If we do nothing else right, let’s make this our priority

Without fail, every kindergarten student at Anastasis has answered this question the exact same way, “If you could change one thing about yourself, what would you change?”

Answer: “Nothing.”

Nothing.

Without fail!

In fact as we build our Learner Profile, when we reach this question, our youngest tend to tilt their heads to the side in confusion. It’s that same look that a puppy gives you when they are trying to work out what you are saying. They are totally puzzled as to why we would ask them such an absurd question.

What would they change?

Nothing.

Young students believe that who they are is exactly who they should be.

They carry no embarrassment or shame about it. They are proud of who they are. They like who they are.

We’ve found that students who started their schooling at Anastasis (in other words, they’ve never attended any other school) still answer this way regardless of how old they are. Change? Why would I change?

They answer, “Nothing.”

They answer, “I like myself!”

When students enter Anastasis later in their schooling, they answer differently. Somewhere around 8 years old the answer changes. They want to be taller. They want to change their “color.” They want to be better at reading. Better at math. They want to be faster. Different from the way that they currently are. You begin to hear the heartbreak of comparison that they carry.

As schools, if we did nothing else right, helping students see the value in who they are is a win. To believe that who they are is okay, and beautiful, and right.

How do we keep that?

How do we make our schools and classrooms a place where students can be proud of who they are? How do we create a culture that cultivates this sense of rightness from within?

This sense of identity impacts every other part of what we do as educators.

Without this, all of our talk about making school a ‘safe place’ is superficial. We start in the wrong place. We don’t often get to the root of what makes a place safe. When students don’t feel secure in who they are, there really isn’t any place that feels safe. Students are living in the insecurity of comparison, of wishing they were something different, of wishing that their reality was different. They feel judged by others because they judge themselves harshly.

When students are secure with themselves, they can be vulnerable. They can be silly and take risks in front of others. This is a universal truth. When students feels comfortable doing their own thing, they aren’t worried that they look different, or act different, or like different things. They can be secure in who they are and with who others are. They can take risks knowing that if they do fail, it doesn’t define them.

They can do the scary things.

How do we help students maintain the sense of self and identity? At Anastasis, it all starts with knowing the individual, with honoring the humanity. At the beginning of each year, we spend our first two days of school getting to know every individual at Anastasis. Each student signs up for an hour long one-on-one meeting with their teacher. During this meeting, we ask a lot of questions (one of them being “If you could change one thing about yourself, what would it be?”), we identify strengths, interests, and passions. Then we play three card ‘games’ with students. These help us to identify learning style preferences, multiple intelligence strengths and brain dominance. We build a learner profile to help us understand who our students are. We follow these two days with ‘detox week,’ identity day, and a “Who we are” inquiry block. Throughout detox week, identity day, and the “Who we are” inquiry block we are helping students appreciate who they are. We celebrate it. As students  value themselves as individuals, we work to build community by helping students see the value that others have in their uniqueness.

2016-04-17 13.28.36

This process of building a Learner Profile was initially tech based as the beginning portion of the Learning Genome Project. After starting Anastasis, I began to realize that this process of building the profile should never be tech based. By making this process a one-on-one between teacher and student, we’ve begun by building relationship. By making it a card game that students interact with, we’re able to build a richer profile. As students interact with the cards and the teacher, they begin to tell stories and we get incredible nuance that would be impossible to capture with technology alone. This interaction of teacher and student is the first building block of community, of getting to know each other, of relationship, and vulnerability. It is from this place that we begin each year.

*If you are interested in building a profile the way that we do at Anastasis, you can now purchase the Learning Genome Project Learner Profile card sets. They’ll help you identify a student’s learning style preferences, multiple intelligence strengths, and brain dominance. It is from this profile that we are able to truly individualize the learning at Anastasis.

If we get nothing else right, let’s make this our priority: valuing the individual. The student-with-a-name. To maintain the rightness within, the beauty that makes us individuals.

 

 

Note to self: the joy is in the journey

Screen Shot 2016-03-29 at 9.38.21 PM

The Great Sand Dunes National Park is a truly incredible place. When you first pull up, it’s not much to look at. It isn’t until you are right up on it that you can really appreciate the sheer magnitude of the Dunes.

Then begins the climb. Shoes aren’t really conducive to this particular climb; they get instantly bogged down by the sand. The sand is often too hot to do the climb barefoot; my method of choice is two pairs of socks and no shoes. If you’ve ever run on a beach, you know that sand is a different running experience than asphalt or grass. It requires more from you, it’s constantly shifting. This is particularly true when the sand is in dune form and the goal is to reach the top. One step forward inevitably feels like taking two back. It’s slow going and can feel endless. As you actually climb up the dunes, scale gets lost and everything begins to look the same. I remember on my first trip to the Great Sand Dunes making it to the ‘top’ only to realize that there was another peak to climb that I couldn’t see as I was climbing the first. So, you slug through sand and keep climbing, muscles start screaming, wind blows sand in your eyes and nose, the sun reflects so brightly off of the sand that your eyes water, and you are hot and sweaty. You start to wonder if it is worth it? How much better could the view really be from the top? You reach the next peak and there is more. It feels never ending and you begin to wonder if this is some cosmic joke and there is no top of the dunes. Of course, it isn’t. It is in this moment that having a friend along is helpful. They cheer you on, reminding you of what is waiting.

There is a top.

It is glorious.

It is breath taking and awe-inspiring.

Beyond the view, you sit atop the sand knowing that in the past, you would have been in water. Incredible. An experience that could only happen this way in this moment in time.

The trip down the dunes takes no time at all. There is great joy in sledding down the sand, or rolling, or taking giant leaps down and pretending that you are on the moon.

Learning is a lot like climbing the Great Sand Dunes. You might begin the process excited, or nervous, or with anticipation. And likely, at some point it will start feeling like work. There will be moments when it feels frustrating to learn something new. Moments when it feels like climbing a hill of sand. One step forward and two back. There may even be those moments when you feel like giving up, like maybe the view from the top isn’t worth it. Moments when it feels hopeless and you are tired, and sandy, and hot. But, just like with the dunes, when you reach the top, the feeling is like no other.

Glorious.

Breath-taking.

Awe inspiring.

Elation.

It is in that moment that you can appreciate the journey. All of those moments that you pressed on despite wanting to give up. You have the gift of hindsight knowing that you made it to the top. And then the trek down the dunes where it is fun, playful, where you can appreciate all of the hard work that it took because now you can use what you’ve learned.

I wonder why we don’t share this more often with kids? That learning can be hard, that it can feel endless, but that just like climbing a sand dune, that struggle is worth it. That when you reach the top, you appreciate it all the more because of what you overcame on the journey.

We live in a society where everything appears to be easy. Where what we see is the happily-ever-after part of the story. When we share on Instagram, it’s rarely the picture during the climb in the moment that we are ready to give up. More often, the picture shared is the perfect shot from the top. The one that has been retouched so that you can’t tell we are covered in sand, and sweaty, and almost didn’t make it. We share the happily-ever-after where the journey is glossed over and we’ve skipped straight to the win.

Consider the way that our grading system sends this same message. A grade celebrates and highlights one moment in time and completely ignores the journey. We celebrate the test score, the grade, and fail to talk about the journey: the excitement, frustration, the moments where we wanted to give up. We fail to talk about the journey of learning. I think this failure to talk about journey leads to apathy. It leads kids to give up too soon. Or assume that others can learn, but they don’t have what it takes.

Our students generally only see the happily-ever-after part of the story. This is true even as we watch documentaries like Caine’s Arcade. Students see the highlight reel of Caine’s story and the way that a movement started. How often do we help our students remember all of those moments that Caine sat alone waiting for someone to show up and care? How often do we talk about the trial and error and amount of time that it takes to build an arcade like Caine had? I’m not suggesting that Caine’s Arcade isn’t valuable for students to see, but equally valuable is the discussion about the hard parts. The parts where you feel like giving up. The journey.
I had a visit from an Anastasis alumni a few weeks ago. She is frustrated that she doesn’t know exactly what she wants to do in life. That she can’t see the path, but she knows she has worth, and passion, and something to say. “I just feel like I don’t know what I’m doing. I feel like I should know what I’m supposed to do next.” She wants so badly to see the finish line…the happily-ever-after. She wants to know that she isn’t going to be climbing a peak on the dunes only to realize that it isn’t the top, that there is another peak.

I tried to reassure her, “None of us know what we are doing. We all choose a direction (and if we are honest, we really don’t know if it is the ‘right’ one) life has a way of shifting and suddenly our path looks different than we would have ever imagined.”

She told me that it was easy for me to say, “Look at you, you started a school! You know what you want to do and you are doing it. You are living your dream!”

And it was then.

In that moment that I knew that I hadn’t shared enough of my journey. I had only shared the highlight reel. She has only seen my “happily-ever-after” (if only she knew!) She doesn’t know the parts of the climb when I was frustrated, hot, had sand in my eyes, and wanted to give up. She doesn’t see those moments when I’ve reached a peak hoping that it is the top only to look up and realize that I haven’t made it. (Riley…this happens to me DAILY!!)

I wonder what would happen if we helped students see that learning isn’t really about the happily-ever-after moment. It isn’t about the grade. It isn’t about the career that we have.

It is about the journey that we take.

The moments of struggle.

The glorious moments of inspiration and breakthrough.

The fun and elation we experience when we are doing something we could have never imagined for ourselves. That in hindsight the journey makes sense, but often as we are living it we are unsure of where we are in the journey, how far we have yet to go, and if we are even headed in the right direction.How do we help students to see that none of us really have this figured out?

How can we be more transparent and help reveal the joy in the journey?

 

One of the things I love about Anastasis is the intentional travel that we do with students. Our Jr. High students take several trips a year where they get the opportunity to live this kind of journey. They visit the Great Sand Dunes, or the Black Hills, or Santa Barbara, or Costa Rica, or Moab. They get to experience some of this struggle first hand and then reflect on the journey (read those reflections here). It’s an incredible way to get them outside of comfort zones, build community, and help them experience the joy in the journey. (Hat Tip to Simply Venture for making those trips possible for our students!)

What language, systems, and structures do we have in place in our schools and classrooms that keep kids believing that they can skip directly to the happily-ever-after? Can we be more transparent as teachers, as administrators, as parents in sharing our journey struggle and all? Can we change the way that we grade to help students track the learning journey instead of just the ending point? Can we spend time helping students recognize that every story includes moments of struggle, or feelings of being lost? Can we reflect on the happily-ever-after moments with students and help them recognize the journey that it took to get there?

Can we reveal joy in the journey?

What is sacred in education?

There’s nothing sacred about spelling tests as a way to learn spelling, flash cards to learn math facts, curriculum as a way to teach, testing as a way to collect data. There’s nothing sacred about most of what we do every day in education, and yet we hold tightly to these institutions as we make decisions about what school will look like. These constructs have been put into place to accomplish certain goals; namely to get kids to pass a test, have a certain GPA, and go to college.

We hold certain beliefs about education because those who came before us set the ground work for how we operate schools. Those who came before us existed in quite a different reality of what it meant to be educated. At the dawn of industrialization, much of what we see in education probably made sense.

When we consider how to do education better, how to make it more equitable, more meaningful, we often do so from the vantage point of old constructs.

As if they are sacred.

As if they are worth preserving.

In the last three months, I’ve led in the neighborhood of 300 teachers/administrators/district-heads through Anastasis Academy. They all come with a similar goal: they want to see how we personalize learning. Inevitably as I’m touring people through, they’ll exclaim over how articulate our students are in explaining what they are learning and the projects they are working on. They’ll show surprise over the way that our students are able to manage the freedom they are given to choose the “classroom” they will work in. They see it, and they still don’t always believe it works. We’ve been told that Anastasis is a “unicorn.” As our visitors talk among themselves, I can hear the “yeah, but…” Doubt creeps in. They try to make what they see at Anastasis fit the constructs they’ve already put into place.

Yesterday, I had a rare moment to jump into an early #edchat conversation on Twitter (spring break for the win!). The chat was about small class size and the way that changing the class size might change learning for the better. I had a lot to say about the positives that I see from having small class sizes. At Anastasis, our classes are capped at 12. One teacher, twelve students. Once again, I was met with awe…and again we became the “unicorn.” Many could see the benefits that come with smaller classes, but immediately pointed toward dollars being too tight to ever have hope of it being a reality. I can understand that viewpoint, with ever tightening budgets it is one that can feel too large to overcome.

When we started Anastasis Academy it was with no endowments, no grants, no private backers (unless you count the $160 I put in for a domain name, information night handouts, and establishing ourselves with the state of Colorado as a non-profit). Anastasis is a tuition funded school. Tuition is $9000 each year. I did not choose that $9000/year amount arbitrarily. I chose it because at the time, it was the per-pupil expenditure in the public school district where we started. I chose that number because I believe that the type of education that students enjoy at Anastasis should be available to ALL students, whether or not their family can afford a private education. I chose that number because I wanted to show that education CAN be different, and it isn’t really about money.

When we free ourselves from the perceived rigidity of the system that we are in, and begin with a clean slate, we are free to see things from new perspectives. Rather than trying to fit small class sizes into your current budget and system, try approaching the problem from a clean slate. I hear some of you “yeah, butting…” already. “Yeah, but we don’t have the luxury to start from a clean slate, we have to work in the system.”

Try this as an exercise.

It’s not meant to free you from the system, but instead to give you freedom in your thinking. By beginning ideation away from the rigid constructs, you may stumble onto an idea that you hadn’t considered before. It may give you just enough freedom to come up with a new approach that might just work in your system. The “yeah, but” statement puts a stop to the creativity, beginning with no constraints can lead to new ways of thinking and possibility. Instead of “yeah, but” try playing the “what if” game. What if none of these constraints were in our way? What if we could make decisions apart from the system we are in? What if we had a blank slate to dream up our perfect school? What if money was no object?

When beginning with a clean slate, I always like to begin with the non-negotiable. What do we value that we aren’t willing to compromise? What is impossible to do without? Begin with what you must have. When I went through this exercise, I found that what I value most is students-with-names. Kids who are unique individuals, and are treated as such, is central to all decisions that we make at Anastasis.

We begin with students with names.

Next: How do we support students-with-names? It’s been my experience that the best way to support students-with-names is not with a fancy new curriculum, new technology, or better standards; but by the people you surround them with. The teachers, those who will apprentice students in the art of learning. We empower teachers to be teachers. And so, our first decision is made. Teachers are non-negotiable. We have to find the best, for us this is defined as those who know how to build community, how to make students central to the learning process, those who are instructional designers and don’t rely on boxed curriculum, those that are empathetic and thoughtful.

Then: Where do we do this? A space for the learning to happen is important. We need a home base. It needs to fit our vision. It needs to be flexible. We also need to show students that learning doesn’t just happen within the four walls of our school. That it can happen anywhere, that there is always someone to learn from. And so, our second decision is made. We need a place to do the learning that fits our vision. We need a portion of our budget set aside to get students outside of the building once a week. We need them to be able to meet experts. We need transportation to make us mobile.

Finally: What will drive our learning? If we are valuing students-with-names, boxed one-size-fits-all curriculum no longer feels like a good fit. It doesn’t ladder up to support our non-negotiable. And so, our third decision is made. We will be inquiry based, we will help students think deeply, ask beautiful questions, problem solve, and chase learning. We will not put money into boxed curriculum, instead we will purchase only those books, experiences, resources, etc. that we need as inquiry unfolds. We will be agile.

The bulk of my budget at Anastasis goes toward those things I value most. I hire teachers first, lease the space that we learn in and learning-excursions/transportation second, and support inquiry with resources third.

As you dream, start with what is necessary. Then move on to what is desired (realize that you may be able to fill these wishes outside of your budget creatively- we are a 1:1 BYOD iPad school because it is the only supply on our supply list. For our families, it is more cost-effective to own the technology than to fill a list of school supplies each year. As a school, it is more cost-effective for us to purchase the typical school list for students than to own the technology). Finally fill in with what is left.

Do this with your colleagues. Dream together. Start with a clean slate. Use the improv ethic. In improv theater, the rule is that you go with what you are given. This usually consists of a fictional identity, a scene that is set up for you. Ground Rules: You can’t suddenly chuck the scene mid-speech. You can’t contradict lines fed to you by fellow actors…it will kill the scene because there will be nothing to say after it.

Try employing the improv ethic at your next staff meeting. Liberate yourselves by giving your minds a ground zero, clean slate, to begin thinking. Choose a problem that bothers you in education (class size is a great one!). Why does it bother you? Then, as an ideation experiment add a change to the scene and follow the implications of that change from one scene to the next. How does it change things for the budget? How does it change things for students? Parents? Teachers? In improv they teach this idea of “yes, and…” Solve the problem and look for a solution rather than implementing the “yeah, but…” that limits ideas and shuts down new thinking. Dream big. Dream without the limitations you might ‘know’ exist. As I said, in the process you may discover a solution or way around a very real limitation you wouldn’t have considered or come up with otherwise. In a very real way, this blog (Dreams of Education) did that for me. This was a safe place to have crazy dreams that ended up becoming a new reality. If you had asked me about starting a school 6 years ago, I would have adamantly told you that I would never start a school. That I didn’t even know the first place to start.

Try following your dreaming and thinking down a rabbit hole, giving permission for absurdity and silliness. This is often what the brainstorming and ideation phase of design thinking looks like. Often solutions grow out of what at first glance appears as absurd and impossible. Shut down the inner critic- suspend the naysayers and come up with something new.

What is truly sacred in education?

The incredible, creative, unique individuals that we call students.

That is sacred.

That is non-negotiable.

Making 2016 More Awesome #PD

This week at Anastasis, we watched Kid President’s rules for being more awesome in this new year: “What if all made it our resolution to make this year awesome for somebody else?” (If you haven’t shared it with  your kids…you should!)

I’m taking this resolution to heart and want to help make your year awesome! In February, we want to energize you to make the rest of 2016 more awesome with the 5Sigma Education Conference.

5Sigma Education Conference is THE conference to attend if you are interested in:

  • Innovative school models- Tour Anastasis Academy with our students. Ask questions, meet our team, and see education re-imagined.
  • Learner Profiles- How do develop a complete learner profile to inform individualization
  • A fresh approach to assessment- Explore the goals of assessment and how we’ve re-thought assessment
  • A new perspective on classroom space/building use
  • Inquiry learning
  • Professional development approaches that transform
  • Building a strong school community
  • Learning excursions
  • Innovative uses of technology and ePortfolios
  • Prototype labs and maker spaces
  • Incredible conversations with world changing thinkers and innovators

We can’t wait to meet you all in person!

5Sgima Education Conference

Who we are > what we do #standagain #studentswithnames #coloradogivesday

Perhaps the most heartbreaking outcome of the current systematization of education is the way that it unintentionally dehumanizes. Reduced to scores, we too often become pawns in a global game of competition. We seek to be valued while forgetting that we are already valuable. Worthy.
There are a distinct collection of experiences in my own school journey that left me wondering if I was worthy. After educating hundreds, I’ve come to realize that I’m not an anomaly. Every child longs to know that they are valuable. This longing isn’t dependent on social economic standing, family, or history.
It is part of the human condition, this desire to be known and seen as valuable.

In first grade I received the first inkling that I might not be enough. In my school, kids were nominated by their teachers for VIP awards. Each month the whole school gathered in the auditorium for an assembly where students were called on stage and handed their VIP award, because they were a Very Important Person. What I didn’t know in first grade was that every child eventually gets this award. I waited every month to be called, waited to see my parents sitting in the back of the auditorium revealing that this would be the month that my teacher would notice me.

That she would really see me. Value me.

Each month that my name wasn’t called, I felt a little more invisible.

It wasn’t until the last month of school that I received my award, followed by some cookies and punch. I was assigned the “leftover” VIP award. In an effort to elevate students by labeling them “VIP,” the system failed to make me feel valuable. In first grade the leftover VIP award was proof that I wasn’t enough. That I would have to work harder, be more perfect so that I would be noticed. Worthy.

In second grade I was placed in the advanced reading group with 4 other children. Initially I felt important and superior in this group. I was allowed to read chapter books! Ralph. S. Mouse. A book burned into my memory not because I fell in love with the story, but because it was the first time I realized that I could fool my teachers. I often volunteered to read aloud because I was praised for my annunciation, my cadence, and the voice I put into reading. I focused on reading each sentence perfectly. The problem came when we stopped to discuss the chapter, I had no idea what the book was about or why my fellow “advanced” readers enjoyed it so much. I was worried that if anyone found out, I wouldn’t get to be in the advanced reading group. That I wouldn’t be important any more. That I would lose my value. I quickly learned the unspoken rules of the system. If I volunteered to read aloud every time, I wouldn’t get called on to discuss the content of the story. I would have already taken my turn and could delegate the heavy lifting to my “smarter” classmates. I had them fooled.
I could be valued as a good reader but felt like a fraud.

I wasn’t really worthy.

By the end of third grade, I had mastered taking tests, the bastion of the education system. My third grade teacher revealed that school was a game, and that if you understood the game, you could figure out how to win. We discovered that test taking was directly related to winning this particular game. We learned how to use glossaries to look up the bold words in our textbooks. To my surprise, the bold words are often the answers to the blanks on the worksheets. You didn’t even have to read the book to answer the questions! You could skip the hard work and go straight to the bold words, look them up in the glossary, and fill in the blanks. Instant gratification. I got to be valued as smart by my teachers, classmates, and parents. I discovered, that if I studied the answers that I wrote on the worksheets, the test was a piece of cake. This revelation was like knowing the cheat code for a video game. I could master the game and the test; I knew the secret. I could be valued as “smart” but still felt like a fraud.

Again the message, I wasn’t really worthy.

My passionate focus for the remainder of my school career became success. I ardently believed that success inside of this system was a worthy passion, and that belief was encouraged every time I got the praise, the “A,” the 4.0. I didn’t stop to consider if I was actually learning, that wasn’t my goal. I was the easy student working to survive in the system by aiming for the perfect score. Like all kids I was longing to be known, to be seen as valuable. I believed that if I played the game well enough that I could earn that value. Instead, I became invisible. Forgettable. I was left wondering if I had anything special about me. Any gifts or talents.

I was left wondering, am I worthy?

In the current education landscape, kids are routinely forgotten because the system isn’t really about them. The system values competition. It values being superior. But it doesn’t really know the individuals who comprise the whole. Embolden by being ‘the best’ it is blind to individuals. It exploits kids for the bragging rights of being at the top. We begin to believe this myth ourselves, that academic superiority (the best test scores) will make our country strong, that we become relevant in this global economy by touting our collection of high scores. We pontificate that this “race to the top” will bring us success and make us happy. All the while we lose.

We lose ourselves, our identity, our uniqueness, and our voice.

Apathy wears many faces. Some encounter this apathy as I did, in playing the system’s game. I believed that attaining the “A” was success, so when I achieved the “A,” my quest was over. There was no reason to push in, no room for curiosity or learning. The system told me that I was already “successful.” Already smart. So, even though I often felt like a fraud, I figured out the game and gleefully accepted my honor roll certificate. My apathy looked like a 4.0.
Apathy can also look like failure. It can be the student who tries hard, but hasn’t figured out the system. The one who gets so many red marks that they believe that it isn’t worth pushing in. These are the students who are convinced that they are stupid. Who believe they can’t attain success.
Then there are the students who fall somewhere in between. Maybe memorization comes easily for them, but they aren’t interested in playing the game and jumping through the hoops. Their apathy looks like rebellion. They have little interest of proving what they already know.
Apathy can also wear the face of defeat. Of beginning with a disadvantage because of the neighborhood you live in, the family you were born into, the expectations of your community.

Regardless of who you are, what your social economic status is, this is a system that breeds apathy. Feelings of fraud, being stupid, defeat.

Of not being worthy. Of not being valuable.

This is a system where we learn how to be students, but we have no idea how to use our minds. Many, like me feel like a fraud. We know how to win the game, but it feels like cheating. Every time we are called, “smart” we feel like a con artist. The system isn’t made to honor our humanity. It can’t bear our vulnerabilities. It can’t cope with our failures. Even in my ‘perfection’ of good grades, of playing the game and being the pleaser, there was a very real fear of “what if;” what if they find out? As William Deresiewicz says in Excellent Sheep, “we aren’t teaching to the test, we’re living to it.” And in the end, even if the United States sells it’s soul to perform higher than every other country on a test, we still aren’t competitive. We’ve just created a population of excellent sheep. The temporary praise of playing within the rules of the system can be intoxicating for a time, until you remember that none of them know you, not really.

In education, we are dealing with humanity. We are working with individuals who are unique in the whole of history. We are teaching those who have gifts, passions, talents, and purpose all their own in a system dedicated to making them all look the same. This focus on perfection and competition is at the expense of individuals with names and purpose in the world. Ignoring who a child “is” misses the core of what it means to be alive as a learner. The system is culpable in forgetting and overlooking that we are actually teaching individuals who have names. We’ve lost the plot in education and made it about competition with the rest of the world rather than recognizing that the population is made up of incredible individuals.
Who are worthy.
Who are valuable.

Penelope (not her name) was a student who believed the system when it told her that she wasn’t worthy. She struggled in school, was labeled as dyslexic, and was utterly defeated. You could see it in her posture and lack of eye contact. Hunched shoulders as if she was folding into herself. She wouldn’t speak up in class for fear of failure. If she dared to raise her hand, it was barely noticeable, tucked into her side with fingers hesitantly stretched up next to her ear. If you called on her, she would whisper so that the teacher could edit her answer before it reached the ears of her classmates. Penelope is BRILLIANT. She makes connections that others miss. She is kind, empathetic, and funny. She struggles to fit into a system that wants to use her to compete for top score. And so she believes it. She believes she isn’t worthy, that she isn’t valuable. You could see her wear this burden like a cloak. An amazing thing happened when Penelope learned that there was more to learning than the system. It was as if she was set free. As she discovered the beauty in her unique outlook on the world, her gifts and talents, that she was valuable, Penelope began to sit up straighter. She looked teachers and classmates in the eye. She spoke a little louder for others to hear. She challenged herself to break free of the fear and connect with others. She began to see herself differently. She embraced her worth.

At Anastasis, we have the audacity to step outside of the system that forgets the individual. We leave the perceived comfort of false data that tells kids they are smart if they learn to play the game. We recognize and know each individual. We honor them in their humanity and not as a means to an end to compete for top score. We know that they are valuable because they are uniquely created with gifts, talents, and purpose. Just like Penelope. We know that the world desperately needs the unique contribution that they alone can add. Kids are worth more than a score that contributes to the GDP. Learning as a human endeavor is too big and too beautiful to fit into the tiny, meaningless data battles we insist on to prove how competitive we are. At Anastasis we recognize all are valuable.
With that as our premise, we’ve created a school, a model that chooses humanity every day. We choose to know kids’ names and help them recognize their worth.
Anastasis is Greek, it means “stand again.” This is what we desire for students: that they would be able to stand again in who they are. We prepare students to engage the world from a place of worth. To find their unique purpose and pour into the world accordingly.

There is a sense of urgency to get this right, to make the best decisions for kids. The kids in our schools right now? They keep growing. Keep waiting to be seen as valuable and worthy.
We have a choice today, are we going to define kids based on scores and competition? Or, are we going to seek to know them?
Will we ask them to all look the same as a result of their schooling? Or, will we help them discover their identity and place in the world?
Will we make them feel defeated? Or, will we show them that they are valuable and worthy?

Anastasis Academy is here to pave the way as a champion of students with names. A model for what school looks like when it values individuals above all else. An example lighting the way for all of education to follow. This is a commitment that we can all make, a commitment to value and dignify the humanity of the individual over meaningless data. To show kids that they are valuable and worthy independent of their performance and scores. To help kids #standagain.

 

  • Your donation to Anastasis Academy (a tax deductible nonprofit) is an investment in humanity so that they can stand again in who they are, discovering their unique purpose in the world. You’ll make them unafraid to be learners for life, not just the next test.

    Take a look at what’s possible:

    Unique individuals: Your donation helps us empower students to discover who they are and how their unique gifts, talents, and outlook contribute to a world in need.

    Leaders: Your support helps students plug into their community as contributing citizens right now, they don’t have to wait until they are “grown-up” to enact change. Our students work as leaders to use their learning to make positive change right now in Colorado and the world.

    Achievers: Your donation helps us prepare students as long-term achievers who know who they are, how to self advocate, what to do when they don’t know, and how collaborate with others.

    Explorers: With your support, we expand our student’s worldview with weekly learning excursions that remind them that learning doesn’t just happen in the 4 walls of our classrooms. Learning happens everywhere, and there is always someone to learn from!

    Altering the education discourse: Anastasis Academy is paving the way for schools everywhere to make bold changes in education and rethink the purpose of school.

    Donate today through: https://www.coloradogives.org/AnastasisAcademy/overview

Wildly Audacious Goals and the Power of One

In 2010, I thought that technology might be the savior of education. I created the Learning Genome Project as an attempt to make it possible to personalize education for every child. This project took a detour when I realized that, in the United States, we exist within a system that has not been designed to educate the individual. This led to creating a model that honors unique individuals, a model that would make utilizing the Learning Genome Project possible. But this isn’t a post about that story. This is a post about the connections that this project has made possible.

About a month ago, I received an email through the Learning Genome Project’s website. This isn’t unusual, what was unusual was the incredibly serendipitous connection that it enabled.

Bodo Hoenen contacted me because our projects are eerily similar. Our thought process and approach is incredibly similar. But Bodo comes at the problem of education from a very different direction. Bodo recognized the vast number of refugee children (and girls in particular) who have no access to the school system of the country from which they have fled. Additionally, the host countries where these children land often don’t have the necessary resources to educate these children. The result is somewhere in the neighborhood of 5 million children world-wide who aren’t being educated. At the current pace, UNESCO estimates that it will take until 2086 before we are globally equipped to provide these children with quality education.

Does anyone else see the problem with this? 2086 is a long way off. There is a sense of urgency here. Children around the world cannot wait for us to get this right. They can’t wait until 2086 for this problem to be rectified. Children need us to solve this right now. Current approaches aren’t able to scale quickly enough to make a difference for children who are waiting for an education. Bodo Hoenen through Dev4x is working to change this. They have a fantastically audacious open project that goes beyond current approaches.

This is where Bodo’s vision and the Learning Genome Project overlap. Dev4X is working on a technology solution that will empower these under served children and their communities to take control of their own learning and create better lives for themselves.

Dev4X was founded on the belief that this global challenge can be solved while these children are still young by globally sourcing solutions and open collaboration.

At Anastasis, our students are currently working on an inquiry block, “Power of One.” The kids are exploring change makers, and looking into what it means to be a change maker. They are also investigating ways that they can enact change. They are recognizing their own Power of One.

I cannot say enough about the incredible students at Anastasis. These are kids who live their learning every day. We’ve challenged the kids during this inquiry block. Memorize one, give one, pray for one, serve one. The idea is to make one small change that can actually become a BIG thing. In the first week of this inquiry block, a group of three students came to me and asked if they could stay in for recess. “Mrs. Tenkely, we were talking during the morning walk and realized that we each have $100. We were talking about what we were going to use our money for and realized that we don’t really have anything we really need. So then we thought that maybe we could pool our money and buy a Sphero robot to do random acts of kindness for others. But then we remembered that we have 3 Spheros at school and realized that you would let us use them. So we were wondering if we could use our money to buy little things to hide around the school for other kids as a random act of kindness. Can we stay in for recess and hide things for kids with notes?” I am telling you, AMAZING students!

Power of One

Each of our classes has a charitable organization that they pour into for the year. One of our intermediate classes is connected with a food bank run by adults with special needs called Stepping Stones. Our students are helping to put together boxes of food for Thanksgiving. They’ve agreed to help come up with ideas to raise money for these boxes. The kids split into groups as part of their inquiry block to think about ways that they could raise money. Last week, two girls came into the office to propose their idea: “We were wondering if we could offer horse rides at school to raise money for Stepping Stones?” These girls created a waiver to sign, proposed the idea to the owner of the building we lease space from, created fliers, and organized for horses to be at school today. In 2 hours, these girls raised $400 giving horse rides at school. They organized everything themselves. Change makers!

What does this have to do with Dev4X? Anastasis students are now working on the part they can play in education for kids around the world. They are considering how they can be a part of Bodo’s wildly audacious goal of making education a reality for children all over the world. Students will be considering how they can add to the conversation, and how they can help raise some money to put into the project.

We would like to challenge other schools to do the same. What can you do to raise some money to make education a reality for children everywhere? There are 98,817 public schools in the United States, what would happen if each of them raised $100? Could we enact change for education world-wide that would have incredible implications for our own educational model? Could it be that children are the key to education reform world-wide? Are they the power of one?

Dev4X has a live Indiegogo Campaign. This is an opportunity to transform education, an opportunity to “be the change you want to see in the world.” (Gandhi) What can your students do to make a change in the world? How can you empower your students?

Bodo Hoenen is our closing keynote at the 5Sigma Edu Conference in February. You will not want to miss seeing Bodo live, and experiencing the model of education that makes the Power of One stories above possible. Early bird registration ends this week! Sign up now!

School is so much more than learning all the right things

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.

Register today and take advantage of early-bird pricing!

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.