AltSchool Hub

In Practice: Whole-Child, Personalized Learning

Posted by The AltSchool Team

Nov 17, 2016 11:01:36 AM

At AltSchool, everything we do is geared toward a whole-child, personalized approach to education that fosters student agency. To facilitate this, our educators work to develop all parts of a childnot just their academic abilitiesand to create experiences that are tailored to the specific learning abilities, needs, preferences, and interests of individual students. Our ultimate goal is to empower students as creative, resilient, inquiry-driven citizens who are able to self-advocate, develop strong relationships, navigate complex information, and drive their own learning in diverse environments beyond the classroom.

Jaqi Garcia, an educator at AltSchool East Village, shares what her class of fourth through sixth graders is working on now.

Taking a Cue from our Community
Our class started a project in October on immigration histories of Manhattan, with a focus on non-dominant perspectives. We’re situated in the Lower East Side, which has a rich history of immigrant communities, so it’s relevant for students to understand the space they inhabit. Understanding the historical context of the area and how it affects where we live today is an important concept for students to grasp. And as we began the new school year, it also provided a great opportunity to orient students to our surrounding community.

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A Whole-Child Approach to Immigration Curriculum
As an educator, I’m always looking for ways to focus on the whole child by integrating non-academic and academic skills into projects. Global citizenship, cultural competency, and perspective taking are three non-academic skills that were key to this project, because learning about different cultures helps students develop a number of essential life skills. On the academic side, students learned about history, ecology and English language arts by investigating lesser-known histories of people who shaped the land, studied early ecology and resources of the landscape, and wrote essays comparing and contrasting topics ranging from immigration through Ellis Island to the underground railroad.

Another goal was to personalize the learning experience for students. The essential question we posed in relationship to this project was, “How does distribution of power effect the lives of immigrants?” We learned that 40% of New York City’s population is foreign born. I sought to help students develop their own uniquely personal perspectives as they examined their familial geographical histories in order to understand how their own lives and the lives of others have been effected over time.

Two students in the class are foreign-born, half the class has parents who are foreign-born, and the entire class has at least one grandparent who was foreign-born, so this project presented a valuable opportunity to make learning personally meaningful to each and every student as an individual. One student was particularly excited to explore his family history by writing about Cuban immigration to Manhattan!

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What Happens When Learning Feels Relevant
Throughout this project, we will cover history, ecology, science, writing, perspective taking, critical thinking, compassion, ethics, and more. We’re currently working on map-making, where learning is personalized based on students’ interests. For example, some students are interested in mapping what Manhattan looked like in the 1600s, while others are creating graphic representations of their neighborhoods, comparing the past to present day. We’ve also explored the local community through field trips to theSchomburg Center for Research in Black Culture, Ellis Island, and the Tenement Museum. Students understand that immigration is a big part of what built New York City and our country, and they are able to relate conversations about current issues to what happened in the past.

I’m really impressed with the depth of knowledge that students are developing, how engaged they are, and how they’re able to understand the relevancy of historical events in today’s world. Students feel empowered by learning historical information or reading an article from the newspaper and being able to form an opinion on it. It’s also been interesting to see the roles students have taken on: One student asked to write an argument-based research essay and has taken on the role of a historian.

“I think it’s important to study the history because we are the next generation of people who can right the wrongs of our past, but we can’t do that if we don’t learn about them.” ---August, Grade 6, when asked why it was important to study the history of the African Burial Ground in New York

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Establishing a School/Home Connection
Students really enjoyed their trip to the Schomburg Center for Research in Black Culture, and have continued exploration with their families. A number of students have been moved to watch documentaries on the various topics we’ve discussed on their own time. Students have also asked their parents to take them to the library to check out more books on these subjects. As an educator, it’s incredibly rewarding to see students develop deep curiosity, seek out information independently, and drive their own learning outside of school.

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Topics: School, Learning in the Community, Classroom Stories, Project-Based Learning

My Daughter's First Day at AltSchool

Posted by Max Ventilla

Aug 30, 2016 4:53:34 PM

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When we started AltSchool, we had the lofty goal to create a place where parents would be more than happy to send their children; they might even be a little jealous of their children for getting to go. Three and a half years later, my daughter Sabine started at AltSchool this week. I feel that littlest bit of jealousy alongside enormous excitement.

My daughter is so different from me, and the world she is growing up in is so different from that of my childhood. But, I am reassured knowing that Sabine goes to school with exceptional educators who have the freedom and support to prioritize her development. I am thrilled that, as my daughter grows and her passions and strengths evolve, my wife and I can expect her school experience to meet her needs academically and socially. I’m grateful that as a family, we can deeply engage in our daughter’s education while preserving flexibility for our family life.

It is wonderful to get to be part of a school that is changing as fast as my child and the world around us. Every year, the AltSchool team looks back on the past twelve months and, in partnership with our school communities, we focus on the most meaningful changes we can make. We incorporate relevant research from the education space and explore what is possible as an organization with deep technical capabilities. To begin this school year better than the last, our engineers worked on tools that could enable the creation of a rich portrait of each student that could build in depth and breadth each year. As a parent, I am eager to be involved in the creation of that Portrait and to be able to follow my daughter’s journey.

At AltSchool, Sabine will be with adults all day who model a growth mindset. As a parent, I am proud to be part of this 21st century approach to education that will empower not only my child but, with time, many many more children. I look forward to sharing the journey with all of the new and returning families at AltSchool both here in the Bay Area and in New York City.

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Topics: School, Thoughts from Our Founder

San Francisco Homeless Project and Two Inspiring AltSchool Students

Posted by The AltSchool Team

Jun 29, 2016 11:02:50 AM

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This week we’re witnessing an unprecedented collaboration of over 70 local news organizations coming together to highlight homelessness in the Bay Area. Starting today, you’ll see the topic take center stage, with everyone from KQED to the San Francisco Chronicle tackling the problem and discussing options.

AltSchool is proud to share some incredible work around homelessness by two Fort Mason middle school students. Inspired by the people and places they encounter within their own communities every day, Ethan and Gio began a many-months journey -- one that took them from the classroom, to a field-trip at Marc Roth’s The Learning Shelter program, and ultimately to a TEDx stage where they shared their vision for a “tiny home” prototype.

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Ethan and Gio were so personally affected by the plight of homeless individuals around them, they chose the problem of homelessness in the city of San Francisco as the focus for their culminating “changemaker” project.

One day after school I was driving with my mother,” Ethan shared. “We went past a parking lot near 16th Street and the 101 and I noticed that there were a large number of tents under the bridge… about 30 tents in all.”

Something clicked, as he realized that unlike his family, those people wouldn’t have warm beds to sleep in that night. Gio had had similar experiences living in San Francisco and shared a passion to impact homelessness in a meaningful way. As they considered the idea, they came across a powerful interview with Ronald Davis, a Chicago man who reportedly died homeless in 2014.

“You lose all your humanity shaking a cup begging,” Davis said. “At the end of the day when people go home, and everybody get on the metro train and then I just feel so bad that I can’t be going home too.” His story hit home for Ethan and Gio. Ronald Davis’ story fueled their belief that society has a responsibility to provide basic needs, safety and job opportunities to every one of its people. It shaped the kind of changemaker they wanted to become, not just as students, but as human beings.

So, they teamed up and soon discovered work by Gregory Kloehn, an artist who builds mini homeless houses in Oakland. With the guidance of their teachers, they spent many months learning, interviewing, debating, and finally developing a unique split-level tiny home on wheels that can provide security and private living space. They unveiled their 3D-printed prototypes and shared more about their project on the TEDx Youth stage last month, which we invite you to view in full here.

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We applaud Ethan and Gio. They embody what we are trying to teach at AltSchool: to practice empathy, identify passions, develop their voice, have accountability, and positively impact the lives of people in their community.

Read about the SF Homeless Project campaign, featuring more AltSchool middle school students, in today’s San Francisco Chronicle piece: "We can learn from kids and the empathy they have for San Francisco's homeless."

Changemakers: At AltSchool Fort Mason, the middle school class embarked on a year-long study of systems and were beginning a unit on “changemakers”; someone who can influence the evolution of today’s systems for a better future. Students were challenged to identify a system in need of change, research the problem, interview experts, and propose solutions by way of “Shark Tank” pitches, then create prototypes and work toward changing that system in a tangible way. The lesson combines interdisciplinary project-based learning, incorporating core subjects like math, social studies and writing, along with social-emotional skills like public speaking, teamwork, empathy, and more.

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Topics: School, Learning in the Community, Middle School, Community

First Look at AltSchool East Village

Posted by The AltSchool Team

Jun 17, 2016 9:32:30 AM

We recently put the finishing touches on AltSchool East Village, our newest school in New York City. We’ve created a responsive learning environment that will support each student’s process of self-discovery, giving them the tools and confidence to pursue their interests while building strong academic skills.

Our new Head of School, Alex Ragone, and the entire teaching team are excited to welcome new families this fall. Alex brings 18 years of experience teaching in and leading independent schools in New York City. He will join experienced AltSchool educators from our San Francisco and Brooklyn Heights schools -- Jaqi Garcia, Sophia Espinoza, and Jamie Stewart -- to start the inaugural year at AltSchool East Village.

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Who we are - When designing the space, we always want to incorporate our learning cycle, milestones, values, and the people who make the school come alive. You will find pictures of our educators and students spread throughout the space, as well as visual representations of our learning cycle.

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Flexibility - We understand that each child learns differently and that the learning environment plays an important role. There is consideration for different activities -- core skills, small group work and entire class projects. In our classrooms you will find moveable desks and walls, a place for morning meetings, and space for independent work. Over the course of each school year we make changes based on observation of our students as they grow and as discover themselves as learners.

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Community - Experiencing and learning from the local community is an essential part of AltSchool’s educational approach. We reach out to local businesses and resources, and create lessons involving the unique elements of our locations. Students visit local parks or community gardens every day.

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Documentation - Documentation of project work makes a school’s walls come to life. We’ve borrowed amazing projects from our Brooklyn Heights school to incorporate into the space. As the school year starts, we will begin to add new student work to the walls of each classroom.

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Provocations - Adding provocations sparks delight, wonder and engagement in students. In AltSchool East Village there are prisms in the windows and hidden stickers for the students to find.

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A message from our new Head of School, Alex Ragone: “I'm passionate about the idea of bringing student-centered, project based learning to a wider audience through AltSchool's microschool model. AltSchool East Village will be a school where students are empowered to become lifelong learners, critical questioners and solution finders. We will create deeply meaningful learning experiences for children and adolescents while building strong academic skills. We're going to start by getting to know each other, building a school community and exploring the local neighborhood. I can't wait to explore the East Village and the Lower East Side with the children!”

We are currently accepting applications for limited spots at AltSchool East Village for fall 2016.

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Topics: School, Meet the Team, Locations

Teacher Appreciation Week at AltSchool

Posted by The AltSchool Team

May 4, 2016 12:09:51 PM

AltSchool is lucky to work with some of the best teachers in the world. They inspire our entire organization to give our students the best education possible and to create the future of education.

We asked members of different to teams to share their feelings about AltSchool’s teachers and here is what they had to say:

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Want to write a message to your favorite AltSchool teachers? Download the template, write a message or draw a picture, and upload it to social media. Don’t forget to tag @AltSchool and #TeacherAppreciationWeek!

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Topics: School, Meet the Team

How my 8- and 9-year old students became entrepreneurs

Posted by Mary-Kate Murphy

Feb 22, 2016 2:07:47 PM

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How can we make core academics come to life? We teachers continually ask ourselves this question as we design curricula. And this question led my class to harness math skills and the enterprising spirit of our city. They became entrepreneurs.

My 8- and 9-year old students just finished a project where they designed their own companies from the ground up. Students built and pitched business plans, conducted market research,  “manufactured” their products, positioned and priced their offerings, and eventually sold them in a marketplace, where adults (with real money!) bought their products. Students also learned the art of giving, as their profits went to a charity of their choice.

But they learned so much more than being business owners. They applied core math skills, they learned from the failures and successes of real Silicon Valley entrepreneurs, and they drove their own business decisions. Here’s a deep dive into what they learned:

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Mastering 2nd and 3rd grade math skills through real-life scenarios

By the end of 2nd and 3rd grade, students need to master the following core math skills:

  • Performing fundamental math operations, including addition, subtraction, multiplication, and division
  • Calculating money, knowing the value of bills and change, and making change from larger sums
  • Manipulating fractions and understanding decimals
  • Producing bar and line graphs and analyzing data

Many of these skills need to become second nature, like telling time. To master these skills within their project, students:

  • Calculated the cost of their raw materials, margin, and projected profit and loss. Based on their calculations, they decided how to calibrate their production in order to maximize margin.
  • Practiced physically counting money and change. Some memorized certain transactions so they could quickly serve their customers.
  • Graphed data from a class-wide market research survey and interpreted that data, to understand which products to make.

They applied these core math skills in the context of growing their businesses. Memorizing math operations wasn’t just about memorizing; math had utility.

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Learning from real entrepreneurs

A magical thing happened when I told families that we were studying entrepreneurship: parents lined up to volunteer and share their experiences in business with the class.

During our morning meetings, several parents led sessions on what it’s like to be an entrepreneur. Students asked questions like, “What happens if my business fails?”, “What happens if some of my products do not sell well?”, and “How do we know what to sell in the first place?” We heard real stories about failure, trying again, and grit. We learned the importance of diversifying to find the right product-market fit. And we learned how to conduct market research, from structuring survey questions to graphing the data.

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Developing ownership over one’s learning process

When it came to select projects, one student baked cookies, another sewed handbags, and another framed photos he took himself. By choosing something they were interested in, students had a vested interest in their success..

I asked one my students, “What was the hardest part of this project?”

The hardest part was figuring out how many Rice Krispie treats to make and sell at the market. If I made too many, I’d lose money. If I didn’t make enough, I could’ve made more profit. So I asked my teachers how many people would be at the market. They said about 40. I thought that not everyone would buy Rice Krispies, so I decided to make about 20. I think I was right, I sold out right at the end.

I love how his answer shows how he both identified and solved a problem in order to meet his goals— crucial skills for the 21st century.

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Giving back to the community

My students were so proud of their individual and collective contributions, including making $365 to donate to The World Wildlife Fund.

Mary-Kate Murphy is an educator at AltSchool Alamo Square. She is dedicated to igniting curiosity and a love of learning through real-world experiences.

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Topics: School, Classroom Stories, Project-Based Learning

How to turn bored students into motivated learners

Posted by Jamie Gao

Feb 3, 2016 1:35:34 PM

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I once had an elementary school student who avoided learning Mandarin at all costs during class. “This is boring,” he’d say, as he stormed off. Or, “Why do I have to learn this?” as he’d crumple up his handouts.

It’s a common tale for many kids. If the material isn’t relevant to their lives, they become disengaged and frustrated when learning feels forced. If disinterested for too long, these kids can fall behind. Over my 15 years of teaching, I’ve learned that this boredom barrier is my main enemy, not a disruptive student.

So instead of lecturing, I took the approach I take with most disruptive students: I got to know him.

I pulled him aside for a one-on-one conversation. I asked about his interests. I listened. I soon discovered his love of expensive sports cars— Bugattis in particular. His whole being lit up as he showed me pictures and described different models. I gave him a special project: “Why don’t you put together a presentation and teach me everything you know about Bugattis in Mandarin?” He excitedly accepted the challenge.

Mandarin.jpgThough his language skills were low, he started learning advanced vocabulary. He learned the anatomy of a car; he studied geographical terms and where Bugattis were manufactured; he learned about price and how to count with large numbers… all in Mandarin. When he gave his final presentation, it was hard to believe that this confident speaker was the same student who struggled with basic grammar just two weeks before.

Breaking the boredom barrier and building motivation

A wall of boredom can build when students can’t convincingly answer the question, “Why am I learning this?” And studies show that this wall kills motivation. That’s why I have changed my approach from ensuring every student has mastered the same material at the same time to instead fostering excited, active learners.

Today, I have found that three things inspire a love of learning in my class: connecting and bonding with each individual child, fostering authentic learning experiences through passion projects  building wonder by letting children guide the class, and inspiring awe through real-world experiences.

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1. Connecting and bonding with each child

Many find it surprising when I say that Mandarin is not the focus of my class. I tell parents that social and emotional strength comes first, then Mandarin. I’ve found that building a child’s confidence and resilience helps them take on more challenges and progress more quickly.

The first thing I do in each class is connect with each individual learner. I want to know what they like to eat and what their favorite toys are. I try to understand what makes them moody, angry, and happy. I try to get to know each student as a whole person, beyond the scope of our class. That way I can help them approach Mandarin on their own terms.

This builds trust. When my students feel I am their biggest fans, they are more likely to take risks.

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2. Fostering authentic learning experiences through passion projects

I often start beginners or transfers with a passion project, like my student who loves his Bugattis. Starting with their interests invites students to express themselves through content that excites them. They learn vocabulary that they will actually use and therefore remember. And projects are often interdisciplinary, inviting learning across math, social studies, history and more. By bonding emotionally with the material, children learn to use language to meaningfully communicate their own personality and interests.

3. Building wonder by letting children guide the class

A student makes a joke and the whole class laughs. What do many teachers do (or have to do to maintain order)? They may briefly laugh themselves and then quickly try to calm things down, directing students back to the day’s agenda.

What a missed opportunity! That’s a rare magical moment where everyone is engaged. Sometimes tying the joke with the day’s plan can inspire even more connections.

For example, in one of my lower elementary classes, we were practicing describing our emotions in Mandarin. One child yelled, “I am afraid of shots at the doctor!” The class erupted in laughter. So, I had each child line up for a pretend “shot,” and shout: “I’m not afraid. I am strong!” before I gave them a fake “shot” with my finger.

The class was in hysterics. Yet, with such high excitement, they retained and remember the lesson to this day. The lesson has become an inside joke that we frequently reference in subsequent classes— each time we practice those language skills.

A personalized approach builds a love of learning

It has taken years for me to develop a new approach to teaching Mandarin — one that focuses on engaging my students through their interests rather than following a textbook religiously. Not only are my students not bored, but they love coming to class and they progress more quickly.

Jamie ChiaHui Gao is a the World Languages Lead at AltSchool and teaches Mandarin for grades K-8. With 15 years of teaching experience, she believes in providing a 360-degree learning experience that creates a safe, non-judgmental zone for learners to freely investigate and explore the world around them. Her ultimate goal is to foster lifetime learners through their passions.

 

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Topics: School, Classroom Stories

My six-year old student asked me if he could make a QR code. Here's what I did.

Posted by Paul France

Jan 11, 2016 3:03:53 PM

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“What about a QR code?” he said as he sat adjacent to me at our hexagonal tables.  He continued to look at me tentatively, almost as if he had said the “wrong” answer. I’ve always been a painfully transparent person–the kind who wears his emotions on his sleeve–so he was probably responding to the blank stare on my face.

Well, how can I help him with that? I thought.

Simultaneously, however, I thought about the purpose of these projects on which we were about to embark.  They were about inspiration, about passion, and about challenging ourselves to do something interesting, to face failure head on and to develop the grit and persistence to work through it, to make mistakes with the understanding that it would be the only way we’d learn anything.

“Alright,” I replied to him. “I don’t know anything about that, but I’ll do what I can to help you. Where should we start?”

We got out his kan-ban board and began listing off some steps, the first of which would be to do some research on how QR codes work. It didn’t take long before we found a YouTube video that explained how to decode a QR code by hand. I noticed, too, that all it required was an excel sheet, much to my surprise.  He watched the entire video, start to finish, all twenty minutes of engineering and computer science jargon, much of which I’m sure went right over his head.

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But nonetheless, he persisted, finishing the video. Together, we brainstormed some more steps, including learning how to use Google Sheets, and learning more about powers of two, which was, unbeknownst to me, something you need to know when making a QR code.  But that was the beauty of the entire process: while my student was learning a lot through experience, I was able to learn alongside him, modeling the grit, problem-solving, and persistence needed to accomplish something challenging in a really authentic way.

After that, I set him up on Google Sheets, helped him navigate some of the basic functions, and off he went.  He was filling in boxes for the anchors, counting squares and determining the appropriate sizes and areas of the different patterns, until he finally began working on the code itself.

And this was the part where I was absolutely blown away.

The message within the QR code consists of a zigzag pattern, each character of the intended message created by a combination of the powers of two that create an alphanumeric code within an 2-by-4 area of boxes.  Here’s an example from Wikipedia:

Project-based-learning3As you can see in this example, this QR code would direct the user to http://www.wikipedia.org, due to the arrangement of the boxes and the encoded letters within each 2-by-4 rectangle.  My student created a different message, though–a much cuter one.

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The first character within my student’s message was the letter “i.”  In order to do this, he had to first input his message length (8 characters, outlined in red) and then refer to a chart that provided the sums necessary to provide the desired outputs–in this case, 73 was the desired sum for the letter for “i” (outlined in blue).  Then, he had to fill in a combination of the 8 boxes that would then add up to 73 (64 + 8 + 1). He proceeded to do this until the entire message was filled in.

And then he ran into some trouble.

He noticed that the remainder of the QR code required some pretty complex mathematics in order to fill in the “error corrections,” something I knew he wasn’t ready for, and quite frankly, something I wasn’t prepared to teach.  But one of the values of my school, AltSchool, is leveraging the world around us, including experts, to help us learn the new things. So, in order to finish this, I called upon one of our incredible AltSchool engineers to help him get the error corrections into his QR code.

The ending result?  A working QR code, a sense of accomplishment, and a lifelong lesson about persistence, grit, failure, critical thinking, teamwork, leveraging others’ expertise, and the never-ending desire to pursue challenge in the interest of bettering ourselves, and of course, learning.

Be sure to scan the code.  It’s humbling how much work went into that teeny tiny message.

This was originally posted on InspirED

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Topics: School, Classroom Stories

How teaching is evolving in the 21st century

Posted by The AltSchool Team

Jan 5, 2016 10:39:31 AM

Preparing children for the 21st century starts with breaking the factory model for teaching. At AltSchool, that means giving teachers the freedom to personalize for their students and class, empowering them through technology to spend more quality time with each student, and fostering their continual improvement as educators.

With over 5,000 applications for 80 teaching positions, we are lucky to have some of the best educators. Watch this video to meet our educators and see how we support them to be their best. 

 

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Topics: School

A Parent's Perspective: Why My Daughter Loves School

Posted by The AltSchool Team

Dec 23, 2015 10:02:52 AM

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We had a chance to chat with Sara, whose daughter is a 2nd grader
in the lower school program at AltSchool Brooklyn Heights. Thank you, Sara, for sharing your story!

What has your experience been like at AltSchool?
My daughter loves school. She’s happy, inquisitive, and can’t wait to go to school in the morning. She used to be exhausted at the end of the day. And I’m a teacher, it’s hard not to feel exhausted after school! There isn’t a time that I’ve visited AltSchool where everyone isn’t happy to be there. I love the energy and enthusiasm of the teachers, and I can see that in my daughter.

The social-emotional support has helped her as well. Before we would spend so much time on homework, because she didn’t want anything to be wrong. She didn’t want to write because she didn’t want something to be spelled wrong or her handwriting to be imperfect. Now she feels the support of her teachers and she doesn’t worry about mistakes. She even walks around with a journal and pencil and wants to write down everything! She feels comfortable accepting failures, yet she knows there are high expectations of her.

What were you looking for in a school?
I was looking for an individualized education. Before AltSchool, my daughter tested into the Gifted and Talented program in New York City. We were fortunate that she was placed in one of the best schools in the city with high student performance. I had hoped she would have an individualized education, but that wasn’t our experience. It just wasn’t the right fit; my daughter wasn’t happy.

Although she had high test scores that placed her into the Gifted and Talented program, she wasn’t thriving academically in school. I kept on asking myself: as a bright and intelligent girl, why isn’t my daughter flourishing? She wasn’t seen for what her potential is.

I don’t want school to taint her love for learning. I want her to have a school experience that allows her to explore herself and her own interests.

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How has she grown academically?

I’ve seen a huge amount of growth. She woke up to a whole new way of thinking, applying her knowledge, and sharing information. I’ve seen her critical thinking skills develop as well as the way she solves problems.

Through the project-based learning, she’s learned a lot about the process of asking questions, finding information, and seeing it through. At the high school level, where I teach, it’s hard for students to make the connection between content areas. At AltSchool, looking for connections is the scaffolding of her education.

How would you describe AltSchool’s use of technology in the classroom?
Because of the technology at AltSchool, she’s getting feedback immediately from teachers. She can learn how to correct a mistake quickly, and assessments don’t feel as permanent.

And yes, I want my daughter to do well in school now, but I want her to do well in life. There are things that traditional schools and I can’t provide in order to prepare her for work situations. I’m currently taking a course on Google Docs. I don’t know anything about it, but my 7 year old can explain it to me now!

How would you describe the teachers?

I want to hug her teachers every day! They are energetic and consistent. Every kid gets the same amount of individual attention and love. They are creative and inspired by the kids, and in turn they show their students an enthusiasm for learning. I’m so proud to be a parent at this school!

What’s one word you would use to describe AltSchool?

There are many words! Family. Home. Inspirational. I am inspired as a mom and also as an educator. When I pick her up, I watch the teachers and see how happy the students are — it makes me want to be a better teacher.”

Apply to AltSchool

 

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Topics: School, Classroom Stories, Parents