HeyJaredNoa Daniel Builds Outside the Blocks
I build creative solutions to complex problems in education for students, educators, and communities.
- Indexed issues, last 90 days
- 11
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- Sep 30, 2026
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- Jul 7, 2026
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There Is More Than One Way Through the Curriculum (opens the original)
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I have been thinking a lot lately about what it actually means to begin with the learner. It’s one of those phrases that is easy to agree with, and most of us would say we already do it. We get to know our students. We differentiate for them. We offer choices. We adjust when something isn’t landing.But when I look honestly at how learning usually gets designed, the learner often arrives later in the process than that phrase suggests. We start with the curriculum. We decide what needs to be learn
What If We Begin With the Learner? (opens the original)
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Pedagogy is generally associated with the teaching of children, while andragogy, most often associated with Malcolm Knowles, foregrounds characteristics associated with adult learning: experience, relevance, self-direction, and ownership.It is an important distinction. Andragogy gave us permission to stop treating adults like students in slightly larger desks—to take their experience seriously, expect relevance, and create opportunities for meaningful ownership. That permission mattered, and sti
When Choice Has Consequences (opens the original)
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We talk a lot about learner agency in education.Often, we talk about it in terms of choice.Choose the topic. Choose the format. Choose which question you want to answer. Choose whether you want to work alone or with a partner.Choice can certainly be part of agency.But choice, on its own, isn’t necessarily agency.We can give learners choices while still holding all the meaningful power. We can create a menu of options inside a structure so tightly controlled that none of the decisions really chan
Something to Fail Forward From (opens the original)
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Before we ask learners to fail forward, have we given them somewhere solid to stand?Growth mindset has given educators an important way to think about learning: ability is not fixed. We can develop, stretch, practise, revise, persist, and become more capable over time. Alongside it, we have embraced ideas like productive struggle and failing forward—encouraging learners to see mistakes not as endings, but as part of learning.But I wonder if, somewhere along the way, we have placed too much empha
Learning to Carry Your Own Water (opens the original)
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A famous African proverb reminds us:“Once you carry your own water, you will learn the value of every drop.”I have been thinking a lot about this idea lately — not just in relation to students, but to educators, mentors, and the way we cultivate agency in one another.Recently, I had a lovely first conversation with Tim Cusack — author, educator, Dean of the Faculty of Education at Concordia University of Edmonton, and someone whose work with John Hattie at Corwin has contributed to important con
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