inquiry

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.

 

 

 

 

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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. Resilience Rising.JPG
  • 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. Action in africa
  • 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!Denver Rescue Mission
  • 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!refugee night

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?

Is differentiation a teacher-driven endeavor? Should it be?

Is differentiation a teacher-driven endeavor? Should it be?

This week I read a blog post by @whatedsaid that so succinctly describes the beauty of  inquiry for true differentiation. The post, How are all learners’ needs catered for?, proposes two scenarios for differentiation. The first describes carefully crafted options that provide access to a variety of learners.  The second looks at differentiation through inquiry. In this scenario there is an interesting open-ended question that naturally provides students ownership of their learning.  Toward the end of the post, @whatedsaid poses the question: “Does agency and ownership allow learners to learn at their own pace, seeking support when they need it?”

Where is the ownership of learning? In the first scenario, the onus of differentiation is on the teacher. It is up to the teacher to offer a variety of options that the learning could take. Ideally, enough entry points are offered so that all learners get their needs met. In the second scenario, students are empowered to own and direct their own learning through the inquiry process.

How do we help students encounter their own genius so that they 1) can engage the inquiry process, 2) learn at their own pace, and 3) Self-advocate when they need support?

At Anastasis, we cultivate student agency so that each child can uncover their own genius. Each student can drive their own learning in, and out of, school. Colleen Broderick of Re-School Colorado recently wrote about what this looks like at Anastasis in an article titled: First Steps Toward Agency: The Learner Profile.

So often when teachers come through Anastasis, they see our learner profile cards and think of the Learner Profile as a tool they use to differentiate the learning. The goal behind our Learner Profile is not to serve the teacher or the system, but rather the learner. The goal is to give students insight into themselves as learners so that as they engage the inquiry process they can make decisions to appropriately self-pace their learning, follow areas of passion, and self-advocate when they need additional support. The result is students who are equipped as life-learners. They don’t have to rely on a teacher to differentiate to meet their needs because it becomes part of their own learning process.

@whatedsaid, thank you for so perfectly summing up teacher-driven differentiation, and the differentiation that comes as a natural outcome of the inquiry process when we support kids in building agency!

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!

Learning is vulnerable, community needed #edreform

Community is important. I would argue the MOST important.

And yet, when reformers talk about how to make education better, community never even enters the conversation. Standards (to make us equitable), testing (to make sure we are hitting the mark), technology (will solve all of our problems!), rigor (because, don’t we all want to describe learning as rigid and unmoving?!).

We are just beginning year 5 at Anastasis Academy. Magic. Lightening in a bottle. I wish everyone could see what happens here (incidentally you can come to our February conference for a peek). It is difficult to put into words the incredible moments that have become our “normal.” As I reflect on what it is that makes our school so different, I’m increasingly convinced that it isn’t the place, it’s not the technology we have access to, it isn’t that we’ve ditched tests/grades/curriculum. No, what makes this place incredible is the community. It is Who We Are (our first inquiry block every year). It is detox week. It is the way that we intentionally focus on building community first. It is the way we work so hard to help our students (and teachers) understand who they are.

Each of our students (and yours, too) is unique. They have unique gifts and talents. Strengths and weaknesses. Fears. When we talk about education, we must start here.

Learning is vulnerable. It puts us in a place of true vulnerability, we don’t know, we are explorers. We may look foolish at times. Because learning is such a state of vulnerability, we must have strong community in order for learning to thrive.

Too often, education has been focused on what a student isn’t.

They aren’t a strong reader.

They aren’t good at math.

They struggle with writing.

They don’t measure up.

When we start with Who We Are, we invite students to change that focus. We invite students to see all that they offer. The things that make them AWESOME!

This week I’ve again been reminded about how incredible Anastasis teachers are at building community. In one of our intermediate classes, students were “speed friending.” This is an exercise where students pair up and have 2 minutes to talk with each other. The only rule: no small talk. They aren’t allowed to talk about things like favorite color, food, where they live, etc. I had the privilege of walking in on the middle of this Speed Friending exercise. Boys and girls matched up for 2 minutes before they move on to the next student. Every single group was having really awesome conversations. Kids were animated. Smiling. Learning about each other. There was a lot of laughter and exclamations of “me too!” Their teacher joined in as well.

In the class next door, a jr. high class, community was being built by sharing ‘war’ stories. “Everyone has to tell a story about how they got a scar…or when there was a LOT of blood. Who wants to go first?” Students sit in a circle and hands instantly shoot up. Stories that begin, “this one time…” get shared. It’s like being around a campfire at happy hour (minus the fire and drinks). Everyone participates, they all ooh and aww over each other’s stories. Each new story reminds the others of another “this one time…”. The caveat: they are only allowed to share one story. “We don’t have time! Guess you’ll have to tell that story during lunch!” Instant camaraderie. Community built.

Today, day 2, I stopped by the Jr. High classroom. They’ve just started into A Wrinkle in Time. Soon, they hit the word “tesseract.” None of them knew what it was or had a good guess about what it could be. Their teacher stopped and said, “all right, we are going to the prototype lab. You’re going to get in teams and build a tesseract, you can do some research, but then your goal is to build a model that you can use to explain it to the rest of the class. You’ll also come up with a hypothesis about what is going to happen in the book. When you’re finished, you’ll share with the class.”

The kids researched and got to work building. Working together to solve a problem. Looking through materials and options and coming up with BRILLIANCE! They had a limited amount of time, limited resources, and still weren’t quite sure how it related to the book they were reading.

Learning is Vulnerable  Learning is Vulnerable  IMG_3007  Learning is Vulnerable

The results were dynamite. I mean, really quite well thought out and well designed. The kids gathered back in a Genius Lab to share their final product. Each group shared their understanding of tesseract. It’s a 4th dimension that might exist…but we can’t really understand even what it is or what it means because we can’t see it. The last group was composed of 3 boys. One new student, one student who has been with us from the beginning, and one student who is dyslexic and struggles greatly with reading. Our long time student began the presentation by describing his understanding of the second, third, and fourth dimension. He did a great job of helping describe that which he didn’t really understand. Next, our “struggling student”:

“Well actually, I believe that tesseract, this 4th dimension, could be related to black holes. When I was in Mrs. Weissman’s class (2 years ago) I studied black holes. Light collapses and if our bodies went in a black hole, they would be crushed. Everything gets crushed in a black hole, including time. Some people think that if we went in a black hole, we could go really quickly from one place to another, like I could move from far away to here in, like, a second. Teleportation. It’s like time stops existing.” He then picks up the book and points to the cover, “I think that this picture here is depicting this.”

It is at this point in his presentation that exclamations get yelled out, hands thrown up in the air and squeals rise. “Oh my gosh!!! That is what is happening in the book, he figured it out!” “That is why it is called a Wrinkle in Time!!” “Oh my gosh! We have to keep reading…”  All kinds of inferences and predictions and excitement ensued. This “struggling” student is THE hero. Even better, his teacher from 2 years ago gets to witness the whole thing, she has stopped by while her students are at recess. It’s like all learning is connected. It’s like we planned this brilliant moment…only we didn’t, not really. This is the beauty of community and inquiry.

Our new student adds additional brilliance and insight about how this new vocabulary could be connected to the story they are reading.

Day 2. Chapter 1.

Tell me where in your curriculum that moment happens. What test reveals the absolute brilliance of the “struggling” student that is now the hero that classmates look up to? What standard would have connected learning about black holes with this moment in a Wrinkle in Time? What technology leads to this moment? What ‘rigorous’ program allows for a new hero?

The truth is, that moment happened today because yesterday (and every day) we took the time to build community. We had fun together so that today, the second day of school, everyone felt comfortable presenting, getting excited together, and cheering each other on. All of that takes the kind of vulnerability that is only possible when camaraderie is fostered.

How do we build community? In all kinds of way. We start every year with detox week. Identity day. Ice blocking. Experiential learning/camping trips. Dance parties. Daily walks to start our day. Mentorship. Daily whole-school Metanoia. We do life together Every. Single. Day.

What should reformers be focusing on? Community. Who We Are.

As my friend Wes often says, “we can’t begin with what we are, we have to know who we are.”

Could not agree more!

Hanging a question mark on the things we take for granted

“In all affairs it’s a healthy thing now and again to hang a question mark on the things you take for granted.”

-Bertrand Russell

This. This quote is one of my new very favorite quotes ever! This is where innovation lives. In the question marks.

Too often in education, we talk about innovation as if it is something that we’ve created and something that can be owned. We talk about innovation in steps and processes and we make it into something it isn’t. And so when we talk about education reform, the conversation gets centered on the wrong things: rigor, standards, tests, Race to the Top!, No Child Left Behind!, technology, better teachers, more tests. Things that end up actually adding layers between us and what we fight for: students. But educational innovation doesn’t live in any of these.

Innovation is a shift in mindset. It is hanging the question mark on things taken for granted.

5 years ago, I started a school fueled by questions. Surrounded by an incredible team, we search for the question marks on those things that we take for granted. In the process, we’ve found that questions are the catalyst of innovation. Questions have the unique ability to disrupt the status quo and force us to think differently. This is important for our students, we believe that this world needs citizens who are self-learners, who are creative and resourceful, and who can adapt and adjust to change. This is also important for us as educators. We need the questions. In a system that seems to value the answer above all, I’m proud to say that Anastasis teachers are those who value the questions. Innovation seems to thrive in this environment of “what if?”. Answers end the process of inquiry, yet this is what our schools have largely been built on.

At Anastasis we are constantly asking, now that we know-what is possible now? We live for those ‘what if?’ moments! These ‘what if?’ moments are our slow hunches that give rise to something bigger. We go through the process of asking: Why? (Why is this the way it it?), What if? (What if it were different?), How? (How could it be different?), what solutions might there be?.

Our assessment at Anastasis is testament to this process of questioning.

Why? Why does assessment look like it does? Why do we judge students on a moment of time? Why have we decided that these things that we assess are the MOST important things? Why are we okay with assessing students this way? Why do stakeholders accept this as a picture of a child?

What if? What if assessment wasn’t based on moments in time? What if we looked at the whole child? What if we changed the guidelines? What if assessment helped students grow? What if assessment could reveal to stakeholders where students are in their learning journey? What if report cards were more comprehensive? What if assessment wasn’t the end point?

How? How do we show stakeholders that a student is more than the few data points we collect? How do we use assessment for growth? How do we determine what should be assessed? How should a student who leaves our school look? How do we know if a student is ‘succeeding’? How will we share with other schools? How could we offer something meaningful?

What solutions can we come up with? What do we want students to leave us to look? What are the words we want to describe them? What can we do to reveal learning journey and forward progress? What do we do to help others understand the bigger picture? What do we do to help students understand the bigger picture?

When we went through this process as a staff at Anastasis, we began with the end in mind. What do we want students to look like on leaving our school? You know what never came up? Scores. Grades. Specific content knowledge that would deem a child ‘educated.’ Instead we came up with words like: inquirer, problem solver, risk-taker, communicator, compassionate, responsible, thinker, mathematician, scientist, self-aware, writer, reader, creator, connector, historian, geographer, respectful, open-minded, service-minded, healthy, reflective, resourceful, responsible, innovative, researcher, discerner, aware, logical.


These words are vastly different from what we generally see listed on a report card. Different from what we generally value (according to what we measure).

This was the launching point for our assessment system. The questions led to innovation.

Our report card looks like this:

UpGrade Anastasis Academy Report Card

We know it looks different, it should. It started with a question mark. It evolves every year.

Innovation doesn’t come as the result of declaring that innovation is needed and putting a plan in place to reach a predetermined outcome. Innovation comes in hanging a question mark on the things we take for granted.