learn how to program at their own pace.

Anyone can teach kids how to program (no really!) because with Tynker, you don’t need any prior knowledge or understanding. Tynker provides teachers with tools, curriculum and project ideas that will have your kids programming in no time! The Tynker curriculum pack starts with 6 lessons. Each one is appropriate for a 45 minute work period. Through the teacher dashboard, you can assign lessons to your students. A built-in tutor provides step-by-step instructions that guides students toward creating a working project. The teacher dashboard also helps you track student progress as they learn and master concepts. No data entry is required, students login and the teacher dashboard auto-magically populates.

When students have completed projects, they can publish them to the class showcase and be shared with family and friends through email, Google+, Twitter or Facebook.

Happily, Tynker works entirely in your web browser. There is nothing to install or setup. It is good to go right away! Equally happily, Tynker is FREE for your school! Woot!

How to integrate Tynker into your classroom: Not only will students learn the basics of programming with Tynker, they can use it to demonstrate their learning through their creations. Students can compose stories and comics that retell a story, historical event, recent field trip, fiction or non-fiction. Using the physics features, students can learn some basics about physics and cause the games they create to be more realistic. They can also demonstrate understanding of physics principles through their creations.

Students can use Tynker to create their own apps to show off their understanding of new math/science/social studies vocabulary, math or science concepts, retell stories, character sketches, games, animations and more. In addition to being able to create stories, games, and slideshow- students can also program original music and create computer art.

Don’t think you have time in your curriculum? Take a look around Tynker and think about natural ways you could use it to enhance your curriculum. Instead of asking your students to create a book report, have them program a retell using Tynker. This will take some additional background knowledge (they will need to go through a Tynker tutorial or two) BUT the outcome is well worth it. You will have asked your students to learn something new semi-independently, beefed up logical/mathematical thinking skills through programming, and invited students to think critically about what they read to tell the story to others through a program. Worth the additional 45 min! Students could demonstrate a math concept, show the steps in a science experiment, retell an event in history, and even compose their own music through program. When you start thinking like a maker as you play with Tynker, you will realize there are infinite opportunities for including Tynker in your curriculum. If you are still convinced that you can’t find the time in your heavily scheduled (sometimes scripted-sad) day, why not start a before or after school program, summer camp, lunch club, etc.?

At Anastasis, we have Crave classes every Wednesday. These classes are offered by our teachers every 5 weeks. Teachers choose an area of learning that they crave and create a class based on that (we have everything from programming, to cooking, to forensic science, hockey history, junk orchestra, iPad rock band, to chess and da Vinci art). Students get a list of classes at the beginning of a new block, and get to choose a class that they crave. The result is a wonderful mixed age (k-8) class of passions colliding. The kids LOVE Wednesdays for this awesome hour of our day. I’m excited to offer a Tynker class for our next block of classes (along with playing with our new Romo robot!), I think this is going to be a popular class!

Tips: If your school uses Google apps for education like we do, your students can log in with their Google information.

What do you think of Tynker? How do you plan to use it in your classroom?

Math Class Needs a Makeover: videos, inquiry, math stories and more

June 18, 2013Kelly Tenkely1 Comment3577 views

What it is: I’ve had the great fortune of time to go through my Google Reader favorites this week as I prepare for the shutdown (still bitter about that!). The unexpected benefit I’ve had from Google Reader’s demise? The forced opportunity to go back through and be reminded of some of the truly amazing people and resources in education. Dan Meyer is one of my all time favorite math geniuses. He reminds us that math is more than computation, it is a frame of mind and an outlook on the world. If your math program isn’t that…it is time to change! As I went back through the resources of Dan’s that I had tagged, I re-watched his TEDx Talk: Math Class Needs a Makeover. If you haven’t seen this TED Talk, or haven’t watched it in a while…now is the time. I’ve embedded the talk above for your viewing pleasure…you don’t even have to go anywhere! If you have watched it recently, be a friend and share it with someone else.

Dan also has some other really useful mathspiration. His blog, dy/dan, is a source of math prompts and discussions that will have you thinking beyond computation. 101Questions is a project that encourages students to think about math through photo prompts and inquiry. Graphing Stories is STINKING fantastic, Dan offers a printout for your students, they can then watch any video and graph the story. AWESOME describes this resource. Three Act Math is a curricula that Dan developed, click on the links within the doc to get to the resources. Again…AWESOME. Geometry curricula offers you Dan’s handouts, pdfs, powerpoint and keynote presentations. Algebra curricula offers the same.

THANK YOU Dan for sharing your passion for mathematics, your inspiration for those of us who aren’t as naturally inclined to geek out about math, and for your openness of resources.

How to integrate Dan Meyer’s awesomeness into the classroom: Dan makes it really easy for you to integrate his methods into your classroom. Everything you need from inspiration, to mathematical story sets, to curricula materials is available. If you teach math, the obvious place to start is with the type of math that you teach. Dan’s resources are mostly intended for high school students use. However, as I looked through his resources again, I think they could be appropriate for students in elementary school as well.

101Questions is a great way to have your kids enter an inquiry mindset as they approach math. These are photos that ask your students what the first thing that comes to mind is. Students can type in their answer and get a new prompt. These would be a great way to start your class using a projector or interactive whiteboard. Have your class inquire and come up with questions together. Students can also do this as an independent activity and then share their questions with other students.

Graphing Stories speaks for itself. Again, it is geared toward secondary students, but I think that given enough support, primary students would really enjoy engaging math this way too. (Sometimes we don’t give students enough credit for where an interest can take their thinking. Case in point: Anastasis 2nd and 3rd graders who know Fibonacci inside and out. Normally you wouldn’t see the concept until high school or later.)

The Three Act Math is also a favorite of mine. Use Dan’s three acts, or use his as inspiration for creating your own!

Dan’s resources hit on every level of Bloom’s Taxonomy…that alone is good reason to stop reading this and go on your own exploration!

Tips: Dan is great to follow on Twitter...a constant stream of 140 character mathspiration!

How are you using Dan Meyer’s Awesome in your classroom? Leave a comment below!

E is for Explore: discovery, science, math, art, literacy, social studies and more!

January 7, 2013Kelly Tenkely3 Comments4974 views

Happy New Year!! I have to say, I wasn’t heart broken to see 2012 go and welcome a year of new beginnings. 2012 felt…hard. And uninspired. I think that is what happens when you see a dream realized and then comes the part where you are in the middle of it, making it work and doing the HARD work. 2012 wasn’t a year I felt particularly creative. I miss that, it is part of my essence. I’ve been so incredibly busy, just working to keep everything going, that I had nothing left over. I’m hoping that 2013 is a different story. Step 1: the first post of 2013. Here is to creativity and passion!

What it is: I discovered a new blog that I am absolutely loving! It is hard to beat a place where exploration is not only welcome, but encouraged. E is for Explore is that place. Here you will find new learning activities and a fantastic collection of ideas from other sources. There is a handy-dandy index that helps you find just what you need quickly and easily. I’ve been working on collecting resources for this inquiry unit and E is for Explore has been an absolute treasure trove. Topics include discovery/exploration, science/engineering, mathematics, art, literacy, social studies and seasons/holidays.

How to integrate E is for Explore into the classroom: E is for Explore is a great tool for unit, center, and inquiry planning. I am really enjoying the huge bank of hands-on activities and projects all designed to encourage exploration in learning. The wide range of activities will keep sparking curiosity in a variety of disciplines.

As I plan out inquiry units and gather resources, I am always on the lookout for activities that will encourage students to explore and spark new curiosities. E for Explore made this process infinitely easier, bringing me an easy-to-search collection of activities, with great instructions, all in one place. Many of the activities are manageable enough for a center activity within the classroom…great for differentiation and individualization!

I shared E is for Explore with some of our students, they had a great time looking through the science experiments and learning about how to make mini robots and floam. This would be SO much better than a small tic-tac-toe board for students to choose an activity from. Students can explore the entire site and choose an exploration that is of interest to them and complete it accordingly.

Tips: My hope is that iLearn Technology does for you what E if for Explore did for me. Did you know that you can search by keyword (at the top of my website) or through a multi-category search (in the sidebar on the right)? Choose as many variables as you want and see what you can find! I categorize every post by keywords, Bloom’s Taxonomy level, Grade Level, Resource Type, and Subject Area. After 7 years of free resources, I’ve amassed quite a collection of awesome, free classroom tools. Go ahead, give it a try and see what new fun finds you come across!

Leave a comment and tell us how you are using E is for Explore in your classroom.