Tch Talks 23: School Startup to Curio: Redesigning Deeper Learning

Tch Talks

When teachers solve problems, they inspire their students to solve problems, too. How can teachers use their best strategies as a launching pad for deeper learning and professional growth? And how can curiosity, co-creation, and collaboration before a lesson idea is formed be a game-changer for classroom practice?

On this episode of Tch Talks, Ashley Lamb-Sinclair, Instructional Specialist and Deeper Learning Coach for Fern Creek High School in Louisville, Kentucky and 2016 Kentucky Teacher of the Year, joins us to talk about her work with School Startup. This pilot program is where three cohorts of Teacher-Founders are engaged in the design process to rethink and redesign deeper learning in their classrooms and professional learning communities.

She also shares her recent adventures as founder and CEO of Curio Learning, an app that helps teachers discover new ideas and curate them in a personalized way. The app also facilitates collaboration with other educators in order for them to grow as professionals and find the ways to best help their students.

Ashley believes that if every teacher woke up to the awesome influence he or she has, there would be a drastic overhaul of the system and that — bottom line — it takes a teacher to transform learning.

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The Human Side of Teacher Teams and PLCs

the human side of teachers teams and PLCs

When it comes right down to it, teaching in general, and working as part of a professional learning community (PLC) specifically, are very human endeavors. Our charge as educators and the interactions we have with each other in pursuit of that charge are very personal, indeed.

As such, it’s easy to forget when we’re in the throes of a PLC meeting and working on processes like writing SMART goals, that we’re dealing with people, and with all of the talents, knowledge, curiosities, skepticisms — and yes, baggage — they bring to the table.

By comparison, it’s easier to blindly forge through and tick off items on an agenda than to be in touch with and respond to the interpersonal dynamics that play out as those agenda items are executed. This is the road less traveled, in a sense; acknowledging and honoring the humanity of teacher teams, and not forgetting for an instant that everything we accomplish (or not) happens squarely in this context.

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