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AltSchool Hub

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

AltSchool Dogpatch’s Gala Evening of Art

Posted by Annette Bauer

Apr 28, 2016 12:23:14 PM

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AltSchool Dogpatch celebrated the culmination of our Unit of Inquiry on art and self-expression by hosting a Gala Evening of Art with special guests of honor, our students and their families!  We showcased all of the hard work that our artists have been doing over the past two months, including pottery, paintings, portraits, watershed models, dioramas, and more.   

For the featured pieces, we asked each student to think about a “BIG IDEA” --a message, feeling, or thought -- that they would like to express through their art work. Students designed canvases and incorporated lines, colors, shapes, patterns and textures to best represent their ideas.The entire Dogpatch school family got a chance to celebrate learning and toast our students together in a magical evening of art, food, and fancy attire.

Check out photos from the event below!

 

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Topics: Dogpatch Classroom, Photos, Community

Portfolio Day at AltSchool Fort Mason: Discovering Systems

Posted by Katie Gibbons

Apr 28, 2016 12:22:09 PM

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The students and teachers at AltSchool Fort Mason celebrated their work this trimester with a Portfolio Day. Students presented their deep-dive projects to parents and teachers, sharing their insights and receiving feedback.

Combining different skills and areas of study is the key to project-based learning at AltSchool. This trimester we continued our site-wide study of systems with a focus on places, as a way to further investigate how and why this concept is so important to our humanity and development. The students were provoked, inspired, and challenged to dig deeper into these concepts and express what they understand about them. They used these concepts to delve into science, history, engineering, mathematics, persuasive writing, altruism, communication, and collaboration.

Students in various grades studied the world at different historical points: from Ancient Egypt to the feudal system in the Middle Ages, and from present day problem-solving for world peace to tracing the evolution of systems in civilizations throughout time.

 

Lower Elementary 1: From Hunter-Gatherer Communities to Ancient City Life

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This trimester, one Lower Elementary class studied how systems intersect with places. To bridge their previous study on professions, the class continued to study communities, but this time from an anthropological point of view. Their essential question centered around how communities move from primitive to developed. Starting with the dawn of human culture, the class spent time investigating what life was like for hunter-gatherers, before moving on to discover the rich and organized world of Ancient Egypt.

 

Lower Elementary 2: Feudal System and Medieval Times

To begin this arc, the second Lower Elementary class turned their dilapidated garden plot on the Fort Mason hill into a thriving ecosystem, capable of producing crops, to study the lives of farmers in feudal societies.

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Shelter and architecture, agriculture and food gathering, trade and commerce, civics and politics, and faith and religion were explored each week in longer project-based deep dive sessions. Activities such as castle building, party planning, catapult constructing, sewing, pretzel making, manuscript writing, and chivalrous sword practice all stirred the imagination of the class to better understand this time period and societal system. To add even more artistic experiences, the class partnered with Little Opera to write and present their own songs reflecting their understanding of feudal system roles.


Upper Elementary: Systems of Peacemaking and Game Design

This trimester, the Upper Elementary classroom explored systems of place by seeking answers to the question “What does it mean to be a peacemaker?” and studied different Nobel Peace Prize winners including Malala Yousafzai, Mahatma Gandhi, Martin Luther King, Jr., and Nelson Mandela.

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In the middle of the trimester, students participated in the World Peace Game, a political science simulation in which students fill the roles of government leaders, the World Bank, arms dealers, and the United Nations. During the game they worked together to solve several world crises through negotiation. At the end of the trimester, teachers combined the students’ social justice learnings and their love of game design into one project. The students designed board and video game hybrids that aim to promote peace.


Middle School: Ancient and Modern Systems

The Middle School students explored the many systems of a contemporary city through the lens of ancient systems -the Roman Latrines, Greek and Roman Aqueducts, Mayan Number System and Hieroglyphs, Indian Stepwells, Mesopotamian Agriculture, Chinese Gas and Water Pipelines, Iran’s Baghdad Battery, Asian Paper Making, and Ancient Inca Terraced Farming. Students built a working model and a presentation detailing their depth of understanding and presented their models and research findings.

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Towards the end of the trimester, each student selected a modern system that they have experienced problems with, including inequality and gender bias, and brainstormed a solution to impact the evolution of their system. They pitched their solutions to parents in the SHARK TANK. Parents gave them feedback, suggestions, ideas or contacts to help them change this system. Students are currently working on real, actionable solutions to change their worlds. Next trimester they will present these solutions at an official TEDx event at AltSchool Fort Mason, inspired by TED Talks and the concept of ‘ideas worth sharing’.

School-wide projects like this are made possible by our amazing educators who are empowered by AltSchool’s commitment to project-based learning. Our educators can guide and direct students to create projects they are passionate about and tie their learning back to core skills like reading, writing, and math.  

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Topics: AltSchool Fort Mason, Project-Based Learning

The AltSchool Student Perspective

Posted by The AltSchool Team

Apr 7, 2016 10:22:37 AM

Why is personalization important? Why do we focus on project-based learning? And most importantly, how do we prepare our students for their future?

In this video, students talk about their experiences at AltSchool, the differences between AltSchool and other schools, how personalization works for them, and their relationship with their teachers. Watch below!

 Interested in learning more? Attend an Open House.

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Topics: Videos, Community

Our World is What We Make It

Posted by Katie Gibbons

Mar 29, 2016 11:29:33 AM

The Maker Movement originates out of the belief that everyone is a maker and our world is what we make it. At AltSchool, we promote the maker mindset by encouraging our students to reimagine and recycle objects to create new designs, and thereby inspire innovation. One of the exciting ways we practice making is at the annual AltSchool Family Maker Day where educators, engineers, local tinkering experts, and parent volunteers come together to provide interactive exhibits for students and their families across our school network to experience the joys and challenges of innovation.  

Here are some highlights from this year’s community event:

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Spanish Immersion at AltSchool

Posted by Sophia Espinoza

Mar 23, 2016 9:33:01 AM

Many world language programs rely on textbooks and learning vocabulary and grammar chapter by chapter. That’s not how we do things here at AltSchool. Through engaging projects and by building social-emotional strength, our students learn to articulate themselves and the world around them through the Spanish language. Our hands-on, immersive approach makes learning Spanish fun.

Watch to learn more about our inaugural Spanish Immersion class

An immersive language environment
¡Bienvenidos a nuestra clase de español!

As you walk around our classroom, you’ll see posters, books, and the daily schedule all in Spanish. That’s because 90% of the day is in Spanish, while 10% is in English. We create a rich, immersive environment that’s not just about teaching isolated vocabulary. Through hands-on projects, children connect Spanish vocabulary to its real world application. In our school, we’re not learning Spanish, we’re learning in Spanish.


Community Meetings
Every day starts and ends with a community circle, where we share how we’re feeling, what we’ve accomplished, and what our favorite part of the day was. We also have weekly community meetings where we discuss topics such as mindfulness and empathy. These are opportunities to learn social-emotional skills and express appreciation for friends and the community. Social-emotional learning is core to our approach, and regular class reflections help students check in with their emotions and feelings, and express them to teachers and the class.

 

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A personalized approach to language acquisition
Children have autonomy in our classes to study topics they find fascinating. This builds intrinsic motivation, as students can’t wait to learn the vocabulary of their favorite topic, whether that’s about animals, sports cars, or a particular musician.

To reinforce their independence, every Friday students have “choice time,” where they can choose a core skill they’d like to practice that is part of their personal growth plan. This could be reading a book, practicing math, or writing. Teachers have curated specific activities for each students, but it is up to students as to which they’d like to tackle first — which gives them agency in their own learning journey.

 

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Going into the community: project-based learning
This year, students are studying the elements of our local community. Students divided themselves into three groups based on what they wanted to study: the people, flora and fauna, and structures of Dogpatch. For the people group, students learned skills to interview local shop owners and community workers. For their final project they created videos of their conversations, as well as made models of the places where they conducted the interviews. The flora and fauna group studied the plants and animals in our parks, which include giant sequoias and lots of dogs! They interviewed dog owners to gather information on the dogs and studied the neighborhood environment with a local ecologist. For their final projects they created a museum with hands-on exhibits and infographics based on the data they collected. The structures group learned about buildings, architecture, and vehicles in our neighborhoods. They were fascinated by the different-sized wheels on vehicles and decided to measure the circumferences of 5 different vehicle wheels. For their final project they created a xylophone in which the unique bar sounds corresponded to the different-sized wheels; the bigger the wheel, the deeper the sound. They then composed songs to emulate the sounds of our neighborhood.

 

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Field trips and studies of cultures around the world
From the Museum of African Diaspora to Mexican bakeries and the murals in the Mission, our class explores diverse cultures and communities throughout our city. During the fall and winter months we study international “celebrations of light,” like Dia de los Muertos, Hanukkah and Diwali. We learn about unique cultures’ traditions and compare and contrast them to our own. Through these experiences, students value the diversity and arts of different vibrant cultures.

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Topics: Dogpatch Classroom, Spanish Language

A Look Inside AltSchool Fort Mason

Posted by Katie Gibbons

Mar 17, 2016 3:12:56 PM

I recently asked one of our 11-year old students what he likes most about AltSchool. After a long pause, he answered, “When I walked in on my first day of school, I just felt free. I feel that I have the freedom to study what I want and how I want.” This same student is now a 5th grader who is studying 8th and 9th grade math, and has a burgeoning interest in quantum mechanics.

School should be a place where students are their best selves. At AltSchool Fort Mason, our community of teachers work hard to create an agile learning environment that supports the individuality of each student.

I invite you to take a virtual tour of our school and see this environment for yourself. As you walk through, below are highlights from our year.

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Educating the whole child: AltSchool’s “fight song”

Feelings like “I can’t do this,” or “I’m just not good at math,” can impact the way kids view themselves and their work. It even affects their academic and later, work performance. That’s why we focus on helping students develop healthy self-talk and growth mindsets.  Students develop social-emotional skills like grit and resilience through every academic activity, whether that’s a challenging math assignment or a project that involves multiple steps. To inspire healthy mindsets, our teachers wrote our own school fight song. But instead of focusing on defeating our sports rivals, it’s a song that fosters inner strength, singing along with failure, and persevering through challenges.  

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A personalized periodic table of elements
One of our middle schoolers chose to build a model of uranium. She chose this element because, “I wanted a challenge, and I find the concept of decay in radioactive elements fascinating.”

This year our middle school class studied the periodic table with a personalized twist. To learn about the anatomy of an atom, each student chose an element that interested them most. They then researched it, identifying who discovered it and when, as well as the scientific implications of that discovery. After writing a report, they built a 3-D model of their own element, which now hang from the ceiling. The process was interdisciplinary— involving research, synthesis, writing, and 3-D modeling.

Wolves in our town? A political and environmental debate
Our upper elementary students created a fictional town called Howlerville to learn about wolf populations, local government, and ecosystems. After weeks of research, the class held a heated city council meeting where students played the parts of different stakeholders, from hunters associations to environmentalists to the Department of Tourism. The simulation was a culmination of a month-long project on the study of wolves in Yellowstone, where students interviewed experts from the National Park Service and researched wildlife ecosystems in the US.

On the day of the council meeting, the students took their roles seriously and they listened to everyone’s arguments (in front on an audience that included their parents). Together, they came up with a management plan that took each perspective into consideration. Through the process, students developed empathy, learned about different perspectives, and realized sometimes there aren’t right and wrong answers — just solutions and compromises.

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Our own community garden
Our lower elementary students are studying food — where it is grown and how it arrives to us. We explored this topic through multiple activities, from going on a field trip to Safeway to see their storage systems, to building prototypes of food containers. The class now has their own community garden, where students are removing weed and crabgrass, reframing the plot, adding organic soil, and planting their own garden. This feeds into our hands-on study of biology, plant life, and edible gardening.

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Outdoor exploration and physical education
With the Golden Gate Bridge as our backdrop, we have amazing outdoor spaces to explore in Fort Mason. Our students get outside every day to to explore the neighborhood, move their bodies, and develop team sport skills. We use the beautiful Marina Triangle, Fort Mason Green, and Moscone Field as our playground.

Community meeting every Friday
As educators, we believe the students of all grades at Fort Mason can and should learn from each other. We foster inter-class connections and collaborations. Older students mentor younger ones through reading groups or even teaching opportunities, which empower them to demonstrate what they know.

To further cultivate our community, every Friday we come together as a school for a site meeting, where we discuss school events and updates. Students take ownership over their community and bring their ideas, passions, and creativity to form the environment around them.

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Topics: Fort Mason, Virtual Tours

A Look Inside AltSchool Dogpatch

Posted by Annette Bauer

Mar 17, 2016 3:12:19 PM

Imagine a place where joy and passion flow through every day, where children can safely explore and their interests are lovingly nurtured. Imagine a place where children’s voices are heard and they learn to articulate and own their opinions and feelings. Imagine a place where parents are true partners in their child’s learning journey.

Welcome to AltSchool Dogpatch!

We’re a multi-cultural, multi-lingual, and creative bunch here at Dogpatch. Dogpatch is split across 2 locations, right around the corner from each other. We work together to build a strong, unified community. With German bilingual and Spanish immersion programs, our Dogpatch community regularly celebrates the diverse cultures of the world. We’re also artists, scientists, tinkerers, mathematicians, explorers, and so much more.

I invite you to tour our enriching classrooms at Dogpatch, and below are highlights as you visit our space.

Dogpatch 1: Virtual Tour

Dogpatch 2: Virtual Tour

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A German bilingual program
Hallo und willkommen! Dogpatch houses our German bilingual class, which has German instruction in the mornings and integrates with the other English-speaking classes in the afternoon. Students learn through a hands-on approach to learning German through projects. Students this year have created their own Zeitung, or newspaper, and they created 3-D models of cities to practice shapes, measurement, and new urban and mathematical vocabulary. Practicing a language through their hands and bodies makes learning fun and engaging.

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An immersive language environment: Spanish
¡Bienvenidos a nuestra clase de español!

As you walk around DP 1, you’ll see posters, books, and the daily schedule all in Spanish. That’s because 90% of the day is in Spanish, while 10% is in English. We create a rich, immersive environment that’s not just about teaching isolated vocabulary. Through hands-on projects, children connect Spanish vocabulary to its real world application. In our school, we’re not learning Spanish, we’re learning in Spanish.


Personalizing through our space
We adapt to the needs of our students in so many ways— one of which is through our class structure. The environment is flexible, and we can move the interior design, modular tables, and sections however we need to better suit our students. Similarly, students can use the varied spaces around them in line with their learning styles, whether that’s standing, sitting in a bean bag, working on the ground, independently or in a group.

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The neighborhood is our playground
We get outside every day and experience what our neighborhood and city have to offer. Our local parks are amazing environments because students can use their imagination in so many ways. They look for snails, they create games, they move rocks, the build things— they can be themselves and be creative. Students also their bodies, exercise their imaginations, and connect with the world around them.


Projects that spark children’s innate curiosity
Inspired by the Reggio philosophy, our curriculum is generated by the children, and we teachers honor the kids interests. For example, while kids were in the park one day, our teacher noticed how passionate kids were about the mushrooms. So, we got books on mushrooms from the library; a parent came in to cook her famous mushroom soup, and a microbiologist visited the class to teach kids about the world of fungi. Students researched mushrooms, drew and labeled them to practice their fine motor skills, and even created fairytales within mushroom lands, flexing their storytelling muscles.

Part of the national standards for Kindergarten and 1st grade include core skills involving reading, writing, research, fine motor skills, and drawing. By funneling these core skills through their interests, students are more engaged with the material because it’s relevant and fun. And also, students feel heard and empowered to speak their minds about their interests.

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Expressing oneself through the arts
Students connect art and social-emotional learning through art projects throughout each week. Recently, we reflected on artists who communicate their feelings and ideas through different techniques. They started by learning about Andy Goldsworthy and and how he used found objects in nature to create his art. We also learned about Henri Matisse and how we 'drew with scissors' through cutouts. Students learn to articulate their feelings through artistic techniques like composition, color, line, sculpture and more. Once they create their art, they also learn to reflect and describe the elements, which fine-tunes their analytical skills.

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Real-world STEM experiences
Subjects come to life when they’re hands-on. This year, we used paint to learn about color spectra. We’ve built city models with legos and through maker projects. By visiting the marine mammal center and the beach, students learned about ecosystems and lifecycles. We studied reversible changes in matter through science experiments with water, balloons, and ice. Our goal is to inspire awe and curiosity. Through such enriching experiences, students can connect core academic skills with the real world around them.  

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Topics: Dogpatch Classroom, Virtual Tours

A Look Inside AltSchool SOMA

Posted by Lorie Delizo

Mar 17, 2016 3:11:30 PM

A fascinating question. A spark of curiosity. A kindled interest. When fostered, these moments can ignite a student’s new-found passion that lasts a lifetime.  

At AltSchool SOMA, we listen for those moments of inspiration. We’ve created a responsive learning environment that supports each student’s process of self-discovery, giving them the tools and confidence to pursue their interests. When they graduate, our middle schoolers not only have a strong academic foundation for high school, but they have the creativity, grit, and compassion needed to succeed in the ever-changing 21st century.

I invite you to take a virtual tour of our middle school classroom. As you take the tour, here are highlights about our school and approach reflected in the environment.

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Our class mural
Walking into our classroom, you’ll see a mural hanging above our lockers. This triptych represents the code of conduct for our class— conceived, written, and designed by our students. It reads: Work hard, Work together, Respect different beliefs, Be your best self, Respect the environment, and Leave the environment looking better than you found it. At the beginning of the year, students established their hopes and dreams for the year. Then, they picked up pens and paintbrushes, writing their class code and painting the mural.  Students took ownership over their class culture; the result is a beautiful reminder of how we treat our community with respect.

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A rigorous, personalized curriculum
Our curriculum is academically rigorous while providing flexibility to support individual interests. Each day is broken into two main components: core skill work and project-based learning blocks. Students gain mastery in core academic areas including math, science, English language arts and social studies. And throughout the year, they engage in several long-term projects that inspire interdisciplinary connections. During a project, students select a topic of choice, research it, and produce and showcase a final product.

These projects foster a “Just do it!” attitude. We want students to feel empowered and have the skills to develop their passions today and throughout their lives. Throughout the process students explore their interests and develop 21st century skills like goal-setting, time-management, iteration, and reflection.

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Passion projects
This year started with a passion project, where students chose and developed a topic of interest. One group of students coded their own video games. Another pair of students learned photography from scratch, taking online tutorials on how to manipulate aperture and shutter speed. They showcased a beautiful photo essay about a local corner store. Another student filmed a short documentary, and another created a viral YouTube campaign to raise awareness of climate change.

 

Rigorous humanities: studying world religions
When you walk into our school, you may see kids reading The Bhagavad Gita or Hermann Hesse’s Siddhartha. They are both part of our unit on world religions.

We take an interdisciplinary approach to the humanities. Last year, students analyzed the themes in Homer’s Iliad through data visualization, and this year students combine religious, social, historical, and literary perspectives when reading and understanding important religious texts. Throughout the unit, students reflect on the hero’s journey, parse the differences between parables and allegories, and compare religions systems. By engaging with such advanced texts, students hone their reading comprehension, respect diversity, and decode the meaning of symbols. They also wrote short- and long-form essays to practice the art of building and supporting an argument. Our goal through our humanities program is for students to write at a high-school level.

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Earth sciences discovery projects
Have a hypothesis? Time to test it! For our next project arc, students identified scientific questions that they could then put to the test. Is desalination a viable solution for California’s drought? Students are building a desalination kit to find out. How can we use our limited agricultural space to produce enough nutritious food for an increasing population? They are experimenting with alternative protein sources, like crickets. How could humans colonize Mars? Students are building a biosphere that supports plants and microbes.

Students are learning that science is both a discipline and a methodology. Throughout the unit, students generate a question and hypothesis, test the hypothesis, gather evidence, analyze the evidence, draw conclusions, and defend their results through a report.


AltHoops: Girls and boys basketball team!
This year AltSchool middle schoolers took to the courts, with our inaugural girls and boys basketball program! With regular practices and weekly games, students worked as a team off and on the court. The girls even made it to the championships! We look forward to continue to build our sports program across the network.

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An AltSchool graduate: preparation for high school
When students graduate from AltSchool, they feel empowered, confident, and excited for that next step towards high school. Throughout their experience, students learn rigorous work habits, practice the skills to complete a long-term project, and master core content. We support each student and family through the high school selection and application problem, starting with identifying their near- and long-term goals. We also help students prepare for SSATs, support their high school applications, and help them write compelling essays.

Above all, we help students grow into self-assured, resilient individuals who are excited to drive their learning journeys and design their future.

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Topics: Virtual Tours, AltSchool SOMA

A Look Inside AltSchool Palo Alto

Posted by Chris Bezsylko

Mar 14, 2016 1:49:26 PM

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Enter our classrooms at Palo Alto, and you’ll see evidence of kids “doing” learning. There’s cardboard from maker projects, prototypes from a design challenge, and robots from a recent visit by a robotics expert. You’ll see how students are in a safe environment to become themselves. We are reminded to embrace failure, and students develop their curiosity by noticing, thinking, and wondering about the world around them.

At AltSchool Palo Alto, we value the sanctity of childhood while building a strong sense of self in each child. We believe the best way for a child to learn about themselves is to do and experience a variety of different things. We bring the outside world into our classroom, and we foster the individual spark of curiosity of each student.

Take a virtual tour of our classroom to see for yourself. Below are some highlights as you walk through.

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Zones of regulation: Understanding our emotions and bodies

At AltSchool, students develop self-awareness, learning that they are in charge of their own feelings and understanding how those feelings can positively or negatively impact their experiences as learners. We use “zones of regulation,” a system for us to understand and express our feelings.

If a student says, “I’m in the red zone,” it means they are feeling intense emotions, whether that’s anger or elation. Yellow zone describes heightened emotions but within control. Green zone describes calm and alertness— an optimal state for learning. And blue zone describes someone who is down, sad, or bored. Students and teachers use this language throughout the day to check in and cultivate healthy “green zone” states of being for learning.

 

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Making - Tinkering - Design

You’ll see lots and lots of cardboard in our classrooms! We’re constantly asking students to use found materials to bring their thoughts and ideas to life. Using design-thinking strategies, students generate ideas, develop models, build prototypes, then share them with others for feedback. This hands-on approach to learning promotes deeper understanding by providing our students with opportunities to apply their learning in real-world contexts.

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Interdisciplinary projects that combine empathy and science: Our fresh water unit

Did you know that women in Africa walk an average of 3.7 miles a day to get fresh water? While studying water systems, students were moved by this fact and wanted to measure just exactly how long that walk is. They took to the school driveway and measured their steps. They felt the weight of an unwieldy bucket of water. They felt the fatigue from walking just a small fraction of the 3.7 miles. Then they researched solutions for improving this laborious journey. The project continues to unfold, as they are prototyping different water containers and researching NGOs that are trying to solve this same problem of water shortage in developing countries.

 

Homeless for the Super Bowl? Connecting math, social issues, and community

We aim to develop core academics through meaningful, impactful projects. As a class, we regularly read and discuss current events in the Bay Area. When the Super Bowl came to town, we discussed the city’s decision to relocate the homeless population, and the implications it has on the homeless. After reading profiles of those without homes who were affected, students connected these experiences with broader statistics on homelessness and poverty in the US and abroad. Students learned how to “read”  different visual representations of math information and to ask questions that go far beyond the numbers on the page. Through this project, students applied math skills to better understand the scope of both national and global social issues today.


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AltInspire: Inviting experts into our classrooms

We regularly hold AltInspire events, where we invite experts to lead a class. The creator of Maker Faire, Dale Dougherty, visited to tell the story of the maker movement and to inspire our kids with a challenge. We’ve invited a rocket scientist, a robotics entrepreneur, a toy maker, and an industrial designer to talk about careers in science and design. During the sessions, students manipulated oobleck, a non-Newtonian fluid that has properties of both a solid and a liquid. Students also built model rockets that shot 30 feet into the air, learning how fuel builds up in an enclosed space to propel the rocket. On another day, students learned about the properties of water, viscosity, and how to change the flow of water through different structures, connecting to our broader unit on water.

 

Personal coaches

We’re all about goal setting and alignment at AltSchool Palo Alto. Students have regular peer and adult coaching sessions. During the sessions with teachers, students review their academic and personal goals for the year and assess their progress. For example, a 3rd grader may be working towards diminishing harmful perfectionism while improving on her writing skills, while a 6th grader may be working on valuing others around them through acts of kindness. We develop the whole child, and put processes in place to ensure students, teachers, and the community are supporting each other’s goals for becoming the best versions of ourselves.

 

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Topics: Palo Alto, Virtual Tours

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