Tag Archives: interview

‘True Student and Teacher Agency’ – Podcast

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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.) 

Secret Origin of the Enneagram

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The Enneagram.

A shape that has been around for hundreds of years. It has esoteric significance and it has been used as a model for personality types for years.

But something is missing… and that’s the origin of this unique shape.

Not anymore. Joe Truss discovered, or rather uncovered, the following unique origin story of the Enneagram. Perhaps the Sufis of the past knew, but this knowledge was lost: The 2-Dimensional Enneagram has 3-Dimensional roots. Enjoy this short video to learn more: Secret Origins of the Enneagram.

“The Enneagram is a 3-Dimensional structure which manifests through the vertices of the icosahedron.” ~ Joseph Truss

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And if you think this is interesting, Joe has also uncovered the tetrahedral structure of our universe… if you know a physicist who can challenge these ideas, both Joe and I invite them to break this theory apart: We Live in a Tetraverse.

Please share with people whom you think might be interested.
Thank you.

The limits of goals

Listen to this podcast of Adam Grant interviewing Emmanuel Acho. Emmanuel shares this quote, without identifying the source and Google hasn’t helped me find it:

“Reaching a goal is the penalty you receive for setting one.”

Soon after, Adam Grant summarizes,

“You like goals on tasks but maybe not goals in life. If I am working on a specific project or if I’m trying to build a specific skill, fine, give me a target I will work towards it, I will grow because of it. But having a goal from my life, that’s where the penalty really hurts by limiting myself.”

Emmanuel then talks about setting objectives rather than goals:

”An objective is energy aimed in a direction… so I want to aim my energy in a direction without any limit.”

I have never been big on goal setting. I think it’s too easy to set goals that are underwhelming and achieve them than it is to truly step out beyond expectations and do something amazing. I think goals impose self-created roadblocks that aren’t there before the goals are set.

That doesn’t mean you don’t dream big. It doesn’t mean you don’t work hard. On the contrary, you arrive for new heights all the time, you just don’t create false end-goals that prevent you from going beyond.

Goals have a purpose, but they should not be your purpose. Your purpose should be greater than the limits goals place on you.

Favourite question

Inquiry Hub is a school where students need to be self directed. A good portion of a student’s day is determined by the student. On any give school day students can have 1-3 hours where they are deciding what they want to work on. There is always work to be done for courses. There’s always a student chosen inquiry to work on. There’s always a distraction that can pull them away from their work, since they have full access to their laptops and the internet, and access to any other personal device they bring to school.

It’s a subject of a future post, but I’d love to develop a K-12 Inquiry Hub with a vision where it’s a school for every kid. But we get students at grade 9, and if they come to us without self-directed skills, and distractions prevent them from independently working and getting things done during their school day, or if they don’t self advocate when they are stuck, then our school becomes a really challenging place. It becomes a place where a student is always overwhelmed, or catching up on work, and never doing their inquiry projects… which is precisely why they came to our school.

When we interview our applicants (an interview with students and parents), we have a series of questions we ask, which really help us uncover their learning habits, and if they will thrive in our school. One question that we ask near the end doesn’t always tell us a lot about this, but it’s my favourite question. “Tell me about a time when you really had to work hard to accomplish something.” I then elaborate, “You felt a great deal of accomplishment when you were done, but it wasn’t easy.” And, “It doesn’t have to be school related.”

This question is about grit. It digs into a personal story of perseverance. And students often share some really interesting stories. We often learn about an aspect of their lives that we would not have learned otherwise, like the student has their black belt in Karate, or they’ve done 8 years of dance. I also like asking it at the end of the interview, because it finishes the interview with students thinking about something that gave them a good sense of accomplishment.

Last night we did our last scheduled interview, and I’m looking forward to a freer evening schedule, but overall, I really enjoy the process we go through and we end up with some truly amazing kids in our school. Students who thrive and find their tribe.

Exit interviews

Yesterday was the last of school for students, and today is the last day for teachers. For the past couple years, we’ve had grads where the students came one at a time, and so part of that included them giving a short interview.

Instead of running credits on our iHub Annual we ran some clips from the interviews:

The 3 questions we asked were about favourite memories, advice for new students, and future plans.

Then yesterday afternoon I decided to interview two of our teachers who are leaving us next year. I don’t have the video ready, but a couple questions I asked them were, “What could other schools learn from us?” and, “If you could wave a magic wand, what would you change about Inquiry Hub?”

I really enjoyed my conversations with these teachers and they made me realize that I should be asking our grads more questions before they leave us. I also had a conversation with one of previous grads and mentioned I’d love to interview him as well. We can learn a lot from exit interviews, and I plan to take advantage of this in the coming years.