Teaching and Learning

Here’s a tip… don’t drink a latte at 9pm at night. Resist. Even though it goes beautifully with your baklava and ice cream… DON’T DO IT. Learning from experience… you could be blogging at 4am wishing that you didn’t have that latte. I can’t sleep. At first I thought it was because I finished my (draft) PowerPoint presentation for my dissertation oral examination, but nope… I’m wrong. It was definitely the latte.

Moving on… I thought that this would be an excellent opportunity to share some of my thoughts on the POWER OF TEACHING AND LEARNING. I am in a wonderful and unique position. Not only am I teaching pre-service teachers at the university as a sessional instructor, I am also learning at the university as a doctoral student. I have always been enamoured by the wonders of teaching and learning. On the one hand, it seems almost magical. On the other hand, it’s more about technique, strategies, and rigour. I would like to focus on the MAGIC OF TEACHING AND LEARNING.

In my EDUC454 course, we are approaching the end with only a couple classes to go. I’m hoping that all I have constructed, designed, and orchestrated is starting to make sense to the students. Initially, the course feels like a conceptual mess. I build my courses on a concept and get to the details later. Now, we’re in “the later” and students are asking questions on how to complete some of the tasks they are asked to do for the course. I encourage them to ask questions and I will happily answer them. As a student, I’m not so forthcoming. I need to model what I want to see.

For the last few days, I’ve been stewing on my EdD Oral Examination PowerPoint presentation. I sent out an email to my supervisor last week indicating to him that I would like to meet with him some time soon. He replied by saying when he could meet and where we could meet. He also indicated to me that LESS IS MORE and recommended that I do 6 SLIDES FOR 6 CHAPTERS of my dissertation. Whoa. I was stumped. I was planning for 20. This is a slight deviation from what I intended.

It took the few days to ask my supervisor for a room number even though I knew that he wanted to preview my PowerPoint before our meeting. I was running out of time. What was I thinking??? Or not thinking. Nonetheless, my supervisor promptly replied with a room number while I was composing and posting a tweet on 6 SLIDES FOR 6 CHAPTERS. Moments later, he sent an unsolicited follow up email with the intentions of minimizing my stress regarding 6 slides for 6 chapters. He said 6 slides are great, 12 slides are fine, and 24 slides are too many. OMG. He must have read my Tweet!!! Not. He looked for my tweet after I asked him if he read it or not… and he LIKED it. This was a very serendipitous moment. He helped me on something I needed help on.

I needed to hear a few encouraging words… or words of advice… to change my lens on how I was approaching my PowerPoint presentation. Trust me. I have watched several YouTube videos, searched many webpages on preparing for the oral examination, and previewed some sample PowerPoint presentations online. I had an idea of what I needed to do but my supervisor (aka. teacher) quickly set me on the right path… or trajectory, shall I say… to get this task done. Oh… and I’m done. A handful of hours soon after our last email, I completed the task. It feels good.

This is the power of teaching and learning… I’m not sure if I’ve described it well or not, but it’s THE RELATIONSHIP. It’s more than liking or respecting each other… although, that helps. It’s about connecting at a cognitive level but almost intuitively where one is willing and able to help and the other is willing and able to receive. When this connection occurs at the right time, right place… MAGIC HAPPENS. I love this about teaching and learning. Without this relationship, magic would not happen.

Mixed Feelings

Yup. Here is my “unofficial” blog reflection on this week’s EDUC454D100 class. I must admit. I walked into this week’s class with mixed feelings. I wanted to check to see if it was a full moon or not. The day before our WEEK 11 class, I fielded a few emails from students that ranged from questions about our upcoming assignments to rescheduling presentations. I was unsure how this day would unfold. This week was our first day of two for “Philosophy Presentations.” Ten of 26 presented. Next week will be an endurance class, but this week’s presentations met my expectations.

I can understand why the Philosophy Presentation (aka. IGNITE or pecha kucha) can be intimidating at first. I structured the activity around BC’s New Curriculum with a BIG IDEA, curricular competencies, and content as it relates to the course, EDUC454. The structure and expectations were the same for all, but what was to come was personalized and unique. Everyone had their voice and opportunity to express their learning and BIG AHAs. Although I did expect that each presentation would be different, what I did not expect was the level of learning that was established.

I will reserve my final evaluation with a follow up email for each student with some feedback, but also each presenter received handwritten formative feedback from their peers based on the structure of the activity. What do you perceive to be their biggest takeaway? Not one presentation was the same. I loved it. What I do hope is that students gave similar responses per presentation but recognized that everyone’s takeaways were different. We are all different. We have different subject specialities. But also, we all have different prior knowledge and readiness to learn. This is the power of the new curriculum. We can acknowledge these differences in each other and have takeaways that are personally and professionally meaningful.

Of course, my students asked me if I would be doing an IGNITE as well. I agreed to do so. One thing that I had committed to doing during this course was to be the learner alongside with them. I have reflected on journals (via blog) as they did, I have facilitated a learning activity (e.g. weaving), and I am engaged in my own inquiry (e.g. cedar bark, bark harvesting, and culturally modified trees). So, why not? I guess I will be “the closer.” Thus, I am resisting what I will say in my Philosophy Presentation. It’s stewing in my mind (as well as creating my PowerPoint for my upcoming dissertation oral defence and TEDxWestVancouverED presentation). I hope that I can do it justice. I have learned a tonne and personally, my practice has been transformed.

Thank you EDUC454. It’s been incredible!!! Two more classes to go… can’t wait.

My Big Aha

Photo Credit: Amie Le Blanc

EDUC454D100 SUMMATIVE REFLECTION

I will admit… that teaching “Quantitative Approaches to Environmental Education” was not my area of expertise or course that I had initially applied to for the 2017 Summer Session. When I was offered EDUC454 to teach, I had a moment of hesitation because my subject specialty was Secondary Mathematics Education… and Curriculum Development as my next area of interest. I had agreed to teach EDUC454 but was uncertain how I would approach the course. So, I asked a few of my colleague friends who teach science on how they would teach the course, then I templated my expertise and pedagogical preferences to the course.

I wanted to include the intentions of BC’s New Curriculum to this course as well as engage in inquiry as learners. I have a core belief, based on my research, that you have to experience/learn what it’s like to teach what you are about to teach. Ideally, this would occur prior to teaching something or you can be so bold as to do it concurrently. I wanted the students to engage in Level 4 of inquiry as learners so that they can transfer what they had experienced and learned into their teaching practice. Furthermore, I wanted them to engage in cooperative group teaching facilitations to experience/learn what it would to be like to collaborate with others and teach.

I took some risks in this course. I learned that I had to get Ethics Approval to implement an inquiry project within my own course at the university. I learned that my lack of subject speciality really, really showed when I selected articles to read months in advance to the course (there was little room to deviate) and my students would have preferred articles written within the last 5 years. I learned that group facilitations were diverse in topic, depth, and breath even though every group had the same parameters of including environmental education, quantitative approaches, their subject specialty, and going outside. Finally, I learned that this class is equally diverse, they are critical thinkers, and they are pretty good at math.

My biggest aha from teaching and learning from EDUC454 is that I want to be outside. Embedding environmental education into my practice is not difficult to do and it can take on may roles, meaning it could be the setting, it could be the learning resource, or it could be part of the inquiry. There were many times that I wanted to implement some of the ideas presented during this course as part of my Math 8-12 classes if I was back or still in the classroom. I did not realize this until we had one class (Week 9) when we were inside the whole time. I walked away from the class feeling flat. Teaching and learning outside is possible regardless of what subject we teach… in addition to incorporating mathematics or quantitative approaches.

I am honing my practice to include and honour personalized learning, competency based assessments, and student-led learning. These three aspects were foreign to my former teaching practice as a secondary mathematics teacher, but having the opportunity to play, experiment, and learn with my students in EDUC454 made me realize the potential and power of BC’s New Curriculum and how we can engage students in their own learning so that it’s meaningful, purposeful, and joyful. It’s been an incredible teaching and learning experience. I look forward to the next few weeks left with them. We will be doing two classes of Philosophy Presentations (aka. IGNITE) and our last class with a field trip to Stanley Park with Candace Campo.

My goal right now is to figure out how we can go outside during our class in the next couple of weeks while facilitating the Philosophy Presentations. I am committed to going outside and wonder if going outside for the sake of going outside is enough. I have considered @perfinker’s (Gillian Judson’s) Walking Curriculum, but I don’t want to be disruptive or tangental either. We are approaching the end of the course and hope to bring our learning to a close by the end of the month. Thank you EDUC454 for the learning and helping me see that environmental education is cross-curricular.

Connecting the Dots

I look back at this photo… and many others that I have… of students and I begin to wonder about their journeys as I look upon mine. How does one connect the dots? There’s a huge need of mine (and I’m sure for other people) to see what’s ahead. I guess it’s my huge desire for certainty, but the truth is, I haven’t been on that train for quite some time. Why is this time any different? Why can’t I just focus on what I need to do (i.e. prepare for my oral defence) and take it from there? Admittedly, I am a bit anxious… not about the oral defence but what will happen after it.

This is exactly how Grade 12’s feel. After 13 years of schooling, what’s next? We all ask them… What are you going to do with your life? What school will you be attending? Where do you want to travel? This is STRESSFUL. I am there. What’s the plan? Life would have been much easier, straightforward, and somewhat predictable had I stayed teaching high school mathematics in public schools. I miss many of my students from teaching in high school and I love that I am still in contact with some of them via social media. I feel connected to them as I glimpse into their lives and learn about where the are going and where they have been. I will say that it’s crazy when I get Facebook updates on their 35th birthday. How is that possible when I’m 35?

Just the other day I was explaining to a colleague the other day that when we discover our passions and we have the will to pursue them, the path forward is not always clear or straightforward. I mentioned that same idea in my Chatelech Grad 2017 Speech as well. Hmm… this is the lesson I am suppose to learn. I was actually nervous during my speech at Chatelech, which is unusual. In hindsight, maybe my speech was not only a speech for the 2017 Grads but for me as well. The journey is not easy, but just learn from your lessons on move on. You have to make decisions that are best for you and true to you. I look back at some of the decisions I have made in my career and often wonder if I did the right thing. In turn, I would compare myself with others who were able to persist and persevere and wonder why I opted to walk away.

Depending on how you know me, I’ve walked away from something that was perceived “important” in each chapter of my life. Whether it be curling, professional development chair, my teaching position in public schools, or running for re-election on the provincial board, I opted not to “reach for the top.” Was I satisfied? Hmm… I would say yes and no. It depends. I was satisfied with what I’ve accomplished but I knew I was meant to be somewhere else. It’s a feeling that has no words to describe. As I reflect on my life’s history, I did walk away from several situations I deeply cared about. What’s unusual about this reflection is that I am at the verge of defending my dissertation… a 9-year long journey. I thought about walking away from my research 4-years ago, but I’m bringing it to completion. Why was this situation so different?

Right now, I am driven to get a job in place for September but feel that it’s not the right thing to do at this point in time. What has provoked my curiosity about my pedagogical journey so far is my current thought process in preparation for my TEDxWestVancouverED presentation. I am called to question. If I had to generalize or make a pattern, I believe I walked away from certain situations because I did not feel aligned to the situation at the time. I was unwilling to compromise my values, integrity, and mindset to just “suck it up.” That’s not my style. I am willing to endure the ups and downs. I have grit. I am resilient. But there comes a time when YOU KNOW you have to go. And when you don’t respond, that’s when it gets ugly.

Maybe the difference between my dissertation and other life’s situations is that I came into alignment. I will admit that I may have started my dissertation for the “wrong reasons.”  After leaving teaching, I had to rediscover a new reason for completing my doctoral studies. What was my purpose? I struggled with this. I was in a state of transition, but now I realize that I was meant to answer the question, a question that I had for more than 20 years. I had to leave the practice go get perspective, a broader scope, and a deeper understanding. I had to learn from others and learn from experience. I could not have completed my dissertation had I not done what I have done. I feel blessed to have answered my research question.

It feels right and it’s the right thing to do for me. I feel content. I feel solace. I guess my worry or what’s different from before is… What’s next? There is no question in my mind that if I had followed through on my curling career, my leadership role in professional development, teaching career, or campaigned for the provincial board, I would be somewhere else, but also I would not be where I am. When I look back… all of the dots connect in a straight line as it was meant to be. The phenomena reminds me of Steve Jobs address at Stanford. The dots have connected. I would not trade-in anything that I have experienced so far that would have deviated me from where I am today. I am in a good place. As my good friend has said to me, trust your intuition.

Greatest Impact

Dr. Geoff Madoc-Jones, PhD (photo creds: SFU.ca)

Week 10 – EDUC454D100 – July 11, 2017

This is the last “official” journal reflection for EDUC 454 D100 Summer Session 2017 at SFU. Wow. That sounded BIG… and it is. The final journal refection question is: What teacher made the biggest impact on you? It’s a BIG question because teachers play a BIG role in people’s lives and they have an integral part in setting the trajectory of your future and sense of self. Again, this sounds BIG… and it is. Teachers have a BIG responsibility and it goes beyond teaching curriculum and keeping students safe.

Even though I asked my students to reflect on this question, it has taken me some time to really think about what teachers had an impact on me which one had THE BIGGEST. Well, I have to admit, I don’t even remember the names of all of my teachers from K-12. So when I read Chris Kennedy’s Blog “Culture of Yes” and he names ALL of his teachers from K-12 in How Many Can You Name, I am humbled. I can’t do it. I can remember a few from elementary school, some from secondary, none from my undergraduate studies, and a few from my graduate studies.

Of these teachers, which one of them played the TSN Turning Point Teacher in my life? Many of the teachers I highly regard are those who believed in me, loved their subject area, and provoked my thinking. All three criteria are important to me (as well as it is for my daughter… go figure). Anyway, I can also think of two teachers who were mentors in my first year of teaching. They were equally wonderful. Admittedly, I would not be where I am without any of my teachers. This includes my supervisor and members of my EdD examining committee. Our learning experiences, in and out of school, influence what direction we choose or want to take. This is powerful.

Dr. Geoff Madoc-Jones is my edu-super hero. Why? Geoff definitely satisfied the criteria of believing in me, loving his subject matter, and being intellectually provocative. No question. So what about him that made him so special… to me? He was a risk taker, an innovator, and disrupter. I loved his creativity and willingness to make things happen. His kindness and ethics of care was seen behind the scenes. It’s not something that would be done in public. In fact, to the outside, he could be perceived as loud, arrogant, and pompous. Truth? He’s the kind of teacher I hope to be… an inspiration, a motivator, a visionary. I would not be here without him.


Pictures below are of my EDUC454D100 class participating in our last group facilitation project. First of all, I am so glad to be outside again… if feels so good. Second, we participated in another unique group facilitation project on FOOD and how food is sourced from around the world. Third, I learned more about eggs, rice, and salmon… and shopping organic. Wow. It’s so amazing when students lead the learning. It’s so incredible to learn from students, what they find interesting, and what they perceive as important. It’s so wonderful to have these student teachers engaged in the kind of learning that we want their studenst to engage in. Thank you EDUC454D100 for playing along with me. I loved that I had the opportunity to learn and understand the potential of BC’s New Curriculum with you and how to embed “quantitative approaches to environmental education” into my practice.

Student Driven Learning

Week 9 – EDUC454D100 – July 4, 2017

This week’s reflection question is: What does student-driven learning mean to you? We watched the TEDxWestVancouverED talk by Shelley Wright titled: The Power of Student-Driven Learning. Throughout this course we’ve been modelling student-driven learning where students take control of the class and teach it with our group facilitation projects. They decide what they are going to teach and how they are going to teach it. The group facilitation project must include environmental education/studies, quantitative approaches/mathematics, and their curricular area(s). Other than that, the freedom is theirs. We have completed 5 of 6 group facilitations and they have all been great. I look forward to our last one next class.

The irony does not get past me with this week’s class. There are no great photos to share because it was an INDOOR TEACHER DAY. It was such a downer. I left the class feeling uninspired and heavy. I facilitated most of the class and sadly we were inside the whole time. Furthermore, the activity was inconclusive and 9 students were missing my class. The dynamics were different overall and I wished that my activity worked out better than it did. We were designing Curricular Competencies for our upcoming Philosophy Presentation (aka. IGNITE) and how they would be assessed. Tough conversations. We decided to evaluate 2-3 curricular competencies as meeting or not meeting with feedback. Students will also be providing formative feedback.

The content of the Philosophy Presentation is environmental education, quantitative approaches, teaching & learning, and their subject area. The big idea is: Environmental education and quantitive approaches are embedded in my teaching practice. The approach attempts to use BC’s New Curriculum as a framework for students to demonstrate their learning. We still have to complete our vote and I hope that it will work out in the end. By the end of class, students seemed tired and listless… or that might have been me. This week’s class did not meet the expectations for the group facilitation and it wasn’t suppose to. It didn’t feel good. I’m happy that this class happened to help me realize that I want to be outside everyday with my class and students take the lead. My job is to help facilitate their learning.

Intrinsic Motivation

Week 8 – EDUC454D100 – June 27, 2017

Over the last few weeks, the topic of “intrinsic motivation” has been a topic of conversation… in problem-based learning, project-based learning, and assessment. Therefore, the question(s) of the week are: What motivates you intrinsically? What motivates students to learn? What needs to change? To compliment these questions, I asked students to watch Daniel Pink’s TED Talk The Puzzle of Motivation.

I am often provoked by idea of intrinsic motivation. How does one become intrinsically motivated? In education, I think about assessment and evaluation, loving the subject/content we teach, and pedagogy that is dialogical and collaborative. Assessment and evaluation not only drives how we instruct, but also it manages behaviour. Sometimes grades or marks are used to motivate students “to learn” or to punish students to serve as a “lesson to learn.” I’m not a big fan of motivating (aka. manipulating) students to learn with grades or marks. I am not a fan of the Pavlov dog approach to teaching and learning. Assessment and evaluation should reflect student achievement, progress, and competencies, not as a vehicle for motivation.

I am brought to Alasdair MacIntyre’s (1984) “goods internal to the practice.” I remember reading about this in my Master of Education program and my mind was BLOWN. I had never differentiated motivation as intrinsic or extrinsic. MacIntyre (1984) talks about a practice as being a complex activity that takes time to master or excel at. There are goods internal to the practice and the goods external. MacIntyre says that you can woo someone to the practice, at first, with the goods external and by engaging in the practice over time, the goods internal can be realized. I had to think about when I had first experienced this. At the time, all that I could think of was CURLING. Not to ramble on about curling, but I performed much better when I was focussed on the goods internal (i.e. being better at the game, making my shots) versus the goods external (i.e. winning, prizes, and acknowledgement).

Take a look at these photos of this week’s group facilitation by Happy Hour. Their topic was DEFORESTATION, but we engaged in photography, golf, ratios & proportion, and graphing made fun. I was so wowed by using perspective and proportions to calculate the height of trees (see above). I really enjoyed the learning activities we engaged in during class to heighten my awareness of deforestation. I appreciated how the students brought in their areas of interest or expertise to this group facilitation and I enjoyed the variety of learning opportunities throughout the day. I wonder if these students are motivated by the mark/grade or facilitating/participating in the activity. I hope its the latter. Admittedly, how they are being graded/evaluated on the group facilitation is somewhat vague at best. That was intended. In my mind, I am “grading” them on if they had met expectations or not. Did they embed math, environmental education, and their subject specialty in a group facilitated activity that is engaging, cooperative, and interactive? So far, all of the groups have met expectations.

Chatelech Grad 2017 Speech

Theme: Dream

Good evening.

I am School Trustee Christine Younghusband representing the SD46 Board of Education to give greetings to the Chatelech Secondary School Graduating Class of 2017. Congratulations to everyone sitting in the stands tonight… you’ve made it!!!

It’s been a long (or possibly short) journey for all of you to finally reach the end of your 13-year educational journey in K-12 schools. This is not an easy feat. When you first entered school in kindergarten, most of you didn’t know how to read and some of you didn’t even want to leave home. Now, look at you… times have changed.

Tonight, my message to you is to DREAM. You are embarking on the next step… and you are the one who decides what comes next. What do you want to do? Where do you want to be? How are you going to get there? Whatever it is… DREAM BIG.

Anything is possible, if you want it to be. The only barrier is you. Success is not a straight line. In fact, it will be quite messy. There is no perfect, so don’t get disillusioned or disappointed. Enjoy the ride and learn from your experiences.

Take it one step at a time. Believe that everything that you do is aligned to your dream, whether if you know it or not. So, what is your dream? Stay focussed. Before you know it… you’ll be living your dream. And when you realize that you’re living your dream, you will have another one to strive for. This is the beauty of dreams.

Don’t limit yourself. Be prepared to dream big and enjoy the messy journey. On behalf of the SD46 Board of Education, a round of applause and I raise my hands to the Chatelech Secondary School Graduating Class of 2017. Congratulations!!!

Pender Harbour Grad 2017 Speech

Theme: Family

Good afternoon.

I am School Trustee Christine Younghusband and honoured to be here to bring greetings on behalf of the SD46 Board of Education to the Pender Harbour Secondary Elementary School Class of 2017. Trustee Lori Pratt sends her regrets. As many of you know, she is currently in Germany and could not be here today.

Congratulations to you… the Class of 2017. Today marks the end of your K-12 journey with School District 46. You’ve endured many changes in your school and you had the courage to jump in with two feet with flex blocks, STEM, and learning online to make your learning experience at PHSS worthwhile and engaging.

This year, I had the pleasure of working with Student Trustee Maribeth Haines on the Board of Education. It was a joy to work with Maribeth at the board table. She represented the District Student Leadership Team and Student Voice well. Thank you Maribeth for your year of service on the Board. We are very proud of you.

My appreciation for Pender Harbour Secondary is the smallness of your school. Because of this, you had to innovate, create, and take risks. You’ve become leaders within our school district and province. You are also a FAMILY. Everybody knows everybody. You can’t hide. And, this knowing makes you stronger and wiser.

You are an integral part of this learning community that is embedded in a larger community, who supports and loves you. Thank you Pender Harbour Secondary staff, scholarship & bursary contributors, and volunteers who took part in the learning experiences of this graduating class. It took all of you to make this happen.

On behalf of the SD46 Board of Education, we congratulate you, the Graduating Class of 2017, and we wish you all the best in your future endeavours. Thank you!

Inclusive Education

Photo creds to Amie Le Blanc. #thankyou

Week 7 – EDUC454D100 – June 20, 2017

How do you know that you are being inclusive? Yup. Here’s the question of the week. Before writing their reflective journal, I asked students to watch Shelley Moore’s SSHRC-CRSH 3.5 minute video on Transforming Inclusive Education. I love the bowling metaphor and the 7-10 split. Are we teaching to the middle? If so, how do you know?

I am always inspired by my students. This reflection question was brought to me by my students. Some students approached me to let me know that they were a little spooked by some of the outdoor activities. Over the last few weeks, groups were facilitating interdisciplinary learning activities that involved their subject specialty, environmental education, and mathematics (aka. quantitative approaches). I can understand their concerns. Of course, I encouraged the students to come to class, but also encouraged them to let me know if they were experiencing any difficulties or wanted to opt out. It’s my job to differentiate their learning and make adaptations.

That said, the group facilitations have been exceptional in differentiating learning and “taking aim” to accommodate all learners. Even still, some were feeling excluded or intimidated. This was interesting to me. These students made some assumptions about the learning activity because of the nature of the learning activity… and “skipped the class.” Even though Shelley Moore was referencing students with developmental challenges, the truth is, we are all different and we can’t make assumptions of what people can do and cannot do. We could be aiming for the 7th pin but we may not be perfect in getting a “strike” each time we throw. Thus, to ensure that I am creating an inclusive classroom I try my best to aim for the 7th or 10th pin… but I also create a learning environment where students feel safe to express themselves and share their concerns. My job is to respond appropriately.


This week’s group facilitation did an exceptional job with their learning activity. We were GEOCACHING. We divided into new teams, we used a phone app to find 4-stations located in different locations on campus, and we engaged in learning activities that related to each of the student’s subject specialty (e.g. biology, social studies, physical education, and fine arts) and mathematics. The lesson started with how to use the geocaching app (GPS Tour) and how to participate in each activity (i.e. take pictures and downloading into Padlet as evidence of learning). The lesson ended with us gathering and calculating the distance we travelled, giving awards for best performance at each station (e.g. Timbits), and revealing the application of what we had just experienced (aka. The Travelling Salesman Problem). It was really cleaver and I appreciated that each person from this diverse leadership group found space to honour their subject specialty at each station. The activities were equally diverse, collaborative, and informative. Best of all, the facilitation was perfectly timed.

I really enjoy learning from my students and I hope that they appreciate the wonder and joy of learning and sharing what they are interested in with their peers in a collaborative and collegial way. These experiences lent itself very nicely to this week’s reading reflection on problem-based learning (but also for next week’s reading on project based learning). It’s not about freedom. This “perceived freedom” is created by me… the teacher (aka. facilitator of learning). It’s my job to create the learning environment that is conducive to collaboration, set the learning intentions and expectations so that students understand what’s expected of them, and provide guidance before, during, and after the learning activity, if needed. What I learned is, on the one hand, the learning experience is completely “controlled” (well, I would say “orchestrated”) by me, but it’s also my job to GET OUT OF THE WAY so that students can realize their creativity and interests, which enables them to find agency.

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