Welcome to Students Incorporated. I'm your host, Mr. Jason. Join me weekly as my team
and I produce content that's informative, positive, fun, and uplifting. This podcast
is created and produced with the help of students from the International Community School of
Bangkok.
Hey everyone, I'm Premi and I'll be the host of this episode today. I'm stepping in as
host on this episode because Mr. Jason will be joining as one of the teacher guests in
the second segment. Me and Frank are also joining me as co-hosts. In today's episode,
we will be talking with a number of teachers about different teaching styles and methods
and the benefits and challenges teachers face. Pedagogy, as defined as the method and practice
of teaching, especially as an academic subject or theoretical concept, has changed a lot
in the last 20 years. In this episode, we'll explore the ways in which teaching and instructing
has changed, especially in real-world application.
Before we get into our first segment, let's hear a quote of the day and get some headline
news.
Our quote of the day comes from Bob Talbot, an author, sports writer, and a journalist.
Teaching kids to count is fine, but teaching kids what counts is best. This quote by Bob
Talbot really encompasses what really matters. Sure, teaching kids how to do basic things
will matter for their future, but what really matters are the soft skills like empathy,
kindness, and integrity. It's a reminder that aging tests isn't the only thing that
good education can allow you to do. It makes you a better person, both me and you. That's
what really matters. Now, that's our quote of the day. Now onto some headline news with
Mia.
Thank you for our quote of the day. For our new segment, we want to present to you the
top three countries with the best educational systems based on the number and rankings of
high ranked universities and robust primary and secondary education systems. Here's what
we found out. We're starting with third place, Germany. Germany has the most affordable
education in Europe with low to free university tuition. Their engineering and technology
programs are also one of the best in the world. Some of their renowned universities are the
University of Munich, which ranks 28th in the world, Ludwig Maximilian University of
Munich, which ranks 59th in the world, and Heidelberg University, which ranks 84th in
the world. That's some bang for buck right there. Our second place goes to the United
Kingdom. With four countries in the kingdom, England, Wales, Scotland, and Northern Ireland,
all of which have high ranked universities and 700,000 international students annually,
the UK is a global hotspot for education. Some sophisticated universities include Imperial
College London, ranked second globally, and the University of Oxford, ranked third worldwide.
The top ranked country is, you guessed it, the United States of America. Most of the
top globally ranked universities come from there, like MIT, Harvard, and Stanford, ranking
first, fourth, and sixth respectively. And there you have it, the top three educational
systems in the world. And that's our new segment for this episode.
Thank you for the quote and the headline news. In this first segment, I'm joined by teachers
Mr. Brian, Ms. Mary Kate, and Mrs. Lin, as they share insights and advice specific to
their teaching style and teaching experience. Thank you for joining us today, and let's
jump right in. Mia, go ahead and get us started.
Hi, so could you please introduce yourself and tell us what you teach here at ICS?
Sure. My name is Mary Kate, and I teach grade seven math.
Hi, my name is Brian Hazlett, and I currently teach Algebra 1, and I used to teach grade
seven math, so it's fun having Ms. Mary Kate here with us.
Nice. All right. Thank you both. And our next question is, could you describe to us how
you got into teaching?
Sure. I always knew I wanted to be a teacher, and I studied special ed and math in college.
And so my first two years here at ICS were actually teaching elementary life skills,
and this is now my second year in grade seven math.
Oh, nice. So like, would it be like a dual degree?
Oh, that's, yeah.
So I was certified K through 12 special ed, and six through 12 math.
Nice. Thank you, Ms. Mary Kate.
So shortly after I graduated from university, I was working at a bank, and I didn't really
enjoy working at a bank. It was pretty boring, and just dealing with numbers and money, and
I didn't really feel like I was making a difference. And a friend of mine was working at a boarding
school, and he was telling me how influential it was working with students. And so my wife,
Mrs. Tina, and I, we moved to India, and we worked at a boarding school with grade seven
boys.
Grade seven boys.
Yeah, it was pretty wild.
Specific.
Well, it wasn't just grade seven boys. We lived on the floor with the grade seven boys,
but it was an international school, seventh grade all the way up to 12th grade.
So fun.
After being in the dorms, and all the energy that it brought, I thought, you know what?
I really enjoy this. I enjoy working with students and seeing how it makes a difference.
And so then I went back and got my master's in education.
Oh, that's great. Thank you. And how would you describe your overall teaching style,
and what would you say are some advantages and or disadvantages to your teaching style,
would you say?
Sure. So I actually asked my students today how they would describe my teaching style
to kind of guide my answer here. So some student fun answers, they said, calm, fun, but under
control.
Nice.
That it relies on students slash goes with student needs. They told me I fit in, you
know how to make a student not hate your class.
Oh, yeah.
And chill guy.
But that's those were grade seven answers. I would say, in summary, my my goal for each
class or for each lesson is to make it engaging and somehow tie some sort of activity or game
to whatever we are learning. So, yeah, connecting some sort of activity with the lesson for
that day. And, and, like they said, goes with student needs or relies on students, I wouldn't
say more so being flexible.
That's flexible. Yeah, what students need. If we need to spend more than one day on a
lesson. Yeah, going with what students need. I'd try to make that a focus of my teaching
style.
So, pros are it's fun. I really enjoy. I mean, I love my job and I love teaching great seven
math cons. I think. Yeah, I think you'll hear more when you hear Mr. Byron talk about his
current teaching style, right? There's pros and cons to a lot of different teaching styles.
But cons would be just it's harder to maybe meet all student needs. And so you have the
high flyers and then you have time to write up the gang. And so we're all kind of going
at this at a similar pace because it's we're doing the lesson together and then playing
the game. And so trying to give maybe more challenging activities for students who want
to be challenged and then also meeting with students that need more support, which is
just can be hard sometimes. But yeah, that I would say that's the only con. But overall,
yeah, it's fun. So it's like very personalized. All right. I try to make it as nice as possible.
Yeah. Thank you. So the way that I teach Algebra 1 is a little bit different and unique compared
to other classes. I've coined it as a flipped mastery approach where flipped is in the sense
that I've recorded all of my lessons and students can watch those in their own time. And then
the mastery component is they can't progress to the next lesson until they've demonstrated
that they've actually mastered it. So my philosophy is everyone can learn math to the highest
level. It just takes time and effort. And for each one of us, it requires a different
amount of time and effort is right. So with that, with the flipped mastery approach, since
students can watch the lesson when it's convenient for them, it gives them the ability to to
work at their own pace. Now I do have a set minimum where they need to be right because
we have standings that we have to wear and everything. But they since they're they have
that flexibility, they're not feeling that pressure of having to perform right in that
moment. When the teacher is teaching more in a traditional style, then when it's over,
they have to make sure they understand the material, answer the questions, stay with
the class, and then take the quiz. If they don't get it. Well, we're going to the next
lesson instead of, oh, I didn't understand this. Why didn't I understand it going back
and demonstrating how they've mastered it. So with that, it builds upon itself. And so
it allows them to gain confidence in their ability. Yeah. So the pros with that is students
are able to find that they are capable of learning math to a higher level because they're
able to see the connections. They're able to actually understand. I had a student last
week say, oh, I really like this style of learning, but I don't like it because I can't
fake it. Before I used to be able to fake it. And then we would just move on. Now I actually
have to understand it. But it's better than. Yeah. Right. So that's a pro. A con is we
kind of miss out on like the classroom activities and energy that brings because everyone's
focused on each lesson that they're on. And we're all at different levels. So it does
lose that classroom dynamic and culture. It's just a different setting. But I try to create
a I believe as an educator, I'm not the gatekeeper to the knowledge. I'm trying to create an
environment that they can learn. And so it's I try to make it like very calm setting where
they can learn the material. All right. Do you think that it like balances it out though?
I definitely think it balances it out. I think the students, especially the students that
are taking Algebra one in ninth grade, they typically don't love math as much and they
don't have the confidence. And when they realize that they can actually do it, they feel confident
and realize and believe in themselves like, oh, I actually can do this. So I think there's
huge benefits. All right. Awesome. Thank you. All right. And what are some of
the most engaging activities or projects or assignments in your class that you think makes
it unique? Well, once again, I asked students to kind of tell me. Yeah, I think found the
most engaging. And the number one thing that I think students really love is it actually
has nothing to do with math, but it's how we start class. And it's always with some
sort of check in that has nothing to do with math. And they really enjoy that. And just
starting the class, kind of easing into math. And so, yeah, whether it's pictures on the
board for them to choose how they're healing or a random question of the day or just sharing
good things happening in our lives. And I think that is it creates more buy in from
students or students to. Yeah, I don't know. I remember when I was in school and as soon
as the bell rang and it was like, all right, here we go. Pull out your notebooks. It's
time to get started. And it just oh, I I really struggled with that. I loved classes where
I could just kind of ease into what we were doing. Yeah. So that's something students
really love. But when it comes to actual math content projects that students love and I
have to give a lot of credit to Mr. Brian for inheriting some of these projects that
students really enjoy. Yeah, projects that we just did one right before Christmas, Barbie
Bungee. Oh, I love that. So they they had to do the math beforehand and then estimate
how many rubber bands to keep Barbie safe from bungee jumping off the second floor.
And one class kept Barbie very safe. The other class, Barbie held or she. Yeah, she stayed
intact. But so are they. And they have a concussion. Oh, but yeah, they they love that kind of
stuff. Other activities and games. Trash get ball. We play. What's very, very simple. It's
I create any any activity or really any worksheet or practice problems I'll put on the board.
And once a table, their whole table gets it correct, they can come and try to earn points
by shooting a piece of trash into the hoop, which is just a bucket. Yeah. But then they're
and they're earning points really just for the basketball, but they have to get the answer
correct in order to shoot. And so I give them opportunities. Yeah, trying. So it's less
about whether or not you got to correct no points for who finishes first. Just kind of
fun. So they really enjoy that. And who done it? It's kind of like a murder mystery kind
of activity. And I can't take credit for this either. I've found this resource online. But
the thing I have changed is changing the suspects to different teachers or sometimes students
in the class. And so they're still doing math, but they get very into who committed the murder
or the crime. And sometimes the the murder, the crime is something ridiculous. Like, yeah,
I don't even backstabble, but just changing those to be more fun and relatable people
they know or, yeah, different things like that. Thank you. So I a little bit about the
flipped mastery. What makes it unique is the fact that students can work at their own pace.
And with that, I get a lot of student buy in with that because they begin to take ownership
in their learning. Yeah, instead of but before in the traditional style, I always felt like
I was pulling students along. And it was really exhausting. And I felt like a lot of times
I cared more than they actually cared. And now I feel like I don't have to pull them
along anymore. I showed them the way that they have to go and I they're walking and
they're walking and I get to walk alongside them. And if they struggle, I can encourage
them and help them where they're where they're at. But I don't feel that exhaustion of like
constantly. Yeah. And so there's a lot of buy in from them because they realize, oh,
I he's not the teachers not holding me back. I, I know where I need to go. This is what
I need to do. And I have students that I if I would not have believed that they would
be where they're at now in ninth grade coming in after school on their own time without
me telling them they need to come in or telling them that they need to work in class, they
come into class and they just start working. And I mean, I won't use their names, but there's
a couple of shout outs that I'm just like so proud of them because they're taking the
ownership of their learning. And it's, it's unique because they realize, oh, I can actually
do this and no one's holding them back and they have that path that's guided for them.
It's really fun. That's nice. I didn't take algebra one. I went to algebra two. I should
not have done that. I was struggling a lot in algebra two. Anyways, our last question
is what advice would you give to teachers or even students about teaching and learning?
I mean, I'm thinking back when I was in high school, I wasn't a very good student back
in high school. I actually did not enjoy school. And I think a big reason was because I felt
like it was a lot of hoop jumping and and just like checking boxes off. And the advice
that I would give to people is to enjoy learning, be curious. And I know that sometimes it's
kind of hard, like, oh, we just have to, we have to learn, we have to study, we have to
take these tests. And there are tasks that we just have to complete. And I think a lot
of times in school, we miss that because there are standards that we have to meet. Yeah.
But if we can, as individuals, try to be curious and ask questions, that's the advice that
I would would I would like to give to myself. I wish I could have given that to myself when
I was in ninth grade, because I definitely was not the best student because I was just
trying to check the boxes off and not actually like wanting to learn. And and so yeah, that's
the advice I give people. Thank you, Mr. Ryan. I would say advice that I would give. This
actually came up yesterday, talking with students in advisory, we have sharing circles in middle
school. And one of the questions was what makes a good teacher. And I was really surprised
by some of their answers. But the overall theme that students were saying was good teachers
care more about students than content. And I was kind of shocked to hear seventh graders
saying that, and especially seventh graders that care really deeply about academics and
content in general. And so for them to take note of that about teachers and that that's
for them what makes a good teacher, not how knowledgeable their teacher is, was just a
good reminder for me. And I think a good reminder for all teachers that students can tell when
we care more about them and they can't visuals than they can about their grade and yeah,
about the kind of yeah, right here more than just math. Yeah. Yeah. Yeah, student can tell
for sure. We're a lot more observant than you guys think we are. You sure. All right.
Thank you, Mr. Brian and Miss Mary Kate. Such great insightful advice. Thank you so much,
everyone. And that ends our first segment. We'll be joining several more teachers in
our second segment to continue this conversation right after short PSA. Stay tuned as we'll
be right back. For today's PSA, we will be talking about Valentine's Day. As Valentine's
Day approaches. Remember, it's not just about romantic love. It's a great opportunity to
spread kindness and appreciation to everyone around you. Whether you're celebrating with
friends, family, or just taking a moment for yourself. Small gestures of kindness can make
a big difference. Keep things fun and stress free by being thoughtful, respectful and inclusive.
Remember, not everyone may want to celebrate in the same way and that's totally okay.
Let's make this Valentine's Day about spreading positivity and showing care for all those
who matter to us. And we are back with our second part. We're joined by our first special
teacher guest, Mrs. Debbie, followed by Mrs. Camille and our very own Mr. Jason. In this
segment, we will feature a special focus on the style and application of project based
learning, also known as PBL. Let's dive right in. Yeah, we'll get us started. All right,
could you please introduce yourself and tell us what you teach here? I'm Miss Debbie, and
I teach APES, which is environmental study, forensic science and chemistry. All right.
Thank you, Miss Debbie. Could you tell us about project based learning or PBL? And how
do you incorporate PBL into your teaching, Miss Debbie? Okay, project based learning
is real life examples, trying to incorporate that into your teaching. Things that would
happen in everyday settings and stuff. You can actually use real life or you can make
up different things. But it's having the kids engage in projects because most, as studies
are going on, we're learning that most kids don't learn just by reading. They learn by
doing. And especially like ADHD and stuff, it makes more sense to be engaged. And in
the APES, AP environmental class, it helps a lot when you use project based learning
to do something and it makes you understand the concept more. All right, thank you. And
what are some of the major benefits that you've seen from using PBL?
Well in life, when you graduate or go to college, you're going to be collaborating with other
people. You're never going to, unless you're in a lab and you're all by yourself. And so
it really teaches the kids how to get along, but it also teaches management strategy, project
management. You find out who's a leader and who's not, who can lead their group. And especially
kids who are lazy or don't want to do stuff and the other group telling the leaders, you
have to help this person, give them something to do so that, so they can be part of that
group. And so you start seeing how kids actually work together and they buy into the project.
And it's much better when you see that. And then they're learning too. They might not
be as good as the high level kids, but they're learning a lot and they're taking something
away and understanding. And so it teaches a lot of what you have in real life, which
is collaboration among people.
Yeah. All right. Thank you. I agree. And now like on the topic of like inside the classroom,
like how do you assess the individual contributions of each student?
I try to keep an eye as they're working on everybody's contributions. So I try to give
them part that they would do and then also to encourage them if somebody's not working
to let me know, to email me and let me know. But even in life, you're going to have that.
You're going to get a job. And even undercover, I did a job and the person I worked with didn't
do anything and they sat around. You still were responsible for doing your job. Do you
know what I'm saying?
Yeah. Yeah.
So sometimes you have to pick up the slack. And my part was learning to be a better manager
of that person and giving them a job to do. And that's what I think is interesting watching
you guys. If you have somebody who's not good at something and you give them a job, hey,
you make this and they will do it. And so it's just, they're sort of don't know which
way to go. And I think it really helps with life long skills.
And could you describe an example of a PBL project that had a significant impact on your
students?
Oh gosh, there's so we do so many different things. Problem-based learning. I think one
of my favorite is the bubble lab where we have to and Apes, we blow bubbles and they
represent different like children. If you have children and how humans take care of
their babies and how animals take care of their babies. And I think the kids could really
see when they blew the bubbles and they had to keep it up and protect it and become a
helicopter parent. It was so hard where if you're an animal, you just blow it and they
let it go. And then just timed how it popped and they understood, oh, this is so easy.
They don't do anything. But when you're a human parent, you have to make sure they're
going to school, make sure their work is done, try to keep them from falling. Don't let
them get hurt. Don't let them walk in the road. And I think it really impacts their
thinking of, okay, even though it's a bubble, how is this going to impact when I have kids?
And it's really eye opening to see them.
As a closing question, what advice would you give to teachers or even students about teaching
and learning?
Oh, teaching is so much fun, but not everybody's called to teach. I think for one thing, you
should never stop learning. There's no time in your life. When you stop learning to me,
you'll probably be dead. All right. I mean, you can always learn something. It doesn't
have to be an academic subject. Learn to crochet, learn to do something that appeals to you.
But I think, yeah, I don't know. I just think problem-based learning is so much fun to actually
see you guys work in and understand it and grasp the concept and take it to heart and
make it yours. And I don't know, I guess my advice to anybody is live your best life.
God put you here for a reason. And he wants to see you live that to the fullest. What
is your destiny? And sort of find that and do it. Because when you get to be my age,
you don't want to look back and say, oh, I did something for 50 years that I hated, but
I made a lot of money, but I hated going to work. You should go do something that you're
passionate about and the money will be there. You'll have plenty of money. It's, yeah.
So live your dream. Amazing. Thank you so much, Ms. Debbie. Thank you so much for joining
us today, Mrs. Debbie. Now coming up, we're excited to welcome Mrs. Cammie and her very
own Mr. Jason to share their insights about project-based learning. Miel will get us started
again. Hi, could you please introduce yourself and tell us what you teach here at ICS? Sure.
I'm Cammie Lattice and I teach upper school art. So some of the eighth grade classes and
then some of the ninth to 12th grade classes. Hey, I'm Mr. Jason and it's fun to be on the
other side of the microphone this time as a guest. And it's an honor to be doing this
interview with Mrs. Cammie Lattice. So I teach several different classes. I teach a business
class, entrepreneurship class, a marketing class, which I'll talk about in just a minute,
and then a digital media class and a general applied technology class. So a lot of different
things, but it all kind of fits within my previous career. Yeah. All right. Thank you
both. Now, could you tell us about project-based learning and how do you incorporate PBL into
your teaching? Well, I think I pretty much do all project-based learning. I do have kind
of a structure in my units where we have some skill building lessons. Like one day I call
them mini lessons, where we'll do something like, for example, just studying value and
trying to replicate value in a value scale as we lead up to a larger project. So yeah,
unit to unit, we do these skill builders and then it leads up to the project and then we
spend about five classes on a deeper project where we're trying to really show excellence.
So sort of like building blocks, right? Exactly. All right. Thank you.
As far as project-based learning goes from my point of view, it's something that came
natural for me just because of my previous career. So in my teacher training, which isn't
very long ago, I had to go through the traditional type of teacher training. So I had to actually
learn the teacher part, but the project-based learning was something like out of my previous
years, all of the things that I did in my job were project-based. And so I felt like
as I came into an educational type setting and I had classroom now with a bunch of students
and content, my first instinct was to how can I make a project so I can take the concepts
and the principles that we're supposed to learn and put them into like a real world
example. And so project-based learning was something that I felt like I started off with.
And then the other part of that was I had to kind of relearn how do I do formal instruction
and or how do I make assignments that are not necessarily project-based. So that's the
part that I had to really kind of learn the first year and a half.
All right. Thank you. And what are some of the major benefits you've seen from using
PBL in your classroom? When you're training artists, you're training
people to create products. And so when you're using PBL, you're teaching people a process,
whether it be how to plan, how to observe other artists, how to refine and step back
and look and critique each other. And then when you have your final product to look back
on it and say, what would I do differently in this? So I really do think that one of
the major things I teach is the process and teaching people to develop a product is a
process and that you don't always get it right in the first one. But the reflection is a
really big part of that. Yeah. All right. Thank you, Ms. Cami.
Yeah. I really like that the process is so important because a lot of times we want to
get end results, but we don't necessarily want to go through that process. We actually
know how to go through the process to get the end results. And so the project-based
learning type of structure really teaches from start to finish. Here's the goal at the
end. How do we actually get there? And here's a project to do that, to teach you those types
of things. So that's a huge benefit, I feel like. And then the other benefit I see, and
sometimes maybe the students don't necessarily think this is a benefit, but working, how
to work with other people in and on a certain goal or a project. And that's life outside
of school, especially when you get a job is just, you can't get around not working with
people. You're always going to be working with people. Yeah. And so learning that in
school and learning how to do that at a younger age is super important. And then having those
projects that you can do that with is just really valuable for the student. So yeah,
for sure. Thank you. And you know, like with PBL, like how do you assess the individual
contributions of each student? Like do you have a rubric or? Yeah, so there are rubrics
for everything we do. We definitely do things collaboratively in that we're all doing the
same thing and looking at each other's work. But as I assess, I am really looking at your
individual work. My students will know that I assess a slideshow at the end of our major
projects, which documents the process. So as I said before, the process really is what
I'm going at. And so the rubric breaks down the different components of the slideshow
and then students present in class kind of sharing the story of their projects. Nice.
Thank you. The idea of assessment can be hard, depending on I guess the type of project.
Some of the contexts or some of the projects that we do in the classes I teach are heavily
involved like looking at the student and their specific role within the process. And so if
it's a group project, those individuals will be graded individually on whether they did
their role. You guys would know this. Yes. As well as at the end, did the end product
or result meet the standard, whatever that is. And so for example, like the marketing
class, we have this podcast, right? Yeah. So the podcast is a real live thing that we
do. And we're supposed to market it. Every student in class has a specific role that
they have to do. They also have to keep accountability notes on what they're doing that week. And
they have to turn those sheets in and basically to say, here's what I did to contribute to
the end goal thing. And so it can be tricky depending on the project that is designed.
But at the end of the day, we also need to really teach them about the teamwork and the
fact that they're part of a group that's going towards the bigger goal of getting this thing
done. And they're an important part, but also they have to do their job too. Thank you.
And on the topic of PBL, could you describe an example of a project based learning project
that has had a significant impact on your students? I think the first one that comes
to mind is my intro to art, the cardboard construction project. Yeah. Uh huh. Which
for me, I'm more of a 2D artist. So 3D doesn't come naturally and it's definitely a big
challenge. And so when I even had to teach this, I was a little bit like, oh, this is
good. So sometimes my students also feel that way. But the first thing that we do as our
mini lesson, our warmup is to partner up and build the Eiffel Tower. Oh, that was fun.
It was fun. Yeah. So it's meant to be just kind of fun and like a very low pressure.
And I think in that students end up having a good time and seeing that they can do it.
And then their challenge is to build a useful object out of cardboard. And often it begins
with maybe a little frustration or like a lot of overwhelm. Overwhelms. But the end
products often turn out really well. Right. Students are eager to take the next, the intermediate
day at last to learn more. Yeah. Yeah. I remember. Because like, I think at the end, like all
the artworks are like shown in the display room. Yeah. I really liked like seeing like
all the different carboards are all so cute. So cute. Yeah. Amazing. Yeah. I love that
project. That was my favorite. Yeah. Thank you, Miss Cami. So this question for me is
quite evident just because of what we're doing here right now. When I took over the marketing
class, I didn't want to just teach principles or concepts about marketing. I wanted some
sort of real world experience that the students could be hands on. And so that project of
starting a podcast, really not knowing what I was doing, but wanting to do something like
that to introduce the students not only to the project of creating a podcast, but how
do you talk to guests? How do you communicate properly? And then once we produce this audio
clip, you know, how do we actually put it online? How do we publish it? And then how
do we market it? And so that project right there takes someone from zero to 100. Exactly.
And each student has a role within that. And so that's been pretty impactful because I've
seen students grow in those roles, as well as even grown with their communication. Yeah.
And when talking with outside guests, talking with other teachers, other students. So that
for me probably is the biggest one at this point. Yeah. I have other projects in my other
classes, but the podcast Students Incorporated is the biggest one at this point. Yeah. I
think especially like this year's intro to marketing class, a lot of students have joined
this class. And I feel like because I feel like there are things that you can't teach
in class. You can't teach someone how to do this with a guest or adapt or be reliable.
I feel like these are things that project based learning, it comes in and it really
like, hey, you have to do it or else you're going to give off a bad impression and stuff
like that, which is why I really like your classes, Mr. Jason and Miss Cammie too. I
think, I think PBL, yeah, it's so fun too as well. It's, it's like, you're not actually
learning. It's like, yeah, get hands on really good, really good. And my last question is
what advice would you give to teachers or even students about learning and teaching?
I think a lot of times people come into art classes, maybe if, if they haven't done it
in a while or they feel like they're bad. I think I just love the growth mindset theory
model, my philosophy because it, it, you know, you're trying to improve yourself. So I often
tell my intro to art students, if you feel like, for example, like at the cardboard project,
if you feel like you're like a one at cardboard, I'm hoping that by the end of the project,
you'll feel like a, like a three or a four level. And then, and same, like if you're
actually pretty good at a skill, I'm hoping that you'll go from like a seven to a nine.
So I think for teachers and for students, it's really important to remember, especially
with, with project-based and skills-based that skills, you're on a, you're on a continuum
and you're, you're always getting better. I'm still getting better and learning new
things and trying, trying to, to improve my son. So yeah.
Thank you.
I like that advice. If you're here, just make a goal of moving a little bit. Right. I would
say advice probably would be, you will get out of the thing that you're working on, what
you put in. So if you're going to put 10% in, you're probably only getting get 10% out.
Right. And so my advice to learners, which would be like students, even teachers would
be what you put into something is probably what you're going to get out of it. Also,
the other cool thing about students and teachers is students can be teachers too. And so it's
not just this teacher in a classroom trying to instruct or teach new concepts, but the
students actually can teach each other. And I think that's why PBLs are so good is because
through that whole project process, the students are actually helping to train and mentor each
other. And a lot of times they don't even really know it. And so from a teacher standpoint,
we're like, this is really cool to watch. And the teachers actually can learn new things
off the students too, which is fun. And that's super rewarding. So that would be my advice
is just put 100% in and try to get 100% out. And then also just realize that students can
be teachers as well. So it's very good advice. Thank you both. Thank you. And this concludes
our second segment. We hope that you were able to take away and learn something new.
As we talked about different styles of teaching, experiences and PBL project based learning.
There's always more to learn about learning. Stay tuned for our next episode as we'll
be exploring social media marketing with a local industry leader. You don't want to
miss out on this one. And as always, this podcast would not be possible without the
hard work and support of our international student production team. All music and sound
effects are courtesy of pixabay.com, a vibrant community of creatives sharing copyright free
images, videos and music. And we are signing off until next time. We are students incorporated
because your voice matters.