Innovative, investigative and project-based with an emphasis on spirituality, sustainability and personal wellness practices. AGS is also inspired by the Reggio Emilia approach to education.
Coming Soon
Austin Green School is in the beginning stages of development and planning. We hope to open our doors by fall 2013. Our school will be kinder through high school with the possibility of an early childhood center. If you are interested in helping us in any way please email us at info@austingreenschool.com. In the mean time please enjoy our blog as we make public our efforts and experiences. We know the road ahead will be filled with many challenges but we are determined to give the community of Austin the gift of a progressive educational community. Wish us luck!
Great News! AGS will be participating in a benefit show at Ruta Maya Thursday, December 15. There will be great music, drinks and all proceeds will go towards St. Jude Hospital and Austin Green School. Tickets are $10 at the door, $9 goes towards St. Jude research and $1 goes to AGS from each ticket. This is a great way for us to promote our school as well as support a great cause. Please help by spreading the word and joining us for a night of fun!
Here is a sneak peak at the poster we created about AGS. Come check it out in person at the benefit!
“Music is the language
of the spirit. It opens the secret of life bringing peace, abolishing strife.”-Kahlil
Gibran
I borrowed this quote from one of my dear friends, Kali
King. I feel that it speaks to AGS’s view of music and the important role that
it will play in our school day.
We feel that music should be incorporated throughout
the day and has a place with everything we do. Much like all other forms of
art, music should not be thought of as an enrichment course but woven into all
aspects of curriculum organically. Children will be supported and encouraged to
express themselves through music and will be provided with many different instruments
and materials to do so. Please enjoy the images below that we look to for
inspiration.
After reading from an old journal, students will be inspired to learn more about their family and community from that era. Students will then keep their own journal so they can pass on information about their community. Students will interview grandparents and parents to collect data from their lives. Groups
of students will use the computer to research their town and how it has
changed through time (they will create a display). Students will collect data and create a timeline of their life from birth to age 5. End product will be an oral presentation with a map/model/or display.
Entry Event:
A journal was found in an old, dusty attic. A girl in your town wrote it in 1913. While reading the journal, I discovered how life was for her in a one-room school and in your town. I
thought you might enjoy reading and discovering about life of children
in your town a long time ago. After sharing the journal with the
children, members of the local historical society and representatives
from a nearby museum will be invited to speak to children about the
importance of recording information concerning important events during
your lifetime and keeping artifacts to corroborate these recordings.
Power Standard:
Students will collect data to compare and contrast characteristics of generations from past to present within their community.
Content Standards & Objectives:
Objectives Directly Taught or Learned Through Discovery
Identified Learning Target
Evidence of Success in Achieving Identified Learning Target
SS.O.K.5.1 collect data and sequence time, places, people and events as they relate to the student’s own life.
Collect data from their life events.
Sequence events as they relate to student.
Students will gather data from the events in their lives by talking with parents.
SS.O.K.5.3 research
the past through stories of people, heroes, pictures, songs, holidays,
customs, traditions and legends and explain the differences in other
people, time and cultures.
Research the past and explain differences in other people using photos, stories, and interviews with grandparents and parents.
Students will give an oral presentation of the differences in people from the past.
RLA.O.K.1.13 use
reading skills and strategies to understand a variety of informational
resources to support literacy learning (e.g., environmental print,
signs, labels, electronic resources).
Use the internet and other resources to collect information of the community.
Students will use the Internet and other resources to collect information about their community to use in their final project.
21C.O.PK-2.1.LS2 - Student can accurately interpret and
create simple visuals (e.g. charts, maps, graphs and models) and use
this information to solve problems and communicate information.
21C.O.PK-2.1.TT4 - Student uses electronic drawing and
paint programs to create graphics. Student participates in a group to
locate and create pictures, clip art, graphs, tables and other
appropriate objects and to insert into documents and presentations.
Give students guidance, information and necessary materials to construct maps or models of their assigned community.
Give
students guidance and information to programs and websites to locate
pictures, clip art, and/or graphics to use for projects.
Group
members will work cooperatively to create a map or model of their
assigned section of the community and communicate information.
21C.O.PK-2.3.TT5 - Student demonstrates positive social and
ethical behaviors when using technology. Student identifies
appropriate and inappropriate use of computers and describes how to work
collaboratively with others when using technology at home or in school.
Give guidance and directions for students to role-play positive and fair behaviors when using technology.
Students will show positive social and ethical behaviors while working cooperatively.
Students
will create an oral presentation with maps and/or models to compare and
contrast characteristics of past generations to their present
generation within the community. They will follow the criteria listed in the Presentation Rubric to complete the project.
High school TV crew to talk about how they gather resources and presentations
School/County Technology Specialist will assist with finding websites
Technology:
Book-marked websites- local city and Historical Society websites, free clip art websites
Computer lab
Community:Newspaper
Historical society
Curator of local museumLibrarian of public libraryParents and Grandparents
Materials:
City Map
Art suppliesComputers, printers, Internet, data projector, screen or white boardChecklists Rubrics Research Folders
Manage the Process:
Entry Event: Locate or create an old journal/diary with entries that portray early life in the schools and community in which you live. With Kindergarten groups, you may want to pair an older student (4th grade or up) with each student or group to help with the collection and recording of information. This project should be done during the end of the second semester of Kindergarten.
Step One:Invite
members from the local historical society, representatives from a
nearby museum, or librarian from the local library to speak about the
importance of recording information concerning important events during
their lifetime and keeping artifacts to corroborate these recordings. Students
will be able to ask questions of the presenters and the presenters may
give ideas on where and how to find information the students may need.
Step Two: The whole class will begin work on filling the K-W-L Chart before research is started. They will include things that they will need to know in order to complete the project. The
students will explore websites that pertain to their city/area as a
whole group activity using a computer with a data projector. Investigate the various websites for information needed for the students’ research. Discuss which items on the website menu will be helpful to them. Explain how to retrieve the information.
Step Three: Students will be divided into teacher assigned heterogeneous groups of four-five students. The teacher will remind students how to work in groups by reviewing the teamwork/collaboration skills necessary and discuss the Collaboration Rubric. Have high school TV crew visit and speak about how they gather information and how they present the information to others. Students will be able to ask questions of the high school TV crew. Assign one high school TV crewmember to each group to help as needed with gathering information during computer lab. Students
will gather information about their assigned section of the community
and locate pictures, clip art, and /or graphics for their projects. The materials will be placed into the research folder.
Step Four:Groups will use the information they collected to create a Venn Diagram of the characteristics of communities. These should be placed in the research folder.
Step Five: Students will collect data about their life from birth to age 5. Parents will help students collect data from home. Using the Content Rubricand the Timeline Template, groups will construct timelines. These will be placed in the research folder.
Step Six:Students will use the Interview Checklistto practice interviewing each other in the group and then will use the Interview Checklist to interview parents and grandparents about their past in school and the community. Parents will help students complete the interview checklist. Students will give an oral presentation of differences in people from the past using the Oral Presentation Rubric as a guide. The Interview Checklist will be placed in the research folder.
Step Seven:Each group should compile their research and decide on using a map/model/or display with their final project.
Step Eight: The students will practice their presentation to the class. The class will use the Presentation Rubric for the students to review before the final presentation.
Step Nine: Each student will present their final project to the class. Parents,
Grandparents, representatives from local Historical Society, local
museum, and the local library should be invited to attend the
presentations.
Step Ten:The class will complete the “What I learned” column on the K-W-L Chart. Each student will complete a self-evaluation (Collaboration Rubric, Content Rubric, Presentation Rubric) about the project. The class will also discuss their experience with the PBL lesson.
Project Evaluation:
Students will complete a Daily Reflective Exit Slip. Students will write a journal entry weekly. At the end of the project, the class will discuss the project and how the community affects their lives (past, present, future). The class will also discuss these questions: How did the project go? Did you enjoy doing a project? Would you like to do another project like this one? Did you enjoy learning this way? The
teacher should keep a journal as to how the project and the activities
are going and how the students are doing throughout the time period of
the project. Then, after the project evaluation, the teacher should
compare his or her own journal notes with the comments of the students.
Hello,
I have decided to post our goals for each week as we develop AGS. Here you go......
Goals for November7-November 11, GO AGS!!!
As always tell as many people that will listen and post
a minimum of 3 blog post each week!
Get sample schedules from schools that implement the
project approach/Reggio
-what do we think of using a
block schedule to allow for more time on each project, each day?
We are going to need some standards or what I would
like to refer to as guidelines or goals for each grade level and subject. Do we
want to take standards from different states and incorporate the ones we feel
are most valuable? Do we want to find a private school with a list of
standards?Start researching which
ones are most progressive and what will support our vision the most.
How do we want to introduce reading and math concepts?
Which programs or philosophies do we find most beneficial. Waldorf? Montessori?
Etc.
Continue to look for churches, schools and large
building for sale. Also for land.
Talk to a business expert about our plan to help us
formulate our next step.
Begin developing personal wellness and spirituality
programs. What are the concepts that we feel are important for children to
learn at each grade level? How will we introduce these concepts and support
them ?
Happy Saturday everyone. I hope you all are enjoying this weather and your weekend. Today I have decided to post some pictures of classrooms that share the same vision we have for our classrooms at AGS. I feel that it is important to share these with you so you can have an idea of what an AGS classroom will look like once we open. Enjoy :)
Kinder/Early Elementary Classroom
Multi purpose area for all grades
Elementary
Kinder
Elementary
Multi purpose space
Elementary and Middle School
Elementary
Elementary
Elementary
Elementary
Elementary
Inspiration for all ages
Elementary and middle school
Kinder/Elementary
Elementary
Kinder/Elementary/Middle School
Fun
Upper Elementary/Middle School
High School Lounge
Beautiful for Upper elementary/ Middle School/ Junior High
As we develop AGS we are inspired by educators around the world and often watch videos from ted.com. If you have never visited this site we strongly recommend it. We have posted a couple of Ted Talks given by Sir Ken Robinson who is an amazing speaker. If you have time this weekend and wish to be inspired watch these videos! Above Sir Ted Robinson talks about the need for an Organic education as opposed to a standardized "fast food" education. Below he talks about the importance of valuing creativity as much as literacy and mathematics. Enjoy!
Beautiful Art Studio (Altelier) from the College School
As we develop Austin Green School we look for inspiration from schools around the country and the world. The College School in Missouri is a wonderfully progressive and innovative school that is also inspired by the Reggio Emilia approach and is committed to sustainability. We plan on using The College School as a resource to guide us when developing our own visual arts curriculum. The following is copied from the College School website so you can read about their visual arts program from which we gain such great inspiration!
Visual Arts
The visual arts are very important throughout The College School.
Students both work with one of three art teachers in specific art
classes and also in various thematic classes where the arts are
integrated into the subject matter. Working in small groups, students
are engaged with a variety of materials and creative processes.
Key Stage One (Pre - 2nd Grades) - Students are introduced to color
mixing, using both watercolor and tempra paint, drawing from
observation, and a variety of clay experiences which can include
functional pieces or more typically small animal forms.
Key Stage Two (3rd - 5th Grades) - Students continue their
exploration of all the above materials at a higher level of
understanding. They are challenged with self-portraits, wheel throwing
and more advanced clay sculpture, architecture and drawing.
Key Stage Three (6th - 8th Grades) - Students have three semesters
to choose classes in the art room. Among the classes offered are:
Drawing, Architecture, Graphic Design, 3-D Art - including clay, stone,
glass and wood, Digital Photography, and 2-D Art. They can also select a
third semester where they work with artists from the community where
they look together at how life influences ideas in art.
In addition the 4th and 5th grades collaborate with sets and props
each winter in the art room as part of the 4th /5th grade play theme.
They mix colors, design, and paint the sets. They are also responsible
for researching and creating props for the play out of a variety of
material.
Some recent projects in the art room have included
creating famous artist portfolios complete with student reproductions of
major works, tile mosaic designs for our front entryway, and 3-D clay
vacation postcards. Students have also worked on intricate drawings of
knots in climbing ropes and have painted their interpretations of
musical compositions or various plants growing in our greenhouse.
As I have written before we believe that the environment is the third
teacher. When we think about the environment we usually think of indoor spaces but we should have the same level of intentionality when
creating spaces for children of all ages to explore, research and play while outdoors.
As you all know I love pinterest! I have a board for all of my
inspirations for outdoor spaces at Austin Green School and I am happy to
share with you some of them today!
Pathway
Seating and meeting area
Bird feeders and butterfly water supply using recycled materials
Notice the bamboo fence
Natural materials for climbing and balancing
Beautiful garden
Outdoor reading nook
Natural materials for building
This is an outdoor studio, art and work space
The teachers here used leaves, which are great natural materials for this provocation of a maze
What do you remember about science in elementary, middle school and high school? I remember sitting in the back of a classroom taking notes and then memorizing parts of plants, animals and humans. Every once in a while we would dissect a frog or have a science fair but generally class was boring and in the end I remember very little from all those hours of memorization. I believe that students need to feel connected to what they are studying. They should also be involved in the process of deciding what they are studying and investigating and encouraged to make a difference in the world around them. As part of our science curriculum we plan on using the Global Thinking Project to help engage students in authentic science inquiries where they will also be given the chance to make an impact on the Austin Community.
Click on the red to visit global thinking sites!
"The Global Thinking Project
was based on an authentic model of learning in which students and
teachers work together to solve real problems in their own community,
and by means of the collaborative nature of the Internet, interact with
peers in other countries. In a study of authenticity as an important
idea in science teaching, researchers make a valuable contribution to
our understanding as reported in this study: The Value of an Emergent Notion of Authenticity: Examples from Two Student/Teacher-Scientist Partnership Programs.
As these researchers conclude, after an analysis of two authentic
science programs, authenticity remains an important concept that can
help us think of science teaching in ways if understood as emergent. It
leads to a science education that has something to do with the real
world of students, and is meaningful to them."
Chart taken from the art of teaching science website please visit this site for more information on the Global Thinking Project
Well, we did it! We are officially here! Our move to Austin was successful and we finally have the internet (being without for almost 2 weeks was very hard for me)! We are so excited to bring to Austin all of the knowledge and experience we have gained the past few years in both Colorado and San Francisco. I thought that this is probably a good time to reflect on the past and share information and resources about our backgrounds. As developers, owners, directors and teachers of our future school, Austin Green School, we want you to know where we came from. So here you go....
I (Jackie Jacobs) went to University of Colorado at Denver to earn a master's degree in early childhood education. While at UCD I was lucky enough to be accepted as an intern at Boulder Journey School, a world renowned Reggio inspired school. It was here that my passion for progressive education was fueled. Following is some info on BJS....
Please copy and paste www.boulderjourneyschool.com to read about the teacher education program that I completed, see pictures of BJS and read about their conceptual framework. This is an amazing school and I highly recommend visiting the site.
Also this is an amazing blog that highlights many progressive schools. Here they highlight the works of BJS click to view BJS Highlight
Please watch the below video from a talk given by a mentor at Boulder Journey School
You may also enjoy this "Google Tech Talk" given by Dr. Ellen Hall, Excecutive director and owner of Boulder Journey School and Dr. George Forman, "Playing your way to Harvard"
Rob Noelke (Co-Owner, Developer and Director) went to CIIS in San Francisco California to study Integrative Health and Holistic health practices at the master's level. It was here that he gained knowledge and practices that benefit the human mind, body and spirit. Rob felt a deeply positive impact on his own life from this newly acquired information and lifestyle and has developed a strong desire to share his experiences and expertise with all people regardless of age. He believes that wellness and spiritual practices should be an integrated part of any progressive curriculum and should contribute to the foundation for a better life.
Rob also has a certificate from sound and conciousness institute, is a certified life coach and licensed heartmath provider. If you would like any further information on these practices please email Rob at robnoelke@gmail.com or rob@austingreenschool.com
