EduCon 2018

When we get students engaged in our classrooms, they take ownership of their learning and of their stories of their learning and, perhaps, their lives. The same may be true for us individually and in our professional contexts and communities. What can we do next week to begin this process? What could our goals be for our students using their curiosity to begin crafting the story of their learning? How can we go further and find concrete ways to kindle the curiosity in ourselves for our work? And then, how can we engage in that work with others in our professional context? Curiosity helps rejuvenate our energy and look at old challenges with new eyes. But finding ways to stoke curiosity is only part of the important work we do. We also must reclaim our voices and expertise as professionals in education. One of the ways we can do that is by sharing our students’ stories of their learning and then sharing our own stories of our practice and profession. We’ll conclude our session with ways we can make the results of our intentional curiosity work more public. What tools can we use? Who do we want to reach and what message do we want to share about education as educators? What are the best ways we can advocate for our students and our profession?