WEBVTT
00:00:00.400 --> 00:00:01.760
I have a hot take.
00:00:01.919 --> 00:00:10.800
Creating more curriculum does not create better programs across the board at all in any aspect of what we are doing.
00:00:11.119 --> 00:00:40.479
When I think about the past 14 years of my life as an entrepreneur and the last six, very specifically, of creating online classes and online academy digital content and moving over into more structured, more um widely used products like the Teach Me How to Bake Books and my baking and pastry curriculum.
00:00:40.719 --> 00:00:48.079
The thing that I have realized is creating more curriculum isn't the same thing as building a better program.
00:00:48.479 --> 00:00:58.719
It is easy to come up with a list and an agenda and modules of things that you want people to know, things that you expect people to know.
00:00:59.119 --> 00:01:06.319
When the reality is, is that when people buy an online course, 80% of them are not going to finish it.
00:01:06.480 --> 00:01:16.879
And so we on the other side of that are faced with we're creating content, we're creating materials for people to be able to further their education.
00:01:17.040 --> 00:01:19.200
Those people have to want to do that, right?
00:01:19.439 --> 00:01:31.680
And as I have moved from that realm of entrepreneurship into publishing, where my focus now is educational curriculum and baking.
00:01:31.840 --> 00:01:43.840
It is very, very different to create curriculum that is designed for implementation in a post-COVID world versus what existed previously.
00:01:44.319 --> 00:01:56.719
I am in a couple of Facebook groups where there has been a lot of conversation, particularly at the start of the year, about how teachers are having to adjust because of classroom sizes.
00:01:57.040 --> 00:02:08.159
Because one teacher may have six students, another teacher may have 30, and they have the same amount of time to create the same thing or to teach the same lesson.
00:02:08.560 --> 00:02:24.879
And if you just think about that, a classroom with six versus a classroom with 30, learning the same thing using the same curriculum, the six, you'll have a much better experience than the 30.
00:02:25.120 --> 00:02:37.120
There are things that you can do with a curriculum that is designed for implementation that you can't do with something that is just teaching to the void.
00:02:37.680 --> 00:02:46.319
In the class with the six, you can spend more time answering questions that the students may have as opposed to the class with the 30.
00:02:46.960 --> 00:03:00.879
As a teacher, if you are expected to have the same result in the classroom of 30 that the teacher in the classroom of six had, I'm not sure that that actually is possible.
00:03:01.039 --> 00:03:03.120
And if that makes any sense.
00:04:05.439 --> 00:04:18.720
How it's implemented has to be different based on your school, based on your class, based on the statistics of the young people that you have in front of you.
00:04:18.959 --> 00:04:29.439
You may need more hands-on learning, you may need uh labs, you may need field trips, you may need lecture style.
00:04:29.759 --> 00:04:36.399
Are you able to adjust the curriculum to fit the needs of your actual classroom?
00:04:36.560 --> 00:04:42.399
And that is the question I will ask before bringing in a curriculum or while even looking at a curriculum.
00:04:42.639 --> 00:05:16.399
I think for me, moving from uh creating curriculum and online academy for entrepreneurs, for baking entrepreneurs very specifically for the last decade or so, um, moving from that side of baking into the classroom and bringing some things to the people before they hit the entrepreneurial level, um, exposing the students to things that they will need to know as entrepreneurs.
00:05:16.879 --> 00:05:25.199
When I think about the difference in creating curriculum on that level, my focus wasn't just the children.
00:05:25.439 --> 00:05:29.439
When I was creating before, I was creating very specifically for entrepreneurs.
00:05:29.519 --> 00:05:30.480
That is one audience.
00:05:30.560 --> 00:05:32.240
It's me to the entrepreneur.
00:05:32.399 --> 00:05:38.639
When I started thinking about students, it wasn't just I'm creating curriculum for students.
00:05:38.800 --> 00:05:41.680
It became, I have two audiences here.
00:05:41.920 --> 00:05:47.040
I am creating curriculum for students, but I'm also creating curriculum for teachers.
00:05:47.279 --> 00:05:52.000
I'm creating curriculum for teachers where it makes their job easier.
00:05:52.319 --> 00:06:16.240
I'm creating curriculum for teachers where if the teacher has a wealth of knowledge about this subject and they are able to present it in multiple different ways from um games to labs to assignments being sent home to worksheets to guided student notes.
00:06:16.560 --> 00:06:43.360
The curriculum is built to help the teacher facilitate it in a way that the students receiving the instruction on the other side of this have an experience that is good, that they have an experience that allows them to absorb this information better because their teachers are fully armed with everything that they need.
00:06:43.759 --> 00:06:50.800
When I was designing an online academy for entrepreneurs, it was very, here are the things you need to know.
00:06:51.040 --> 00:06:53.120
Here's where you can go find help.
00:06:53.439 --> 00:06:57.120
If you want to diversify your income, here are things you can be thinking about.
00:06:57.360 --> 00:07:02.800
It was a lot of here's your starting point, no go finish it.
00:07:03.120 --> 00:07:08.800
Moving into the educational side of this, creating that curriculum, it is very much so.
00:07:09.680 --> 00:07:16.319
Not only here's your starting point, here's what will happen in the middle, here's what will happen in the end.
00:07:16.560 --> 00:07:24.319
And if we put all of this together, here's what will happen years from now when those students are no longer in your classroom.
00:07:24.639 --> 00:07:30.480
When I think about creating curriculum now, I think about legacy creation.
00:07:30.800 --> 00:07:34.560
And I think about things that will outlive that teacher's classroom.
00:07:34.720 --> 00:07:38.560
I think about all of my favorite instructors across my life.
00:07:38.720 --> 00:07:54.639
I think about how I was a favorite instructor to my students and how those kids who are now adults still message me and still tell me how much something I said to them has sat with them into their adult life.
00:07:54.879 --> 00:08:04.800
Creating curriculum for students also gave me the opportunity to create curriculum for teachers who can have more of a lasting effect on those students.
00:08:05.040 --> 00:08:19.519
If I have to think about or I guess make the claim that creating curriculum for implementation in a classroom will have a lasting effect in the realm of entrepreneurship.
00:08:19.759 --> 00:08:23.199
I think the simplest way I can explain it is like this.
00:08:23.439 --> 00:08:30.800
As entrepreneurs, as the CEO of a company, very, very different situation than just being an entrepreneur.
00:08:31.040 --> 00:08:41.600
As an entrepreneur, um, you can create the newsletter, send the email, go do pop-up shops, um, have a great social media presence.
00:08:41.840 --> 00:08:46.559
You can do all of those things and still not be making any money.
00:08:46.879 --> 00:08:54.559
Just because you have a million followers online does not mean there's a million dollars in the bank.
00:08:54.799 --> 00:09:10.480
And the thing that we have to help our students know and understand is that if they are thinking about moving into entrepreneurship, entrepreneurship is one of the hardest things you will ever do.
00:09:10.639 --> 00:09:18.960
And one of the statements that stuck with me for a really, really long time is you're either an entrepreneur or you're working for one.
00:09:20.159 --> 00:09:36.960
And that in itself completely changed how I approached running a company, how I approached making sure that the culture of the company was going to fit whatever it was I needed to get out of the other side.
00:09:37.279 --> 00:09:43.919
I also put that into curriculum so that teachers can run their classrooms in the same fashion.
00:09:44.399 --> 00:10:01.840
So as I continue to create curriculum and design programs and design experiences for teachers and students, um, I am becoming much less interested in asking what else can we create?
00:10:02.080 --> 00:10:12.320
And I am much more invested in asking the question of what needs to be true in order for people to succeed inside of the things we've already created.
00:10:12.559 --> 00:10:21.519
That in itself is the difference between building content and building a system that can change lives.
00:10:21.840 --> 00:10:25.440
A program is not the collection of things you created.
00:10:26.159 --> 00:10:33.840
A program is the experience someone has trying to use those things to accomplish something.
00:00:00.400 --> 00:00:01.760
I have a hot take.
00:00:01.919 --> 00:00:10.800
Creating more curriculum does not create better programs across the board at all in any aspect of what we are doing.
00:00:11.119 --> 00:00:40.479
When I think about the past 14 years of my life as an entrepreneur and the last six, very specifically, of creating online classes and online academy digital content and moving over into more structured, more um widely used products like the Teach Me How to Bake Books and my baking and pastry curriculum.
00:00:40.719 --> 00:00:48.079
The thing that I have realized is creating more curriculum isn't the same thing as building a better program.
00:00:48.479 --> 00:00:58.719
It is easy to come up with a list and an agenda and modules of things that you want people to know, things that you expect people to know.
00:00:59.119 --> 00:01:06.319
When the reality is, is that when people buy an online course, 80% of them are not going to finish it.
00:01:06.480 --> 00:01:16.879
And so we on the other side of that are faced with we're creating content, we're creating materials for people to be able to further their education.
00:01:17.040 --> 00:01:19.200
Those people have to want to do that, right?
00:01:19.439 --> 00:01:31.680
And as I have moved from that realm of entrepreneurship into publishing, where my focus now is educational curriculum and baking.
00:01:31.840 --> 00:01:43.840
It is very, very different to create curriculum that is designed for implementation in a post-COVID world versus what existed previously.
00:01:44.319 --> 00:01:56.719
I am in a couple of Facebook groups where there has been a lot of conversation, particularly at the start of the year, about how teachers are having to adjust because of classroom sizes.
00:01:57.040 --> 00:02:08.159
Because one teacher may have six students, another teacher may have 30, and they have the same amount of time to create the same thing or to teach the same lesson.
00:02:08.560 --> 00:02:24.879
And if you just think about that, a classroom with six versus a classroom with 30, learning the same thing using the same curriculum, the six, you'll have a much better experience than the 30.
00:02:25.120 --> 00:02:37.120
There are things that you can do with a curriculum that is designed for implementation that you can't do with something that is just teaching to the void.
00:02:37.680 --> 00:02:46.319
In the class with the six, you can spend more time answering questions that the students may have as opposed to the class with the 30.
00:02:46.960 --> 00:03:00.879
As a teacher, if you are expected to have the same result in the classroom of 30 that the teacher in the classroom of six had, I'm not sure that that actually is possible.
00:03:01.039 --> 00:03:03.120
And if that makes any sense.
00:04:05.439 --> 00:04:18.720
How it's implemented has to be different based on your school, based on your class, based on the statistics of the young people that you have in front of you.
00:04:18.959 --> 00:04:29.439
You may need more hands-on learning, you may need uh labs, you may need field trips, you may need lecture style.
00:04:29.759 --> 00:04:36.399
Are you able to adjust the curriculum to fit the needs of your actual classroom?
00:04:36.560 --> 00:04:42.399
And that is the question I will ask before bringing in a curriculum or while even looking at a curriculum.
00:04:42.639 --> 00:05:16.399
I think for me, moving from uh creating curriculum and online academy for entrepreneurs, for baking entrepreneurs very specifically for the last decade or so, um, moving from that side of baking into the classroom and bringing some things to the people before they hit the entrepreneurial level, um, exposing the students to things that they will need to know as entrepreneurs.
00:05:16.879 --> 00:05:25.199
When I think about the difference in creating curriculum on that level, my focus wasn't just the children.
00:05:25.439 --> 00:05:29.439
When I was creating before, I was creating very specifically for entrepreneurs.
00:05:29.519 --> 00:05:30.480
That is one audience.
00:05:30.560 --> 00:05:32.240
It's me to the entrepreneur.
00:05:32.399 --> 00:05:38.639
When I started thinking about students, it wasn't just I'm creating curriculum for students.
00:05:38.800 --> 00:05:41.680
It became, I have two audiences here.
00:05:41.920 --> 00:05:47.040
I am creating curriculum for students, but I'm also creating curriculum for teachers.
00:05:47.279 --> 00:05:52.000
I'm creating curriculum for teachers where it makes their job easier.
00:05:52.319 --> 00:06:16.240
I'm creating curriculum for teachers where if the teacher has a wealth of knowledge about this subject and they are able to present it in multiple different ways from um games to labs to assignments being sent home to worksheets to guided student notes.
00:06:16.560 --> 00:06:43.360
The curriculum is built to help the teacher facilitate it in a way that the students receiving the instruction on the other side of this have an experience that is good, that they have an experience that allows them to absorb this information better because their teachers are fully armed with everything that they need.
00:06:43.759 --> 00:06:50.800
When I was designing an online academy for entrepreneurs, it was very, here are the things you need to know.
00:06:51.040 --> 00:06:53.120
Here's where you can go find help.
00:06:53.439 --> 00:06:57.120
If you want to diversify your income, here are things you can be thinking about.
00:06:57.360 --> 00:07:02.800
It was a lot of here's your starting point, no go finish it.
00:07:03.120 --> 00:07:08.800
Moving into the educational side of this, creating that curriculum, it is very much so.
00:07:09.680 --> 00:07:16.319
Not only here's your starting point, here's what will happen in the middle, here's what will happen in the end.
00:07:16.560 --> 00:07:24.319
And if we put all of this together, here's what will happen years from now when those students are no longer in your classroom.
00:07:24.639 --> 00:07:30.480
When I think about creating curriculum now, I think about legacy creation.
00:07:30.800 --> 00:07:34.560
And I think about things that will outlive that teacher's classroom.
00:07:34.720 --> 00:07:38.560
I think about all of my favorite instructors across my life.
00:07:38.720 --> 00:07:54.639
I think about how I was a favorite instructor to my students and how those kids who are now adults still message me and still tell me how much something I said to them has sat with them into their adult life.
00:07:54.879 --> 00:08:04.800
Creating curriculum for students also gave me the opportunity to create curriculum for teachers who can have more of a lasting effect on those students.
00:08:05.040 --> 00:08:19.519
If I have to think about or I guess make the claim that creating curriculum for implementation in a classroom will have a lasting effect in the realm of entrepreneurship.
00:08:19.759 --> 00:08:23.199
I think the simplest way I can explain it is like this.
00:08:23.439 --> 00:08:30.800
As entrepreneurs, as the CEO of a company, very, very different situation than just being an entrepreneur.
00:08:31.040 --> 00:08:41.600
As an entrepreneur, um, you can create the newsletter, send the email, go do pop-up shops, um, have a great social media presence.
00:08:41.840 --> 00:08:46.559
You can do all of those things and still not be making any money.
00:08:46.879 --> 00:08:54.559
Just because you have a million followers online does not mean there's a million dollars in the bank.
00:08:54.799 --> 00:09:10.480
And the thing that we have to help our students know and understand is that if they are thinking about moving into entrepreneurship, entrepreneurship is one of the hardest things you will ever do.
00:09:10.639 --> 00:09:18.960
And one of the statements that stuck with me for a really, really long time is you're either an entrepreneur or you're working for one.
00:09:20.159 --> 00:09:36.960
And that in itself completely changed how I approached running a company, how I approached making sure that the culture of the company was going to fit whatever it was I needed to get out of the other side.
00:09:37.279 --> 00:09:43.919
I also put that into curriculum so that teachers can run their classrooms in the same fashion.
00:09:44.399 --> 00:10:01.840
So as I continue to create curriculum and design programs and design experiences for teachers and students, um, I am becoming much less interested in asking what else can we create?
00:10:02.080 --> 00:10:12.320
And I am much more invested in asking the question of what needs to be true in order for people to succeed inside of the things we've already created.
00:10:12.559 --> 00:10:21.519
That in itself is the difference between building content and building a system that can change lives.
00:10:21.840 --> 00:10:25.440
A program is not the collection of things you created.
00:10:26.159 --> 00:10:33.840
A program is the experience someone has trying to use those things to accomplish something.
