Nor-Mal-ity in the Workplace

In this post, I want to talk share how I’ll be building my learning environment in a way that helps students  experience   Assessment  of ,  for , or  as  Learning  ideas first-hand. Because here’s the thing: ownership of learning can’t be handed to anyone in a lecture. It’s something you feel when the conditions are right—when the learning becomes yours (Earl, 2013). You’ll Catch the Shift When... Here’s how I’m shaping my class so students begin to naturally shift from doing the work for a grade to doing it for their growth : 1. They’ll Set the Bar, Not Just Meet It Instead of me telling students what “good” looks like all the time, they’ll work with examples, create their own success criteria, and revisit their goals. In my  Effective Meal Planning course, for example, they’ll co-create a checklist with their team based on what they  think makes a strong meal plan—not just what I think. Why? Because once you define success, yo...

  💡  “Mindsets aren’t taught — they’re caught.” Some of the most powerful shifts in education don’t come from lectures. They come from lived experience. The growth mindset and learner’s mindset are not something I teach about — they are something I help students experience for themselves. In this post, I’ll share how I intentionally design my learning environment to move students from a fixed mindset to a growth and ultimately a learner’s mindset — one small moment at a time. 1. Start with Safety Before any mindset shift happens, students must feel safe to fail, try again, and reflect. I intentionally build a classroom culture where: Mistakes are normal Questions are welcomed Struggles are part of the process I model my own learning curve, share failures, and celebrate persistence. According to Edmondson (2019), this kind of psychological safety is essential for risk-taking and innovation. Reference: Edmondson, A. C. (2019). The fearless organization. Wiley. On...

  Muddiest Point Infographic Nor-Mali-ity in the Workplace  © 2025  by  MKos  is licensed under   CC BY-NC-ND 4.0 

After completing the Provincial Instructor Diploma Program (PIDP) , here are some ways I would like to continue my development to ongoing learning—focusing on both subject matter expertise and enhancing my instructional skills. Learning Activities & Ongoing Development Instructional Design & Project Management: I'd dive deeper into these areas by taking courses from Coursera or enrolling in professional certificates from institutions like BCIT or UBC Sauder. Staying sharp in designing learning experiences and managing educational projects would be key. Experimenting with Teaching Methods: I’d challenge myself to incorporate Universal Design for Learning (UDL) and Active Learning Strategies to make lessons more engaging, accessible, and dynamic. Trying flipped classrooms or gamification techniques would be an exciting challenge! Conferences & Workshops: ATD (Association for Talent Development) – If I wanted to ...

  Teaching is a challenging yet deeply rewarding profession. In The Skillful Teacher , Stephen Brookfield (2015) outlines 16 maxims that serve as guiding principles for educators striving to maintain balance, growth, and effectiveness in their practice. These maxims help teachers navigate the emotional, intellectual, and professional complexities of teaching while staying grounded and focused. 16 Maxims for Skillful Teaching Attend to Your Emotional Survival – Teaching is emotionally intense. Take care of your mental and emotional health to sustain yourself and your work. Expect Ambiguity – Not everything will be clear or predictable. Embrace uncertainty and be flexible in your approach. Perfection is an Illusion – You won’t always get things right, and that’s okay. Let go of the need to be perfect and focus on continuous improvement. Ground Your Teaching in How Your Students are Learning – Effective teaching isn’t about ...