Academy Teachers Bring STEM Concepts to Life

Students at the Academy learn science, technology, engineering, and math (STEM) through a conceptual, hands-on approach. We do not make foundational the memorization of algorithms or procedures, but rather teach students to develop a strong number sense and pattern recognition in order to make connections and solve problems in the world around them. The goal of STEM education at the Academy is for students to learn to critically think through problems and persevere in solving them through a variety of ways. This approach strengthens their neuroplasticity and effectively prepares them for an unpredictable future. 

At the elementary level, this looks like students being introduced to basic concepts and operations in concrete, tactile ways. Students explore various methods of solving problems that require these concepts and operations. STEM is a fun and creative experience, meant to strengthen their competence and confidence in these foundational skills. 

Students in lower elementary school learn about different structures in their body in their Anatomy classes. They start with bones and muscles, then learn about joints and how those two systems work together. In their upper elementary Anatomy classes, the students re-visit the different systems they've learned about by learning about how their body is organized, cell to organism. Then, they compare this to concepts they've learned in their building classes, that cells are like blocks, tissues are like walls, etc. and how these different structures all work together to build an entire person. They even have the opportunity to create these structures using manipulatives in class which allows them to use spatial, nature, logical, and interpersonal intelligences in their class. (See photos below.)

At the junior high and high school level, students revisit these concepts and discover new ways to approach problems as they begin to handle more abstract thinking. Students’ problem solving and critical thinking skills develop as they encounter new and challenging problems that rely on their ability to make connections to their prior knowledge from elementary school. They are able to formalize processes and procedures because they can make sense of a problem, rather than because they have been taught how to mimic. Problem solving (whatever the context) becomes the emphasis.

In the 9th and 10th grade Biology classes, students have learned more in depth about what constitutes a physical versus a chemical change, concepts they were introduced to in their Junior High Physical Science class. This all led up to "Experiment Day'' where students were given several experiments to do in groups, and then through discussion with their partners decide if an experiment resulted in a physical or chemical change. After deciding, the group then had to explain why it was that change. What characteristics did they see in their results that led them to decide on their answer? This process did not allow them to just give an answer and move on, they had to defend their decision with evidence. The students were also encouraged to ask "what if'' questions and alter experiments to see what would happen. Did their alteration work? Why or why not?

As a high school math teacher at the Academy, I see the fruits of our K-12 STEM program in my high school students daily. Having taught in both the public school system, and at the Academy, I can testify to the fact that our students are more equipped to understand complex concepts, critically work through problems, and develop unique and creative solutions, than students I’ve taught in other settings. These are the kinds of relevant skills that graduates of any high school program need to be successful in navigating today’s world. 

Academy for G.O.D. Ranks in 5 ‘Best of Nashville’ Categories

Since 1988, The Nashville Scene, a free "alternative newsweekly," gathers votes for the "Best of Nashville" contest. Prized certificates can be seen in frames in restaurant lobbies, food trucks, dentist offices, and beauty salons throughout the city. Nashville citizens vote for their favorite businesses in over 250 categories with detailed contest rules and zipped-lip results until the "Best of Nashville Day" in October each year. 

In the Nashville Scene’s Best of Nashville Contest 2021, we are proud to announce that The Academy for G.O.D. placed in five categories: 

1. Best Elementary School - 3rd Place

2. Best Middle School - 2nd Place

3. Best High School - 3rd Place

4. Best Private School - 2nd Place

5. Best Teacher: Robert Muñoz - 2nd Place

Established in 2013 with 22 students, The Academy for G.O.D. offers innovative education for students K-12. Birthed out of the ministry of Global Outreach Developments International, The Academy for G.O.D.'s mission is to “holistically educate children to become responsible, kind, ethical neighbors; competent persons, globally conscious and historically relevant." Today, The Academy is home to 250 students across its campus program in Old Hickory, its hybrid program for homeschool students, and its online program reaching remote learners across the globe. 

Courses are biblically-based with an emphasis on Social-Emotional Learning. Teachers are challenged to recognize and cultivate the Multiple Intelligences each child may be most gifted in (linguistic, mathematic, kinesthetic, musical, interpersonal, interpersonal, and spatial). The Academy has a growing athletic department with a committed fan base (Go Phoenix!) and diverse after-school clubs (chess, yoga, geocaching, etc.). They provide annual STEM fairs and contests, Grandparents Day, Talent Shows, and Student Performance showcases. It is also a nationally recognized farm-to-school program incorporating fresh produce and meats from local sources, featuring produce from G.O.D. International’s Hopewell Farms. Most importantly, the Academy is surrounded by supportive parents who regularly pray for Academy students, teachers, and staff. 

The COVID-19 pandemic accelerated an existing goal to make Academy education available to more students via an online platform. Today, students from Uganda and the Philippines attend live courses via Zoom, bringing a global experience into the classroom. As for the kind and ethical portion, students have Bible courses every day and regularly participate in service opportunities benefitting their Nashville neighbors. (You may find Academy students sharing music with a retirement community, an Academy high schooler teaching a painting class to individuals with special needs, or junior high or high school students serious about learning Spanish for their cross-cultural mission experiences.)

The Academy for G.O.D. is a Category IV non-public school registered with the state of Tennessee and a member of the Association for Christian Schools International (ASCI). Academy teachers and staff have been featured speakers and facilitators for ASCI conferences in South East Asia. 

As for our honored teacher, the late Robert Muñoz, he was simply the best. Robert played a major role in getting the Academy off the ground alongside his best friend, Academy Headmaster Gregg Garner. Over the years, Rob, who had his Master in Public Health, taught Science and Biology to all age groups. He also regularly spoke at weekly chapels, led worship, and gave 200+ kids a positive start to their day through his famous morning announcements. Rob’s latest and most honored position was the Elementary Vice-Principal, which he held from 2018 to 2021. Rob passed away in July of 2021, leaving behind his wife and five amazing kids who all attend The Academy for G.O.D. Rob, who loved to celebrate and be celebrated, would have felt so honored to have received this award. We believe he's cheering as loud as he always did for his Academy family today. 

Thank you, our beloved Academy family and Nashville voters, for cheering on the Academy for G.O.D.! We are happy to continue raising the next generation to be kind, ethical neighbors who consider all people God's family worthy of love and respect. Join in the cheer Mr. Muñoz so often led us in: Phoenix - Rise Up!  

Life Changing Generosity - Thank You, Donors!

The Academy for G.O.D. invites you to participate in the The Legacy Scholarship Program (LSP). The LSP was created to provide national and international students with an affordable education model - one that many experts have described as “the future of education.” The LSP acknowledges student athletes, academic exemplars, as well as families with financial hardship.

The Arts Scholarship is one avenue students can receive financial support, by demonstrating noteworthy skill in the performing arts. Students are able to showcase their skills through opportunities like weely chapels, school assemblies and events.

Last year The Academy for G.O.D. gave over $170K in needs-based scholarships to students around the world. As the pandemic caused schools to close, we were able to offer dozens of students the option of online education. In the midst of a struggling economy, we also also provided scholarships to 110 students from families in need to remain in school here on our Nashville campus. These scholarships were offered thanks to the generosity of many like you, who donated to support K-12 education in our annual Giving Campaign. We THANK you. Families were impacted and blessed in truly life changing ways.

Lawrence Ssemakula , a father and educator in Uganda took the lead in organizing the dozen students in Uganda who enrolled in the Academy Remote Learning Program when local schools closed down due to Covid-19.  His children are still taking a full load of classes online with us, as Ugandan schools have yet to re-open.

“For us it was an answered prayer to our situation in Uganda where schools have been closed for nearly two years. God heard our cry, he intervened when we had no idea of what to do next and responded to our prayer. Our children are getting the best education we'd never thought of.

Secondly, the students have an opportunity to take classes which they can manage unlike in their former schools which had a broad curriculum with many subjects. The content is very adequate and mostly practical which has made them enjoy the learning, it meets their learning abilities.”

As Ssemakula noted, it has been nearly 2 years since the youth of Uganda have been out of school, and now are facing a slew of challenges related to learning gaps and a sharp rise in teenage pregnancy (1). Thankfully, his children and others who received scholarships to the Academy have had continued access to engaging and biblically based education. 

Here in Nashville many families also faced financial hardships, and were able to apply for scholarships. Because of the generosity of our donors, students were able to attend classes, participate in our Phoenix sports program, take part in talent shows and STEM Fairs, and receive 2 nutritious meals a day on campus. What a gift! 

Thank you for your consideration and continued support. We are committed to providing the best education possible to students that would otherwise not have the opportunity. Our prayer is that the Lord provides the means, both spiritually and monetarily, to continue His great work through donors like you!

Left: Educator Lawrence Ssemakula says “We appreciate the (Academy) teachers’ way of teaching. It's not easy to get students engaged in learning virtually. Our children enjoy learning due to the teachers' carefulness demonstrated through meeting the students' individual needs and even following up on individual students to ensure they are enjoying their studies.”

Right: “My family chose to use the Academy online program during a season of life that had many unexpected challenges.” says Deb Nava, of her 1st and 3rd grade students. “The flexibility of the program allowed us to quickly work through some material or spend extra time on the classes my kids loved. Our weekly check-ins with a teacher were helpful to keep them on track or ask questions about certain assignments. I felt really good about the progress they made while at home, and I knew they would confidently be on par with peers in the classroom. It’s an excellent program and I’m so thankful we had a positive experience during a hard season.”

(1) COVID-19: Education replaced by shuttered schools, violence, teenage pregnancy https://news.un.org/en/story/2021/07/1096502

The First Two Weeks of School: A Valuable Transition

Have you ever had that Sunday morning church experience where you’re rushing to get the kids out the door? Everybody fed, check! Everybody dressed, check! Kids to their Sunday school rooms. Quick restroom stop. When you finally sit down in the pew, you can breathe a sigh of relief. Even though you are a few minutes late, you’re here and it’s time to settle in. As the music begins you take a deep breath and calm your mind by moving through the mental checklist: Yes, you turned the stove off at home. Yes, you packed the diaper bag, yes you locked your car in the parking lot… and you begin to mentally transition to focusing on this time with the Lord ahead of you.

This reality of transition is one that we acknowledge and accommodate for at the start of every school year. It’s our “two-week alternative schedule” where we acclimate, assess and settle the students in for the new year of learning.

Maybe you’ve heard your student say something like, “Well, we haven’t started our real schedule yet…” They’re not wrong! But although they have not begun their academic schedules, they have most definitely begun their school year. 

High school students begin the school year meeting new classmates with opportunities to reflect on their summer where many of them participated in national and international mission opportunities.

Acclimation, assessment and “settling in”. Developed by Founder Gregg Garner, this is the simple way to understand what happens during our first 2 weeks of the school year. 

During their first few days back on campus, students are acclimated back into the school setting by reconnecting with peers, getting to know their teachers, and reviewing school routines and behavior expectations. At the elementary level this looks like remembering how to line up, how to move through meal service times, when they can use the restrooms, and what activities are appropriate for indoor recess. Before we begin administering any demerits or incentives, students simply get these few days to adjust into being back at school. 

Assessments come next, which do include academic assessments but also social and emotional. Through review exercises and games, teachers gauge how much their students remember, while also evaluating the demographics and personality of their new class. Is it a 2:1 ratio of girls to boys? Might need to adjust the sport through which Jr. High students will learn Game Strategies. Is it a class full of kinesthetic learners? Need to buy some more manipulatives for math class. Does this group of developing readers need to be on their feet for Language Arts courses? How about a readers’ theatre? Assessments provide teachers the data they need to teach students, not just classes. 

Finally, during the last few days of our alternative schedule, students settle in for the upcoming year. For 7th graders this looks like the reminder that, although they will now be receiving a number grade on every assignment, they are not their grade. They are more than a number. And school is the safest place to be wrong, to make mistakes and to grow. For our Juniors and Seniors, this looks like several blocks of research, reflection and discussion with teachers to decide on senior projects, internship placements and directed studies. 

So next time your student mentions that they haven’t started ‘regular school yet’, you’ll know what they mean! And you can follow up with questions like, “Tell me about your new teacher!” “What’s something you’re excited for/nervous about in this upcoming year?” Or even, “Remember to get to bed early tonight because your body is adjusting to the school year.” Here’s to being ready for a wonderful year of learning!

Elementary students use team-building exercises and games to develop their class dynamic and healthy interactions with one another.

News on our beloved Vice Principal, Robert Muñoz

This letter is to inform you of a tragedy that has taken place in our Academy family related to our beloved Vice Principal, Robert Muñoz. This blog contains sensitive information.

Dear Academy Family, 

As you may know, this last week we had a mission team serving in El Salvador made up of Academy students, G.O.D. summer interns, and GOD Int’l facilitators. They had a powerful week of ministry to the poor with God moving in powerful ways. 

On July 4, the G.O.D. Summer Interns and the Academy El Salvador team were enjoying a recreational day at the beach on their final day. Everyone at the beach was given rules and warnings about the ocean and staying shallow, including having two in-water personnel to create the outer boundaries and keep students within it, plus several other personnel in a lifeguard watch role. 

Tragically, two trip facilitators, G.O.D. staff members Michael Davis and Robert Muñoz - having of their own volition chosen to go beyond the restricted boundaries, were caught in a rip current. Three lifeguards rescued them out of the water, Michael conscious and Robert unconscious. Several attempted to help, performing CPR, and transferred Rob quickly to a hospital. 

Our team, including RN Jordan Miller, Midwife Celesta Bargatze, and a team of development workers trained in emergency situations performed CPR on Rob while swiftly transferring him to the hospital. Rob’s best friends, Gregg Garner and Jason Roufs never left his side. Sadly, Rob passed away on the evening of July 4th.

Rob and Heather’s families, along with the Community Church for GOD, are surrounding the Muñoz family in prayer and support. Rob has been instrumental in the formation of the Academy for G.O.D. and so beloved as the Vice Principal. We cannot imagine the Academy hallways, or the morning announcements, without him. We know that Rob would want the Academy students to continue worshipping Jesus alongside their best friends, just as he did. We hope to honor him by continuing to cultivate that kind of legacy at our school. 

We have gathered a list of resources for you regarding talking with children about loss (listed below). We ask for your mercy and your prayers as our team has had to navigate the loss of one of our founding pillars and best friends, alongside caring for Academy kids on the trip and the school family God’s given us. We have done it to the best of our ability with God’s help. 

Books

Helen Fitzgerald. The Grieving Teen: A Guide for Teenagers and their Friends. 

Earl A. Grollman. Bereaved Children and Teens: A support Guide for Parents and Professionals. 

Michealano Mundy. Sad Isn’t Bad: A Good Grief Guidebook for Kids Dealing with Loss (Picture book, for young kids) 

Alan D. Wolfelt. Healing A Friend’s Grieving Heart: 100 Practical Ideas for Helping Someone You Love Through Loss. 

The Dougy Center. 35 Ways to Help a Grieving Child. 

Website: The Dougy Center - Grief Support and Resources for Kids, Teens, Young Adults, and Parents. https://www.dougy.org