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Welcome to Students Incorporated. I'm your host, Mr. Jason. Join me weekly as my team

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and I produce content that's informative, positive, fun, and uplifting. This podcast

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is created and produced with the help of students from the International Community School of

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Bangkok.

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Hey everyone, I'm Premi and I'll be the host of this episode today. I'm stepping in as

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host on this episode because Mr. Jason will be joining as one of the teacher guests in

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the second segment. Me and Frank are also joining me as co-hosts. In today's episode,

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we will be talking with a number of teachers about different teaching styles and methods

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and the benefits and challenges teachers face. Pedagogy, as defined as the method and practice

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of teaching, especially as an academic subject or theoretical concept, has changed a lot

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in the last 20 years. In this episode, we'll explore the ways in which teaching and instructing

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has changed, especially in real-world application.

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Before we get into our first segment, let's hear a quote of the day and get some headline

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news.

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Our quote of the day comes from Bob Talbot, an author, sports writer, and a journalist.

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Teaching kids to count is fine, but teaching kids what counts is best. This quote by Bob

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Talbot really encompasses what really matters. Sure, teaching kids how to do basic things

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will matter for their future, but what really matters are the soft skills like empathy,

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kindness, and integrity. It's a reminder that aging tests isn't the only thing that

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good education can allow you to do. It makes you a better person, both me and you. That's

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what really matters. Now, that's our quote of the day. Now onto some headline news with

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Mia.

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Thank you for our quote of the day. For our new segment, we want to present to you the

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top three countries with the best educational systems based on the number and rankings of

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high ranked universities and robust primary and secondary education systems. Here's what

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we found out. We're starting with third place, Germany. Germany has the most affordable

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education in Europe with low to free university tuition. Their engineering and technology

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programs are also one of the best in the world. Some of their renowned universities are the

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University of Munich, which ranks 28th in the world, Ludwig Maximilian University of

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Munich, which ranks 59th in the world, and Heidelberg University, which ranks 84th in

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the world. That's some bang for buck right there. Our second place goes to the United

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Kingdom. With four countries in the kingdom, England, Wales, Scotland, and Northern Ireland,

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all of which have high ranked universities and 700,000 international students annually,

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the UK is a global hotspot for education. Some sophisticated universities include Imperial

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College London, ranked second globally, and the University of Oxford, ranked third worldwide.

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The top ranked country is, you guessed it, the United States of America. Most of the

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top globally ranked universities come from there, like MIT, Harvard, and Stanford, ranking

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first, fourth, and sixth respectively. And there you have it, the top three educational

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systems in the world. And that's our new segment for this episode.

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Thank you for the quote and the headline news. In this first segment, I'm joined by teachers

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Mr. Brian, Ms. Mary Kate, and Mrs. Lin, as they share insights and advice specific to

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their teaching style and teaching experience. Thank you for joining us today, and let's

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jump right in. Mia, go ahead and get us started.

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Hi, so could you please introduce yourself and tell us what you teach here at ICS?

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Sure. My name is Mary Kate, and I teach grade seven math.

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Hi, my name is Brian Hazlett, and I currently teach Algebra 1, and I used to teach grade

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seven math, so it's fun having Ms. Mary Kate here with us.

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Nice. All right. Thank you both. And our next question is, could you describe to us how

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you got into teaching?

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Sure. I always knew I wanted to be a teacher, and I studied special ed and math in college.

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And so my first two years here at ICS were actually teaching elementary life skills,

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and this is now my second year in grade seven math.

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Oh, nice. So like, would it be like a dual degree?

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Oh, that's, yeah.

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So I was certified K through 12 special ed, and six through 12 math.

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Nice. Thank you, Ms. Mary Kate.

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So shortly after I graduated from university, I was working at a bank, and I didn't really

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enjoy working at a bank. It was pretty boring, and just dealing with numbers and money, and

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I didn't really feel like I was making a difference. And a friend of mine was working at a boarding

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school, and he was telling me how influential it was working with students. And so my wife,

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Mrs. Tina, and I, we moved to India, and we worked at a boarding school with grade seven

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boys.

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Grade seven boys.

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Yeah, it was pretty wild.

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Specific.

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Well, it wasn't just grade seven boys. We lived on the floor with the grade seven boys,

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but it was an international school, seventh grade all the way up to 12th grade.

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So fun.

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After being in the dorms, and all the energy that it brought, I thought, you know what?

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I really enjoy this. I enjoy working with students and seeing how it makes a difference.

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And so then I went back and got my master's in education.

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Oh, that's great. Thank you. And how would you describe your overall teaching style,

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and what would you say are some advantages and or disadvantages to your teaching style,

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would you say?

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Sure. So I actually asked my students today how they would describe my teaching style

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to kind of guide my answer here. So some student fun answers, they said, calm, fun, but under

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control.

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Nice.

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That it relies on students slash goes with student needs. They told me I fit in, you

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know how to make a student not hate your class.

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Oh, yeah.

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And chill guy.

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But that's those were grade seven answers. I would say, in summary, my my goal for each

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class or for each lesson is to make it engaging and somehow tie some sort of activity or game

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to whatever we are learning. So, yeah, connecting some sort of activity with the lesson for

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that day. And, and, like they said, goes with student needs or relies on students, I wouldn't

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say more so being flexible.

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That's flexible. Yeah, what students need. If we need to spend more than one day on a

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lesson. Yeah, going with what students need. I'd try to make that a focus of my teaching

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style.

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So, pros are it's fun. I really enjoy. I mean, I love my job and I love teaching great seven

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math cons. I think. Yeah, I think you'll hear more when you hear Mr. Byron talk about his

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current teaching style, right? There's pros and cons to a lot of different teaching styles.

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But cons would be just it's harder to maybe meet all student needs. And so you have the

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high flyers and then you have time to write up the gang. And so we're all kind of going

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at this at a similar pace because it's we're doing the lesson together and then playing

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the game. And so trying to give maybe more challenging activities for students who want

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to be challenged and then also meeting with students that need more support, which is

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just can be hard sometimes. But yeah, that I would say that's the only con. But overall,

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yeah, it's fun. So it's like very personalized. All right. I try to make it as nice as possible.

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Yeah. Thank you. So the way that I teach Algebra 1 is a little bit different and unique compared

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to other classes. I've coined it as a flipped mastery approach where flipped is in the sense

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that I've recorded all of my lessons and students can watch those in their own time. And then

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the mastery component is they can't progress to the next lesson until they've demonstrated

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that they've actually mastered it. So my philosophy is everyone can learn math to the highest

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level. It just takes time and effort. And for each one of us, it requires a different

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amount of time and effort is right. So with that, with the flipped mastery approach, since

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students can watch the lesson when it's convenient for them, it gives them the ability to to

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work at their own pace. Now I do have a set minimum where they need to be right because

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we have standings that we have to wear and everything. But they since they're they have

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that flexibility, they're not feeling that pressure of having to perform right in that

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moment. When the teacher is teaching more in a traditional style, then when it's over,

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they have to make sure they understand the material, answer the questions, stay with

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the class, and then take the quiz. If they don't get it. Well, we're going to the next

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lesson instead of, oh, I didn't understand this. Why didn't I understand it going back

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and demonstrating how they've mastered it. So with that, it builds upon itself. And so

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it allows them to gain confidence in their ability. Yeah. So the pros with that is students

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are able to find that they are capable of learning math to a higher level because they're

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able to see the connections. They're able to actually understand. I had a student last

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week say, oh, I really like this style of learning, but I don't like it because I can't

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fake it. Before I used to be able to fake it. And then we would just move on. Now I actually

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have to understand it. But it's better than. Yeah. Right. So that's a pro. A con is we

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kind of miss out on like the classroom activities and energy that brings because everyone's

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focused on each lesson that they're on. And we're all at different levels. So it does

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lose that classroom dynamic and culture. It's just a different setting. But I try to create

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a I believe as an educator, I'm not the gatekeeper to the knowledge. I'm trying to create an

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environment that they can learn. And so it's I try to make it like very calm setting where

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they can learn the material. All right. Do you think that it like balances it out though?

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I definitely think it balances it out. I think the students, especially the students that

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are taking Algebra one in ninth grade, they typically don't love math as much and they

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don't have the confidence. And when they realize that they can actually do it, they feel confident

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and realize and believe in themselves like, oh, I actually can do this. So I think there's

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huge benefits. All right. Awesome. Thank you. All right. And what are some of

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the most engaging activities or projects or assignments in your class that you think makes

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it unique? Well, once again, I asked students to kind of tell me. Yeah, I think found the

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most engaging. And the number one thing that I think students really love is it actually

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has nothing to do with math, but it's how we start class. And it's always with some

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sort of check in that has nothing to do with math. And they really enjoy that. And just

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starting the class, kind of easing into math. And so, yeah, whether it's pictures on the

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board for them to choose how they're healing or a random question of the day or just sharing

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good things happening in our lives. And I think that is it creates more buy in from

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students or students to. Yeah, I don't know. I remember when I was in school and as soon

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as the bell rang and it was like, all right, here we go. Pull out your notebooks. It's

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time to get started. And it just oh, I I really struggled with that. I loved classes where

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I could just kind of ease into what we were doing. Yeah. So that's something students

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really love. But when it comes to actual math content projects that students love and I

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have to give a lot of credit to Mr. Brian for inheriting some of these projects that

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students really enjoy. Yeah, projects that we just did one right before Christmas, Barbie

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Bungee. Oh, I love that. So they they had to do the math beforehand and then estimate

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how many rubber bands to keep Barbie safe from bungee jumping off the second floor.

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And one class kept Barbie very safe. The other class, Barbie held or she. Yeah, she stayed

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intact. But so are they. And they have a concussion. Oh, but yeah, they they love that kind of

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stuff. Other activities and games. Trash get ball. We play. What's very, very simple. It's

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I create any any activity or really any worksheet or practice problems I'll put on the board.

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And once a table, their whole table gets it correct, they can come and try to earn points

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by shooting a piece of trash into the hoop, which is just a bucket. Yeah. But then they're

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and they're earning points really just for the basketball, but they have to get the answer

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correct in order to shoot. And so I give them opportunities. Yeah, trying. So it's less

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about whether or not you got to correct no points for who finishes first. Just kind of

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fun. So they really enjoy that. And who done it? It's kind of like a murder mystery kind

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of activity. And I can't take credit for this either. I've found this resource online. But

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the thing I have changed is changing the suspects to different teachers or sometimes students

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in the class. And so they're still doing math, but they get very into who committed the murder

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or the crime. And sometimes the the murder, the crime is something ridiculous. Like, yeah,

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I don't even backstabble, but just changing those to be more fun and relatable people

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they know or, yeah, different things like that. Thank you. So I a little bit about the

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flipped mastery. What makes it unique is the fact that students can work at their own pace.

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And with that, I get a lot of student buy in with that because they begin to take ownership

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in their learning. Yeah, instead of but before in the traditional style, I always felt like

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I was pulling students along. And it was really exhausting. And I felt like a lot of times

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I cared more than they actually cared. And now I feel like I don't have to pull them

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along anymore. I showed them the way that they have to go and I they're walking and

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they're walking and I get to walk alongside them. And if they struggle, I can encourage

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them and help them where they're where they're at. But I don't feel that exhaustion of like

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constantly. Yeah. And so there's a lot of buy in from them because they realize, oh,

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I he's not the teachers not holding me back. I, I know where I need to go. This is what

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I need to do. And I have students that I if I would not have believed that they would

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be where they're at now in ninth grade coming in after school on their own time without

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me telling them they need to come in or telling them that they need to work in class, they

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come into class and they just start working. And I mean, I won't use their names, but there's

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a couple of shout outs that I'm just like so proud of them because they're taking the

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ownership of their learning. And it's, it's unique because they realize, oh, I can actually

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do this and no one's holding them back and they have that path that's guided for them.

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It's really fun. That's nice. I didn't take algebra one. I went to algebra two. I should

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not have done that. I was struggling a lot in algebra two. Anyways, our last question

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is what advice would you give to teachers or even students about teaching and learning?

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I mean, I'm thinking back when I was in high school, I wasn't a very good student back

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in high school. I actually did not enjoy school. And I think a big reason was because I felt

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like it was a lot of hoop jumping and and just like checking boxes off. And the advice

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that I would give to people is to enjoy learning, be curious. And I know that sometimes it's

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kind of hard, like, oh, we just have to, we have to learn, we have to study, we have to

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take these tests. And there are tasks that we just have to complete. And I think a lot

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of times in school, we miss that because there are standards that we have to meet. Yeah.

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But if we can, as individuals, try to be curious and ask questions, that's the advice that

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I would would I would like to give to myself. I wish I could have given that to myself when

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I was in ninth grade, because I definitely was not the best student because I was just

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trying to check the boxes off and not actually like wanting to learn. And and so yeah, that's

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the advice I give people. Thank you, Mr. Ryan. I would say advice that I would give. This

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actually came up yesterday, talking with students in advisory, we have sharing circles in middle

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school. And one of the questions was what makes a good teacher. And I was really surprised

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by some of their answers. But the overall theme that students were saying was good teachers

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care more about students than content. And I was kind of shocked to hear seventh graders

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saying that, and especially seventh graders that care really deeply about academics and

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content in general. And so for them to take note of that about teachers and that that's

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for them what makes a good teacher, not how knowledgeable their teacher is, was just a

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good reminder for me. And I think a good reminder for all teachers that students can tell when

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we care more about them and they can't visuals than they can about their grade and yeah,

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about the kind of yeah, right here more than just math. Yeah. Yeah. Yeah, student can tell

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for sure. We're a lot more observant than you guys think we are. You sure. All right.

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Thank you, Mr. Brian and Miss Mary Kate. Such great insightful advice. Thank you so much,

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everyone. And that ends our first segment. We'll be joining several more teachers in

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our second segment to continue this conversation right after short PSA. Stay tuned as we'll

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be right back. For today's PSA, we will be talking about Valentine's Day. As Valentine's

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Day approaches. Remember, it's not just about romantic love. It's a great opportunity to

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spread kindness and appreciation to everyone around you. Whether you're celebrating with

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friends, family, or just taking a moment for yourself. Small gestures of kindness can make

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a big difference. Keep things fun and stress free by being thoughtful, respectful and inclusive.

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Remember, not everyone may want to celebrate in the same way and that's totally okay.

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Let's make this Valentine's Day about spreading positivity and showing care for all those

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who matter to us. And we are back with our second part. We're joined by our first special

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teacher guest, Mrs. Debbie, followed by Mrs. Camille and our very own Mr. Jason. In this

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segment, we will feature a special focus on the style and application of project based

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learning, also known as PBL. Let's dive right in. Yeah, we'll get us started. All right,

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could you please introduce yourself and tell us what you teach here? I'm Miss Debbie, and

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I teach APES, which is environmental study, forensic science and chemistry. All right.

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Thank you, Miss Debbie. Could you tell us about project based learning or PBL? And how

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do you incorporate PBL into your teaching, Miss Debbie? Okay, project based learning

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is real life examples, trying to incorporate that into your teaching. Things that would

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happen in everyday settings and stuff. You can actually use real life or you can make

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up different things. But it's having the kids engage in projects because most, as studies

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are going on, we're learning that most kids don't learn just by reading. They learn by

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doing. And especially like ADHD and stuff, it makes more sense to be engaged. And in

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the APES, AP environmental class, it helps a lot when you use project based learning

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to do something and it makes you understand the concept more. All right, thank you. And

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what are some of the major benefits that you've seen from using PBL?

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Well in life, when you graduate or go to college, you're going to be collaborating with other

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people. You're never going to, unless you're in a lab and you're all by yourself. And so

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it really teaches the kids how to get along, but it also teaches management strategy, project

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management. You find out who's a leader and who's not, who can lead their group. And especially

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kids who are lazy or don't want to do stuff and the other group telling the leaders, you

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have to help this person, give them something to do so that, so they can be part of that

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group. And so you start seeing how kids actually work together and they buy into the project.

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And it's much better when you see that. And then they're learning too. They might not

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be as good as the high level kids, but they're learning a lot and they're taking something

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away and understanding. And so it teaches a lot of what you have in real life, which

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is collaboration among people.

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Yeah. All right. Thank you. I agree. And now like on the topic of like inside the classroom,

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like how do you assess the individual contributions of each student?

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I try to keep an eye as they're working on everybody's contributions. So I try to give

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them part that they would do and then also to encourage them if somebody's not working

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to let me know, to email me and let me know. But even in life, you're going to have that.

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You're going to get a job. And even undercover, I did a job and the person I worked with didn't

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do anything and they sat around. You still were responsible for doing your job. Do you

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know what I'm saying?

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Yeah. Yeah.

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So sometimes you have to pick up the slack. And my part was learning to be a better manager

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of that person and giving them a job to do. And that's what I think is interesting watching

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you guys. If you have somebody who's not good at something and you give them a job, hey,

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you make this and they will do it. And so it's just, they're sort of don't know which

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way to go. And I think it really helps with life long skills.

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And could you describe an example of a PBL project that had a significant impact on your

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students?

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Oh gosh, there's so we do so many different things. Problem-based learning. I think one

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of my favorite is the bubble lab where we have to and Apes, we blow bubbles and they

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represent different like children. If you have children and how humans take care of

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their babies and how animals take care of their babies. And I think the kids could really

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see when they blew the bubbles and they had to keep it up and protect it and become a

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helicopter parent. It was so hard where if you're an animal, you just blow it and they

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let it go. And then just timed how it popped and they understood, oh, this is so easy.

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They don't do anything. But when you're a human parent, you have to make sure they're

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going to school, make sure their work is done, try to keep them from falling. Don't let

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them get hurt. Don't let them walk in the road. And I think it really impacts their

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thinking of, okay, even though it's a bubble, how is this going to impact when I have kids?

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And it's really eye opening to see them.

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As a closing question, what advice would you give to teachers or even students about teaching

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and learning?

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Oh, teaching is so much fun, but not everybody's called to teach. I think for one thing, you

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should never stop learning. There's no time in your life. When you stop learning to me,

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you'll probably be dead. All right. I mean, you can always learn something. It doesn't

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have to be an academic subject. Learn to crochet, learn to do something that appeals to you.

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But I think, yeah, I don't know. I just think problem-based learning is so much fun to actually

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see you guys work in and understand it and grasp the concept and take it to heart and

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make it yours. And I don't know, I guess my advice to anybody is live your best life.

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God put you here for a reason. And he wants to see you live that to the fullest. What

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is your destiny? And sort of find that and do it. Because when you get to be my age,

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you don't want to look back and say, oh, I did something for 50 years that I hated, but

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I made a lot of money, but I hated going to work. You should go do something that you're

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passionate about and the money will be there. You'll have plenty of money. It's, yeah.

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So live your dream. Amazing. Thank you so much, Ms. Debbie. Thank you so much for joining

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us today, Mrs. Debbie. Now coming up, we're excited to welcome Mrs. Cammie and her very

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own Mr. Jason to share their insights about project-based learning. Miel will get us started

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again. Hi, could you please introduce yourself and tell us what you teach here at ICS? Sure.

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I'm Cammie Lattice and I teach upper school art. So some of the eighth grade classes and

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then some of the ninth to 12th grade classes. Hey, I'm Mr. Jason and it's fun to be on the

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other side of the microphone this time as a guest. And it's an honor to be doing this

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interview with Mrs. Cammie Lattice. So I teach several different classes. I teach a business

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class, entrepreneurship class, a marketing class, which I'll talk about in just a minute,

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and then a digital media class and a general applied technology class. So a lot of different

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things, but it all kind of fits within my previous career. Yeah. All right. Thank you

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both. Now, could you tell us about project-based learning and how do you incorporate PBL into

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your teaching? Well, I think I pretty much do all project-based learning. I do have kind

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of a structure in my units where we have some skill building lessons. Like one day I call

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them mini lessons, where we'll do something like, for example, just studying value and

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trying to replicate value in a value scale as we lead up to a larger project. So yeah,

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unit to unit, we do these skill builders and then it leads up to the project and then we

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spend about five classes on a deeper project where we're trying to really show excellence.

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So sort of like building blocks, right? Exactly. All right. Thank you.

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As far as project-based learning goes from my point of view, it's something that came

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natural for me just because of my previous career. So in my teacher training, which isn't

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very long ago, I had to go through the traditional type of teacher training. So I had to actually

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learn the teacher part, but the project-based learning was something like out of my previous

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years, all of the things that I did in my job were project-based. And so I felt like

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as I came into an educational type setting and I had classroom now with a bunch of students

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and content, my first instinct was to how can I make a project so I can take the concepts

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and the principles that we're supposed to learn and put them into like a real world

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example. And so project-based learning was something that I felt like I started off with.

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And then the other part of that was I had to kind of relearn how do I do formal instruction

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and or how do I make assignments that are not necessarily project-based. So that's the

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part that I had to really kind of learn the first year and a half.

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All right. Thank you. And what are some of the major benefits you've seen from using

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PBL in your classroom? When you're training artists, you're training

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people to create products. And so when you're using PBL, you're teaching people a process,

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whether it be how to plan, how to observe other artists, how to refine and step back

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and look and critique each other. And then when you have your final product to look back

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on it and say, what would I do differently in this? So I really do think that one of

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the major things I teach is the process and teaching people to develop a product is a

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process and that you don't always get it right in the first one. But the reflection is a

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really big part of that. Yeah. All right. Thank you, Ms. Cami.

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Yeah. I really like that the process is so important because a lot of times we want to

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get end results, but we don't necessarily want to go through that process. We actually

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know how to go through the process to get the end results. And so the project-based

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learning type of structure really teaches from start to finish. Here's the goal at the

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end. How do we actually get there? And here's a project to do that, to teach you those types

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of things. So that's a huge benefit, I feel like. And then the other benefit I see, and

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sometimes maybe the students don't necessarily think this is a benefit, but working, how

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to work with other people in and on a certain goal or a project. And that's life outside

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of school, especially when you get a job is just, you can't get around not working with

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people. You're always going to be working with people. Yeah. And so learning that in

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school and learning how to do that at a younger age is super important. And then having those

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projects that you can do that with is just really valuable for the student. So yeah,

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for sure. Thank you. And you know, like with PBL, like how do you assess the individual

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contributions of each student? Like do you have a rubric or? Yeah, so there are rubrics

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for everything we do. We definitely do things collaboratively in that we're all doing the

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same thing and looking at each other's work. But as I assess, I am really looking at your

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individual work. My students will know that I assess a slideshow at the end of our major

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projects, which documents the process. So as I said before, the process really is what

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I'm going at. And so the rubric breaks down the different components of the slideshow

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and then students present in class kind of sharing the story of their projects. Nice.

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Thank you. The idea of assessment can be hard, depending on I guess the type of project.

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Some of the contexts or some of the projects that we do in the classes I teach are heavily

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involved like looking at the student and their specific role within the process. And so if

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it's a group project, those individuals will be graded individually on whether they did

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their role. You guys would know this. Yes. As well as at the end, did the end product

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or result meet the standard, whatever that is. And so for example, like the marketing

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class, we have this podcast, right? Yeah. So the podcast is a real live thing that we

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do. And we're supposed to market it. Every student in class has a specific role that

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they have to do. They also have to keep accountability notes on what they're doing that week. And

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they have to turn those sheets in and basically to say, here's what I did to contribute to

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the end goal thing. And so it can be tricky depending on the project that is designed.

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But at the end of the day, we also need to really teach them about the teamwork and the

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fact that they're part of a group that's going towards the bigger goal of getting this thing

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done. And they're an important part, but also they have to do their job too. Thank you.

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And on the topic of PBL, could you describe an example of a project based learning project

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that has had a significant impact on your students? I think the first one that comes

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to mind is my intro to art, the cardboard construction project. Yeah. Uh huh. Which

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for me, I'm more of a 2D artist. So 3D doesn't come naturally and it's definitely a big

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challenge. And so when I even had to teach this, I was a little bit like, oh, this is

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good. So sometimes my students also feel that way. But the first thing that we do as our

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mini lesson, our warmup is to partner up and build the Eiffel Tower. Oh, that was fun.

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It was fun. Yeah. So it's meant to be just kind of fun and like a very low pressure.

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And I think in that students end up having a good time and seeing that they can do it.

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And then their challenge is to build a useful object out of cardboard. And often it begins

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with maybe a little frustration or like a lot of overwhelm. Overwhelms. But the end

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products often turn out really well. Right. Students are eager to take the next, the intermediate

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day at last to learn more. Yeah. Yeah. I remember. Because like, I think at the end, like all

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the artworks are like shown in the display room. Yeah. I really liked like seeing like

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all the different carboards are all so cute. So cute. Yeah. Amazing. Yeah. I love that

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project. That was my favorite. Yeah. Thank you, Miss Cami. So this question for me is

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quite evident just because of what we're doing here right now. When I took over the marketing

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class, I didn't want to just teach principles or concepts about marketing. I wanted some

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sort of real world experience that the students could be hands on. And so that project of

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starting a podcast, really not knowing what I was doing, but wanting to do something like

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that to introduce the students not only to the project of creating a podcast, but how

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do you talk to guests? How do you communicate properly? And then once we produce this audio

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clip, you know, how do we actually put it online? How do we publish it? And then how

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do we market it? And so that project right there takes someone from zero to 100. Exactly.

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And each student has a role within that. And so that's been pretty impactful because I've

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seen students grow in those roles, as well as even grown with their communication. Yeah.

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And when talking with outside guests, talking with other teachers, other students. So that

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for me probably is the biggest one at this point. Yeah. I have other projects in my other

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classes, but the podcast Students Incorporated is the biggest one at this point. Yeah. I

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think especially like this year's intro to marketing class, a lot of students have joined

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this class. And I feel like because I feel like there are things that you can't teach

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in class. You can't teach someone how to do this with a guest or adapt or be reliable.

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I feel like these are things that project based learning, it comes in and it really

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like, hey, you have to do it or else you're going to give off a bad impression and stuff

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like that, which is why I really like your classes, Mr. Jason and Miss Cammie too. I

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think, I think PBL, yeah, it's so fun too as well. It's, it's like, you're not actually

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learning. It's like, yeah, get hands on really good, really good. And my last question is

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what advice would you give to teachers or even students about learning and teaching?

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I think a lot of times people come into art classes, maybe if, if they haven't done it

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in a while or they feel like they're bad. I think I just love the growth mindset theory

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model, my philosophy because it, it, you know, you're trying to improve yourself. So I often

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tell my intro to art students, if you feel like, for example, like at the cardboard project,

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if you feel like you're like a one at cardboard, I'm hoping that by the end of the project,

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you'll feel like a, like a three or a four level. And then, and same, like if you're

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actually pretty good at a skill, I'm hoping that you'll go from like a seven to a nine.

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So I think for teachers and for students, it's really important to remember, especially

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with, with project-based and skills-based that skills, you're on a, you're on a continuum

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and you're, you're always getting better. I'm still getting better and learning new

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things and trying, trying to, to improve my son. So yeah.

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Thank you.

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I like that advice. If you're here, just make a goal of moving a little bit. Right. I would

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say advice probably would be, you will get out of the thing that you're working on, what

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you put in. So if you're going to put 10% in, you're probably only getting get 10% out.

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Right. And so my advice to learners, which would be like students, even teachers would

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be what you put into something is probably what you're going to get out of it. Also,

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the other cool thing about students and teachers is students can be teachers too. And so it's

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not just this teacher in a classroom trying to instruct or teach new concepts, but the

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students actually can teach each other. And I think that's why PBLs are so good is because

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through that whole project process, the students are actually helping to train and mentor each

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other. And a lot of times they don't even really know it. And so from a teacher standpoint,

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we're like, this is really cool to watch. And the teachers actually can learn new things

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off the students too, which is fun. And that's super rewarding. So that would be my advice

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is just put 100% in and try to get 100% out. And then also just realize that students can

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be teachers as well. So it's very good advice. Thank you both. Thank you. And this concludes

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our second segment. We hope that you were able to take away and learn something new.

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As we talked about different styles of teaching, experiences and PBL project based learning.

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There's always more to learn about learning. Stay tuned for our next episode as we'll

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be exploring social media marketing with a local industry leader. You don't want to

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miss out on this one. And as always, this podcast would not be possible without the

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hard work and support of our international student production team. All music and sound

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effects are courtesy of pixabay.com, a vibrant community of creatives sharing copyright free

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images, videos and music. And we are signing off until next time. We are students incorporated

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because your voice matters.