Tag Archives: Inquiry Hub

Alumni reunion

Leave a reply

Yesterday over 70 former grads came to visit our little school that only had its first official graduation 8 years ago. We originally thought about half that many would be able to join us.

I can’t express how wonderful it was to connect with former students, to see what they are up to now, and to have an opportunity to chat with them. Two students from our first grad are now married and brought their baby. Several more are married or engaged. Many are still in school. Some are working for big companies, some following their artistic passions, and of course a few are still finding their way in the world.

It was a a very special event and it made me appreciate what a wonderful community we have created. I couldn’t be luckier, being able to stay at Inquiry Hub since its inception in 2012.

Passion Project

Leave a reply

At Inquiry Hub we don’t just have genius hour where students spend an hour a week on a project. Instead we have a full for-credit course that students take to follow their learning passions and interests. Yesterday I got to see a couple progress presentations, where students shared where they are on their current learning journey.

I’m always surprised by the diversity of questions students choose to tackle. Students find both creative topics and also creative ways to express their learning. But what I enjoy most is seeing the enthusiasm with which they go about learning. Having a specific course that lets students pursue their interests and actually get credit for it, rather than it be something extra that they do, adds an element of purpose to the project.

Imagine being an inquisitive student who spends their entire day learning what is on someone else’s agenda. Go to class, get the work for that specific subject, then go to the next class and repeat. Then lunch, then repeat for two more courses. The courses could be engaging, the teachers can be fantastic, but the choice of what to study is completely predetermined.

I think genius hour is great when there isn’t a full inquiry course to take. So are assignments where students have choice to make the assignment follow their interests. But maybe students should have inquiry/passion project time every week, at every grade… Scaffolded more in the younger years, but provide to every kid, every week.

Who owns the learning in a school? Who should own it? If you think students should at least partially own their own learning, then at some point in the school day or school week, they should be allotted time to do so. School should be a place where students have a say in what they get to learn.

Full appreciation

Leave a reply

Last night Inquiry Hub Secondary had our open house to introduce our school to potential new students and their parents. It’s a bit of a challenge being a very small program that requires students to decide not to go to their closer, local high school and commute to another school away from their friends. But then we run an event like this and we hear speeches from our Grade 12’s, who share how rich their experience has been, and I realize why kids come here.

For me it is the student participation on a night like this that charges my battery. They come to share their interests, their inquiries, their time and labour, to showcase our school… their school.

It makes me feel lucky to be their principal; to be part of this community; to work with an amazing staff. An event like last night’s open house leaves me in full appreciation of the job I have, and the work that our team does to support students, who are also our amazing school ambassadors.

When students lead

Leave a reply

We have a Professional Development Day today and so we held our Remembrance Day Assembly yesterday. It was completely organized by our student leadership club. My only contribution was a suggested theme, and it was shared because I was asked. Beyond that the agenda, setup, sound, performances, and every word spoken was done by students.

The main organizer, in Grade 12, is an exceptional writer, and I could hear his voice, his excellent vocabulary, weaved through the presentations. But he didn’t speak, he sat with the team working on the sound system.

I didn’t get to hear the rehearsal like I’d hoped, but one of our Grade 10’s assured me that it went really well. This was obvious in the assembly, because everything went smoothly. The performers were mostly from Grade 10’s, all future leaders capable of taking on running the event next year.

There’s a difference between student leaders who help a teacher run an event, and student leaders who take full responsibility for an event. There is an authenticity that comes with full control. Of course the students need to be ready for this. Putting them fully in charge but unprepared is not a recipe for success, but there is another side to this.

What if things go wrong? Well, there are different kinds of going wrong. If a student is playing an instrument and misses a note, that’s not a big deal. If a student says something inappropriate in a formal assembly, or obviously doesn’t take the event seriously, that’s different. If someone forgets a line, that’s different than if the event feels ad hoc and unplanned.

When students are ready, they need to be provided with authentic opportunities to lead. And when they step and truly lead, it’s impressive to see what they can do. One of the highlights for me, a thing that really made me feel impressed, was that the main organizer did the same thing we did. He stepped back, work done before the event even started, and he let the younger students MC, he let his team run the show. He distributed the leadership the same way it was distributed to him.

‘True Student and Teacher Agency’ – Podcast

Leave a reply

A huge thank you to Dean Shareski, who interviewed me for ‘The Canadian – Ed Leadership Show’.

Here is the description and contents time stamps:

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

Here is Dean’s LinkedIn post description:

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.

Full episodes here:
🔵Apple
🟢Spotify
🔴Youtube

Thanks for the conversation, Dean. 🙏

(Excerpt video clip on fostering agency, on LinkedIn.) 

The best questions

4 Replies

There is a cliche saying that, ‘There is no such thing as a dumb question.” Tell that to a teacher who has just started an engaging discussion in a class and a kid undermines the flow of the conversation with a dumb, often unrelated question. The reality is that questions have innate and even measurable value and there is depth and quality to good question asking.

Think about how important good questioning is in the new world of AI. We need not look far on social media these days to find a post about how to generate intelligent prompts… intelligent questions, well posed, and designed to give you back optimum responses. Design the right question and you increase the chances of an ideal answer.

What’s the best way to promote good questioning in schools? How do we teach ‘Asking good questions?’

At Inquiry Hub we have students design their own inquiries. They take a course developed around the students figuring out what their inquiry question is, then answering it. And they don’t do this once, they do this several times over the year for their first two years, then in Grade 11 they design a full year course.

All the while, students are asking questions, then seeking answers. It’s the practice of asking the questions and not just seeking the answers that makes this process special. They aren’t just asking questions Google or AI can produce answers to. They are not answering a question the teacher asked. They are forming the questions and thus the direction of the learning.

You don’t start asking better and better questions just by answering other people’s questions. You don’t ask better and better questions without practicing forming the questions yourself. Students need to be designing the questions. Because if they are only in charge of answering them, there will be tools and upcoming technologies that will find the same or better answers, faster. The future innovators of the world will be better at writing the best questions, not just answering them.

Atomic Habits Lesson 10 – Moving From 2 Minutes to Mastery

Leave a reply

“You do no rise to the level of your goals, you fall to the level of your systems.”

Goals require motivation, systems keep your habits on track… pushing you towards your goals, while relying on less motivation.

Atomic Habits Lesson 10 – Moving From 2 Minutes to Mastery

Well that concludes my 10 Lessons based on James Clear’s Atomic Habits. I highly encourage you to read the book. There are details I had to edit, like the importance of being 1% better, that James demonstrates clearly and entertainingly in the book.

I’m so glad to finally finish this for our students. I started talking about it a couple school years ago when I listened to Atomic Habits for the second time, taking notes on my whiteboard… Planning these 10 lessons along the way.

Then last year I spent about a 10 hour day laying out the updated whiteboard and recording myself sharing the 10 lessons. And I’ve spent much of my spare time over the past 2 and a half weeks doing video editing.

Our students in our school have more free time than most high schools get. And, from Grade 9 to Grade 12, we really see a progression in our students abilities to get (good) work done quickly and effectively. We see them heading to university and we know they won’t be dropping out because they couldn’t manage the workload.

I hope that my 10 lessons will help at least one of them take a smoother and more effective journey down that path.

Atomic Habits Lesson 9 – Find Your Tribe

Leave a reply

A Shared identity is your identity, and your tribe can work together to build good habits.

Atomic Habits Lesson 9 – Find Your Tribe

https://youtu.be/V-HspKaeMpA

“You are the average of the 5 people you associate with most.” Quote via Tim Ferriss.

Atomic Habits Lesson 8 – Habit Tracking

Leave a reply

After a story that compares gamblers to calendars, the question is posed: “How will you track the progress of your habits?”

Atomic Habits Lesson 8 – Habit Tracking

And remember, the calendar doesn’t lie.

Atomic Habits Lesson 7 – Rewards and Mistakes

Leave a reply

Lesson 7, ‘Rewards and Mistakes’, examines two ideas. First, what are  positive versus negative rewards? And then, what do you do when you make a mistake?

Atomic Habits Lesson 7 – Rewards and Mistakes

Most people fall out of good habits after a mistake because they don’t have a plan…

If ‘oops’, then what?