Here’s to throwing our hat over the wall…

There is this story, attributed to JFK’s grandfather, that as a boy, he and his friends would walk along a stone wall in Ireland on their way home from school and, as kids do, they dared him to climb over the wall. The wall was tall, formidable, and scary. He decided that the only way he could guarantee completing this challenge was to throw his hat over the wall so that he would have no choice but to go after it. The hat was part of his school uniform, and he couldn’t go home without it.

We are in a throw your hat over the wall moment.

The COVID-19 pandemic has reminded us that we are all capable of massive change in the short term. Nearly overnight, we went from our usual way of life, to teaching and learning online, working from home, social distancing, wearing masks in public, grocery shopping differently, and adapting to a new way of life. Eight weeks into this pandemic and we see that we are capable of really significant pivots.

So often in education, I hear how resistant some educators are to change. If this moment is teaching us anything, it’s that we are capable of throwing our hat over the wall. Teachers all over the world have done this. How can we capitalize on this moment? How can we define a new normal with new priorities? How can we involve students in the re-imagination?

What we choose to do next matters, we can double down on our efforts to keep the broken status quo, or we can use the opportunity to re-imagine our system.

Who and what will we choose to support? Kids, families, and teachers? Or curriculum companies, tests, and bureaucracies?

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.

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.

This is an opportunity to engage in design thinking that will forever transform our schools. Where does this design thinking begin? With empathy. With what is actually sacred: the students.

This moment in time has reminded me how essential this step is (unfortunately, it’s one we regularly leapfrog in education). Who are our students as individuals? Who are their families?

When we refocus our organizing principals around the actual students in our care, when we begin from a place of empathy we can anticipate meaningful changes in our education system. Post pandemic I hope that education doesn’t look the same. I hope that we have taken a step back and hung question marks on the things we take for granted.

What might starting with the student (empathy) look like?

*Class sizes will be smaller. Part of this will be out of health necessity, but I hope the bigger driver of this decision is that we’ve considered the individual student first. With small class sizes, we can offer dynamic, student-focused learning that is tailored to the learner rather than the static curriculum currently being spoon-fed.

*Curriculum will be dynamic and living. We’ll focus less on what content has been covered and focus more on critical thinking, problem solving, discernment, research, and creative expression. Curriculum will meet students where they are rather than demand everyone be in the same place.

*We’ll step away from siloed subjects and engage students in inquiry. We’ll consider that students live in a world that’s subjectless and ask that learning be immersive. We’ll recognize that financial literacy, digital literacy, and statistical literacy are vital.

*We’ll remember that learning is so much bigger and more beautiful than the meaningless data battles we’ve insisted on in the past. What was one of the first things to go amid pandemic? Standardized testing. Students will be better off as a result. Learning isn’t about the data we collect, or how much content was memorized. Learning is immersive and relational. Assessment practices will be for the student. We’ll return to the Greek root of the word assessment (asidere) to sit beside. Assessment will be used to guide learning and as a way for students to self reflect.

*I’ve seen many politicians, parents, and educators voice concerns about students being behind in learning as a result of the pandemic. Should they repeat the grade level? What will we do to catch them up? The pandemic is shining a light on a problem that’s been true the whole time. Students have ALWAYS developed at different rates and in their own time. Nothing about this moment is actually unusual. What is different is that we have a spotlight on the inherent flaws in our systemized one-size-fits-all approach to education that promotes kids to the next level because of their age. What a wonderful opportunity to completely lose grade levels as a way of advancement and instead, let every student advance as they are developmentally ready. How do we organize classrooms? Based on social/emotional maturation. Who is their peer group? Who can they be vulnerable in learning with?

* We are being reminded that social-emotional literacy isn’t something to tack on to school policies or a curriculum, rather it’s the life force within the system. After physical needs are met, emotional needs are very next in the pyramid that makes it possible to learn. When students come back to the classroom, we will be met with complex emotions and unique forms of trauma. We’ll find ourselves in charge of these wonderful, fearful, joyful, exuberant, grief-stricken, complicated, anxious, lovely, overwhelmed children. This has always been the case but, I suspect as we return to school, we are going to be met with the complexity that all of these emotions can exist simultaneously. We’ll be more acutely aware of them. Kids and families will be looking to educators for help, stability, and understanding. How will we meet them? How will we commit to navigating this together? We need to know our students (empathy) and their families well so that we can meet their unique needs. Educators know it’s never been about just teaching kids. As educators we are connected to every single part of society. How families eat, work, access heath care, are supported in mental health, the jobs they hold. All of humanity intersects in the classroom and it impacts how we do what we do in the classroom. This pandemic has given us more awareness of this reality than ever before as educators scramble to fill the gaps that society generally overlooks because “someone” is taking care of it. The way that this crisis impacts society is going to impact our classrooms and the learning available on any given day as we navigate base physical and emotional needs that haven’t been met. The only reasonable response is to begin with empathy. We will need to be stronger advocates than ever before and we’ll have to consider the whole child in every decision made.

Here’s to throwing our hat over the wall. Here’s to remembering who is sacred in education and designing around them.

Summer Dreams: A glimpse into inquiry-based learning

Every summer has the same rhythm for me. Most days consist of reading (also known as feeding my soul) and planning for the upcoming school year. Though I truly enjoy every season in Colorado, the rhythm of summer is my favorite. It gives me time to dream and to prepare for the upcoming year. Summer for me is an indicator of space. Space to take deep breaths, to learn from others, and to iterate and dream.

Anastasis is a school without curriculum; by that, I mean that we don’t purchase a curriculum from a big publishing company. I haven’t found a curriculum that knows our students (with names) the way that my teachers know our students (with names). They don’t know our students the way I know our students. Summer is the time that I build a framework for Anastasis teachers. An inquiry guide. Inquiry is the philosophy that drives learning at Anastasis. I love inquiry because it is a natural differentiator. Within an inquiry philosophy, students meet the learning where they are. Inquiry is a transformational, life-changing framework. It’s one that empowers kids.

12 years ago (with a lot of help from my PLN, blogger alliance friends) I learned about, and fell in love with, the International Baccalaureates PYP Framework. Through blogs, Twitter conversations, and the Reform Symposium Conference, I got a behind the scenes look at inquiry within the PYP happening in countries and classrooms around the world. There are six themes within the framework: 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. I have yet to find any learning under the sun that doesn’t fit into one of these six categories. We use this framework at Anastasis as our launching point. In the summer, I choose a lens for our Primary, Intermediate, and Jr. High students to explore each inquiry Framework.

This is the time when I get to dream. My dreaming takes shape as a lens, a question, several lines of inquiry, and some provocations that teachers and students might dig into. These dreams and frameworks turn into absolute masterpieces when my teachers and students get ahold of them. Each of us comes with our own history, our own worldview, our own experiences, our own connections, each of us knows our students (with names). And this makes the “curriculum” richer. The true beauty of inquiry is the way that it grows and meets everyone who interacts with it.

As I dreamed up the Where We Are in Place and Time block, I came with my own background and ideas. When my teachers and students got ahold of it? MAGIC!

Here are the lenses I offered:

Primary: Children in the past live differently than we do today. (Within this I shared some lines of inquiry including: how has school changed over time, what kinds of games did your parents play as kids, how has transportation changed over time (how did this impact exploration and migration), how has food and access to food and food technology changed over time, what has been the impact of invention over time, how has technology changed over time, what is a timeline, how did migration and exploration change how children in the past lived, and how has literature and books children read change over time?)

Intermediate: People migrate with different reasons and with wide-ranging effects. (Within this, some of the lines of inquiry included: what are the reasons people migrate, what is the emotional impact of migration, what are the effects of emigration and immigration, what is manifest destiny, what is the Oregon Trail, what human circumstances and challenges lead to migration, what is the history of migration, how has transportation throughout time impacted migration, what is the cultural impact of migration, what is the governments role in migration?)

Jr. High: Migration happens for a variety of reasons. (The lines of inquiry included: what is the history of migration, what are the reasons for migration, what is the impact of migration-to the areas being left and the areas where relocation takes place, what are the hardships and successes of migration, how did transportation impact migration, how does perspective impact migration, what is the cultural impact of migration, what is the government’s role in migration, what is the emotional impact of migration, what are the effects of emigration and immigration?)

Watching this inquiry block unfold in real time as teachers and students engage it, I’m again reminded of the beauty of inquiry.

Our Primary students just got to experience an immigration day. After reading, “Ellis Island-a History in Many Voices” by Louise Peacock and exploring immigration through books, videos, and discussions, students experienced their own Immigration Day. Our incredible primary teachers had students dress as immigrants coming to America for the first time. Each received a country of origin and mini backstory. Each created and packed a suitcase filled with the items they would choose to bring with them on a long journey. Each item lovingly considered and included in the small case they were allowed to bring aboard the “ship.” Students were divided into classes on the ship. First class got the best seats, on top of the table, second and third class on the deck below, under the table. Each student received a passport and papers they would need to keep with them. Students had five different stops when they arrived to “Ellis Island:” Medical, Information, Baggage, Passport, and Interview. They were examined by a nurse and doctor, eyes, ears, throat, and skin checked. At the information room, students had to fill out a form which included information from their passports and questions regarding their life in America. Students were interviewed by officials, asked questions about their plans and intent in America. How would they earn money? Where did they plan to live? At each room, if our student immigrants were approved, they would receive a stamp in their passport and sent to the next room. Each of the five items that the students packed in their suitcase was closely inspected with questions about why they chose those items. Students watched, Coming to America by Neil Diamond. Pictures were taken for passports and a new identity, and nationality were granted. Each student created a reflective journal about their journey to America with illustrations.

Inquiry is immersive. Students get to experience their learning.

Our Intermediate and Jr. High students have had the opportunity to experience their learning during this block in different ways. Our intermediate students visited 4 Mile Historic Park where they stepped into the past and saw the world through their ancestor’s eyes. One of our Anastasis teachers immigrated to America from South Africa. She shared her long immigration journey with students including the absolute joy at being declared a US citizen. Next, our students heard from a parent who is considered an illegal immigrant, though he has lived in the United States since he was two years old. He was able to share his experiences with the immigration process in America. Colorado refugee students joined our students for an afternoon of learning, soccer, dancing, and lunch. Anastasis students had the opportunity to hear their stories of fleeing a country and finding refuge in the US, as well as connect with them through play. This week our Jr. High students tutored refugee students in English and Math at their home school. In the coming weeks, these students will visit the Mango House (a non-profit that provides services to refugees) and attend a citizenship ceremony.

Inquiry is so much bigger than a curriculum guide. It’s about connecting students with stories and growing their awareness. It’s about seeing people. Inquiry is immersive learning. This is bigger than a worksheet or a research paper. This learning is absolutely transformational.

Take a look at some of our student reflections after the immigration stories:

We often don’t understand the circumstances in our world until we experience them. As we listened to the two people talk today, I realized how much sympathy we need for people that are immigrating to our country. As Miguel said, “The sun rises for everyone.” It really struck me how much joy we can find if we try to. We are often so doted on and spoiled that we expect the joy to come to us. Though sometimes we need to go out and change our perspective. My biggest shock today was how happy these two people were despite their trials. I hope I can apply their outlook on life in my own journey. -Anastasis Student

Everyone wants to see the sun but the sun rises for everyone, you just have to look for it. When people see an immigrant, they think “criminal, illegal, job stealer”, they don’t think, “person, mother, father, sister, brother.” People don’t like people who are different from them, but if everyone were the same, we would end up with a society like The Giver. You cannot judge a book by a cover; you cannot judge an immigrant without knowing their story. – Anastasis Student

I have traveled the lands and witnessed the world unfold. I’ve seen God, in seminaries and in the ground we stand on. I’ve been on an odyssey, a grand tour of our world, yet I see the light covered by darkness. I watch as two sides fight, spewing lies and frustration, placing more cement over the towering wall, looking down at us. Both sides making one massive monster, in the shape of a barrier. Now the wall has become a lens, now we face the beast. -Anastasis Student

How can you say it? How can you think it? How can you be against it without knowing it? “You have to go through hell to get here.” Immigrants are people who go through hell. The hell they face isn’t just because of the long journey. It is because of the rejection, the unfairness, and so much more that I would not be able to imagine. But, “the sun rises for everyone” (Miguel). Life will get better. With a positive attitude, a goal, and faith, the sun will rise. -Anastasis Student

It was amazing to hear the stories of Mrs. Fun and Miguel. They both have amazing stories and some things that would be very frustrating. It is not so easy to migrate like how some people say. “You have to go to hell to get to America.” Sometimes you just have to walk in their shoes and see what people have to go through to get here. It was good to see the long hard journey to become a legal citizen and the other side of seeing the troubles of trying to help your family while also worrying about becoming a legal citizen. People just have to see what people have to go through to come to this amazing country. It is easy to just say that people should come here the legal way, but we don’t realize the long, hard, expensive journey that it actually is. -Anastasis Academy

God always has the right path for you. You have to be passionate even if you think you were left behind because God has a wonderful plan for you that will come in due time. “The sun rises for everyone.” (Miguel).  It took Mrs. Van De Vyver 15 years to become a U.S citizen, and Miguel is still trying to become a citizen after 25 years. Today I was inspired to always keep a good attitude and keep a smile on my face. -Anastasis Student

There’s a long road ahead for the destination we sit comfortably in. Year after years and the road continues. 20-year journey and still the road goes on. “The sun rises for everyone” ( Miguel). Soon you will be able to travel with joy and comfort. Though one person can succeed, there are many more still walking on something they wish to be an odyssey. The dreams sit sweetly in their minds with a hint of opportunity. Let your mind soak in this perspective and live with a new lens. -Anastasis Student

Without the mountain, there is no summit. I sit on a hill watching the sunset over the horizon. If only the sun could last forever, I thought. But of course the light doesn’t last, but neither does the dark. Instead a perfect balance is created. This is the balance that holds the knowledge of the world. Without this balance, the world is broken, and the cycle of the earth will cease causing life its self to fall out of our grasp like sand. But here and now is the present and so here I will dwell shouting praise to God atop the mountain because God is the father of life. And life is in the present. This is why darkness was created.  -Anastasis Student

You guys!!! These are 11-13-year-olds reflecting on a shared experience of exploration, story, and seeing people. Show me what textbook can produce this kind of empathy, this level of understanding.

I thought about waiting to post this until after the final experiences with the Mango House and the citizenship ceremony, but honestly, I was too eager to share this hope.

This process of inquiry isn’t always neat and tidy. As principal dreaming in the summer, I often don’t know exactly what it will look like. It’s the result of passionate teachers, our amazing field trip coordinator, and students who keep pushing into learning they are immersed in.

Inquiry is immersive. It’s about story. It’s about connection. It’s about awareness. Inquiry is where the real learning is.

10 Questions every school should ask to build healthy culture

Culture is often something that we talk about in education. Mostly we talk about building a “healthy” culture. Less often we talk about what that really means, and what it looks like, and how to do it.

It’s strange to me that something so fundamental to how a school runs gets so often overlooked. Or maybe it’s that we take for granted that it will just “be there.” Culture can just happen, but I would argue that it’s much better when it’s intentionally built. How do we do it? With so many different stakeholders in education, how do we truly build a healthy culture?

At Anastasis, our culture begins with students. Always. I know that every school claims this, but when we say that we start with students, I mean the actual students with names. When we talk about what we will look like, we talk in terms of the students in our school each year. Camryn. Dakota. Johnny. Kip. Bodie. THOSE students. We do it with them in mind. From there, we consider what it is that we want for those students. What is it that we fundamentally believe about them? What do we hope they will leave us with?

These are the 10 questions that we ask ourselves that inform our culture. Try beginning with these questions as a staff and see how the decisions you make together (and the culture you build) are transformed.

Question 1: What will we do here? This becomes our mission statement. 

What we will do: Apprentice children in the art of learning through inquiry, creativity, critical thinking, discernment, and wisdom. Provide an education model that honors and supports children as the unique and creative individuals they were created to be.

Question 2: Who will we be?

Who we will be: A close community of learners that includes students of all ages, parents, teachers, and support staff. A culture that values unique individuals and fosters a love of learning, curiosity, critical thinking and discovery. A community that strives to show each other love, acceptance, and respect through attitude and service. A school that focuses on each student’s individual needs by creating a customized learning strand for each individual. A school that connects with other learners around the world, developing global citizens. A community (staff included) that is passionately curious, willing to learn, unlearn, and relearn. A school that utilizes the technology available to enhance learning. A staff that believes that learning happens within a student, not to a student. A place where learning is immersive, authentic, realistic, and connected. A place that goes beyond building self esteem to build self efficacy, learning with intent. A community of independent and resilient learners.

Question 3: How will we work?

How we will work: We will strive to serve students, to honor them as unique, creative individuals. Our interactions with students, families, and staff will be respectful and build trust. We will be learners. We will work toward a community and culture of respect, fun, and engagement. We will be fully alive. We will be creative. We will be curious. We will grow and evolve to meet the needs of students every day, month, and year.

Question 4: What will we value?

What we value: Freedom in learning. Getting our hands dirty, learning experientially. Play. Indulging our curiosities. Making mistakes and failing forward. Being open to other perspectives, views, and ideas. Independent thinking. Collaboration-connection is a multiplier. Being active. Learning without ceasing. Connecting dots (making connections within learning). Actively thinking about concepts (not just fact finding). Agility and spontaneity. Environment plays an important role in the learning continuum. Forward thinking pedagogy. Empathy and social compassion. Teacher as learners and learners as teachers. Humor and Lightheartedness. Tools that support learning. Being action researchers.

Question 5: What will we deliver?

What we will deliver: Students that are fully alive, who know their unique place in this world and know how their gifts and talents can be used to support a world that desperately needs their contribution. Passionate learners who have the ability and drive to spend a lifetime learning, unlearning, and relearning.

Question 6: What do we believe about achievement?

What we believe about achievement: It is complex and multifaceted. No one assessment can accurately measure it. It is individual. It is ABOUT and FOR the individual. It is fluid. It is boundless.

Question 7: What do we believe about learners?

What we believe about learners: Every child can learn. Every child has unique gifts and talents. Every child has a natural curiosity and an inclination to figure the world out. Every child learns in ways that are unique to them. Every child learns at their own developmental pace. Every child has an inclination to discover how the world works.

Question 8: What do we believe about personalization?

What we believe about personalization: We must be aware of student readiness-we want to present students with a task that is challenging for their current level of knowledge understanding or skill while providing a support system to bridge the gap. We must be aware of interest- linked to current student interests and helping the student discover new interests. We must be aware of learning preferences. We must be aware of the foundation-foundational knowledge and skills give us a strong base for new learning. We must help students discover new learning. We must vary the product or outcome that we expect of students in order for them to demonstrate understanding. We need ongoing formative assessment to drive new learning. We need to allow for flexible groupings so that students have a wide variety of opportunities to interact with a wide range of peers. We must emphasize individual growth and betterment of self instead of competition with others. We must partner together, taking advantage of other staff members strengths to support all students. We transfer ownership of learning from the adults to the students, a true apprenticeship. We must create flexible learning environments that meet the needs of a variety of postures of learning.

Question 9: Based on Questions 1-8, what will define our culture?

Our culture wil be: A place where all learners are safe to take risks. A place where students are encouraged to find answers from exploration and experimentation. A place where meaningful feedback is provided. A community where every student, staff and family member is part of the learning community. A place where we model persistence and talk about ourselves as learners. It’s okay not to know everything. A place where we set our eyes on what is possible and we encourage others to do the same. A place that is flexible, there is always more than one way to do something. A place where students develop empathy and fight their own battles. A place where the learning process can be “messy.” A place that takes into account student choice and preference. A place that helps students learn how to think, not what to think.

We will be intentional.

Question 10: Based on questions 1-9, what code will we live by?

The Anastasis Code: 

We take care of each other.

If someone needs help, we give it. If we need help, we ask.

It’s all a gift. (No complaining, no complaining, no complaining.)

There’s glory in making a mistake. (Mistakes are teachers.)

Make the kind assumption. (When someone behaves poorly, give them the benefit of the doubt.)

No skunking! (Skunks spray negative energy when they are afraid. Don’t be a skunk.)

Respect each other. (Look at the person talking to you. Make requests in the form of a question, not a demand. Don’t interrupt conversations already in progress.) 

 

Above all. We are a team. If the team isn’t healthy, nothing else can be. 

 

Starting by asking and building around these 10 questions should inform EVERY other thing that you do. Everything matters. Everything reflects and indicates the culture that you have.

A few examples from Anastasis:

Announcing class placement for the year. Often schools send home a class placement list to parents. Kids anticipate class placement. This is a BIG deal to them. Why would we send a list to parents when we can unveil class placement and celebrate the unveiling with the students? We send out a balloon to each child with the name of the classroom teacher on the balloon. When the ballon gets blown up, the “team” they are on this year gets revealed. (We don’t call our classes by grade level, we call them by team name. Another small thing that reflects our culture. It all matters!)

Back to school night. Typically schools cram everyone into a hot room and give some sort of vision casting or announcements for the year. Then they break into classrooms so that parents can meet the teachers. Teachers go over classroom expectations. At Anastasis, we asked ourselves what one thing we want to accomplish so that by doing it, everything else in the year was made easier. Our answer: Build community. So, this year we sent out an invitation to our families. Pack a picnic. Meet us at a park. Every teacher hosts a blanket. Families and teachers get to know each other. We made up conversation prompts to add an element of fun and to take the pressure off of any introverts (i.e. me!) to get the conversation flowing. Not only do our teachers get to know our families better, the families also get to know the other parents in the class. We’ll toast the end of summer with a glass of champagne, give out all the same packets of papers we normally would, and cheers the start of a new school year.

School handbook. Let’s be honest, like 2% of families actually read this important document. It’s low. It’s generally boring. Instead of just sending a community handbook (we do that, too). We also send postcards throughout the year that have just-in-time information from the handbook. The week before Learner Profile meetings, we send a postcard that talks about Learner Profiles. The week before snowy weather, we send a postcard that tells families where they can learn about a school closure. Just-in-time bite-sized information. Who doesn’t love getting a postcard?

Professional development: Do you do the same thing you’ve always done? Or do you focus on building community and culture. Here are some ways we’ve done PD: Paddle boarding, happy hour.

The first week of school: Is it jump right in? Or do you take time to get to know your students and “detox” them from false labels they may be carrying about themselves and learning?

The small things really aren’t all that small. It all matters. Without starting from the question framework above, it’s hard to make decisions consistently that will ladder up to the “healthy” culture you are trying to build. Start with the 10. Be intentional about all of it.

P.S. By going through these 10 questions, you’ve also created your staff handbook. Anastasis Academy Teacher Handbook

Building Student Agency with Card Games and Detox Week

Ten years ago, I was a computer teacher and a technology integration specialist. I taught 475 students every week, worked closely with teachers to ingegrate technology meaningully into their classrooms, and worked closely with the curriculum so that I knew how to integrate it meaningfully.

It was in this moment of time that I discovered a catastrophic problem that would change the course of my life: The curriculum didn’t know the students it was designed for. It couldn’t possibly know who they were and what their stories were. As teachers, we knew these stories, and yet we were being held back from fully embracing the identity and genius of the students in our classrooms because we were teaching from a curriculum that didn’t know them. Worse still, testing was dictating what the learning interaction would look like.

I felt a deep sense of urgency to change this…NOW! Because these 475 kids I was teaching every week? They didn’t have the luxury of time for education policymakers to get it right, they (unhelpfully) kept growing up.

I’ve dedicated the last nine years to learning how to honor identity by giving students agency over their learning through personalization. What started as an idea for a piece of technology has turned into a school, which has become a movement of good.

Our goal at Anastasis is to create a high-purpose environment where every student knows who they are, where every student is valued as a member of a team, where feedback is real-time and valuable, where we have the shared goal of becoming the very best version of ourselves.

At Anastasis we begin by connecting. We get to know a student on a deep level, and before the school year even begins, students receive a sense of belonging. Our first weeks of school are all about signaling: you are valuable, you are worth knowing, you are worthy of one-on-one time, you belong here. How do we do this? Through Learner Profile Days and Detox Week.

Learner Profile days are predicated on the belief that every one of our students is standing in a spot in this world that they alone inhabit. Wholely unique in the course of history. They are a collection of their history, experiences, gifts, hopes, their fears and insecurities. We believe that every one of our students holds a place in this world that’s valuable and important. The world needs us to honor these individuals. To see them as individuals and help them grown in their gifts. Our goal can never be to make them close approximations of “perfect student” in a one-size-fits-all system. The complex problems of our world won’t respond to one-size-fits-all solutions. We NEED people with different points of view who can communicate, collaborate, and who can appreciate other points-of-view and gifts as equally valuable, not as competition.

Our first two days of school are designed so that our teachers can have one-on-one time (an hour) with every one of their students. During this hour, they use the Learning Genome Card Sets to help students tell their stories. More than a boiled down version of what categories students trend in as learners, the cards are meant to activate narrative. The cards act as a launching point for students to add details and tell stories about who they are. They help teachers get answers to questions we may not have known to ask. Inevitably we also gain great information about how they like to learn. The real magic is in the stories. In that hour-long one-on-one, students have a safe place to share, they have a captive audience, and teachers get to know them on a deeper level. The kind that usually takes a full year to develop. From this card game, we develop the Learner Profile. This is a document where we record what a student’s learning preferences are. The document is helpful, but it isn’t really the point. The point is connection. The start of relationship and community.

The Learner Profile becomes a place where we help students discover and flourish as individuals who know who they are and why they are here, who know what they are passionate about, who explore the world and make connections with who they are, and to see that each one of them has the capacity to change our world using their gifts. The Learner Profile gives them a starting point to understand what their hearts beat for. What they were uniquely put on this earth to do (and that it’s a never-ending journey!)

Detox Week is a week where we help kids “detox” from the false messages they’ve learned about themselves, community, and learning. We break down the message that they lack in some way, that they may not be “enough.” We work to help kids see that community is more excellent than competition in a learning environment. We want them to understand that real learning is a journey that will include risk, and trials, and setbacks, and failure, and iteration, and success.

During Detox week, kids fail spectacularly. Our goal is ultimately to help them see that Anastasis is a safe place to fail, that it’s okay to be vulnerable, to ask for help, and to iterate on ideas. During Detox Week kids also start to learn that honest, kind, critical feedback will be our norm. We give real feedback because we have high expectations and know that each of them can reach those expectations. Over and over again in this first week of school, we’ve designed the experiences to send the message: You are inherently valuable and worthy. You belong to Anastasis today and in the future. We believe in each of you. It’s okay to keep iterating, in fact, that is learning!
We let kids know that their learning this year won’t be about a grade, it will be about learning. Anastasis will be a safe place to give effort and iterate (by the way, I do the same thing with professional development for teachers: Exhibit A, Exhibit B). During Detox Week we send the message that learning is bigger than school, learning is life. We send the message that there is a gift in the struggle, an art that plays out in the journey toward mastery.

Detox Week is meant to inspire laughter and provoke small moments of crisis where they will be frustrated. As it turns out, this is one of life’s greatest bonding experiences. Detox Week becomes a moment in time where our students share experiences that we can refer to, and learn from, all year long.

Detox Week helps us establish a school culture for the year. It helps students see who they are and that they belong here, in this community. When they get to know themselves as individuals, they can start to appreciate the gifts that others bring. They can begin to see how they are connected and that their contribution matters. They begin to see that they are safe to be themselves, safe to make mistakes. So often I see educators elevate failure as a good thing…champion it even, but without laying the foundation for that kind of vulnerability, the lip service does students no good. Let’s be real; learning is an act of vulnerability because it comes with failure. To not provide genuinely safe conditions is to hinder students in their learning.

So, what does Detox Week look like practically? We start by helping our students see and appreciate their own identity. Through the books we read together, with a look at their learner profile, through metaphor, and quotes. We talk about how rainforests have a symbiotic diversity nature, and that the diversity of a rainforest is actually what makes the whole thing healthier. If you plant just one kind of plant, the rainforest would be weaker. This is the same in our classroom, and indeed life. Where there is diversity, there is life. Having a diversity of gifts and vantage points makes our classroom, school, and world healthier. We can work together. We talk about the idea of collective intelligence. We are smarter, stronger, wiser together.

Next, we put our students in teams and situations where they will be challenged. They will fail spectacularly. Then we let them take a step back, talk with their team, and iterate. They tackle it again, and again, and again. There have been tears. There have been shouts of frustration. There is always some laughter. In the end, bonds form. Kids learn that it is okay to be vulnerable. That they can succeed when they work together and listen to each other when they appreciate each other’s gifts. (You can check out other activities/ideas/inspiration we’ve had around Detox Week on Pinterest.)

The oldest two classes (6-8th grade) go on a three-night camping trip together where all of these lessons get reinforced.

We end Detox Week with Identity Day. We edu-lifted this idea from George Couros years ago! Identity Day is a day where every student prepares an exhibit that shares something about who they are. We invite everyone in: parents, teachers, students, grandparents, friends. We celebrate that each of us is unique and the part we play in our community.

When you ask Anastasis students what three things they love about our school we get the same three answers over and again:
1. You know me.
2. I have the freedom to learn here.
3. This community feels like family.

That life-changing moment has led to a school where kids are known. We start here.

Embracing the Gift

As educators, we get the illustrious opportunity to engage our student’s stories in unique ways. What are we doing with that gift?

Are we helping kids to live an honest, meaningful story that is uniquely theirs?

Do we ignore their story to push someone else’s agenda? Either politician or curriculum companies?

Or, do we embrace the gift?

Do we take the time to learn their stories and act as a guide in their hero journey?

Do we sit beside as a sage, apprenticing kids in the art of learning, or do we force an agenda that was handed to us?

We all long to live a story of purpose, one that is wholly our own. Our students are no different. In the whole course of history, no one has lived in the time that we have, with the same people we have, with the experiences that we have.

We meet students in the midst of their story, what are we doing to help them tell it?

Did you have a favorite teacher? What made them your favorite? Was it the way they saw you? The way they embraced you? The way they made you feel valued and valuable? Like maybe your story was worth engaging? Like maybe you could be the hero of the story?

As k-12 educators, we get to be involved in the most formational years of life. We inform the foundation. We are those who help set the stage. In a lot of ways, we are like Q in the James Bond movies. We are those who equip for the journey and adventure.

What an amazing opportunity we have to change the world!

How are you engaging your student’s story?

Unintended consequences of a system

Schools are places where all of humanity collides. When students enter school, they come just as they are. For educators, the human condition is apparent. The brokenness is apparent. Students come to school with all of their differences be they political, social economic, racial, academic, or theological. They come with all their fears, insecurities, doubts, anxieties, trauma, shame, guilt, hopes, dreams, passions, interests, excitement, and a desperation to be loved.

When students enter our classroom, they come in search of sanctuary. A place where they can be safe and feel included. To ignore this is to ignore that as educators we are in the very business of humanity and community.

Schools, and indeed our classrooms, are the very place that our society is formed. We must place the focus on the humanity in our classrooms. On who they are. On the stories that enter our space each day. To place the focus on anything other than the students is to erode their sense of self, place, and belonging. When we don’t take the time to get to know the children and stories in our classrooms, when the focus is on knowledge acquisition, on curriculum, on Pinterest worthy classrooms, on tests, on being a “blue” school, we ignore this humanity.

In the wake of the shooting in Florida, I again feel stripped bare. I again wonder when we will look at ourselves in the mirror and ask the right questions, respond in the right ways. Look at the unintended consequences of our current narrative and systems. I wonder when we will be able to change.

I’m a strong believer that everything matters. Our language, the structures we put in place, the way we speak about our values. It all matters. Students pick up on the undertones, those things we aren’t even naming aloud. Kids have an internal BS meter that goes off when our words don’t match the systems. When our words don’t match our actions. They can spot a disingenuous spirit a mile away.

I’ve read the articles and Twitter posts placing blame on the erosion of values in our country. Sometimes they point to the removal of prayer from schools. Other times the finger gets pointed at violent video games and movies. Sometimes it’s the song writers and artists that get the blame.  There is talk about this being a cultural problem.

I agree. It is a problem with our culture, but not for the reasons listed above. It’s not the lack of prayer, or video games, or musicians, or movies. It’s because we continually send the message as a society that you don’t matter. That you’re not worthy. We rarely say it aloud in this way. In our words, in our finger pointing, in our actions, in our systems this is the message that gets sent. You don’t matter.

Let’s explore some unintended messages being sent in our current system:

Subjects/tests/grades: Unintentionally share the message that only some skills are worthwhile and that if you don’t have them, there is something fundamentally wrong with you. You are only worthwhile if your passions and skills match up to those we’ve decided are worthwhile.

Grades: Unintentionally send the message that your worth comes from a number. You are worthy if, and when, you perform.

Homework: Unintentionally sends the message that you can’t be trusted to be a learner. We have to tell you what to do and how to spend your free time. What you value isn’t as important as what we value. Downtime is not important. Rest is not important. Boredom is not important.

Behavior charts: Unintentionally sends the message that the only way to get you to comply is through public shaming. You can’t make good choices on your own.

Standards: Unintentionally sends the message that we get to determine what is important to learn. If we haven’t named it as a standard, it’s not as important or valuable.

Curriculum: Unintentionally sends the message that you can’t think or explore on your own because you aren’t capable without a map where we tell you where to go and how to get there. You are a computer to be programmed.

Assigned seats: Unintentionally sends the message that you can’t be trusted to choose where to sit. We don’t care to get to know you, so by making you sit in the same place, we can look at the chart to know your name.

Grade Levels: Unintentionally sends the message that your age is the most important consideration when deciding who you should spend time with.

Tests and Grades: Unintentionally sends the message that competition is better than collaboration. Being the best is what matters.

Classroom space: Unintentionally sends the message that nothing is alive. That we don’t need a connection to life, or growth, or fresh air. Classrooms are enlarged cubicles. You’re learning so that you can trade one cubical, for a smaller cubical when you’ve been “trained” to our approval. This is what your life is destined to, get used to it now.

Gun laws (protection of the second amendment and all firearms): Unintentionally sends the message that we value the gun more than we value you and your safety. A gun is more worthy of our protection and activism than you are.

Armed teachers: Amplifies the message that you are not safe at school. School is not a place of sanctuary.

Increased core class time: Unintentionally sends the message that movement isn’t important, free time isn’t important, music isn’t important, art isn’t important. There is no value outside of the narrow band of academics we say have value.

We’ve created a morally corrupt society because we’ve unintentionally created a model that systemically tells kids that they don’t matter.  We look only for outward measures of success. We fail to help kids look at how to care for their inner lives. We’ve taken away the dignity of the child with so many of the systems we’ve put in place in schools.

Until we name the brokenness of the system out loud, it can’t change. Until we confess to each other, we remain unchanged and the world remains unchanged. By naming it out loud, and looking at it together, we begin to take away its power to do harm. To hide, deny, or pretend that it doesn’t exist is to allow the hurt and stripping of humanity to fester and grow. We bond over our shared brokenness. We invite change when we name the brokenness together, out loud.

We need to tell the truth. Humanity collides in all of its brokenness and beauty in our classrooms. We’re all on a journey. We’re in this together. We all give and we all receive. We all have a place. The world is interconnected, and we are connected. We belong to each other.

The unintended and underlying messages we send with our systems and policies, and language matter. They ultimately shape the ways we think about ourselves and others.

 

 

 

On being more particular and purposeful

Too often I hear educators and education companies talking in terms of making whatever they are doing/selling “21st Century Relevant.” I see things on Pinterest, Teachers Pay Teachers, and Twitter (and my inbox happens to be full of) promises to freshen up the classroom, make things more dynamic with this new thing…usually technology or trend related. And then that thing gets shared by people. It spreads like wildfire. Everyone wants to be the first that discovered it and put it into their classroom (hello fidget spinner multiplication madness). It’s learning as a commodity.

But there is no intentionality there. No sense of: “we chose this direction, this particular thing that has meaning.” No sense of: “We got rid of that thing because it lacked meaning and chose this instead.”

Choosing to honor the identity of every student (the Student-with-a-Name) is to bring intentionality to every decision made. It means that you hold everything up to the light and ensure that it is meaningful and important to add to what you are doing in the classroom. It also means that, if it doesn’t do what it should, you aren’t so married to the idea that you can’t scrap it.

Honoring identity means that you are flexible and agile…with a purpose. It isn’t about following the next trend and tricking kids into learning. We must be more particular and purposeful about what we do in our schools. Kids can feel when things lack authenticity. When they are meant to trick them into learning. It cheapens the learning by making it a commodity.

What does authentic, purposeful learning look like? I’ve found that it’s more about questions than answers. More about journey than destination. I’ve found that it happens most beautifully when it is in concert rather than siloed into subjects. The truth is, learning in isolation is impoverished. When you learn in isolation it does a disservice to every other discipline because the truth is, all disciplines dance together. The beauty and the richness of learning is so much greater when disciplines are experienced together in harmony.

When you start understanding learning as bigger than the trend, bigger than memorizing facts, bigger than getting into the right high school or college, bigger than education debates, it can feel like the rugs been pulled out from beneath you. How long have we been sold that the purpose of school is to get us to the next step… high school… college… a job that will pay our bills.

When you see that learning is bigger, you start to wonder why no one ever shared how big and beautiful it really is. You can feel betrayed (I spent how many years and how much money on this inauthentic version?!). But once you see the beauty of learning in harmony, there is no going back. It’s like going from black and white to color. From a few disparate notes to a symphony, from two dimensions to unlimited dimensions. When you see learning as bigger everything starts to connect and you see beauty. Suddenly what has been sold as education feels so cheap, and incomplete, and wrong. The fidget spinner math worksheet feels like a trick.

Be courageous in doing the right thing for kids even when it isn’t the popular thing. The normal thing. The understood by masses thing.

 

 

 

 

Learning Alive: Trusting Students to be Learners

As educators, we are profoundly connected to the stories of our students. We know which students had breakfast, who fought with their brother on the way in, who feels anxious in social settings, who is celebrating a big flag football win, who is mourning the anniversary of losing a parent, who believes they are stupid, we know the one that feels isolated in their classroom. We know that every child comes with a unique story, a history that none other shares. It is our business to honor the humanity in our classrooms. It is our sacred duty to honor the identity of each student in our care.

Boxed curriculum falls short of honoring the identity of your students. It wasn’t created with them in mind. It was created for a number. It was created for an outcome. Created for an average.

This isn’t to say that curriculum companies aren’t trying. They work to offer differentiation strategies, they work to “personalize” pacing. But in the end, one problem remains: they don’t know the Students-with-Names in your classroom. They don’t know the stories that walk into your classroom each morning. Can’t possibly know the dynamics of your classrooms when all those unique stories collide and create a community of learners. I’ve been involved in education since 2003, and I’ve never had a duplicate story. Never had a community of learners that interacted in exactly the same way. As educators, we have to be agile.  Each day. Each hour. Each minute.

Boxed curriculum is far too static for the dynamic stories that fill a classroom. Unfortunately, it is boxed curriculum that dictates the learning in most schools. Walk into any classroom and you will see purchased curriculum. Schools even go so far as to brand themselves by the type of curriculum they’ve purchased. In the end it’s all the same. Static. Even the differentiation found in boxed curriculum is written as something that we do on behalf of students. “We will do something to our instruction so that the student can be more successful at meeting the requirements and goals set by norms.” This type of differentiation believes that by tweaking the way teachers  teach, it will make students better fit the system.

At Anastasis, we don’t purchase any boxed curriculum. At all. We are identity honoring, and we have yet to find a curriculum that takes into account the many stories that fill our building. The boxed curriculum packed full of differentiation strategies can’t hold a candle to what we’ve chosen to be guided by: Inquiry. Inquiry is a natural differentiator, but it isn’t something done on a student’s behalf; rather, inquiry empowers students as their own differentiators. Inquiry opens up the world of learning. It’s connective and has depth. It’s limitless. It honors identity by putting students in the driver seat.

Boxed curriculum gives students a map of a city. It details the exact destination, the route that must be taken, the transportation that must be used, and even the time that a student should arrive at the destination. Boxed curriculum’s goal is to get students to a destination as quickly as possible. Often students don’t even see why the destination is important or how it connects to the pre-determined stops along the way.

Inquiry opens limitless possibilities and puts students in charge of charting their own course. Instead of a map of the city, they are given a globe. They get to choose the route, destination, the transportation they will use. They get to decide where they will slow down to spend extra time exploring. They get to experience the joy in the journey. With inquiry, we offer provocations that set them off, but the journey, that’s for the student. The things they will see and experience, the connections they will make, the growth they’ll experience, the collision of ideas with classmates, it will be theirs.

The beauty of inquiry is that it honors the individual. It sends the subliminal message that we trust students to be learners, that they are capable, that they can do meaningful things without outside scripting. It demonstrates the deep belief that we are all learning beings. It reveals to kids that their interests/gifts/passions ARE learning. Suddenly they recognize that all learning is connected and living. That learning isn’t about school, it’s LIFE.

To reduce learning down to a scripted curriculum is wrong. It’s insulting. It puts learning in a box, limits it. It insinuates that learning has a beginning (Chapter 1) and an end (the test). It tells kids when they hit road blocks that their is something wrong with them (“I guess I’m just not good at math/reading/science/writing/history), instead of something wrong with the route chosen for them.

Inquiry is about a growth mind-set. Students see when they hit a hard spot in learning that there are ways to push in. They realize that they can chart a completely new path of discovery. They begin to see that maybe learning isn’t even contained to the continents and traditional modes of travel. They explore the possibility of choosing the moon, rockets as a mode of transportation. When this is possible why would we only give students a map of a city and try to tell them that it is learning?

Inquiry is identity honoring. It’s learning alive. A living curriculum.

 

 

When everyone in the building has agency

Last year we realized that we had created a unique problem for ourselves: our students were outpacing our biggest expectations and ambitions. They were, without a doubt, ready for the next academic leap of learning. Three of our students were taking advantage of the lack of ceiling in their learning and were quickly chewing up the academic expectations usually reserved for 15 and 16 year olds. The problem: we are a kindergarten through eighth grade school. These were 12 and 13 year olds.

As a staff, we were regularly astounded by the quality of writing that came out of these talented kids. Wise beyond their years, the depth of understanding and connections they made in inquiry were truly incredible. No less incredible, the literature they were enjoying and the math they were flying through.

A few months into the school year their teacher, Lance Finkbeiner, came to me with a crazy idea (my favorite kind!). What if instead of a typical 8th grade, ‘final,’ year at Anastasis, we offered a gap year before they went to high school? What if they took everything they’ve learned through their time at Anastasis and did the “next level” of it? Maybe they could even get high school elective credit for it. We could introduce them to even more great literature, maybe give them internship opportunities, they can jump all in to exploring their passions.

If you’ve followed me for a while you know that I love these kinds of ideas and dreams. Of course I said, “let’s do it!” We put a rough plan together of what this thing-we’ve-never-done-before could look like. Then we shared the madness with the families of these students. “They are ready to start high school next year, but would you trust us to do this-thing-we’ve-never-done-before and use your kids as guinea pigs?” (Okay, so we were a little more eloquent than that.)

If you’ve ever started something like this from scratch, you know that things rarely go according to the original plan. The outcome usually resembles something that rhymed-with the original plan. It becomes this living, breathing thing that needs room to grow, adapt, and evolve.

The first thing we learned: Not everyone will think we are as brilliant as we do. Out of the three students we invited to take part in this grand experiment, two jumped in and the third opted to go to high school a year early.

The second thing we learned: High schools aren’t great with working with k-8 schools with crazy ideas (at least the local high schools here weren’t. They weren’t willing (able?) to give credit, even elective, to our students for this experience. Boo. When we get a ‘no’ around here, we don’t tend to back down, instead we double down. High schools won’t give them credit, maybe a university would. As it turns out, our audacious ask was met with a resounding, “yes!”

These students would receive a once-in-a-lifetime experience plus college credit for completing this Capstone year…as 13 year olds!

There were a lot of twists and turns along the way. Things we assumed, evolved as we actually started working. It may not have gone exactly the way we thought, but these girls were given agency over their year and the results were incredible. They were empowered to make meaningful decisions about what the year would look like. They were able to apply all other learning, experience, and inquiry that they’ve been building as an Anastasis student into one spectacular year. They were trusted and mentored as they made decisions. This year was one of creation, exploration, and beauty.

Last week, these students gave their final Capstone presentation.

Jaw dropping.

In my greatest expectations, I couldn’t have anticipated how incredible this year would end up for these young ladies. They read fantastic literature including: Linchpin, Afluenza, Systems Thinking, The Promise of a Pencil, Of Mice and Men, Frankenstein, and East of Eden, to name a few. From these books their takeaway was, “When we let our inner artist come to the surface, we can make extraordinary change in the world.”

The girls engaged over 30 non-profits to learn more about their work and to see how they might partner with the organizations to solve some of their biggest problems. Out of these 30 organizations, they identified those that they felt most connected to and those they were excited to support. They worked with:

• Resilience Rising- This organization taught them about human trafficking and sexual exploitation. They worked with them to spread awareness and raise money for this organization. The girls hosted a penny war challenge for Anastasis students. They raised just over $1,000 in a week and proudly presented the money to Resilience Rising, praising the important work they are doing in our community.
• Action in Africa- Uganda-based Action in Africa needed a revamp of the art-curriculum that they use with the children in Uganda. The Capstone girls wrote and created examples for 50 art lessons. They engaged design thinking to ensure empathy in their creation. This was proudly presented to one of the Action in Africa founders last week at their final presentation, they were promptly offered a full-time job at Action in Africa if they decided they wanted to skip high school (this was not a joke!). One of the Capstone girls will get to spend part of her summer in Uganda teaching the art curriculum she designed.
• Homeless Awareness- During Homeless awareness month, these girls spent time listening to the stories of the people at Denver Rescue Mission. They created a survey to find out what people could do to best support the homeless in our community. They wondered, what was most valuable? Money? Time? Food? They talked to people who were formerly homeless, as well as those currently experiencing homelessness. What they learned, “we want people to see us. We are still people, look us in the eye, ask us our name, listen to our story.” The girls took this to heart and commissioned the rest of the Anastasis community to do the same. They presented one morning to the whole school during Metanoia. This was followed by putting together hygiene kits that could be kept in the car and handed out on field trips, or as families are out and about. My favorite moment from this morning was an interruption of the Capstone girl’s talk when a student from our youngest class raised her hand and said, “Let’s just call them people.” (Instead of qualifying them as ‘homeless people.’) From the mouth of babes!
• Refugee organizations- The girls also met with various local and international refugee organizations. They decided to put on an event where they could connect the community to raise awareness, give people the opportunity to collaborate, and encourage action…contribution. The girls planned and executed the whole event, from asking for donations for their silent auction, to getting food and wine donated, to finding speakers, making invitations, and presenting an original spoken word. This is worthy of a post all it’s own (stay tuned). It was an incredible evening. The girls raised $3000 and were offered jobs by the other organizations involved!

The girls summed up the Capstone year this way:

• It was inquiry in action
• We were able to explore beyond what our teacher planned
• We were given freedom and privilege in our learning

Megan summed it up well, “This year taught me that we are capable!”

Indeed they are!

The Capstone Year was made possible because the teachers at Anastasis are given agency. They are empowered to try crazy things, to dream, and do things we’ve never done. In turn, they give students the same agency. This is the result. Summed up giving these girls agency over their learning resulted in:

• Meeting with over 30 non-profits (all commented on how surprised they were at how comfortable the girls were having ‘adult’ conversations).
• Directly impacted 8 non-profit organizations
• Practiced design thinking that resulted in 50 art lessons
• Gave inquiry legs
• Put on 1 incredible event
• Raised $4000 for the organizations they worked with
• Saw that they are capable
• Connected in empathy
• Completed in-depth art projects and got to learn from an artist at the Denver Art Museum
• Made over 100 hygiene bags with other students at Anastasis
• Created ripples that will continue long after this year
• Put together a homeless awareness sheet
• Read incredible literature
• Were offered 2 jobs
• Received 3 graduate credits each
• One got to spend nearly a month in Nepal with her father climbing to base-camp and visiting orphanages
• Got the experience of a lifetime

 

What does agency look like in your school?

In defense of humanity: what we value

Perhaps the most disheartening outcome of the systematization of education is the way that it dehumanizes classrooms. Emboldened by being ‘the best,’ our education system has become blinded to the individual. The student-with-a-name. We’ve exploited our students for bragging rights of having a top performing school. The best test scores. Better than the others. Sometimes we even manage to convince ourselves that aiming for high-test scores is a noble goal. That it will make our country strong.

That, as a result, our students will be relevant in a global economy.

We’ve justified our actions for so long and sold each other on the idea that higher standards, more accountability (read testing), more ‘rigor’ will bring success, make us happy.

All the while we lose.

Lose ourselves, our identity, our uniqueness, our voice.

May we, as educators, stand up and defend the humanity in our classrooms!

We need the audacity to step outside of a system that forgets the individual. The student-with-a-name. To leave the perceived comfort of false/forced/misguided data that convinces us on paper that we are doing it right.

What is it that we value?

Are we really willing to trade meaning for the perception of being collectively ‘the best’ because the test says so?

What if learning as a human endeavor is too big and beautiful to fit into the tiny, meaningless data battles we insist on?

Don’t get me wrong, I deeply believe that the initiatives that call for increased accountability, higher standards, and additional data collection come from the right place of doing right by kids. Of making education more equitable for all. But the goal is wrong. We can’t focus first on numbers and being competitive on global tests.

Ignoring who a child is misses the core of what education must be about.

These initiatives and education movements are 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 (whether we’ll own up to that, or not).

Who a child is, is the core of what education must be about. Recognizing that the population is made up of individuals, unique in the whole of history, who have something important to offer the world. By truly honoring that humanity of the individual, we can collaborate with the rest of the world in such a way that collectively we can solve the problems of today.

Shifting education so systemically can feel overwhelming, impossible even, but it is up to each of us to decide that it is going to be different. It is up to us to uphold humanity, to recognize the individual, the student-with-a-name.

The good news: you don’t need permission to do this. Honestly, you don’t! The first step to restoring humanity is to decide that you are going to value the individuals that make up your class, your school, above all else. Commit that they won’t become numbers, scores, or data points.

Decision made?

Good.

Where do you start? By getting to know your students-with-names.

At Anastasis Academy, we’ve decided that above all else, we will value the identity of all of our students. Because this is a core value, we’ve built it into our school year. Before our first day of school, we hold two days that we call “Learner Profile Days.” Parents sign their child up for a one hour, one-on-one conference between the student and teacher. During this hour, our teacher’s job is to get to know the student. We ask a host of questions that inevitably come with nuance and supporting stories. Then the kids interact with Learning Genome card sets to identify their learning style preferences, their multiple intelligence strengths, and their brain dominance. The result is a Learner Profile.

This profile is our starting point for every decision we make. When you begin the year this way, it is impossible to think of students as data points. When you listen to their stories, you learn their feelings, and experiences, and values, and habits of mind, and gain a picture of who they are.

You can do this, you can make the decision to take time out of your first weeks of school and gain a picture of who your students are. What do you value?

The anatomy of a Learner Profile:

 

Student Name- In the whole of history, there has never been another one just like them. With this name comes unique gifts, passions, and a vantage point on the world. With this name comes unique genius all their own. The student name is a bold reminder of the identity.

Interests/Passions- This is where we begin to learn about student passions, their likes and dislikes, their hurts, and the things that make them feel alive. In this one-on-one interview, we hear stories, often these questions will lead students down a thought trail that gives us insight.

Learning Style Preference- Learning Style preferences do not indicate that this is the only modality that the student can learn with; however, when we know the preferences that a student has we can make better decisions about introducing new learning. We discover Learning Style Preferences through the Learning Genome Card Set.

Multiple Intelligence Strengths- Howard Garner’s Theory of Multiple Intelligences details eight distinct intelligences. All learners have the capacity to learn and understand in a variety of ways, each learner differs in their strengths of these intelligences. Discovering a students unique mixture of strengths allows us to better direct students in learning and curiosity. We discover Multiple Intelligence Strengths through the Learning Genome Card Set.

Brain Dominance- Learning about a student’s preference in brain dominance allows us to make better decisions about how we design our classroom, how we design learning experiences, and how students will approach learning and assessment. We discover Brain Dominance through the Learning Genome Card Set.

 Strengths Finder- This is where we gain insight into our students strengths and the way passion can collide with learning experiences. We use Thrively.