Author Archives: David Truss

Beyond Google

About 17 or 18 years ago when my oldest was 5 or 6, she asked me a question and I responded, “I don’t know?” So, she walked into our office and went to our desktop computer and asked Google. She didn’t think twice about it, she just went to find the answer on the search engine that became a verb: ‘Have a question? Just Google it.’

But shortly after that I started to learn that for some things my network was better than Google:

Now social media sites are the new Google, articles like this one, ‘Many Gen Zers don’t use Google. Here’s why they prefer to search on TikTok and Instagram,’ explain that for many searches the younger generation are bypassing Google and going directly to TikTok, Instagram, YouTube, and even Pinterest to look for things that older folks would Google.

Looking for makeup tips? TikTok or Instagram. Looking for help changing your car’s turn signal light? YouTube. There are many reasons to trust either your network or people using appropriate tags that you search on social media more than some website that has maximized its SEO and finds itself at the top of a Google search… with little reference to what you are actually searching for.

It’s now an era where a Google search is just one of many search tools that might be used to answer questions you might have. Social networks and platforms are taking us on a journey beyond Google.

Been there, done that

No you haven’t.

I don’t know why, but I can’t seem to link to this Nov. 12, 2017 post by Alec Couros, or my response on Facebook, so I’ll just share them here. Alec said:

‪”Every “new” revolution or trend in education is inevitably accompanied by the critics who wisely note “We tried this back in the x0’s.

‪If you want change to happen and to stick, engage your historians to better understand why things failed the first time around.”

And I responded:

“When I read this I think of Dweck and growth vs fixed mindset. Yes some things ‘come back’, but there can be innovation (and research) since the last time.

For example, much of the ‘learn at your own pace’ of 20 years ago meant ‘here is the (printed) package of work so that you can move ahead’ (on your own). Now with online resources, discussion forums, YouTube, access to research and experts… that ‘own pace’ can be far more collaborative and richly supported. Even more so in a learning environment that focuses on competencies & skills, rather than content.

So in this, and many other examples, it’s not like ‘we did this back in the day’… it’s fundamentally different. It still warrants critique & criticism when it’s due, but it doesn’t warrant dismissal because ‘we’ve already tried it’.

This is the difference between using old tools and tools that are transformative, tools that allow you to engage differently than you could before. A blog isn’t just a digital version of a paper journal. A blog lets you edit more easily, it lets you spellcheck as you go, it allows you to link to sources and other content. It exposes the writing to more than just the teacher, it invites comments and further conversation. It makes the writer a publisher, who as a result tends to care more about editing and presenting better work.

Back in the days of my high school English classes the only audience my journal writing had were my teachers, except for a poem I had published in our yearbook one year… and I can’t exactly find that in a Google search today.

The next time you try something new and someone says, “We tried this back in the x0’s,” or “Been there, done that,” take a moment to think about what’s different this time before dismissing it as something already tried and abandoned… it might just be significantly different this time around.

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Here is the list of 6 suggestions I shared in my post, ‘Transformative or just flashy educational tools?‘ which I linked to above:

So what makes a tool great? Or, a better question than that: What should we do with tools to make them great? Here are some thoughts and feadback is appreciated, this is not an exclusive list!

1.Give students choice.

We don’t assess the tool, we assess the criteria, and we want students to meet specific learning outcomes.We can provide students with a choice of tools or even a choice of projects, and not every student in the class needs to meet the same outcomes in the same way.

2. Give students a voice.

Classroom discussions are great, but how else can we provide students with an opportunity to share? What venues can we provide for them to be heard?

3. Give students an audience.

So often we give students an audience of one… the teacher who marks their work. As a teacher, I told students ‘write to your audience’ but I never truly understood those words until I started blogging. If you want students to write to their audience, then give them a legitimate audience.

4. Give students a place to collaborate.

This comes with a caution: A place to collaborate does not in and of itself create good collaboration. You might be using a great collaboration tool, but do your students know how to collaborate effectively? Do they have specific roles to play? Do they have the skills to learn cooperatively?

5. Give students a place to lead.

Whether it be by choosing a tool, or teaching you a tool, or simply choosing their own topic to study, let your students be the lead learner and even the teacher as often as possible.

6. Give students a digital space to learn.

I’ve talked about blogs as learning spaces. Stephen Downes says, ‘To teach is to model and demonstrate, to learn is to practice and reflect.’Give students a space to practice and reflect that is not limited to the confines of a classroom or notebook, and one that helps them build a community, or rather a network, of teachers and learners.

A tool is just a tool! It’s not the tool, but how you use it that matters.

My first year teaching

The school changed designations from a junior high to a middle school and that change allowed all the teachers at that school to have priority moves… and move they did. 17 teachers left out of about 30, mostly choosing to get a high school job. That departure of teachers opened the door for me and about 12 or 13 other brand new teachers (as well as a few with less than a year’s experience) to join the school.

Imagine working in a school where more than half the teachers were new… it was amazing. I was arriving at school before 7:30 every morning to get my day ready, and I was seldom the only teacher there that early. I’d still be in my room between 4:30 and 5pm and so would other teachers. I’d visit a teacher around that time, see what they were planning, and they’d share their plans and resources with me. I’d do the same for them… often even if we were teaching different grades. Teachers with experience were even more helpful providing leadership, resources, and time to help anyone who asked.

We’d meet each other at after school professional development presentations. We’d socialize together, we’d organize amazing opportunities for students at the school. We all coached, we ran spirit assemblies, we dressed up in costumes for any reason at all to get students excited about school. It was absolutely exhausting, and absolutely wonderful.

I couldn’t imagine starting my career at a better place… and the teachers that were there are still some of my closest friends today. I got together with a few ‘originals’ that were at our school that year, and I was reminded of all the good times. I was also reminded of how challenging the kids were that year, the most challenging in our careers. And yet the memories that linger are so positive. It was such an amazing place to be.

Creativity with time constraints

I’ve learned over the years that whenever I try to do something creative it always takes much longer than I thought it would. The moment there is a design element to something I’m working on, I will spend too long tweaking it, and making it better. I actually need to give myself time constraints.

If I wrote in the evening with nothing on my agenda, I’d take over an hour to write this, but in the morning, I don’t want to miss my meditation or workout so I have to get writing. I have to write before I meditate, or I’ll spend my meditation time thinking about my writing.

When I edited my Halloween video I gave myself a 3 hour time limit and got it done in less than 2.5 hours. But when I watched it the next day, I thought of several clever edits I could have added. I had to convince myself that it was good enough or I would have spent well over another hour editing. It’s my nature to tinker, tweak, and just throw more time into something creative.

So for me, time constraints are a key strategy to get creative work done, because I could dive deep into something and time just flies by. I get lost in the flow of being creative, but my time isn’t well utilized. If you want me to really get my creative juices flowing then give me a realistic, but really tight timeline.

School 2.0 Participant’s Manifesto

I wrote this on February 5th, 2007. It was one of my early blog posts as I immersed myself in blogging and using Twitter to connect with educators around the world. It was an exciting time to be an educator. New online Web 2.0 tools were coming out all the time: Photo sharing, wikis, live chat boxes on blogs, live video streaming, and many other tools that gave you access to be a creator on the web in ways that were unimaginable just a couple years earlier.

I saw the potential of getting students not just to participate, but to be creators of content on the Brave New World Wide Web.

And I saw the walls of the classroom disappearing:

But it wasn’t just about the web and using these tools. It was about looking at the classroom differently. It was about creating a space where everyone in the community was an active participant. So, without further ado, here is my (15 year old)

School 2.0 Participant’s Manifesto

When I enter our learning space I will be prepared to learn, to participate, to engage, to discover, to play, to inquire, to create.

We are all different. Our opinions are different. We all learn differently. Our learning will be differentiated.

Respect makes all the difference.

We are not all equal, but we must all be ethical, just and fair.

Classes are not rooms; they are learning communities.

Our community will use technology effectively, affectively and appropriately.

Curriculum describes and directs; it is not to be prescribed or directed.

Knowledge is static. Synthesis is dynamic. We create meaning.

Collaboration is a series of learned skills.

Grades are measurements; Rubrics offer feedback.

Self-reflection is mandatory.

When I leave I will be more literate, more resourceful, more involved, more collaborative, more connected, more thoughtful and less willing to accept injustice of any kind.

I will make a positive difference in my world.

Priorities Versus Motivation

“Get your priorities straight.”

That’s a term you’ve probably heard at some point in your life. But more than likely it means, ‘your priorities don’t match mine.’ The thing is, it’s hard for people to all have the same priorities at the same time. Sure sports team members all want to win a game, but a player in a defensive position moving too far forward trying to score could jeopardize giving up a goal.

Even when the goal is the same people in different roles need to have different priorities. It’s easy to project your priorities on other people, much harder to recognize other’s priorities when they don’t match yours. Even when the motivations are the same priorities can be different. At this point, what’s more important, the priorities or the motivation? I think more often than not people look at what they think others prioritize and lose track of what the motivation is for their actions, and that creates unnecessary conflict.

Eating right

Since dipping into the Halloween candy a bit too early, I really haven’t eaten well. It’s like my body got used to the sugar buzz and now I feel the craving for sweeter, less healthy food. It’s interesting how our gut biome can influence our minds. Through the enteric nervous system, our gut sends messages to our brain. ‘More sugar’ seems to be the message my brain has been getting recently, and I’ve been complacently acquiescing.

It’s time for me to take control again. To plan my meals better and to avoid unnecessary sugar. That doesn’t mean that I have to go on some strict diet, it just means I should eat intentionally, rather than listening to my sugar-craving gut. 

Playing with geometry (again)

I’ve already shared that I’m playing with geometry a lot with Joe Truss. We met on Zoom today and talked about living in a ‘Tetraverse’, a universe that is built on the structure of a tetrahedron.

Today we spoke about how this Tetraverse would (and does) affect gravity and wheels spinning on axis. Then I went back to my magnetic ball and rod 8-frequency tetrahedron that I built a few weeks back and played some more. It’s late and I’m not going to try to do a synopsis of the intricate patterns I saw. What I do want to say is that it’s fun to play in a space where I am constantly learning both by being taught and by discovery.

It’s amazing what we can learn through play.

Temperature drop

Well, it’s time to start wearing my long underwear again. The temperature has dropped dramatically and the cold damp rain is seeping into me. I have learned over the years that when the days start getting shorter and I’m both heading to work and leaving from work in the dark, it’s time to layer up my clothing.

Vancouver is a damp kind of cold and it seems to chill me more than the crisp cold of Toronto, although I hated Toronto winters far more than Vancouver ones. Toronto winters sucked the life out of me. Here in Vancouver I am still not a fan of winter but the temperature doesn’t drop as low, even if the kind of chill is different.

Layers and Vitamin D, these are my two remedies for winter. And since I take Vitamin D all year round it’s just the long underwear and extra layers that are the big adjustment this time of year.

For those of you that are not fans of winter, what helps you through?

Amazing Support

Isn’t it strange how we take the people around us for granted sometimes? It’s not intentional or hurtful. It’s not that we are taking advantage of them. We simply don’t recognize how the people around us support us, lift us up, nurture us, look out for us, and most importantly care for us. They are just there, doing what they do as a part of our work or family, and they make us better, make our jobs easier, and show kindness when we need it.

Remember to show your appreciation once in a while. Not because they went out of their way to support you… rather, just for consistently being there.