Month: February 2026

Inquiry Project Week #3

27 February 2026 / aroberts12 / 0 Comments

What This Injury Has Taught Me So Far

11 weeks.

That number felt heavy. 11 weeks since my last run. 11 weeks of trying to make sense of pain that didn’t follow a clean, linear story. 11 weeks of progress, setbacks, hope, confusion, and a lot of patience I didn’t know I had.

This past stretch has been a rollercoaster, not just physically, but mentally. I hit a milestone I never wanted to hit: double digits in weeks away from running. And at the same time, I finally started getting some clearer answers.

The Update: What We Know Now

A couple of weeks ago, I got my MRI results back. The initial read showed no active stress fracture, which was both relieving and confusing. If there wasn’t a stress fracture, why was I still in pain?

My medical team felt the same uncertainty. The imaging didn’t fully explain what I was feeling. And then things flared again.

I had some pretty severe pain spikes with cross-training — enough that I had to take a full week off. That week felt like a massive step backwards. After being off running for so long, even cross-training had become my anchor. Letting that go, even temporarily, was really hard.

When I met with my sports doctor again, we re-looked at the MRI more closely. This time, we noticed fluid buildup around the pes anserine bursa, consistent with pes anserine bursitis. An ultrasound confirmed thickening in that area.

But that still didn’t fully explain the initial injury.

So I was referred to another sports medicine doctor for a second look. After reviewing everything his assessment was that I most likely had a cortical early-stage stress reaction that was on its way to becoming a stress fracture. These don’t always show up clearly on imaging, and may have healed by the time I got my imaging. He also mentioned the possibility of a periosteal reaction without marrow edema, which can be painful but subtle or invisible on scans.

The good news: There is no current stress fracture on MRI.

The honest reality: That doesn’t exclude that there may have been one earlier in the process.

So what likely happened? I didn’t just have one injury. I had two.

The initial bone stress injury required crutches and significant offloading. That prolonged crutch position and unloading likely triggered the secondary issue, pes anserine bursitis. In trying to protect the bone, I irritated the soft tissue. It’s been a complicated chain reaction.

For more context, check out this video below which does a great job explaining what Pes Anserine Bursitis is:

Where Things Stand Now

As of this week, I’m starting a structured loading plan with my new sports doc. We’re building a clear rehab progression, and from the sounds of it, a small run–walk protocol could be back on the table in about four weeks, cautiously and gradually.

The bursitis should hopefully settle within six to eight weeks as we progressively reload it. For the first time in a while, the plan feels grounded.

The Challenges

This season has stretched me in ways I didn’t expect.

1. The mental weight of uncertainty.

Not having a clean diagnosis for weeks was exhausting. Pain without clarity can mess with your head.

2. The flares.

Every time things seemed to calm down, a flare would spike and shake my confidence. Especially when cross-training, the one thing I felt like I still had, triggered pain.

3. Taking a week off everything.

That week off cross-training felt like starting over. It challenged my identity and my coping strategies.

4. The patience required.

Ten weeks without running forces you to sit with yourself in a different way.

Lessons I’m Learning

I’m still in it, but here’s what this stretch has taught me so far:

1. Imaging is helpful, but it’s not the whole story.

Scans don’t always capture early bone stress reactions. Clinical context matters.

2. Offloading has consequences too.

Protecting one structure can overload another. Rehab isn’t just about rest, it’s about smart, progressive loading.

3. Healing isn’t linear.

Flares don’t always mean failure. Sometimes they’re information.

4. Second opinions can be valuable.

Not because someone was “wrong,” but because complex injuries benefit from multiple lenses.

5. My identity is bigger than running.

This one is still a work in progress. But ten weeks has forced me to widen my perspective.

6. Progress can be quiet.

Sometimes progress looks like better understanding, not faster pace.

Video Reflection: The first 10 Weeks of Rehab

I’ve included a video below that summarizes the first ten weeks. The ER visits, the crutches, the imaging, the cross-training attempts, the flares, and the mindset shifts along the way.

This chapter has been humbling. But it’s also so important.

For now, the focus is simple:

Load gradually.
Respect the process.
Build back stronger, not just physically, but mentally.

And hopefully, in a few weeks, take those first careful run–walk steps back.

Blog #6: AI in the Classroom: A Reflection on our Pro D Workshop

14 February 2026 / aroberts12 / 0 Comments

This Friday’s presentation on AI in the classroom left me thinking less about the tools themselves and more about how we talk to students about them. The biggest takeaway wasn’t “use more AI” or “avoid AI”, but t was about balance, literacy, and making sure both students and staff understand what’s actually happening.

Teaching students about AI

One of the most helpful parts of the session focused on how we explain AI to students in ways that make sense to them. A key concept that came up was hallucinations which is when AI generates information that sounds convincing but isn’t true.

Students are already encountering this. They might:

Put AI-generated information into homework that isn’t accurate
Get confidently written but incorrect answers
Ask silly prompts like “animals that live on the moon” and receive detailed responses
Ask about an author’s books and get a list—even when those books don’t exist

AI is better than it used to be, but it still isn’t perfect. Helping students understand that AI can sound knowledgeable without actually being correct is essential. The goal is not to scare them away from using it, but to help them use it critically and responsibly.

AI literacy is now part of digital literacy

Another clear message from the presentation was that we need to teach AI literacy the same way we teach media literacy and internet safety.

That means:

Explaining what AI is (and isn’t)
Showing students how to question outputs
Teaching them to verify information
Helping them understand when tools are supportive and when they aren’t

This only works if all school staff are on the same page. Everyone in a school community needs to know:

Which tools students are using
How they’re using them
What expectations we’re setting

Consistency matters. If one classroom encourages AI and another bans it without discussion, students receive mixed messages. Open communication among staff helps create shared language and expectations.

The environmental conversation

Another important piece was the environmental impact of AI. Students are often very aware of sustainability, and AI provides a real-world context for discussing energy use and technological responsibility.

The presentation highlighted a few examples:

Some countries are placing data centres underground and using the heat to warm homes
Others are working to make AI systems more energy-efficient and sustainable
Conversations about environmental footprint should include AI alongside everything else we use (Ie. do kids get driven to school every day when they could walk?)

Rather than presenting AI as purely harmful or purely helpful, the focus was on balance and transparency. Students should understand both the benefits and the costs and should be invited into the conversation. Asking them for ideas about sustainability helps them feel involved rather than powerless.

Check out this great video on the impacts of AI on sustainability. It would be a perfect tool to get the conversation started in a high school level class!

Moving forward

My biggest takeaway is that the goal isn’t perfection, but awareness.

We want students to understand that AI can make mistakes and to see it as a support rather than a shortcut. They should feel comfortable asking questions, thinking critically about what they see, and staying curious as they learn. At the same time, we want educators to stay informed, share knowledge with one another, use clear and accessible language, and focus on guiding students’ learning rather than trying to control it.

AI isn’t going away. If anything, it’s becoming more embedded in daily life. Our role is to help students navigate it thoughtfully, ethically, and confidently.

AI literacy lesson ideas & resources:

Below is a great document that could be used for teaching AI concepts in accessible, age-appropriate ways and for helping students build the skills they need to navigate this evolving landscape.

https://ailiteracyframework.org/wp-content/uploads/2025/05/AILitFramework_ReviewDraft.pdf

Inquiry Project Week #2

6 February 2026 / aroberts12 / 0 Comments

The Middle Ground

Week 2 of rehab felt like stepping into the in-between. I’m no longer completely sidelined, but I’m also far from being back. There’s progress, which is exciting, but it comes with a new kind of patience. This week started to show me what the next stretch of this process might look like with small wins, slow rebuilding, and learning how to sit in the middle without rushing through it

Successes for the week
This week had some real momentum. I started aqua jogging, which felt like a big step mentally as much as physically. There’s something about being in motion again, even in the pool, that brought back a bit of the rhythm I’ve been missing. I also returned to some light strength training. Nothing dramatic, but enough to feel like I’m reconnecting with my body in a productive way.

One of the biggest wins: I walked three laps of the track without crutches. It might sound small, but it felt huge. Being on the track again, even just walking, was grounding. It reminded me that forward movement is happening, even if it looks different right now.

I also had my MRI this week. Nearly 40 minutes of loud, clanging noises while lying still is not exactly relaxing. They scanned both legs for comparison, which added time but should give a clearer picture. It was nerve-wracking going in, but I got through it and will have results this weekend. For now, I’m trying to stay neutral and trust the process.

If you have never had an MRI, here is a great video explaining how it all works!

Challenges for the week
The hardest part right now is this middle phase. I’m not fully out of commission anymore, which means I can do more, but I’m also not close to being back to normal training. That gray area is mentally tough. There’s enough progress to see what I’m missing, but not enough to return to it.

The reality of how long this rehab will likely take is starting to sink in. In the early days, everything felt acute and immediate. Now, it’s more about sustained patience. That’s a different challenge. There’s a temptation to measure where I am against where I was, and to want to speed things up. But that mindset isn’t helpful, and honestly, it’s what got me into trouble before.

I had a really helpful conversation with my coach this week. She reminded me that the goal isn’t to get back to where I was, because where I was wasn’t sustainable. The goal is to come back healthier, stronger, and with better habits. It was a grounding reminder that this isn’t just about returning; it’s about rebuilding in a smarter way.

Lessons learned for the week
Progress doesn’t always feel like progress. Sometimes it just feels slow. But slow is still forward.

This week taught me that the middle phase requires a different kind of discipline, not the push-hard, grind-through type, but the steady, patient kind. The kind where you respect the timeline, trust the professionals around you, and focus on the small things you can do well.

I’m also learning to reframe what “better” means. Better doesn’t mean getting back to old training numbers as quickly as possible. It means building a version of myself that can handle the load in a healthier way long term. That’s a bigger goal, and one that’s worth taking the time for.

For now, I’m holding onto the wins: movement in the pool, a bit of strength work, three laps around the track, and another week closer to normalcy.

Blog Post #4: Thinking About Google Classroom

3 February 2026 / aroberts12 / 0 Comments

Education today feels very different compared to when I was in high school. Back then, technology mostly meant booking time in the computer lab, and feedback or updates usually had to wait until the next class, homeroom, the weekly newsletter, or the PA system. Now, platforms like Google Classroom are part of everyday learning and have shifted how we interact with our students.

Google Classroom and Communication

One of the biggest strengths of Google Classroom is communication. For context, I currently work at Oak Bay High School and help out with the school musical, which has given me a practical look at how Google Classroom is used beyond a typical academic setting. While working on the musical, it has been especially helpful for sharing rehearsal updates, reminders, and resources in one place. Students can quickly check what they have missed or what they need to review.

Posting rehearsal videos has been particularly useful. Students can rewatch choreography or scenes at home, which helps reinforce learning and makes in-person rehearsals more efficient. This kind of instant, organized communication feels much more effective than relying on verbal reminders or printed handouts.

At the same time, there are challenges. With frequent posts and notifications, students can feel overwhelmed or start to tune out information. There is also the issue of access, since not all students have reliable technology all the time and the assumption all students have cellphones or personal laptops. Finally, while online communication is efficient, it does not fully replace quick or more challenging conversations that can sometimes be clearer and more impactful in person.

Instant Feedback and Learning Support

Another feature of Google Classroom that stood out to me is the ability to provide instant feedback. Because assignments are stored in Google Drive, teachers can view student work while it is still in progress and leave private comments before the final submission.

This shifts learning away from a system that focuses only on grades and toward one that values improvement and process. For students who need extra guidance or reassurance, early feedback can make learning feel more supportive and less stressful. It also encourages students to revise and reflect, rather than seeing assignments as one-and-done.

However, there are downsides here as well. Providing ongoing feedback can be time-consuming for teachers, especially in larger classes. There is also the risk that students may rely too heavily on comments instead of developing confidence in their own ideas.

Ultimately, I feel the tool is useful but needs to be carefully and selectively utilized.

A Quick Look at the Benefits

For a clear overview of how Google Classroom supports communication and feedback, check out this short video that explains the benefits well:

Looking Back and Finding Balance

Reflecting on Google Classroom highlights how much education has changed since I was a student. I sometimes worry that we rely too much on technology now, especially compared to when learning was more hands-on and less screen-based. Increased screen time can be distracting, and it can be harder for students to stay focused or engaged when so much learning happens online. There is also the risk that face-to-face communication and problem-solving skills are deprioritized when students rely heavily on digital platforms for answers, feedback, and reminders.

At the same time, I can see the value these tools bring. Google Classroom improves access to information, supports more inclusive feedback, and makes communication clearer and more consistent. The challenge moving forward is finding balance, using technology to enhance learning while still prioritizing human connection and meaningful in-person interaction.