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Imagine This - Ideas & Stories for Creative, Meaningful Teaching

Imagine This - Ideas & Stories for Creative, Meaningful Teaching

By: Dylan Ismail
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Imagine This is a podcast about what’s possible in classrooms. Each episode features conversations with teachers who are building meaningful, creative (and sometimes boldly real-world) projects — the kind that help students create work that matters beyond school. From documentary field trips and immersive role-playing games to student-made podcasts and more, we explore ideas that make learning feel alive. Hosted by Dylan from Classmate — a team that partners with educators to co-create fun, collaborative learning experiences — the show blends reflection and storytelling. Some stories come from classrooms we collaborate in; others come from schools and educators we meet along the way. Each episode includes a teacher interview alongside reflection from the Classmate team on what worked, what surprised us, and what we’re still learning. This show is for K–12 educators (and really anyone who cares about learning) who want school to feel more meaningful, more imaginative, and more real.©2026 Classmate
Episodes
  • Assessment Pays for the Party with Jennifer Moroz

    Assessment Pays for the Party with Jennifer Moroz
    Jun 23 2026

    How do you make creative, cross-curricular projects easier to assess?

    In this episode of Imagine This, Dylan sits down with BC educator Jennifer Moroz to talk about the assessment frameworks that make rich classroom projects worth doing. From student podcasts to theatrical performances, Jennifer explains why assessment is what legitimizes creative learning and helps teachers clearly communicate what students have learned.

    Together, they unpack learning progressions, rubrics, depth of knowledge, mastery learning, and the difference between learning activities and learning intentions. Jennifer also shares practical advice for using frameworks, AI, and professional learning communities to better align projects with curriculum and assessment.

    This conversation is for educators who want to design engaging projects without losing sight of clear, meaningful evidence of learning.

    About Jennifer Moroz

    Jennifer Moroz is a BC educator who has taught kindergarten through grade eight and currently works as a resource teacher. She is passionate about helping educators implement best practices in assessment. Through her YouTube channel, The Assessment Syndicate, Jennifer shares frameworks, tools, and conversations to support teachers in their day-to-day practice.


    In this episode, you’ll hear:

    • [00:03:17] How Jennifer discovered that “assessment pays for the party”
    • [00:07:55] The researchers and books that shape Jennifer’s assessment practice
    • [00:11:47] Why time and assessment literacy are major barriers for teachers
    • [00:13:35] Depth of Knowledge and cognitive rigor explained
    • [00:17:53] Applying assessment frameworks to an immigration podcast project
    • [00:20:10] How to reverse-engineer a project from the final learning goal
    • [00:23:57] Rubrics, learning ladders, and gradations of quality
    • [00:27:26] Why BC curricular competencies require unpacking
    • [00:31:44] The difference between a rubric and a learning progression
    • [00:37:50] Managing cross-curricular assessment across subjects
    • [00:40:13] Why learning intentions matter more than task completion
    • [00:43:16] What AI reveals about weak assessment design
    • [00:47:04] Using AI to support learning progressions
    • [00:49:23] How schools can build shared assessment language through PLCs
    • [00:50:27] Where to find Jennifer’s resources and connect with her

    Resources discussed in this episode:

    • Implementing Mastery Learning by Thomas Guskey
    • Using Depth of Knowledge by Karin Hess
    • Karin Hess Cognitive Rigor Matrix and DOK
    • Larry Ainsworth’s work on unpacking standards
    • BC Curriculum Learning Pathways

    Rubrics and Learning Progressions by Jennifer Moroz

    • Download Editable Podcasting Rubric and Learning Progressions for ELA, Socials and ADST competencies.

    Contact Classmate:

    • Website: Classmate.team
    • Instagram: @classmate.team
    • Classroom Chronicles

    Contact Jennifer Moroz:

    • Website: Jenmo.org
    • YouTube: The Assessment Syndicate
    • Email: jenmoteach.assess@gmail.com
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    53 mins
  • When Field Trips Become Field Work—Animal Documentaries at the Vancouver Aquarium

    When Field Trips Become Field Work—Animal Documentaries at the Vancouver Aquarium
    Jun 9 2026

    What changes when students stop going on field trips as visitors and start showing up with a job to do?

    In this episode of Imagine This, Dylan sits down with fellow Classmate teammate and Educational Technology Coach, Jen, to explore a project that transformed a traditional visit to the Vancouver Aquarium into a full-scale documentary filmmaking experience.

    Instead of simply observing exhibits, Grade 6 students arrived as filmmakers, researchers, and storytellers. Armed with iPads, shot lists, and documentary techniques inspired by professional filmmakers, students captured footage, interviewed experts, studied animal behaviour, and created advocacy documentaries from the perspective of the animals themselves.

    Jen shares how the project evolved across multiple years and classrooms, what they learned from their first attempt, and why pre-production, scaffolding, and authentic purpose completely changed the way students approached both the aquarium and their learning.

    This conversation dives into documentary storytelling, field trip design, media literacy, inquiry learning, and the power of giving students meaningful roles in real-world learning experiences.

    If you’ve ever wondered how to make field trips feel more purposeful, immersive, and memorable, this episode is full of practical ideas and inspiration.

    About Jen

    Jen is an educational technology coach with Classmate who collaborates with teachers to design engaging, creative, and inquiry-driven learning experiences. With a background in science education and experiential learning, she is passionate about helping students move beyond passive consumption and into authentic, hands-on learning roles.


    Through projects that blend storytelling, technology, media creation, and curriculum integration, Jen helps classrooms rethink what learning can look like both inside and outside of school.

    In this episode, you’ll hear:

    • [00:00:29] Turning field trips into field work
    • [00:07:23] How the Vancouver Aquarium project began
    • [00:11:21] Recon day and planning the experience
    • [00:17:51] Students filming documentaries at the aquarium
    • [00:24:16] Teaching documentary and filmmaking skills
    • [00:30:57] Pre-production meetings and shot planning
    • [00:36:24] The Caiman footage moment
    • [00:40:15] Students naturally using filmmaking language
    • [00:41:48] Editing and reflection back at school


    Get Your Tickets to the 2026 Deeper Learning Canada Conference: July 2–4 in Chilliwack, BC

    Classroom Chronicles articles mentioned:

    • Vol 68. Aquarium Field Research Part 1: Designing the Visit
    • Vol 72. Aquarium Field Research Part 2: Animal Advocacy Videos
    • Vol 105. Aquarium Documentarians Part 1: Preparing and Shooting
    • Vol 109. Aquarium Documentarians Part 2: Filmmaker Q&A and Editing

    Resources discussed in this episode:

    • Vancouver Aquarium
    • Canva
    • March of the Penguins
    • Ian Kerr | CHURCHILL - Polarbear Documentary

    —


    Contact Classmate:

    • Website: Classmate.team
    • Instagram: @classmate.team
    • Classroom Chronicles
    Show More Show Less
    58 mins
  • Finding Your Voice: How One Kindergarten Class Uses Nature and Technology to Tell Their Stories

    Finding Your Voice: How One Kindergarten Class Uses Nature and Technology to Tell Their Stories
    Jun 9 2026
    How do you teach five-year-old students not just to speak, but to communicate with purpose? In this episode of Imagine This, Dylan sits down with kindergarten teacher Caterina Gabriele to explore how intentional language routines, outdoor learning, and purposeful technology use can transform even the youngest learners into confident communicators.From daily “I can” messages to a powerful outdoor soundscape project, Caterina shares how she builds the foundations of communication in her classroom. We talk about how her students learn to give meaningful messages, reflect on their experiences, and connect their emotions to their learning, all before they can fully write it down.The conversation also dives into a standout project at Cates Park, where students use iPads to document the world around them through sound, video, and reflection. What starts as a simple science field trip quickly becomes something much deeper: a cross-curricular, inquiry-driven experience that brings out the best in every learner.This episode is full of practical strategies and inspiring moments for educators looking to build student voice, foster authentic reflection, and use technology with purpose, not as a reward, but as a tool for learning. About Caterina Gabriele Caterina Gabriele is a kindergarten teacher in North Vancouver with a passion for early literacy, communication, and student well-being. With a background in dance and a Master of Education from UBC, she brings energy, structure, and creativity into her classroom. Caterina is deeply committed to helping young learners develop the language and confidence they need to express themselves, advocate for their needs, and engage meaningfully with the world around them. In this episode, you’ll hear:[00:00:16] Introduction to Caterina and the energy of a Friday afternoon recording[00:01:10] Caterina’s journey into teaching and why she chose kindergarten[00:06:13] Using performance and storytelling to build classroom buy-in[00:07:34] Teaching communication through “I can” messages and body awareness[00:09:47] Why real-life experiences matter more than repetition in language development[00:11:08] Building a classroom-wide language system across subjects[00:12:00] Helping students advocate for themselves through structured communication[00:14:08] How strong language skills lead to clearer assessment and faster insight[00:16:21] Capturing authentic learning through Seesaw and ePortfolios[00:17:38] Moving beyond “wow work” to show real student growth[00:19:42] The origin of the Cates Park soundscape project[00:21:50] Designing a cross-curricular outdoor learning experience[00:22:38] What happens when learning moves beyond the classroom walls[00:24:12] How the field trip is structured for success (with parent support)[00:25:49] Why participation skyrockets outside[00:26:34] Using senses to drive observation, reflection, and emotion[00:27:56] Recording student thinking through audio and video[00:28:51] Tracking growth from one-part to multi-part student messages[00:29:43] Seasonal changes and how they shape student observations[00:30:55] Introducing iPads as tools—not toys—in kindergarten[00:33:14] Building routines and expectations for meaningful tech use[00:34:47] Rethinking screen time in an educational context[00:37:55] The importance of specificity when using technology in learning Classroom Chronicles articles mentioned:Vol. 29. Byte Sized Soundscapes - Fall SeasonVol. 49. Byte Sized Soundscapes - Spring SeasonVol. 70 Byte Sized Soundscapes - School Sounds Vol. 80 Byte-Sized Soundscapes - Curricular Connections (2 and 3 part Messages)Vol. 112 Making Big Ideas Visible - Language and Core Competency Development in Kindergarten Resources discussed in this episode:Seesaw (student portfolios & reflection tool)Zones of Regulation (SEL framework)TouchMath (math program)BC Core Competencies (Thinking, Communication, Personal/Social)— Contact Classmate: Website: Classmate.teamInstagram: @classmate.teamClassroom Chronicles Newsletter
    Show More Show Less
    51 mins
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