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’m in Courtney, BC, for a meeting of BC Provincial Online Learning School principals. We are fortunate that we will also be joined by the Ministry. I took the ferry here yesterday and arrived in time to join 5 other principals for a late dinner.
The dinner was enjoyable even though 80+% of the conversation was work related. That’s the nature of these meetings, because my colleagues from other districts across BC understand my job in my district better than 95% of my colleagues ‘back home’. And as we talk, we learn, we seek advice, we share, and we support one another.
All that before the meeting even starts this morning. We are principals of online school. We can easily connect online and that’s mostly how we connect. But sitting at a dinner and breaking bread together; Seeing each other face to face and in group, adds something special; And the effort made to travel to be together makes us appreciate the opportunity even more.
I met two young, gifted students yesterday, interested in attending our school next year. It’s fascinating to meet 13 year old kids who aren’t just good students but passionate learners. Kids who see school as places to connect with friends and get exposed to ideas that they wouldn’t get exposed to if they stayed home. Kids who want to go to school because it’s more interesting than staying home.
It excites me to think that these kids will come to our school and part of their day will be dedicated to them perusing passion projects that they design. They aren’t just going to be taking notes, do practice questions from a textbook, or comple ‘cookie cutter’ styles projects where most of the final products look the same.
I think some kids learn despite the system they are in. These kids I met yesterday would be successful no matter what school they attend. But they deserve an opportunity to attend a school where they get to shine… Where they get to try something that can fully engage their passion for learning. Even where they can try something too big and fail, but learn that this too is a learning experience.
When I see kids with a passion for learning, I see kids that should have some autonomy over their day at school. They want to learn, let them discover, explore, and innovate. Let them follow their passions and interests. Let them own some of their own learning.
I remember my oldest daughter asking me a question when she was just 4 years old. I don’t remember the actual question but I do remember that after I responded, “I don’t know,” she walked over to our desktop computer and asked Google. I remember being surprised that she thought to do this, and amazed because when I was that age, if my parent didn’t know, I might have looked in our Junior Encyclopedia Brittanica, but I probably would have just accepted that I wouldn’t know the answer.
I remember a time, years later, when I would ask a question of my social media network first, rather than Google. Not for a general knowledge question, but for things like how to use a certain tool, such as accessing a feature on a wiki or blogging platform. People were better that generalized Q&A pages at pinpointing the information I was looking for, and I good hashtag on Twitter would put my question in front of the right people.
And now there are times when I would go to YouTube first, before Google, for things like car repair. Don’t know how to get the cover off of a car light to replace it? Simply put your car name and year into YouTube with the information about what bulb you are replacing, and a video will pop up to show you how to do it.
AI is changing this. More and more, questions are being answered right inside of search. Make a query and the answer is not just links to sites that might know the answer, but an actual answer based on information that is on the sites you would normally have to click to. That’s pretty awesome in and of itself… having instant answers to simple questions, without needing to search any further. But what about more complex questions that might require learning something before you can understand all the concepts being shared? What happens when you ask questions with complex learning required?
This is where I see the power of micro-learning. And this term is being redefined by AI. Want to learn a complex concept? AI will do two things for you. First it will curate your learning for you. And secondly it will be adaptive to your learning needs. Want to learn a complex mathematical concept? AI will be your teacher. Got stuck on one particular concept? AI will realize what mistake you are making and change how it teaches you that concept to better meet your leaning needs, and pace.
It’s like having content area specialists at your finger tips. And soon intelligent agents will get to know us. Like a personalized AI tutor, we can pick just about any topic and become knowledgeable by creating small (micro) learning modules that are based on what we know, what we want to know, and how we learn best.
The AI can deliver a lecture, but also ask questions. It can provide the information in a conversation, or it can point us to videos and experts that would normally have taken considerable research to find. And the idea that it can adapt to how quickly you pick something up or if you struggle with a concept, means that you are getting the learning you need, when you need it. Micro-learning with AI is the new search of 2025, and it’s just going to get better and better.
How will this change schools? What will AI assisted lessons look like in classrooms? How will the learning be individualized by teachers? By students? How will this change the way we look at content? How important will the process be compared to the content?
I think this will be a year of experimentation and adaptation. Micro-learning won’t just be something our students do, but our educators as well. Furthermore, what micro-learning means a year from now will look a lot different than it does now. And frankly, I’m excited about the way micro-learning is adapting to the powerful AI tools that are currently being developed. We are headed into a new frontier of adaptive, just-in-time, micro-learning.
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.
Last night I got home after 8 pm. Today will be my early day home around 5:30. Wednesday I’ll get home after 8pm, and Thursday will be 10pm if I’m lucky.
While many people are counting the days until Christmas, I’m just looking forward to the end of the week. Some of the events keeping me late are fun for me, one (a dance) is great for the students. I am happy to participate in these events, but I can honestly say that I’m tired already, and it’s only Tuesday morning.
It’s weeks like this that I feel my age. I realize that younger me would have skipped through this week like it was a minor blip. Yesterday I got home and did absolutely nothing until falling asleep on the couch around 9:30. I went to bed soon after and my alarm woke me up just like it has for the past two weeks… whereas for the two weeks before that, I probably only heard it 2 or maybe 3 times, with me waking up before my alarm most days.
It’s Tuesday morning and I see a very long road ahead of me to get me to the holidays. I need to psych myself up to stay strong, and get my sleep in too. Because so often in my career I reach the first weekend of a break and I get sick. My body stays strong to make it through this final week of school and then when I can finally relax my physical health crashes. I’m determined for this to not happen (ever again). It really sucks when I finally get a break and my body ‘lets go’.
I’ll take my vitamins, maintain my healthy habits, get a lot of sleep, and slowly travel this long road to the holidays.
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.
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.
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.
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.
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.
