This I Believe


I believe in…

education. it helps make our future brighter.

I believe in…

a future with an education system that meets the needs of all students.

I believe in…

volunteerism. a network of care in action.


I believe in…

learning about various histories, cultures, stories, and peoples of the world

I believe in…

diving headfirst into three books at a time.

I believe in…

enjoying food, drink, and discussion with friends, family, and new people.


I believe in..,

playing acoustic and electric guitar… usually in my classroom…while singing.


I believe in…

using all tools available (techy and non-techy)  to interact and engage with students and the world around our classroom

I believe in…

encouraging youths to find their passion, build truths, and make a difference in their community and world


I believe in…


I believe in…

playing and coaching various athletic activities that aren’t ball.


But most of all.


I believe in…

forgiveness and hope. because we’d never make it anywhere without those two things.



At a semi-recent PD day, I got the chance to try a Breakout Room scenario thanks to Tara McLauchlan. In a Breakout Room (or escape room), participants are immersed in a narrative that takes place in a single room and requires their escape. Escape is typically achieved by opening a heavily locked box. Elements have been placed about the room that are either clues or distractors. Distractors (red herrings) are meant to throw you off and make you chase your own theories. Solving clues allows you to unlock locks on the breakout box. Once the box is open the players win, if done within the given time limit. Participants are challenged to use their intelligence, reasoning, and teamwork to escape the scenario. So basically all the 6 Cs.

Breakout EDU has now adapted this experience to the classroom (watch the link for a much better description), which is the rendition that I participated in. They have all sorts of pre-made scenarios that teachers (or whoever) can put together and facilitate. You can order a pre-made kit or make your own.

I had been doing a greek myth/ancient hero classroom story with my students for a while and needed a good finale. Creating my own breakout scenario from scratch would be perfect! Tara loaned me the breakout box with all the locks, gizmos, and do-dads, as well as her personal knowledge on the subject. After many hours of creating scenarios, combos, puzzles, media files, and red herrings, the Breakout experience was ready for my students.


The pictures above are just a glimpse of the mayhem and fun we had. The whole experience from planning to completion was excellent. At no point did I think this wasn’t worth the time. I will undoubtably do a breakout scenario again, and now I have all sorts of different ideas on how to create more challenging and immersive puzzles, clues, and distractors.

One of my favourite parts was when the students finally unlocked the breakout box…only to discover that there was another locked case inside! HAHA

This experience reminded me of these quotes I read in an Atlantic magazine article a few months ago.

Learn Through Play

Learn With Joy

These quotes sum up not only Breakout EDU, but the fact that we need more gaming in schools. I would classify Breakout EDU as a way to “gamify” the classroom. The content of the puzzles can be created to suit any curriculum and students will attack that content without knowing that they are learning it.

I love seeing cool, relevant stuff like this being adapted to the classroom. I applaud those innovators in education who keep up with the culture.

Mystery Skype Experiment

I’ll try making this a quick one.
My classes and I participated in the Microsoft Education Skype-a-thon by doing two “Mystery Skypes”.

Mystery Skype is basically a global “Marco Polo” guessing game.

Two teachers from anywhere in the world connect on the Skype-a-thon website. Each teacher knows where the other is located; their students, however, do not. The teachers then initiate and help moderate a Skype video call. Students on each side ask questions, collaborate in teams, and problem solve to find out where the other class is from by asking a series of yes/no questions.

It was awesome. My students got into it right away. It was really something to see them work together, be engaged, problem solve, speak, and compete, all while connecting with people from other countries (Chile & USA).

The process of getting a classroom hooked up and prepared with the proper technology was a fair task. Accounts, sign-ins, downloads, wires, more accounts, etc. But it was worth it because it was spontaneous, fun, and my students learned. Then something just came to me; the realization that if I didn’t have the technology skills I do as a teacher, I would never have done this. I don’t mean just using apps, but understanding how different hardware works together.

Knowing how to setup and use technology is a skill all teachers need. It’s not about reinventing the wheel or using technology all the time. Having technology knowledge and skills gives you access to a whole different branch of pedagogical opportunities. Don’t let those opportunity pass you by.

Compliance vs Learning

Once upon a time, I had a discussion with a colleague about how teachers integrate technology into their classrooms. We seemed to agree that if a teacher wants to fully harness the power of students in the classroom, they must be willing to adhere to a teaching style that promotes “higher-level thinking” or “deep learning” (hereafter referred to as just HLT).  This isn’t a post about how students use technology in a class and therefore it is HLT. That is a fallacy. Just because technology is used does not inherently make it HLT, and HLT does not need to use technology. This post is about how we get teachers to practice higher-level thinking in their classrooms.

No!  The answer is not “use technology”, and it isn’t “ask deep questions”. The answer is also NOT:  “the Cs”, “inquiry-based”, “trust the students”, “see what happens”, “21st Century Skills/Fluencies”,  “project-based learning”, “be okay with not having all the answers”, or “guide on the side”.  It is not just one of these things; it is all of them and more. Promoting and practicing higher-level thinking in the classroom is an approach and a process, and can never be summed up with a buzz word or phrase.

This was when my colleague and I really started wondering: why aren’t more teachers on board with teaching in a way that promotes higher level thinking or Deep Learning?  This led us to speculate: do teachers want their students to learn or to comply?

Well of course we all want students to learn, but often equtate a student’s compliance with learning. To some degree this is true and necessary, but I believe that a “good”, compliant student is not going to be as educated as the one who explores her own interests, asks interesting questions, or dares to disrupt the status quo.

If, from start to finish, we want students to produce the result we want, then we sell the whole education system short. We’re not educating, we’re feeding and informing. On the other hand: if, from start to finish, we allow students to make every choice without guidance, we sell the public short because we’re not educating.  This upcoming question is not intended to be as bipartisan as it seems, but I want you to think about what side you are on.

Do we, as educators and educational institutions, want students to explore and learn, or do we want them to comply and produce the results we want? 

Teach Your Passion (It’s Engaging)

If you’re an educator, you know that the feeling of being overwhelmed comes from a plethora of directions. The province, curriculum, the school board, parents, experts, other teachers, students, and yourself. All these influences come crashing down on you – the axis of the wheel. “Teach this, grade this way, assess this way, engage this way, create this way, talk this way, be this way.”  At every turn it seems there is some research, study, or opinion that says, teach this way.  We read articles, go to PDs, and hear experts that espouse a certain way of teaching, and then we feel a pressure that we do the same thing.  Now, it’s great to pick up on new methods and styles, but it should be because you felt moved, not because you felt obligated. Well, now I’m going to tell you something: teach in a way where your interests and passions come out.

A teacher at my school is big into comics and graphic novels. He’s spent years building up a wide variety of grade-level graphic novels for his class. This year, his Graphic Novel Unit was a huge success. What a coincidence! He had the kids engaged and loving reading. Meanwhile, he got to grow his technology skills because he was engaged.

So teach the best way you know how. Push yourself to improve, but don’t feel that you have to jump on board with every trend. Still integrate technology because it is a tool, not an outcome. Uniformity can become boring and static, diversity strengthens.

If we want engaged students we need engaged educators.

A Great Success

*Disclaimer* I’ll keep this post a concise as possible. I’ve been meaning to blog more, post more, share more; but I find that I get caught up in wanting to make grandiose, well-polished posts. I’ll try to just say what I mean and hash the discrepancies in the comments should the need arise.

The Classroom Story.

So anyone who knows me or follows me on social media might know that I’ve been talking about, promoting,  learning, and demonstrating this teaching style for a while now. What is it? Part role-playing, part game, part creative story-telling, part writing, collaborative, creative, and  part-whatever you want it to be. Fun most of the time. Unsure plenty of the time. Very engaging for students and teacher. I’ll eventually post about what it really is, how I discovered it (not on my own), assessment practices, and why it works. For now I’ll just say it is a way to suck kids into what’s happening (engagement) and then gives them a context to do the curricular work you need.

So one of my grade eight ELA classes wrapped up the “Hobbit” classroom story we did today. My students made characters that were either human, hobbit, or dwarf. They made their own adventure groups that would then go forth into Middle-earth and try to retrieve Smaug’s hoard of treasure in the Lonely Mountain. We used the plot of The Hobbit as our own. There was trolls, goblins, shape-shifters, Gollum, mountains, wizards, forests, spiders, elves, dragons, potions, and other magical items and weapons. Yes, we became a class of nerds – and we loved it.

From the outset, the secret lesson (or “moral of the story”) I wanted the students to somehow understand was that gold and treasure (material goods) are not as important as the experiences you have. They learned this, yet I didn’t even have to teach it, it just happened!

Flashback to the beginning of the story/unit.

I told the students that the group/person with the most gold at the end wins. The groups then competed making a series of choices (battling monsters, completing quests) which earned them loot (little paper pieces of gold and other items). I should say that all the while students constantly writing from their character’s perspective in first-person. They got used to me saying, “it only counts if you write it down!”

Fast-forward, back to the present.

So in various groups, the students ended up killing Thorin & Co. inside the Lonely Mountain (oops!),  stealing the Arkenstone to broker a peace between dwarves and elves, and then unleashed the dragon Smaug on everybody (with some casualties along the way). After defeating the dragon with an entertaining game of pin-the-black-arrow-to-the-dragon, Smaug was vanquished. Then, after writing their character’s epilogue, all students eagerly came up for a group picture in the front of class where they had their character journals and their gold. Then the coolest thing happened: they all decided to throw the gold in the air for a cool “make it rain!” shot.  So little pieces of paper gold flew everywhere with the look of pure joy on all their faces.  That was it, classroom story done.

But wait…I thought the person who accrued the most wealth is considered the winner? What happened to the most gold wins thing? Odd. They didn’t seem to care at all when they launched their treasure in the air. One student kind of mentioned it but didn’t really care. They all cleaned up the gold, handed it in, and felt good to have had “so much fun” during class. The students had fun, worked together, and shared a variety of experiences. The “winning” was an afterthought.

I think they learned the lesson.


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