Episode 107 – Trevor MacKenzie

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Meet Trevor MacKenzie

TREVOR MACKENZIE is a learner, teacher, speaker, consultant, and outdoor enthusiast. Trevor teaches English at the 10th through 12th grade levels at Oak Bay High School in Victoria, BC, Canada. He is also regarded by many as the preeminent voice on inquiry-based learning today, authoring Dive into Inquiry: Amplify Learning and Empower Student Voice and co-authoring Inquiry Mindset: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners

The First Five Years Are the Hardest

When asked about an experience of adversity on his education journey, Trevor thinks back to his first five years in the profession. There were many forks in the road, he says, where he found himself questioning whether or not he even wanted to stay in education. It took him a while to move from substitute teaching to a full-time contract, and even then it was a real challenge to juggle all the responsibilities of a classroom teacher: lesson planning, unit design, assessment, parent communication, coaching, and other duties.

Trevor credits his local community of colleagues and professional peers who gave him advice, encouragement, and solidarity during those early years. Although his professional learning network has evolved far beyond the bounds of his own building, he continues to appreciate the power and importance of collaboration today.

Why Inquiry? 

First and foremost, Trevor says, he never proposes that other teachers must do things his way. “Teaching is an art with incredible nuance and subtlety, and there’s simply no lockstep approach or prescriptive framework to what makes a good teacher.”

That said, Trevor readily admits that inquiry-based learning is where his heart is, and he loves nothing more than helping other educators see what is possible for learners. Education has changed a great deal in the last decade – not just because of our access to phones but also in terms of the amount of prior knowledge that students bring to the classroom. It’s no longer about how much students know, but about what they can do with what they know.

Inquiry-based learning challenges teachers to facilitate experiences that help our learners to explore content and then create products that have an impact on others. Inquiry also challenges students to investigate the “un-Googleable” questions, the sort of questions that Google Home and Alexa cannot help them with. These are the kinds of vast, broad questions that students must chew on and wrestle with over extended periods of time. Inquiry encourages the development of the 4 Cs: competencies that are absolutely critical in today’s workforce. As a framework, inquiry provides the space and common language for students to become creators, problem-solvers, and active agents of their learning.

Inquiry and Curiosity

Children enter the school system full of curiosity, chomping at the bit to learn, to play, to read, and to interact. Sadly, students often leave high school with that curiosity and joy of learning greatly diminished. “Curiosity is at the heart of how we can better meet the needs of all of our learners,” Trevor points out.

We need to look at our curriculum with an eye to integrating inquiry approaches – it never needs to be a situation of all or nothing, inquiry vs the curriculum. Inquiry-based learning, when properly applied, allows us to explore prescribed curricular outcomes through the lens of curiosity and creativity.

Understanding the Types of Student Inquiry

Structured    Inquiry, Controlled Inquiry, Guided Inquiry and Free Inquiry

In the swimming pool illustration, Trevor divides the types of student inquiry into four levels: structured, controlled, guided, and free. Although it might seem tempting to jump quickly into the deep end of the swimming pool, Trevor cautions against initiating free inquiry without giving learners the necessary tools, understanding, and vocabulary. To move too far and too fast into inquiry is to invite chaos and confusion for teachers and learners, so strategy and forethought is required here.

Ideally, a school can work together on strong and structured units of inquiry-based learning so that all learners in the community become familiar with a common language. Frame those first units of study around central, unGoogleable questions. Use provocations to spark rich and engaging entry points to new areas of interest and study, and allow space for students to pursue side paths and related questions along the way. For help in getting started, visit TrevorMacKenzie.com for a large collection of free inquiry unit planning templates and other resources.

Inquiry and Assessment

When first introduced to inquiry-based learning, educators often have questions around assessment. To help guide teachers through these challenges and demonstrate what assessment can look like in the inquiry classroom, Trevor is currently working on a book that speaks directly to the mindset shift he has experienced around assessment in his own practice, and he goes on to describe some of the changes he’s made in the classroom.

For example, he no longer puts any numbers or letter-grades on formative assessments — he only offers feedback. He also makes sure that students are invested in the assessment process through the co-creation of criteria, the inclusion of student voice, and by making sure that assessment occurs in the classroom, by and with students — instead of something done to them. Assessment done properly infuses course content instead of taking the shape of something slapped on to the end of a unit of a study. 

The Power of Grading Conferences

Speaking to the power of the conference, Trevor says that the simple decision to sit down with each of his learners to discuss their assessments for the term was one of the most helpful and practical moves he’s ever made in his practice. He immediately noticed the empowerment and sense of agency that the conferences gave students. For a change, many of his students actually wanted their parents to read their report cards because they had a direct hand in crafting those comments. Even more importantly, the process broke many students out of a fixed mindset regarding what past report cards and the education system had told them they were and were not capable of as learners.

Could Inquiry Reshape Professional Development?

Sadly, Trevor says, professional development is often not designed by teachers, and as a result, there can be a disconnect between philosophy and practice. Make sure that teachers have a voice, and make relevance and immediate application high priorities in the design of professional development activities, he urges.

What Else is Setting Trevor on 🔥 in Education

Beyond inquiry, something else that is setting Trevor on fire in education today is the conversation around diversity, equity, and inclusion. He’s taken some hard looks at cultural responsiveness, systemic biases, allyship, identity studies, and the unpacking of his own personal biases. Educators who greatly impress Trevor in this space include Gary Gray Jr., Liz Kleinrock, and Cornelius Minor. If we want our students to truly understand themselves as learners, people, and human beings, we owe it to them to help them understand the biases, narratives, and historical forces that shape our understanding of ourselves.

Serving with Presence

As much joy as he derives from working with learners in his classroom, Trevor is also passionate about teaching teachers and working with other educators around the world. Balancing the two consituencies well and being fully present in every context requires intentionality and mindfulness. “As I enter the classroom each and every day, I’m asking how I can be present and mindful of what’s immediately before me,” Trevor says.

A Personal Passion: Cycling

Trevor is an avid cyclist, and on many mornings he is up early and out of the house on his bike before school. He also enjoys a good community of fellow cyclists in his area that he enjoys biking and racing with. Cycling gets him going, fires him up, and keeps him healthy so that he can serve others well.

A Productivity Hack: Early Mornings 

Trevor’s best productivity hack is to get up at 5:00 a.m. each morning, and he’s been inspired by other creatives to work before the rest of the world is awake. It’s the perfect time to tie up loose ends, complete tasks, do important reading, or write reflectively. With small children at home and students at school, the early morning is simply the best block of time in the day to be productive and undistracted.

Voices & Resources That Inspire His Practice 

Over on Twitter, Trevor recommends following @TheMerrillsEdu. The Merrills are an amazing elementary teaching couple who take creativity to a whole new level in their practice. Make sure to give them a follow!

No edtech tool has revolutionized Trevor’s assessment practices more than FlipGrid, where students post video responses and interact with each other’s ideas. Microsoft recently acquired this legendary platform and made its features absolutely free for educators, increasing equity and access for all learners in the process. Make sure to connect with Flipgrid on Twitter @FlipGrid

The Innovator's Mindset by George CourosWhen prompted for a book pick, Trevor points to a classic — The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity, by George Couros. Trevor also shouts out another title that has been influential in his practice, Understanding By Design, by Grant Wiggins and Jay McTighe.

In the world of podcasts, Trevor is making a late appearance at the world’s most famous true crime series, Serial. He’s also gaining a lot from the Teaching While White Podcast – White Fragility podcast series.

As for YouTube channels, Trevor is going back to one of the faves he mentioned previously: Gary Gray Jr. Gary is an important voice in the conversation on equity and he keeps things real on his channel.

Although his kids are still too young for the chills and thrills of this popular series, Trevor has been enjoying Stranger Things whenever he does find the time for some entertainment on Netflix.

We sign off on this terrific conversation, and Trevor gives us the best ways to connect with him online. See below for details!

Connect with Trevor …

Connect with the Teachers on Fire podcast on social media:

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100 – Celebrating 100 Episodes!

TOF100

Marking the Centennial Edition

In this special episode of the pod, long-time supporter of the podcast Bryon Carpenter (@BryonCar) takes over the microphone and interviews me, Tim Cavey, using the same questions I’ve used to interview my 99 previous guests. It’s a fun conversation and a great opportunity for me to reflect back on the Teachers on Fire journey.

My Current Role in Education

I am an 8th grade homeroom teacher at a middle school in Surrey, BC, Canada. I teach most subjects, including elective courses in Entrepreneurship and Media Arts – elective courses that allow me to share my passion for content creation.

House on Fire

Back in December of 2012 I found myself in a very challenging set of personal circumstances. I was renting a basement suite in Vancouver and going through a divorce when I received a text message one day while teaching. My landlord’s instruction simply said “Come home quick – the house is on fire!”

I came home to a burned out house and found myself temporarily homeless, with no family in the area. My colleagues were incredibly supportive during this time and a huge reason why I am where I am today, but I’ll never forget the experience of teaching a class of middle schoolers in the days and weeks that followed with so much emotional turmoil and personal chaos in the background. Teaching felt robotic, and it was hard to conjure up genuine emotion in the classroom.

As much as authenticity and transparency are important in our practice, we also need to be that source of warmth, love, and encouragement for our learners. That isn’t always easy – especially when chaos, pain, or upheaval reigns in our personal lives. The support of my colleagues during this period is a reminder that I need to check in regularly with the people around me, mindful of the fact that my colleagues are fighting battles that I know nothing about.

What Sets Me on 🔥 in Education Today

What really sets me on fire in education today is the opportunity of passing on my passion for content creation with my students. Whether it’s blogging, podcasting, photography, video production, or other forms of expression and communication, the age of the internet gives us all tremendous opportunities to represent our values and share what we are all about.

Our learners are all comfortable consumers, but what are they creating and contributing? How are they adding beauty and utility to the world? How are they launching their projects and learning in authentic ways? These are the questions that motivate me and guide my practice today.

The Teachers on Fire Origin Story

My journey with podcasting began over a decade ago. Some of my first podcasts included The Dave Ramsey Show, The Real Estate Guys, Stuff You Should Know, and Hockey Central at Noon. In more recent years, I also started to listen to business and entrepreneurship podcasts, including figures like Gary Vaynerchuk, Pat Flynn, and John Lee Dumas. These figures spoke regularly about the possibilities for creation and communication afforded by the internet, and as I listened to their conversations with entrepreneurs and business pioneers, I thought about how amazing it would be to feature educators in the same way.

Back in early 2018, I wasn’t seeing a whole lot of education podcasts in the iTunes store, so I decided to give this podcasting thing a try. Inspired by John Lee Dumas’s Entrepreneurs on Fire, I launched Teachers on Fire in the spring of 2018. My mission was and continues to be the exposure of tremendous educators who are leading and transforming K-12 education. This passion project is a sweet spot for me, because my passion is at least as strong now as it was when I first launched the podcast.

My Professional Goals

I recently finished my MEdL thesis, bringing a 2-year degree program to a close. That was a huge relief, and now I’m excited to shift my energy into other creative passions, including blogging and eventually vlogging. In my practice, I’m excited to push my 8th grade entrepreneurship students to interview entrepreneurs and business leaders in our community and share their recordings on our Gr8 Expectations student podcast.

Personal Passions Away from Education

Outside of educational settings, I’m passionate about getting out on the ocean on paddleboards and hiking new mountain trails with my beautiful wife. I dream about one day getting a drone that will allow me to document both passions in beautiful ways as well.

My Biggest Productivity Hack

I love productivity hacks of all kinds, but one of my biggest and best is the habit of waking up at 4:30 on school day mornings so that I can get to my neighborhood Starbucks. When I’m on my game and this is happening, it allows me to get after the day before the day gets after me. I do some journaling work, review my calendar, set some goals, complete some prayer and meditation, and then get some work done. It’s an incredible feeling to get to school knowing that the day is already a win because of what I’ve accomplished before 7:00 a.m.

Voices & Resources That Shape My Thinking & Inspire My Practice

Over on Twitter, I recommend following the dynamic Nina Pak Lui, my guest on episode 97 of the podcast. You’ll find her @NPakLui. A former middle school teacher, Nina now teaches pre-service teachers at the university level. She’s a whirlwind of intensity when it comes to the issues that matter in education today, including equity, diversity, and assessment for learning. She’s also just launched a blog and is beginning her own graduate level research, and I know big things are ahead for her.

My pick for edtech tools is WeVideo, simply the best cloud-based video editing solution available today. Get to know this company on Twitter @WeVideo

Big Magic by Elizabeth GilbertI’ve always got a bunch of books on the go, but one that has kept me laughing and inspired lately is Elizabeth Gilbert’s Big Magic: Creative Living Beyond Fear. As the title says, this book is essential reading for those looking to flex their creativity, particularly in the writing and blogging spaces.

My podcast pick has to be the one hosted by the delightful Jeff Gargas and Rae Hughart, Teach Better Talk. These two have a passion for education and a playful back and forth that is simply unmatched in the podcast space. Follow them on Twitter @TeachBetterTeam

On YouTube, you need to subscribe to C. J. Reynolds at his channel, Real Rap with Reynolds. There’s not much rap involved, but C. J. brings it every episode, tackling the very real challenges that teachers face in their classrooms. He’s inspiring. Get to know him on Twitter @RealRapReynolds

My family enjoyed The Office and Brooklyn 99 on Netflix, but lately we’ve been checking out Jack Ryan on Amazon Prime (although we’ve had to skip a few scenes when our boys are watching). If you like spy flicks and can handle John Krasinski in a serious role, this might be a series to check out. 

We sign off on this milestone conversation, and I thank Bryon for hosting this centennial edition. If you’re new to the podcast, make sure you connect with me on the platforms below!

Connect with the Teachers on Fire podcast on social media!

Song Track Credits

Listen on YouTube and subscribe to the Teachers on Fire channel.

Episode 97 – Nina Pak Lui

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Meet Nina Pak Lui

NINA PAK LUI has taught at the middle and high school levels and today she instructs pre-service teachers at the School of Education at Trinity Western University in Langley, BC, Canada.

Nina views teaching as a sacred calling, and she’s dedicated to inspiring and equipping future teachers to be caring, competent, inclusive and reflective. She is passionate about designing and facilitating meaningful learning experiences that intentionally connect theory to practice.

Tensions Between Vision and Reality

A few years ago, Nina was teaching in a high school context when her mental health began to struggle. She experienced a taxing tension between her vision for program ideals and certain systemic constraints that would not allow that vision to come to fruition. It became increasingly difficult to align her values and beliefs with practice, and the emotional distress eventually became too pressing to ignore.

Nina took an extended leave from her position, and the time away was healing and clarifying. With a lot of time for reflection, she stopped blaming external factors and began examining her own internal landscape. She learned to be kinder to herself, show more patience with others, accept the slow rates of institutional change, and recognize that perfectionism is a thief of joy. With lots of love from her support network, she has rested, recalibrated, healed, and now enjoys new optimism and outlook in her current context. 

Focusing on Formative Assessment for Learning

Nina regularly talks with her undergrad students about their own assessment journeys. They share about unyielding deadlines, grades being used to punish, no chances to refine or revise, and feedback that only comes at the end of a learning cycle. Although assessment experiences can be positive, the negative experiences seem to come through more often.

Katie White, author of Softening the Edges: Assessment Practices That Honor K-12 Teachers and Learners, writes that “continual intention and active capturing of learning in the moment and making inferences about a learner’s understanding in relation to a goal happens over time.” Dylan Wiliam adds that “for assessment to be primarily embedded in the learning cycle it must remain formative,” and “all activities undertaken by teachers and/or by students provide information to be used as feedback to modify teaching or learning activities in which they are engaged.”

These quotes speak to the ideas that …

  1. learning happens over time,
  2. we must practice intentional goal-setting,
  3. we must allow more times for reflection, and
  4. we must support more opportunities for revision and additional tries.

For Nina, formative assessment is often about determining readiness: is the learner actually ready to take the next step? Too often, we push learners down a track that ignores their individual needs and progress, which only creates further dissonance and deficits in their learning journeys. By being more flexible and creating personalized learning experiences, we create more on-ramps for learners and ensure that every student remains on a track to growth.

Summative assessments have a place in classrooms, Nina says, as long as they are actually used as a tool for learning, celebrate growth, and close the door for further learning as seldom as possible. Summative assessments should look like rich performance tasks that demonstrate the complete learning standards that the learner is aiming for. When using summative assessments, it’s critical to carefully consider the best type of summative assessment to be used and ensure that the learning standards can be fully demonstrated.

Why Should We Assess Students At All?

So why assess? Katie White says that assessment is something that we are always doing, and it’s an essential process to support the human. Achievement in school is not about doing work to accumulate points and letter grades. Instead, school should be a place of learning and becoming. “I want my students to know that they can make mistakes, that they can try again to correct their mistakes and improve,” Nina says.

Questions to Ask Ourselves Around Assessment

  • Are we here to ensure that students are taught or that students learn?
  • Are we here to measure only past learning or support future learning?
  • Is our work about building walls and documenting who climbs over them, or making sure our learners have the tools and supports to push through the barriers that are in front of them?

When we identify and address barriers to learning through greater access, equity, and inclusion, our learners will be more successful.

How to Best Serve Pre-Service Teachers 

When it comes to pre-service teachers today, Nina points out that their needs haven’t changed too much over the last twenty years. They still need the safety and support to try new ideas, encouragement to take risks, and the freedom to think outside the box. They also need quality mentors and supportive partnerships in the field, because sometimes what they see and experience in classrooms does not align with the principles they are learning in their classrooms.

On that note, education programs must work hard to intentionally connect course work to field work, theory to practice. Pre-service teachers and inexperienced teachers are having to adjust to a rapidly changing landscape and movements, so we must give them the confidence to remain lifelong learners – professional learners – that aim not to have it all figured out at once but instead adopt a posture of continuous learning and growth throughout our careers.

Addressing Gaps in Equity and Inclusion in Our Schools

When it comes to equity, Nina says, she starts by looking at access. Does every student have equal opportunity and access to the learning experiences? It’s an obvious step, but school faculties and leaders must do a better job of representing the voices and cultures in their school populations, says Nina.

What’s Setting Nina on 🔥 in Education Today

Nina has become obsessed with collaborative inquiry and the Spiral of Inquiry, created by Linda Kaser and Judy Halbert. The spiral gives voice, choice, and agency to educators and the means to go on learning journeys as whole communities.

Nina gets ignited by other education soulmates, including academics like Jenn Skelding, Christine Younghusband, and Gillian Judson, co-author of Imagination and the Engaged Learner: Cognitive Tools for the Classroom. These three and others constantly recharge her passion for education and the changing paradigms in assessment.

One thing Nina has definitely missed since leaving the classroom are the voices of parents, and she wants to find ways to include their voices in more education conversations.

Nina’s Professional Goals

On the horizon, Nina is also passionate about taking on another new step of learning by way of academic research. In particular, she wants to learn more about teacher education program development and assessment for learning, including its integration at the secondary and post-secondary levels.

The two words that summarize Nina’s goals for this year are bravery and courage. Nina has felt challenged in this last year to really lean into transparency about her professional learning journey. On top of starting new research, she’s also committing to sharing her learning on her blog and modeling vulnerability for her students. She’s been asking her students to blog about their learning, and after reading hundreds of their entries, she recognized that it was time for her to walk the walk and start sharing her own journey as well. Creating and designing her blog and formulating her first posts has already given her more empathy for her students and understanding of the learning challenges they face.

Personal Passions That Keep Her Inner Fire Burning 

Nina’s chief passion and source of rejuvenation away from the university is her family. She’s a wife and mom to two kids, and spending time with them is her greatest joy. Calling her kids her greatest teachers, she says they help her come alive and continually remind her of what it means to be human.

She’s also enjoying the insights shared by authors like Ken Shigematsu, Henri Nouwen, and Jean Vanier regarding the nature of life and humanity, and she embraced opportunities this summer to unplug from the digital and become fully immersed in nature.

A Productivity Hack

Nina uses the Wunderlist app to track to-do items for her courses or profound questions asked by her kids. It helps keep her stay organized and on track.

Voices & Resources That Inspire Nina’s Thinking

Over on Twitter, Nina recommends following @KatieWhite426, author of Softening the Edges. Katie is active on Twitter and hosts the #AtAssessment chat which takes place every other Tuesday night.

An edtech tool that facilitates voice, engagement, and learning in her university classes is Socrative. Follow Socrative on Twitter @Socrative

The Way of the TeacherNina’s book recommendation is The Way of the Teacher: A Path for Personal Growth and Professional Fulfillment by Dr. Sandra Finney and Jane Thurgood Sagal. This book works on several levels, Nina says. It offers practical suggestions for our professional work but also offers guidance about how to work in human and sustainable ways that rekindle our love and joy for teaching.

One podcast that Nina enjoys is called On Being with Krista Tippett. What does it mean to be human? How do we want to live? Who will we be to each other? These are the questions that guide their conversations.

Two shows that Nina has been watching on Netflix are The Crown and Queer Eye. More than just a fashion show, Nina appreciates how the hosts of Queer Eye go beyond fashion to meet people wherever they are in their lives.

We sign off on this conversation, and Nina offers the best ways to connect with her online. See below for details!

Connect with Nina:

Sponsoring This Episode: Classtime

This episode is brought to you by Classtime.com, an assessment platform that delivers learning insights, giving you more time to teach.

Classtime.com helps you gain immediate visibility of your students’ learning progress, build engaging lessons, share with other teachers, and create your own tech-enabled questions to complement your lesson plans. Classtime.com also helps you engage all students with collaborative challenges & puzzles that make fun an integral part of the learning experience.

See what Classtime can do for your learners, and start your free trial at Classtime.com today!

Song Track Credits

Listen on YouTube and subscribe to the Teachers on Fire channel.

Episode 71 – Rose Pillay

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Meet Our Guest

ROSE PILLAY is an education leader and curriculum consultant for the Catholic Independent Schools of the Vancouver Archdiocese. Her One Word for 2019 is SMILE, and Rose keeps educators inspired on her mission to serve, support, and celebrate growth and relationships. She sees her roles as 1) professional learner, 2) good news gossip, and 3) educational matchmaker.

Buckle up for this interview! Her colleagues call her a girl on fire, and you’ll understand why when you hear her passion and commitment for learning. Follow Rose on Twitter @RosePillay1 and visit her blog at https://teachafl.wordpress.com/.

Everything We Do in Teaching is Relational

There are days when Rose has felt she isn’t making a difference. Imposter syndrome creeps in, and she the doubts can be debilitating.

To counter these feelings of inadequacy and negativity, Rose makes a conscious choice to curate and keep any and all the cards, comments, and collectibles that are affirming and empowering. She also designates a label in her inbox simply marked Sunshine, and it’s filled with messages that empower and bless her.

To further bolster her confidence, Rose is proactive about surrounding herself with people who not only cheer her on but challenge her to be better. “Everything we do in teaching is relational,” she says. We need to find others who will fuel our passion.

Faith and Learning

As a committed Catholic, Rose feels called to bring the light of Jesus into this world, and as such she strives to be a lighthouse and source of hope for others. She wants to live in such a way that people say “I want what she’s having,” not living as one seeking to be accepted but in a way that is unashamed, unapologetic, and authentic.

She enjoys partnering with educators from all corners and backgrounds because we all want the same things for children: to equip them to live well in an ever-changing world. She is relentless in her pursuit of the good, true, and beautiful in an effort to make our students into saints. Education has shifted its focus from transmission of information to transformation, from products to people. We’re trying to define the very best qualities of what it means to be human, to contribute to this world and make it a better place.

Why Network on Twitter?

For Rose, Twitter serves two main purposes:

  1. it builds professional relationships, and
  2. it creates access to classrooms, innovative practices, and inspirational conversations.

Twitter isn’t the all-important platform, but the key is to find something, someone, or some place that recharges your batteries so that you have the ideas and energy to give back to your learners.

Fail Better

Rose’s blog, Fail Better, began as a reservoir of resources for educators looking to do more with assessment for learning. In June 2012, Rose wrote a post called Fail Better, inspired by a quote by Samuel Beckett: “Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better.”

From that time forward, Rose decided to use her blog to reflect on her own learning journey. Dylan Wiliam says that every educator needs to accept two commitments.

  1. Every single teacher will carry on improvement in their practice, and
  2. Focus on the things that make the most difference to students. Embrace the idea that the job of teaching is so difficult that we never really get good at it. We fail every day, but every day following we can come back and fail better.

To fuel and direct her learning journey, Rose asks herself those Big Three metacognitive questions each week:

  1. What am I learning?
  2. Where am I going?
  3. How will I get there?

As Richard Wagamese writes, “Don’t just write what you know. Write what you wish to know.” Storytelling is about discovery of one’s self, a way for writers to document their growth and evolution.

New Competency-Based Curriculum for BC

One thing that really ignites Rose today is BC’s new competency-based curriculum. It’s infused schools across the province with fresh energy, vision, and joy. The focus is where it should be – on ALL students learning and growing, from wherever they are on their journey. It’s about students finding themselves, developing holistically, and answering the most important question they will ever answer: Who am I?

Rose is also thrilled by the new Career Life education program coming to BC’s high school curriculum – “the sun around which all the other courses will orbit.” Among other things, this new initiative is sure to challenge long-held assumptions and ways of doing in terms of high school timetables and course structures.

A third thing that energizes Rose is the cross-pollination of ideas, resources, and practices happening between districts in British Columbia.

A Professional Goal for 2019

This year, Rose would like to grow as a confident, competent, and creative workshop presenter. This will mean attending more professional development events led by people who are pushing themselves, including an upcoming CAFLN conference in Delta, BC.

Learning is a Life Passion

Rose is a fan of learning, whatever it is and wherever it’s available. She loves to rub shoulders with other learners who attend events by choice – she calls these campfires. Being with other educators who are there because they want to learn and love community is so energizing.

It’s the sharing of stories that really helps us grow, and for that reason Rose and her brother Gabriel are passionate organizers of an annual event called EdVent. It’s a place for educators to come and share their stories of learning and innovative practice. Teaching and learning have to be team sports! We need teammates to learn beside.

A Productivity Hack: Saying YES More

Inspired by Catherine Mulskey’s Ted-X Talk, The Courage to Say No, Rose is learning to actually say YES to more things, including this podcast. Saying no sometimes means that we’re not growing, and we miss out on learning. Right now, she’s focused on saying yes more often.

“My need to KNOW things trumps my need to say NO to things,” Rose says. “For me to be successful in what I do, I want to model what it means to learn, to grow, to stretch, to take risks.”

Voices & Resources That Inspire Rose’s Professional Practice

On Twitter, Rose recommends following @Vendram1n. He’s a continual source of leadership and inspiration, and he’s one of the kindest and most generous leaders in education you’ll ever meet.

Rose’s book pick is Embers: One Ojibway’s Meditations by Richard Wagamese. It’s a breathtaking work of life and beauty from an indigenous perspective.

If you’re looking for another education podcast to add to your line-up, check out The Catholic Teacher Podcast. Follow the host @BeingCatholic1.

Over on YouTube, Rose suggests subscribing to Five Moore Minutes by a leading voice on inclusion in education, Shelley Moore.

Although Rose isn’t on Netflix, some of her current viewing includes This is Us and Doctor Who.

Connect with Rose

We sign off on this amazing conversation, and Rose reminds us of the best ways to connect with her and learn together online. Make sure to give her a follow on Twitter and subscribe to her blog!

Subscribe to the Teachers on Fire podcast on your mobile device.

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Follow the Teachers on Fire podcast on social media.

Song Track Credits

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Episode 53 – Curtis Wiebe

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Subscribe to the podcast on your mobile device HERE: iTunes | Google Podcasts | Anchor | Spotify | YouTube

CURTIS WIEBE is an elementary school teacher in Surrey, BC, Canada. He’s interested in the ways that technology augments learning, boosts creativity, and creates new opportunities for learners. Follow Curtis on Twitter @DivisionW and see his work at https://mrwiebesclass.weebly.com/.

In our conversation, Curtis identifies the key to bringing about positive changes in schools and structures in education. He describes why he’s passionate about preparing students to find creative solutions that address real-world problems, and he explains what his learners are doing with makerspaces and robotics. He tells us where he gets his best ideas, and offers us top picks on Twitter, in books, and much more.

Follow Curtis online here: 

Find the highlights from our conversation at the timestamps below:

  • 0:53 – Curtis describes his current context in education at Crescent Park Elementary School in South Surrey, BC, Canada. Aside from his 7th grade teaching duties, Curtis is a part of the school’s tech team and the district Microsoft Inquiry team. He’s also currently pursuing his MEdL degree.
  • 1:47 – Curtis speaks to the challenges related to bringing about change in schools and structures in education. When we present a different way of doing things, it tends to create friction points and difficult conversations. One key to bringing about change in a positive way is to do so diplomatically, with research and evidence that these changes will positively influence learning – what school is really all about.
  • 4:40 – When asked what he’s most passionate about in education today, Curtis points to the ever-changing landscape of challenges that education can address around the globe. He loves preparing learners to find solutions to complex, real-world problems. He’s also enjoying an exploration of robotics (Check out https://www.vexrobotics.com/ and http://www.flowol.com/Flowol4.aspx) with his students, where he says “the excitement has gone through the stratosphere.”
  • 7:01 – Outside of the classroom, he’s energized by reading about technology, current events, and politics. He’s always interested in exploring current situations but is also intrigued by political philosophers from the past. In the same way, he enjoys looking at where technology has come and where it may be going in the future.
  • 9:43 – A personal habit that consistently energizes Curtis and supports his reflective process is engaging in professional conversations with educator – his wife! He also enjoys the analytical aspects of golf: looking back, thinking about how to improve, seeking to repeat good strokes, etc.
  • 11:05 – His recommendations on Twitter are Jeff Unruh (@Unruh_J) and Michelle Horn (@MsHornDiv10).
  • 14:55 – Curtis is all about robotics right now, so his top picks in the area of edtech are VEX IQ Robotics (@VEXRobotics on Twitter) and Microsoft Office 365 and (@MicrosoftEDU on Twitter). In particular, Microsoft Teams is working well as a point of connection and workflow for his learners.
  • 17:10 – In books, Curtis recommends Trevor MacKenzie’s Dive Into Inquiry: Amplify Learning and Empower Student Voice. Get to know Trevor on Twitter @Trev_MacKenzie. For a magazine pick, Curtis points to The Atlantic and their education section in particular. For a sampling of their top education articles, start following @TheAtlEducation on Twitter.
  • 18:09 – His top choice for education podcasts right now is MindShift: A Podcast About the Future of Learning. Follow MindShift on Twitter @MindShiftKQED.
  • 18:49 – As a self-confessed fan of all things politics, Curtis’s go-to show on Netflix right now is Homeland.
  • 19:12 – We sign off on the interview, and Curtis gives us the best ways to find and follow him online. See above for details!

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Song Track Credits

  • Intro: Relax (by Simon More)
  • Outtro: Starley – Call on Me Remix (by DJ Zhorik)

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