WEBVTT 00:00:00.000 --> 00:00:02.190 How do you know your students are engaged? 00:00:02.240 --> 00:00:03.010 Well, guess what? 00:00:03.070 --> 00:00:06.850 Just because they're filling in a worksheet or working quietly doesn't 00:00:06.850 --> 00:00:08.480 in fact mean that they are engaged. 00:00:09.020 --> 00:00:12.300 And I know that most of you will say that, well, you can't engage 00:00:12.329 --> 00:00:13.540 all the kids at all the time. 00:00:13.880 --> 00:00:14.780 And that's true. 00:00:15.179 --> 00:00:17.900 And of course, we don't always know what kids are coming to school 00:00:17.900 --> 00:00:22.499 with either, but it appears that we actually can get pretty close. 00:00:23.279 --> 00:00:31.835 In his book, 2006, Dr. Michael Schmoker cited a Of looking at engagement in 00:00:31.835 --> 00:00:36.355 1500 classrooms and this study found that only 15 percent of the classrooms 00:00:36.355 --> 00:00:40.625 had more than half of the class at least paying attention to the lesson. 00:00:41.015 --> 00:00:45.144 And actually, when I tell you about the latest study conducted by Lego 00:00:45.144 --> 00:00:49.955 Education, you will see that results today are not too dissimilar. 00:00:51.010 --> 00:00:53.779 But firstly, what does engagement look like? 00:00:54.339 --> 00:00:58.290 Obviously, students will be paying attention, their eyes will be alert, 00:00:58.359 --> 00:01:01.459 they'll be tracking, they'll be taking notes, especially if they're older. 00:01:02.059 --> 00:01:06.179 They'll be listening actively, asking questions, responding to questions, 00:01:06.449 --> 00:01:08.470 either individually or in small groups, 00:01:08.850 --> 00:01:12.710 they'll be following requests, they'll be reacting, they'll be interacting with 00:01:12.710 --> 00:01:17.979 their peers and in small groups, and they'll be debating and discussing and 00:01:17.979 --> 00:01:24.049 explaining and inquiring and all these behaviours boil down to one word, active. 00:01:24.680 --> 00:01:28.840 There are times when we as teachers have to talk and students have to listen. 00:01:29.359 --> 00:01:32.710 And as any good teacher knows, when you are tuned into your students, 00:01:32.930 --> 00:01:36.039 you can tell when they lose interest and then you adjust your 00:01:36.039 --> 00:01:38.050 instruction and you bring them back. 00:01:38.739 --> 00:01:43.179 But we all know very well that standing in front of a room just talking is 00:01:43.179 --> 00:01:46.134 bound to result in students zoning out. 00:01:47.035 --> 00:01:48.044 So what's the solution? 00:01:48.744 --> 00:01:52.095 Well, it's getting learners actively involved. 00:01:52.315 --> 00:01:57.124 And if you listen to Episode 44, I gave you many examples of the types 00:01:57.124 --> 00:02:01.864 of activities that Trevor McKenzie in his new and latest book advocated 00:02:01.864 --> 00:02:05.664 for getting our learners engaged in the material we're teaching them. 00:02:06.104 --> 00:02:12.284 And all those routines that Trevor spoke about, get children involved actively. 00:02:13.265 --> 00:02:18.820 So what we need to do is is keep our talking time short, break it up 00:02:18.830 --> 00:02:23.020 with bursts of hands on activities that allow children to move, to be 00:02:23.020 --> 00:02:25.070 active and to interact with others. 00:02:25.730 --> 00:02:29.100 Let me share a little survey I did with some of the children I've been teaching 00:02:29.110 --> 00:02:32.999 and I asked them the same question from children from grades three to 00:02:33.000 --> 00:02:35.439 six and I got the exact same answers. 00:02:36.009 --> 00:02:40.389 I asked them what their favorite way was to learn, how they enjoyed learning best. 00:02:40.984 --> 00:02:44.385 And there was overwhelming consensus in each year group. 00:02:44.824 --> 00:02:49.064 They liked it when the teacher spoke very little and then let them go off 00:02:49.105 --> 00:02:53.024 and figure things out for themselves and apply what the teachers have taught. 00:02:53.344 --> 00:02:57.064 And secondly, they liked working with others. 00:02:57.645 --> 00:03:01.595 And that brings me to the latest report called The State of Classroom 00:03:01.595 --> 00:03:03.754 Engagement from Lego Education. 00:03:04.425 --> 00:03:08.785 Firstly, they too define engagement as a student's desire to know 00:03:08.795 --> 00:03:13.714 more and to use their knowledge to apply it to real world situations. 00:03:14.165 --> 00:03:17.755 Children are engaged when they're also really excited to 00:03:17.755 --> 00:03:21.965 . to share what they've learned with others and in their research to find 00:03:21.965 --> 00:03:26.305 out what engages, inspires and builds confidence in both students and 00:03:26.305 --> 00:03:32.085 teachers, they surveyed more than 6, 000 administrators, teachers and students 00:03:32.125 --> 00:03:36.035 aged from 5 to 14 and parents globally. 00:03:36.395 --> 00:03:40.695 And they found four insights that affect student engagement and 00:03:40.695 --> 00:03:45.495 disengagement and that both have an effect beyond the classroom. 00:03:46.095 --> 00:03:47.725 Let's look at these four insights. 00:03:48.155 --> 00:03:48.875 First one. 00:03:50.055 --> 00:03:53.715 Collaboration is a powerful driver for engagement. 00:03:54.275 --> 00:03:58.175 About one third of administrators, parents and teachers describe 00:03:58.175 --> 00:04:00.185 students as being disengaged. 00:04:00.615 --> 00:04:04.135 They found that low engagement went hand in hand with poor student 00:04:04.135 --> 00:04:06.005 comprehension of the curriculum. 00:04:06.335 --> 00:04:11.625 And this disengagement has a knock on effect in that student mindset 00:04:11.695 --> 00:04:16.035 and confidence is adversely affected, and therefore they found high levels 00:04:16.035 --> 00:04:20.590 of absenteeism and more behaviour issues and underperformance. 00:04:20.900 --> 00:04:24.740 And guess what, when children were asked what they liked most about 00:04:24.740 --> 00:04:29.550 school, about half of them said that they liked learning new things, but 00:04:29.550 --> 00:04:34.955 the real reason they loved coming to school And that's very much in line 00:04:35.225 --> 00:04:37.055 with my own little survey that I did. 00:04:37.385 --> 00:04:41.345 Kids love coming to school to socialize and to have fun with friends. 00:04:41.695 --> 00:04:45.885 And that means that if we as educators can use that power of student 00:04:45.885 --> 00:04:51.445 connection and use collaborative, hands on learning strategies, we're more 00:04:51.445 --> 00:04:53.205 likely to have greater engagement. 00:04:53.425 --> 00:04:56.055 And that's exactly in line with what my kids said. 00:04:56.875 --> 00:04:58.655 Practical takeaway one is this. 00:05:00.415 --> 00:05:04.955 Or activities in your lesson plans where you can include some collaboration. 00:05:05.465 --> 00:05:09.595 Allow your students to work in pairs or in small groups so they can 00:05:09.595 --> 00:05:11.295 naturally learn from one another. 00:05:11.795 --> 00:05:14.585 This is obviously the constructivist approach at work. 00:05:14.895 --> 00:05:18.355 And remember, we don't just stick kids in small groups and then 00:05:18.355 --> 00:05:19.605 we hope they learn something. 00:05:19.955 --> 00:05:21.815 We need to model how to work in groups. 00:05:21.815 --> 00:05:23.275 We need to give them guidelines. 00:05:23.275 --> 00:05:27.055 We need to give them vocabulary and the scaffolds they need to be successful. 00:05:27.385 --> 00:05:28.425 It's not a free for all. 00:05:28.805 --> 00:05:33.255 We need to provide that outline and the materials and show them what successful 00:05:33.255 --> 00:05:35.505 collaboration looks like and sounds like. 00:05:37.055 --> 00:05:41.215 The second topic that came up was that if students are engaged 00:05:42.015 --> 00:05:46.065 then academic outcomes improve and so does well being. 00:05:46.545 --> 00:05:50.775 It's a no brainer that students who are engaged perform better and are happier. 00:05:51.285 --> 00:05:55.445 The study found that teachers and parents both wanted to inspire 00:05:55.485 --> 00:05:57.315 a lifelong love for learning. 00:05:57.645 --> 00:06:00.615 They wanted kids to develop problem solving skills and 00:06:00.625 --> 00:06:02.255 be self motivated to learn. 00:06:02.895 --> 00:06:06.305 You can't imagine how happy this made me feel because this is exactly 00:06:06.305 --> 00:06:07.865 what Blooming Curious is all about. 00:06:08.590 --> 00:06:12.030 The study found that the most effective way to achieve these 00:06:12.030 --> 00:06:14.100 attributes was through engagement. 00:06:14.430 --> 00:06:18.530 It found that engaged students were happier, they had greater confidence. 00:06:18.840 --> 00:06:24.220 When we think about how important it is for children to have good well being, 00:06:24.640 --> 00:06:29.980 it seems that improving engagement will produce a ripple effect and cause 00:06:30.020 --> 00:06:34.430 improved well being, better skills and better academic performance. 00:06:35.150 --> 00:06:39.490 So my practical takeaway two is that when you're planning your curriculum, look for 00:06:39.490 --> 00:06:42.170 ways to make the concept more engaging. 00:06:42.610 --> 00:06:46.630 If you've been listening to Blooming Curious for a while, you'll know all 00:06:46.630 --> 00:06:50.380 about provocations and questioning techniques, and I suggest you go 00:06:50.390 --> 00:06:53.190 back to episode 44 just for starters. 00:06:53.940 --> 00:06:59.560 The data also highlighted that children are more confident when they are engaged. 00:06:59.970 --> 00:07:05.300 Making sure we build their confidence and resilience by encouraging risk taking and 00:07:05.300 --> 00:07:10.450 in fact welcoming failure as just a way to learn so the children don't feel that 00:07:10.450 --> 00:07:14.910 pressure to find one answer but rather problem solve to find several correct and 00:07:14.910 --> 00:07:17.270 different ways to come to conclusions. 00:07:17.780 --> 00:07:20.460 I love that growth mindset strategy of adding in that 00:07:20.500 --> 00:07:22.440 word yet when kids fall short. 00:07:22.700 --> 00:07:24.040 I don't know how to do that yet. 00:07:24.210 --> 00:07:24.600 Yet. 00:07:24.650 --> 00:07:25.630 I'm not good at math. 00:07:25.770 --> 00:07:26.270 Yet. 00:07:26.990 --> 00:07:29.540 The third insight from the study is a big one for us. 00:07:29.570 --> 00:07:34.210 Would you believe that student engagement actually improves with teacher retention? 00:07:34.900 --> 00:07:37.670 The study found that 80 percent of teachers said that they 00:07:37.670 --> 00:07:40.680 would be happier in their jobs if children were more engaged. 00:07:41.290 --> 00:07:43.600 It almost seems like a chicken and egg situation. 00:07:44.260 --> 00:07:47.700 One of the greatest barriers here was that teachers felt that they 00:07:47.700 --> 00:07:53.440 did not have adequate resources and materials to teach the vast range of 00:07:53.440 --> 00:07:55.590 student abilities in their classes. 00:07:56.140 --> 00:07:59.060 They also found that teachers needed more professional development. 00:07:59.430 --> 00:08:05.890 In the US, they found that teachers only spend approximately seven hours a year 00:08:06.175 --> 00:08:10.545 on PD, professional development, which is less than any other country. 00:08:11.115 --> 00:08:15.205 And in addition, almost one third of educators said they did not 00:08:15.225 --> 00:08:17.105 use their resources effectively. 00:08:17.795 --> 00:08:22.425 It appears that I have said on this podcast before that educators need 00:08:22.525 --> 00:08:28.135 ongoing support along with professional development, resources, and regular 00:08:28.185 --> 00:08:33.925 instruction on how to use those resources to improve job satisfaction and retention. 00:08:34.525 --> 00:08:38.335 If you follow me on social media, you would have seen that in the past week, I 00:08:38.335 --> 00:08:42.265 spoke about a meme that I've seen where these teachers doing this little dance 00:08:42.535 --> 00:08:46.605 and the caption said, that's how teachers feel after PD, knowing that they'll 00:08:46.615 --> 00:08:48.275 never implement what they've learned. 00:08:48.775 --> 00:08:51.855 And that's a bit sad, especially when we look at the study. 00:08:52.580 --> 00:08:56.720 The more PD and support teachers get, the better engaged they'll 00:08:56.730 --> 00:09:00.880 be, which means that they'll be better positioned to design 00:09:00.950 --> 00:09:02.890 engaging lessons for their students. 00:09:03.160 --> 00:09:06.240 And then there's that ongoing engagement and happiness cycle. 00:09:06.610 --> 00:09:10.000 It's a bit like saying, if mama ain't happy, there ain't nobody happy. 00:09:10.310 --> 00:09:13.890 And in this case, it's if teachers aren't happy, there ain't nobody happy. 00:09:14.470 --> 00:09:19.120 So my practical takeaway number three is this, school administrators need 00:09:19.120 --> 00:09:23.380 to invest in professional learning for teachers so that they can implement 00:09:23.720 --> 00:09:27.720 innovative practices that inspire students to be engaged in their learning. 00:09:28.240 --> 00:09:31.870 And we see from this data that administrators don't 00:09:31.870 --> 00:09:36.330 always provide the support and development we need as educators. 00:09:36.770 --> 00:09:39.715 And that's why I've always taken my professional 00:09:39.715 --> 00:09:41.565 development into my own hands. 00:09:42.045 --> 00:09:46.075 Whenever I've seen a workshop or a summit that appears interesting, then 00:09:46.075 --> 00:09:49.285 I've asked for the training, because if you don't ask, you don't get. 00:09:49.755 --> 00:09:52.045 And a few times when the school didn't have the budget, 00:09:52.115 --> 00:09:53.635 I paid out of my own pocket. 00:09:54.305 --> 00:09:58.625 Attending summits and workshops fuels me and I always leave with 00:09:58.625 --> 00:10:00.505 lots of energy and enthusiasm. 00:10:01.085 --> 00:10:05.265 And that keeps teaching interesting, not just for us, but for our students too. 00:10:06.000 --> 00:10:09.330 And this is one of the reasons I've decided to create a course on 00:10:09.390 --> 00:10:14.400 integrating inquiry into our existing lessons for teachers just like you. 00:10:14.940 --> 00:10:20.500 The data proves that teachers, just like other professionals and athletes, 00:10:20.510 --> 00:10:25.030 need coaching and practice in order to be at the top of their game. 00:10:25.630 --> 00:10:29.020 I'll give you details of how you can get in on this and take your 00:10:29.020 --> 00:10:33.250 professional development into your own hands at the end of this podcast. 00:10:33.450 --> 00:10:34.390 So keep listening. 00:10:35.325 --> 00:10:39.695 The fourth insight is probably for me the most exciting and honestly 00:10:40.115 --> 00:10:42.945 another no brainer and it's this. 00:10:43.455 --> 00:10:48.035 The path to increased engagement is through purposeful play. 00:10:48.795 --> 00:10:54.395 Learning through play is probably the one strategy that inspires everyone. 00:10:54.530 --> 00:10:59.230 And as we know, but sometimes forget or refuse to acknowledge, I don't know 00:10:59.260 --> 00:11:04.230 for the life of me why we sell out, but for all sorts of reasons we do. 00:11:04.730 --> 00:11:08.820 Learning through play is the most natural way children learn. 00:11:09.330 --> 00:11:10.980 We're hardwired to play. 00:11:11.230 --> 00:11:15.430 And play is the number one way we learn as children and 00:11:15.430 --> 00:11:17.560 I would argue as adults too. 00:11:18.410 --> 00:11:23.260 If you go back and listen to my conversations with Marcus Veerman and 00:11:23.260 --> 00:11:28.000 Claire Warden and April Zajko, they all agree that playful learning is the most 00:11:28.020 --> 00:11:29.900 engaging way for children to learn. 00:11:30.540 --> 00:11:34.970 It's through play that creativity and curiosity and confidence and 00:11:34.970 --> 00:11:39.450 problem solving and critical thinking and language are all encouraged. 00:11:40.075 --> 00:11:40.915 and developed. 00:11:41.645 --> 00:11:47.425 Play encourages children to ask questions and develops the whole child. 00:11:47.705 --> 00:11:51.655 Just imagine how powerful it would be if we could combine 00:11:51.685 --> 00:11:54.415 intentional teaching with play. 00:11:55.145 --> 00:11:59.905 When this study through Lego Education asked children what their favourite way 00:11:59.905 --> 00:12:06.395 was to learn, they said hands on play based learning was their favourite way. 00:12:07.115 --> 00:12:08.005 And guess what? 00:12:08.315 --> 00:12:13.485 The older children got, the more their favourite strategy was play. 00:12:13.905 --> 00:12:16.195 For me, that also makes perfect sense. 00:12:16.215 --> 00:12:20.735 When you think that as children get older, we remove all those playful experiences 00:12:21.695 --> 00:12:23.175 that they were having in early childhood 00:12:23.885 --> 00:12:25.445 programs and playgrounds. 00:12:25.665 --> 00:12:26.905 We think that they're big now. 00:12:26.945 --> 00:12:28.165 They don't need that anymore. 00:12:28.645 --> 00:12:31.385 But the data from this research says differently. 00:12:31.835 --> 00:12:37.505 The older children from grades six to eight overwhelmingly said that hands on 00:12:37.505 --> 00:12:41.805 learning and working with their classmates was their favorite way to learn. 00:12:42.195 --> 00:12:47.055 And unfortunately, as they got older, we deprive them of that. 00:12:47.435 --> 00:12:50.955 The older they get, the less hands on experiences we give them. 00:12:50.955 --> 00:12:54.685 I've seen it time and time again that when you observe those older children, 00:12:54.855 --> 00:13:00.035 they enjoy the same types of learning experiences as the younger students do. 00:13:00.525 --> 00:13:06.905 So my practical takeaway four is this: we must continue to value play as a way 00:13:06.905 --> 00:13:09.415 to engage students in their learning. 00:13:10.075 --> 00:13:14.935 Early childhood teachers know that play is messy and that play can be 00:13:14.935 --> 00:13:20.455 loud and sometimes it's chaotic, but learning through play is a worthwhile 00:13:20.455 --> 00:13:24.945 pedagogical approach that not only is in line with children's natural 00:13:24.945 --> 00:13:29.955 way of learning, but as the research shows time and time again, it is one 00:13:29.955 --> 00:13:32.945 methodology that provides better outcomes. 00:13:33.285 --> 00:13:37.035 And for the life of me, if we know this and the research has 00:13:37.035 --> 00:13:41.175 been showing this for the longest time, why don't we implement it. 00:13:41.835 --> 00:13:45.975 If we say we teach the whole child, then surely we must be teaching through play. 00:13:46.375 --> 00:13:50.015 And if we don't know how to do that, then we need to educate and upskill 00:13:50.015 --> 00:13:54.485 ourselves so that we can do a better job of teaching in this way and 00:13:54.485 --> 00:13:56.565 therefore better engage our students. 00:13:56.685 --> 00:13:59.905 And as we know, if our students are engaged, so are we. 00:14:00.815 --> 00:14:02.685 And here's another important observation. 00:14:03.375 --> 00:14:09.530 Learning through play forms part of an inquiry and project based approach 00:14:09.580 --> 00:14:13.540 and the constructivist approach, as I mentioned earlier, when we spoke about 00:14:13.540 --> 00:14:15.330 how children like to learn with others. 00:14:15.900 --> 00:14:21.680 If we're going to honor the outcomes of the Lego Education study, we need 00:14:21.680 --> 00:14:26.180 to teach in a way that incorporates hands on learning, which is play. 00:14:26.730 --> 00:14:31.070 Create lessons where children can collaborate together, engage children 00:14:31.080 --> 00:14:34.750 better with provocations and questions and strategies that make sure that 00:14:34.750 --> 00:14:38.460 they are moving and not just sitting at their seats for ages, listening 00:14:38.460 --> 00:14:43.390 to us droning on and improve our own engagement and professional learning. 00:14:44.140 --> 00:14:48.500 For us to do that, I think we need to learn how to let go just a little. 00:14:48.990 --> 00:14:54.300 There are times that call for us to just be facilitators, where we allow children 00:14:54.300 --> 00:14:57.320 to take the lead and we just direct a bit. 00:14:57.940 --> 00:15:01.380 We also need to provide those hands on learning experiences and the 00:15:01.380 --> 00:15:04.910 tools that allow children to be curious, to ask questions, to move 00:15:04.910 --> 00:15:08.760 around, to solve problems and to have discussions with their peers. 00:15:09.200 --> 00:15:14.950 When they do this, they can better relate to their experiences in their own lives. 00:15:15.490 --> 00:15:19.330 And lastly, we need to create environments that allow and encourage 00:15:19.390 --> 00:15:23.830 play where children can construct and problem solve and innovate. 00:15:24.380 --> 00:15:27.480 And when you listen to some of my episodes where I've spoken about setting 00:15:27.480 --> 00:15:31.400 up classrooms and provocations, I've always been a huge fan of natural 00:15:31.400 --> 00:15:34.050 materials, but also of blocks and Lego. 00:15:34.510 --> 00:15:39.460 And in fact, the only toys I've kept of my own children are two things, 00:15:39.690 --> 00:15:44.220 a huge box of Lego and another box of plastic animals by Schleich. 00:15:44.930 --> 00:15:48.980 So many educators complain about not having enough resources and the 00:15:48.980 --> 00:15:52.400 study highlights that too,, but then I see all that classroom decorating 00:15:52.410 --> 00:15:54.260 going on and I always question why. 00:15:54.520 --> 00:15:59.050 Why not just spend your money and your classroom budget on blocks and Lego? 00:15:59.750 --> 00:16:04.970 It's the one resource that builds so many skills that are so essential not just 00:16:04.970 --> 00:16:08.135 for learning now, but into the future. 00:16:08.585 --> 00:16:12.035 . So forget all those cheap toys that are just going to end up 00:16:12.035 --> 00:16:13.935 in landfill and just get Lego. 00:16:14.495 --> 00:16:18.825 I've purchased Lego for my class by just going on Facebook Marketplace. 00:16:19.205 --> 00:16:23.055 And together with wooden construction blocks, you'll be onto a winner. 00:16:23.405 --> 00:16:27.075 With Lego, the possibilities for learning are endless. 00:16:28.215 --> 00:16:31.225 So before I go, I said that I have something really special for you. 00:16:32.405 --> 00:16:35.785 I've had this idea for the longest time and it's been obvious to me that 00:16:35.785 --> 00:16:40.865 for some time that educators not only need but crave professional learning 00:16:40.865 --> 00:16:43.065 and development and ongoing support. 00:16:43.445 --> 00:16:49.115 And as you saw or just heard from this Lego study, for students to be engaged, 00:16:49.320 --> 00:16:51.660 Teachers need to be engaged and happy too. 00:16:51.870 --> 00:16:56.200 And for teachers to be truly happy and engaged, they need professional 00:16:56.200 --> 00:16:57.980 learning and ongoing support. 00:16:58.260 --> 00:17:01.350 And as I said before, you can't always wait around for the 00:17:01.350 --> 00:17:04.570 administration to offer you some form of professional development. 00:17:04.900 --> 00:17:08.950 Sometimes you need to take the bull by the horns and do your own thing 00:17:09.130 --> 00:17:10.990 and organise your own learning. 00:17:11.770 --> 00:17:15.350 I'm in the throes of developing a course to help you integrate 00:17:15.370 --> 00:17:17.510 inquiry into your existing lessons. 00:17:17.900 --> 00:17:22.380 And as luck would have it, inquiry based learning meets all those insights 00:17:22.380 --> 00:17:25.790 that we've just discovered through that study done by LEGO Education. 00:17:26.860 --> 00:17:31.920 I'm offering you an opportunity to take charge of your own development, get 00:17:31.920 --> 00:17:35.550 engaged, so that you can engage students and be a happier, happier person. 00:17:35.710 --> 00:17:37.350 teacher and educator. 00:17:38.060 --> 00:17:41.130 Now, if this is something you'd be interested in, I would love you 00:17:41.130 --> 00:17:42.740 to register for the pre launch. 00:17:42.950 --> 00:17:44.240 It won't cost you a thing. 00:17:44.660 --> 00:17:46.250 You just get on the pre launch. 00:17:46.270 --> 00:17:50.190 It's simply you telling me that you'll be interested in a course like 00:17:50.190 --> 00:17:54.600 this, so that I know I'm creating something that you actually want. 00:17:54.910 --> 00:17:58.830 Because let's face it, there's no use me spending my energy developing 00:17:58.830 --> 00:18:00.520 something that You have no use for. 00:18:00.970 --> 00:18:05.650 But I am so sure that a course like this will be useful to you and make an impact 00:18:06.010 --> 00:18:10.570 on your teaching and on your student learning and engagement because it's 00:18:10.570 --> 00:18:16.720 exactly the way I taught in my own class that resulted in my students Year after 00:18:16.720 --> 00:18:21.270 year, being excited about learning and going home and getting their parents 00:18:21.270 --> 00:18:23.030 involved in what they've learned too. 00:18:23.470 --> 00:18:25.250 And I know this works. 00:18:25.540 --> 00:18:27.450 I'll leave a link in the show notes for you. 00:18:27.740 --> 00:18:30.430 So just go there and register for the pre launch. 00:18:30.900 --> 00:18:34.020 Listen, I hope you found some value in today's episode. 00:18:34.430 --> 00:18:38.380 I know that you can listen to a million other episodes out there 00:18:38.380 --> 00:18:41.590 or a million other podcasts out there, but you chose this one. 00:18:41.940 --> 00:18:42.800 And if you did 00:18:42.955 --> 00:18:48.355 find some value today, can you do me a massive favor and share this episode with 00:18:48.355 --> 00:18:53.375 a couple of friends that you think might find this valuable and of interest too? 00:18:53.815 --> 00:18:55.675 That will be amazing. 00:18:56.175 --> 00:19:00.925 And if you want to get strategies and insights into how to keep kids curious and 00:19:01.155 --> 00:19:05.665 keep yourself curious and happy to learn, then sign up to my weekly newsletter. 00:19:05.935 --> 00:19:06.955 It's called Get Curious. 00:19:07.005 --> 00:19:09.765 It's totally free and totally read worthy. 00:19:10.330 --> 00:19:13.710 You can check out what some of my subscribers say about the 00:19:13.710 --> 00:19:15.530 newsletter by going to resources. 00:19:15.530 --> 00:19:16.610 bloomingcurious. 00:19:16.650 --> 00:19:18.370 com forward slash get curious. 00:19:18.740 --> 00:19:20.540 I'll leave a link in the show notes for you. 00:19:20.540 --> 00:19:21.410 So just go there. 00:19:21.990 --> 00:19:27.010 So right now, go and sign up to get curious and click the link to register 00:19:27.010 --> 00:19:32.090 your interest in the prelaunch of my upcoming inquiry 101 course. 00:19:32.620 --> 00:19:33.670 That's it for this week. 00:19:33.690 --> 00:19:36.240 I'll be back same time, same place next week. 00:19:36.300 --> 00:19:38.980 And until then, stay blooming curious.