Writing is my artistic expression. My keyboard is my brush. Words are my medium. My blog is my canvas. And committing to writing daily makes me feel like an artist.
I’ve restarted writing this three times now. I’m not going to try again. I’ll let the ideas flow and just see where I end up.
I wish that I was surprised. I’m not. I’m disappointed. I’m saddened. But I’m really not surprised.
There are some amazing countries where freedom and equality are almost synonymous. There are countries where political differences do not polarize people into opposing factions. The United States of America is not one of them.
Why does it matter to me, a Canadian? Because ideas are memes that travel beyond borders. Because our biggest and only neighbour seems to be on the precipice of four years of strife, unease, and constant political banter. Because representation matters and I’m not a fan of what’s being represented.
We are entering an era of division. A polarized world where I have more questions than answers. Questions about global battles in Europe, the Middle East, and potentially Asia. About the battle for rights based on gender. A constant battle of words between ‘the left’ and ‘the right’.
I don’t foresee unity, I see a great divide. I foresee a constant and painful to watch news cycle that is filled with vitriol and malice. I hope not to see a loss of freedom, a ‘loss of Inalienable Rights’, which should be an oxymoron, but might not be. I hope for the best… I’m just not expecting it.
Sometimes I get sucked right into the death scroll. I am pulled into the vortex of swiping to the next video and being fully engaged entertained by what’s on my phone screen. I laugh out loud, I share with friends and family, I am amazed, I am enlightened. But mostly I’m entertained and distracted.
There is a love/hate relationship to this scrolling. I find it a healthy escape, better than watching a half hour TV show that has less than 22 minutes of actual show, and an often painful laugh track. Why watch something produced for the masses instead of a stream of vignettes that an algorithm caters to me? I also despise the time suck sometimes, wishing I got my butt off the couch because the 30 minutes I thought I was going to spend ends up being longer. Or worse yet, a quick check of the phone leads me into a direction I wasn’t planning on going.
I think my use is mostly healthy, but if I’m honest there are times when it’s really not. My week days are pretty manageable, with my scrolling primarily happening after dinner, but weekends tend to be a different story. Sometimes I can spend way too long staring at my phone. The algorithm figures me out and feeds me a continuous flow of entertaining distraction.
I don’t need to go on a social media diet, it’s not a problem, but it is something I need to pay attention to. Am I using the algorithm to provide a bit of entertainment, or is it merely a time-sucking distraction? Am I in control or am I letting the algorithm control me?
Some days in the gym can feel really strong. My buddy and I were both having one of those workouts yesterday. We both lifted a little heavier than we usually do, and felt strong throughout our sets.
We were discussing how working out with someone is a real motivator compared to working out on our own. It was at this point that I realized we had something in common, and that’s playing competitive team sports.
For both of us, working out with someone and doing more than we would on our own is not about showing off, it has much more to do with giving our best for the team. He’s relying on me to perform well, and I’m wanting to do the same for him.
When you’ve played team sports, you understand that the team relies on you and there is a kind of pressure to be better than if you were just doing the practice, workout, or even game for yourself. There is a mutual understanding that ‘we rely on each other’, and that not giving full effort is letting down everyone, not just yourself.
I wonder if this is something felt greater in people who have been on a competitive team compared to someone else? I wonder if people who choose solo sports rather than team sports get that same boost from some else? Or if they just innately feel that extra push and don’t need an outside influence?
I for one thrive on it. Most of my workouts happen alone, at home, in my basement. There are days I push, and days I kind of just go through the motions. But when I’ve got a workout buddy, that’s the motivation I need to thrive and have a really good workout every time!
There is no doubt that Artificial Intelligence (AI) is going to influence the way we do school in the very near future. I have been pondering what that influence will look like. What are the implications now and what will they be in just a few short years.
Now: AI is going to get messy. Unlike when Google and Wikipedia came out and we were dealing with plagiarism issues, AI writing is not Google-able, and there are two key issues with this: First, you can create assignments that are not Google-able, but you are much more limited in what you can create that is un-AI-able. That is to say, you can ask a question that isn’t easily answerable by Google search, but AI is quite imaginative and creative and can postulate things that a Google search can’t answer, and then share a coherent response. The second issue is that AI detectors are not evidence of cheating. If I find the exact source that was plagiarized, it’s easy to say that a student copied it, but if a detector says that something is 90% likely to be written by AI that doesn’t mean that it’s only 10% likely to be written by a person. For example, I could write that last sentence in 3 different ways and an AI detector would come up with 3 different percentages of likeliness that it is AI. Same sentence, different percentage of likelihood to be AI written, and all written by me.
So we are entering a messy stage of students choosing to use AI to do the work for them, or to help them do the work, or even to discuss that topic and argue with them so that they can come up with their own, better responses. We can all agree that the three uses I shared above are progressively ‘better’ use of AI, but again, all are using AI in some way. The question is, are we going to try to police this, or try to teach appropriate use at the appropriate time? And even when we do this, what do we do when we suspect misuse, but can’t prove it? Do we give full marks and move on? Do we challenge the student? What’s the best approach?
So we are in an era where it is more and more challenging to figure out when a student is misusing AI and we are further challenged with the burden of proof. Do we now start only marking things we see students do in supervised environments? That seems less than ideal. The obvious choice is to be explicit about expectations and to teach good use of AI, and not pretend like we can continue on and expect students not to use it.
The near future: I find the possible direction of use of AI in schools quite exciting to consider. Watch this short video of Sal Hahn and his son, Imran, working with an Open AI tool to solve a Math question without the AI giving away the answer.
When I see something like this video, made almost 6 month ago, I wonder, what’s going to be possible in another couple years? How much will an AI ‘know’ about a student’s approach to learning, about their challenges? About how best to entice learning specifically for each student? And then what is the teacher’s role?
I’m not worried about teachers being redundant, on the contrary, I’m excited about what’s possible in this now era. When 80% of the class is getting exactly the instruction they need to progress to a grade standard in a class on the required content, how much time does a teacher having during class time to meet with and support the other 20% of students who struggle? When a large part part of the curriculum is covered by AI, meeting and challenging students at their ideal points of challenge, and not a whole class moving at the class targeted needs, how much ‘extra’ time is available to do some really interesting experiments or projects? What can be done to take ideas from a course across multiple disciplines and to teach students how to make real-world connections with the work they are studying?
Students generally spend between 5 and 6 hours a day in class at school. If we are ‘covering’ what we need to with AI assistance in less than 3 hours, what does the rest of the time at school look like? Student directed inquiries based on their passions and interests? Real world community connections? Authentic leadership opportunities? Challenges and competitions that force them to be imaginative and creative? The options seem both exciting and endless.
The path from ‘now’ to ‘the near future’ is going to be messy. That said, I’m quite excited about seeing how the journey unfolds. While it won’t be a smooth ride, it will definitely be one that is both a great adventure and one that is headed to a pretty fantastic destination.
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Update: Inspired by my podcast conversation with Dean Shareski, here.
We’ve all played it at some point. I whisper a complex message to you, you pass it on as best as you can. It goes through a group of people and the end result is nothing like the original message.
I have a recipe for Spanish Rice given to me by my mom over the phone. It’s a list of ingredients to put in a frying pan, with almost no measurements. “A big squeeze” of a bottle, “just a little bit” of another item. The only definitive instructions are to bake in a dish at 350° for about 30 minutes, with the water ‘just above the rice’.
I just made it for the first time this year and didn’t put enough water. I salvaged it by adding water in a much bigger dish, but it’s definitely not the best version I’ve made. I’ll make it better next time, because I’ll remember this experience. But both my daughters love this recipe and I’ll need to do a better job of sharing it with them rather than this vague set of instructions that I’ve used for over two decades now.
This makes me marvel at the way knowledge was shared through oral traditions, for thousands of years before written history. It makes sense that stories and metaphors were used to help make the information easier to transfer.
A great example is the three sisters:
“The Three Sisters are the three main agricultural crops of various indigenous people of Central and North America: squash, maize (“corn”), and climbing beans (typically tepary beans or common beans). In a technique known as companion planting, the maize and beans are often planted together in mounds formed by hilling soil around the base of the plants each year; squash is typically planted between the mounds. The cornstalk serves as a trellis for climbing beans, the beans fix nitrogen in their root nodules and stabilize the maize in high winds, and the wide leaves of the squash plant shade the ground, keeping the soil moist and helping prevent the establishment of weeds.” ~ Wikipedia
How many generations did it take to learn of this symbiotic relationship between the 3 plants? And then, how clever to call them ‘sisters’ to help solidify their relationship and easily pass on the information to the next generation.
But I also wonder what knowledge was lost, or passed on inaccurately? What stories live on, like those of a great flood shared by cultures and peoples all over the world; yet have been given different meanings and interpretations that are based on the metaphors and stories of them being transferred poorly, like the telephone game, over centuries and centuries, over an unknown number of generations. For most of human history the telephone game was the main way to transfer knowledge. What was lost along the way?
The next time you buy yogurt, take a look at how much sugar it has in it. Do the same when you are buying ‘healthy’ cereals like the ones high in fibre. If you don’t normally pay attention to labels, you will be shocked.
It takes a tremendous amount of effort to eat healthy these days. Almost every packaged item has more sugar than you’d expect. I remember being at a roadside grocery while on holidays a few summers ago. I was thirsty and ended up choosing a lemonade rather than a can of pop. I thought I’d avoid a sugary soda. I got back to my car and that’s when I looked at the label. My lemonade had over 30 grams of sugar, (about 10 times more than a can of Coca Cola).
I don’t mind indulging in a sugary, tasty treat every now and then, but I make a concerted effort not to eat a lot of sugar as part of my regular diet… and it’s hard. It shouldn’t be, but so much food in our grocery stores have high doses of sugar.
I try to get most of my sugars in fruit. I will occasionally order a sugar free Diet Coke when I’m having fast food. And I read labels and make smart choices at the grocery store. But it’s not easy, it seems like there is sugar and more sugar everywhere I look.
For most people Halloween is a kid thing. Kids dress up, go to school, and go trick or treating in the evening. For educators Halloween doesn’t end in your teens. No, it means dressing up year after year after year.
I love seeing students come up with imaginative and elaborate costumes. But if I’m honest, I am a bit tired of dressing up every year. That said, I’ll do it and I’ll make the most of it. I’m not grumpy about it, it will be fun. But if I’m honest, I’m looking forward to not making the effort anymore when I hang up my hat and retire.
Still, the day brings joy when I see other people so excited about the day. I’ve seen shy kids come out of their shell, artistic kids truly express themselves, and some kids will take it to the limits and really ‘wow’ you.
Although I’m in a high school, almost all the students will be dressed up. And on that note, for those of you that see older, high school aged kids coming to your door tonight for trick or treat… let them be kids!
Please don’t comment, “Aren’t you a bit old for this!” Or anything like that. Are they dressed up? Did they knock on your door? Great! Let them be kids and give them some candy. What’s wrong with an 18 year old celebrating Halloween? Would you rather they were at a park setting off fireworks and underage drinking?
Halloween is one day a year when older kids just get to be kids. Let them celebrate without feeling judged. It doesn’t matter if a kid is 5 or 15, if their costume looks amazing, let them know. If they are playing along, you play along too. Let every kid enjoy Halloween.
I mentioned in my podcast with Dean Shareski that a favourite part of my job is asking myself, “How do I get to ‘Yes’?” when students come to me with big ideas and challenges that are not easy accommodate in a school. Yesterday I had an easy one, any easy ‘Yes’ when a student came to me wanting us to purchase a silk screen printing kit.
The student came to my office with the pitch just a couple minutes before I was set to have an online meeting. I told her that I had the meeting coming up and asked if she could email me, and one of my teachers, and explain why this was something good for the school, and to provide me with an Amazon link to the kit she wanted to purchase. Knowing the kid, I probably should have expected what I got from her 35 minutes later, but still, I had to chuckle at her email. Here it is in full. If you don’t want to read it all, the funniest ‘justifications’ were #12 and #15. Also noteworthy is #6, her commitment to make it easier for others to use.
Dearest Mr.Truss,
We have gathered here today to discuss the impacts a screen printer would serve this school, If you kindly agree to the purchase.
PROS
Number one. It will elevate the school’s shirt making/crafting personality. As you may know the school already own a Cricut (only cuts one colour) and a sublimation printer (only prints on white polyester shirts). We need to fill an obvious gap. We need a tool that can print multiple colours on a darker coloured shirt. A screen printer would be able to achieve this and not only that but….
Number two. It saves on material/waste used. As you may or may not have noticed but the Cricut requires the user to weed our bits of material that is unwanted in a design, creating lots of little bits of garbage. The sublimation printer uses entire sheets of paper per design. The screen printer however would not add to the amount of waste produced from our shirt making machine collection.
Number three. I have talked with Mr.Hopkins and he thinks it’s a good idea. He mentioned that he would consider making it a media arts project so other student would be able to learn how the process works.
Number four. The screen printer is not even a machine tbh. It’s literally just a frame and some ink. So it wouldn’t take up much space in the classroom.
Number five. Though you might think that the ink will be messy, I assure you that I will personally make sure that anyone using it will have the proper coverage on the surfaces they’re working on.
Number six. I will create a document with step by step instructions so people can refer to it if they need reminders or instruction on how to work it.
Number seven. Because the screen printing screens are reusable and because screen printing itself is long lasting. It opens the possibility to mass produce clothing. Similar to the pink shirt day assembly line, we could possibly make clothing or designs for the school.
Number eight. The Amazon kit that I am proposing provides a light. We could use the light for Media Arts as well.
Number nine. Your students will be amazed. Incoming students will be impressed with the amount of tools at their disposal. There are many students who are interested in fashion, so they could perhaps use this new system to create their own clothing designs.
Number ten. It does not require the use of the heat press. Unlike the Cricut and sublimation printer you won’t have to worry about students burning or pinching themselves in a hot press.
Number eleven. The kit itself is reusable, with the photo emulsion remover you’ll be able to put different design on the screen, so you won’t have to spend more money on more screens. And even if, for whatever reason it does need a new screen, you can probably go to fabricana to get some cheaper screen and purchase it by the yard.
Number twelve. If you desire I could make u a complimentary shirt.
Number thirteen. If you’re gonna mass produce shirts for the school, maybe you could create shirts to sell to other people and earn more than the money you invested into this kit. I’m just saying, you’ve got students who are good graphic designers, it may be time to put them to work.
Number fourteen. Mr. Sarte was talking to me about how beneficial a screen printer could be last year, so he’ll probably be happy if you get it too.
Number fifteen. As a student I really value my time, but I’m sure you can imagine how much time it has taken me to write this email, thus i think it is important and worth my limited time. I could be working on my UBC personal profile right now…..
Number sixteen. This screen printer will bring you’re students closer together. It is with this screen printer that we will become an even tighter knit community. I mean you could create intramural shirts with this thing.
CONS
Number one. It doesn’t come with yellow ink, so could we please get some so we’ll have all the primary colours and can mix different colours from there?
Thank you for considering this purchase. I’d be deeply grateful if you gifted the school with a screen printer.
Here is a link to the Amazon kit that has all the tools we would need. [Link to item]
Here is a link to some yellow ink. [Link to item]
Much appreciation, [Student full name]
All that for a $180 purchase of an item the whole school can use. Here was my response:
Thank you for using your valuable time for this proposal [Student name]!
My concern isn’t the cost of the purchase, but rather the quality.
I’ve asked a few teachers if this will do, or if we should spend a bit more on a kit that is more durable/better quality… You too can make suggestions (if you have time).
Thanks,
Dave
If I didn’t have a meeting that I had to attend just a couple minutes after this student came to my office, this would probably just have been a short conversation and an easy ‘Yes’. As much as the bad timing created a lot more ‘work’ for the student, I’m glad that it happened this way. I think it’s a valuable process for a student to through, and if I’m honest, reading her email was the highlight of my day.
Principal Dave Truss of Inquiry Hub and Coquitlam Open Learning as he discusses revolutionary approaches in education, student agency, and personalized, student-centered learning environments. Gain insights into the challenges and triumphs of running innovative educational models that support self-directed, passionate learners. Explore the impact of technology and AI in modern classrooms, and learn about fostering both student and teacher autonomy for effective teaching. Hear personal reflections on the importance of mentors, lifelong learning habits, and discover local hiking treasures like Bunsen Lake.
00:00 The Drum Set Decision 00:59 Defining the Ideal School 01:40 Introducing Principal Dave Truss 03:01 A Day in the Life of Principal Truss 03:47 The Birth of Inquiry Hub 05:10 Student Projects and Independent Studies 06:14 Collaborative Learning and Student Agency 09:09 Challenges and Opportunities in Alternative Education 17:55 Teacher Autonomy and Professional Development 21:20 The Evolution of Innovation and Technology in Education 29:00 Reflecting on Teaching Challenges 29:10 Embracing Technology in Education 30:18 Student Presentation Skills 31:15 The Role of AI in Learning 32:14 Teacher Comfort Zones 33:29 Leadership and Technology Integration 39:31 Balancing Leadership and Management 44:51 Personal Reflections and Advice 47:03 Hobbies and Interests 51:28 Hidden Gems in Coquitlam
I’m very excited to share this episode with my long time friend and colleague Dave Truss. Dave is the principal at the Inquiry Hub and Online Learning schools in School District No. 43 (Coquitlam) What he and his team have created is pretty special. Shout outs to Dave Sands and Stephen Whiffin who he credits for mentoring and leading this work as well.
I remember looking at a house that was for sale. At first glance it looked like a nicely remodelled home. But upon closer inspection, it was a house being flipped with shoddy workmanship everywhere. It was missing baseboards behind the toilet. Hardwood was placed on top of the old floor and ended at the entrance to the closets. Electrical sockets didn’t match. And, the kitchen cabinets were dated and looked liked they were painted over with wall paint.
It didn’t take long to realize the house was rushed to market and would take considerable amounts of money to remodel after purchase. In an attempt to look good, a lot of the goodness was compromised, and the seller would have been better off selling it as-is rather than poorly attempting to update the cosmetics, without really addressing the challenges.
I often wonder about people who only worry about looking good. The question arises, what are they trying to hide? What are they sacrificing in order to worry about appearances? What are they losing out on because change is risky?
Are they learning from their mistakes or hiding them? Are they growing or are they stagnating at a point that looked good? Organizations can be the same. There are countless stories about companies not seeing the opportunities of the future because they are stuck in the past. Like Blockbuster not buying Netflix when they had the chance.
What would people say? That’s not what we do? What if the change reflects poorly on us?
How many opportunities are lost because it was more important to keep up appearances, to look good, rather than to make a few mistakes along the way of finding a new and better path?
