#makeschooldifferent: My Five (or close to it)

I’ve started this blog post a few times and I don’t know why I’m struggling. Hopefully you forgive the rambling.

I stumbled upon Scott McLeod’s post: We have to stop pretending via Greg Pearson (@vptechnodork) twitter feed. Of course I asked him what his 5 were and he blogged right away, returning the question. I’ve been stumped. Not for a lack of passion on the topic but rather because one or two keep swirling in my head. The format also feels direct. I usually mask my thoughts in cute stories. This format feels a little revealing. I could say a lot of things that everyone would nod along to but I’m not sure that’s the point of the exercise. This is a bit more challenging, hope you forgive me. Here we go:

We need to stop pretending…

1. That technology is an option. This may seem a little weird but it is an idea I’ve struggled with a lot (wrote about it here). We often say we want to use technology meaningfully, move into the deeper waters of SAMR, maximize the tool. It is about it’s purposeful use. I completely agree! At some point though we have to stop pretending it’s an optional tool, a tool that needs to be justified, measured and advocated every time it’s used. A tool that the ‘techy’ or ‘comfortable’ or ‘cool’ teachers use. When will it become our paper and pencil, textbook, camera? Computers have been in schools since I went to school. How would our conversations change if we just saw it as part of our toolbox? Do we really have an option to say no to the technology when the world has moved on?

2. That we don’t have enough access. #1 seems to lead to # 2. Another point that seems a little silly. More access is always better for planning and implementation. The more we have in the building, the more I will be able to engage my learners. I don’t disagree, but the number of devices shouldn’t be a reason to stop using the tools. We are a resourceful profession, making a few hundred dollars in school supplies last a whole year, finding five new uses for used paper (Primary teachers, you know what I’m talking about). We have access to more technology than ever before. I am sure we can apply our resourcefulness to any devices we can get our hands on. I have seen amazing lessons that have maximized 2 or 3 school devices available and/or a few BYOD tools.

3. That change waits for someone else. This is the idea that keeps gnawing away at me. Primarily because it is one I often fall victim to personally. It’s easy to point out what needs to change in a system, to find the cracks, to point out what or who is holding us back. It’s harder to acknowledge what I am choosing not to change. Am I living my beliefs or building my defense for why it isn’t possible? If I believe we need a new definition for school than I need to start with myself. This does not mean we will not be frustrated, not experience roadblocks, not feel defeated at times but it does empower us to take an active role to #makeschooldifferent

I debated adding the wonderful ideas of others posts I’ve read that I completely agree with but I feel these are the three I would like to add to the conversation. What are your thoughts? What are your top 5 to #makeschooldifferent?


#peel21st Blog Hop: A Minecraft-ish Moment

This is our third blog hop this year where educators all post to their blog the same night at the same time. The theme for this blog hop: Share a digital learning moment in mathematics or with ties to mathematics and numeracy. Please check out the links below my post to hop on over to their blogs and read their stories. We would love to hear your comments too!

It was hard to choose one moment: from creating our data stories in Haiku Deck at Mount Royal, or capturing our understanding of numbers in Shadow Puppet to creating our own surveys in Kahoot there have been so many wonderful moments this year where the #peel21st and #engagemath worlds have collided.

Screen Shot 2015-04-14 at 8.35.37 PMI think the experience that stands out to me the most was a learning activity at Hilldale P.S. where we were exploring perimeter and area. I had just started playing with Minecraft the weekend before. I was doing terrible (I guess you aren’t supposed to have cows randomly end up in your house). Eventually I booted the cows out and was so proud of myself I took a picture. When the wonderful Shannon Beach, Student Work Study Teacher, and myself were first chatting about a possible rich question we had toyed with the idea of designing a swimming pool. I had had enough of winter. As we got closer to the time, we realized perhaps Minecraft was a better idea. I could use my image from the weekend as a spark and clear an area of land that they could build on. We were going to take the risk of leaving it open ended and see where the kids would take it.

Screen Shot 2015-04-14 at 8.35.22 PMThe minute the kids walked in and saw Minecraft they were engaged. They didn’t need to know the question or that they would not be touching Minecraft at all. Just a powerful image and a rich question could spark their interest. As I posed the question one of my friends tapped his fingers in excitement. I was trying to explain that our designs in Doceri would have to be  a bird’s eye view and he pipes up, you mean map view. We all left with new learning that day.

We used Doceri’s grid paper to help us with our building designs. Wow did we have some interesting creations with gardens, beaches, towers and unusual shapes.

There was definitely lots of learning to take away: don’t mix perimeter and area, a return to Doceri to explain how we can capture the process of our thinking, not just the end. But as we collected their final videos to our padlet page I realized how sometimes the simplest digital tools can have the most impact in enriching our mathematical explorations.

Check out the rest of our blog hop posts below:

Innovation = Bending the RUles

I am very grateful for nephews that let me drag them around the city over March Break. This spring we returned to TIFF’s #digiplayspace (one of my favourite outings of the year) and the ROM for their futurology exhibit. There was no shortage of cool, wonderful innovations but two caught my eye.

Feltro: Felt building pieces for all ages

IMG_3700My nephews would have spent the whole day here if I let them. The creator, an OCAD grad, designed these trapezoid building pieces from felt that have magnets along the equilateral triangles within them. I know I am not doing it justice but if you check out their site it will all make sense. What happens is the pieces can then become an art piece on a magnetic wall, a bowling ball, a structure or as my nephews preferred: body armour. I loved the idea of creating a building material that kids of all ages (that means big kids like myself too) could play and create with. There were no end to the possibilities and the two facilitators where great at helping those that needed a push to start and challenging others like my nephews to think of something new. Definitely a new spin on our traditional concept of building blocks.

Pillo: Changing the rules of gaming

IMG_3753Often when I mention games to educators or parents they think isolated kids staring at screens with controllers or iPads in their hands never looking up. They ask themselves if they will ever know how to interact with others? Will they have huge thumbs?

It is one of the reasons I was so drawn to Pillo at digiplayspace. The object of the game: reach the highlighted circles by squeezing your pillow. The catch: one player controls left to right, the other up and down which meant you had to communicate and collaborate to win the game.

Both innovations left me with questions and implications for education. 

Sitting in these beds of innovation, with cool gadgets and creations everywhere, I was reflecting on why Feltro and Pillo stood out to me. I think at it’s core I could see how both innovations played with the original definition of the category. It wasn’t just tech for techs sake. It wasn’t creating another version of the same thing. They both redefined my definition and preconceived idea of what a building material or video game could be.

We hear a lot about innovation in education: the need for it, individuals who succeed at it, the lack of it at times. Sometimes I wonder if we equate innovation with breaking the rules. Feltro and Pillo reminded me that perhaps innovation is more bending the rules. We often celebrate those who stand out and break the rules because they are taking risks. Definitely not easy but probably still the easier path. Bending the rules is much harder; taking what you know are rules and transforming them into something new. It has constraints. It challenges beliefs. It requires acceptance from the community and accepting where you are at the moment.

You may say “What’s the big deal: Break the rules, bend the rules, just change.” I feel often in education we equate innovation with the newest toy, the cool tool at the time or company of choice. That gives us excuses of why we can’t innovate. I don’t have this, I need that, you don’t give me this. Bending the rules requires nothing but creativity. We don’t have to wait for permission. Just like Feltro and PIllo it can start with our current definition and evolve as we innovate. Curriculum, structures, beliefs don’t become walls, just hurdles we use in our journey.

#the100dayproject: You may think I’m crazy

So as I was browsing through my Instagram feed on Tuesday at lunch I stumbled upon @elenastreehouse instagram post about #the100dayproject. Of course I immediately went to the blog post to read more. This was exactly what I was looking for!

Now you may be saying: “Tina, why would you want to take on a 100 day project two days after completing your Masters of Education (or at least I hope I didn’t miscount my courses)?”. As much as I can’t say my meditation experience was the picture of success, I did appreciate the daily learning journey and the focus that came from committing to a task. As I mentioned in my last post, the need to be more mindful in my day to day life has been blaring at me. To me I find creating is one of those places where I can escape. You couldn’t have a better fit!

So what is the challenge?

  • In short for 100 days choose an action (art, paint, cooking, knitting) and make/create something daily.
  • Share on Instagram with #the100dayproject hashtag as well as one unique to you.

You can read more here at the Great Discontent.

Knowing that I may sway along the way I sent a quick tweet out to some friends in my PLN asking for a creating buddy. I was ecstatic to see that Natalie, Debbie and Jason were in with more perhaps jumping in. I know with a support group this is not impossible. So imagine my surprise as I left a family night presentation and found two group members had already created and posted. Now to catch up to you Debbie!

So now I sit here trying to decide between cooking, sketch noting and photography. I realized looking through my Instagram feed that I have a lot of pictures of my family, food and work. Perhaps it was time to branch out and learn those manual settings on my Canon camera.

So for my challenge, I commit to #100daystomaketzaphotographer

My rules:

  • I will use my Cannon DSLR not my iPhone
  • Every day the subject of the photo will change

So here we go jumping into the unknown, moving out of our comfort zone, honing those observational and digital skills we feel are so important in a digital age.

Will you join us?

One Last Project: Stop Pause Be

It is a bit surreal to be putting the finishing touches on my last Masters of Education assignment this morning. It has been quite the learning journey over the past 4 years and as much as it wasn’t always what I expected it definitely served it’s purpose: to push me to explore ideas I hadn’t considered before. 

It is funny how courses hit at just the right time. Sometimes it is more purposeful like Mobile and Ubiquitous Computing, at times more accidental like this last course: The Contemplative Practitioner. I must have read the description wrong because when I walked into that first class I was thinking this was a course around reflection. We were soon set straight as we compared contemplation and reflection and discussed the dividing line between the two. I knew then the journey ahead would be steep because although I’m good at reflecting, I’m terrible at contemplating-being in the now, not letting the thoughts in my head take over seemed impossible.


Sometimes the universe seems to be pushing you towards the topic. Every time I was on Twitter it seemed there was another post about Mindfulness, Habits and connecting to the soul/heart/child. As the course went on, the exercises, readings(The Contemplative Practitioner, Educating for Wisdom and Compassion, 10% Happier, The Courage to Teach) and conversations reminded me for my need to Stop-Pause-Be. And although I will admit that my meditation journey was not the picture of success I have noticed that I’m taking the time to get outside, to listen a little more attentively, to observe just a little bit more and not limiting those moments to a reward for finishing my work.

There are so many take aways it was hard to narrow it down but three main ideas have been captured in video format (after enjoying the experience with the summer MEd project) and shared in the adobe slate story below:

Stop – Pause – Be: Learnings from the Contemplative Practitioner 

If you are interested in the resources, inspirations and tech behind the project click on the below link:

Behind the Scenes Stop – Pause – Be Tackk

Here is just one of the clips (and all the help from friends on Twitter)

And although it is terrifying and I always have a moment of panic that it doesn’t meet the high standards of academia thank you Jack for the opportunity to bend the rules just a bit and to share my learning in the mode that best works for me.