MAKE LEARNING MAGICAL!
  • HOME
  • BLOG
  • SPEAKING
  • ABOUT ME
  • About Dragon Smart
  • Dragon Smart Reviews
  • RESOURCES
    • Memorable Beginnings >
      • PlayDough
      • Magical Planning Pages
    • Authenticity & Agency
    • Gamified Experiences >
      • Anywhere Learning Plans
      • The Amazing Race Game Plan Resources
      • The Race to the Golden Ticket
      • Ready Player One
      • The Amazing Food Truck Race
      • The Great Interior Design Challenge
      • The Final Table Challenge
      • Challenge Rubrics
      • Challenge Ideas
      • Kitchen Utensil Race & Other Variations
      • Code Names for the Classroom
      • Badges
    • Innovation
    • Creativity, Curiosity, and Collaboration
    • Authentic Audience
    • Legacy
  • Make Learning Magical Book
  • PODCAST
  • T-SHIRTS
  • YOUTUBE
  • RECIPES
    • DESSERTS >
      • Mini Apple Clafouti
    • QUICK BREADS >
      • Dutch Babies
    • CAKES >
      • Southern Caramel Cupcakes
      • Chocolate Lava Cake
      • Chocolate Chip Chiffon Cupcakes
      • Hot Milk Sponge Cake with Broiled Coconut Topping
    • PIES & PASTRIES >
      • Eclairs
      • Pies
      • Puff Pastry
    • YEAST BREADS >
      • Bagels
      • Pullman Loaf
      • Cinnamon Rolls
      • Pretzels
      • Pizza
    • PASTA >
      • Macaroni & Cheese
      • Fresh Pasta
      • Italian Spaghetti Sauce
    • CHICKEN >
      • Chicken Satay
      • Chicken Enchiladas
      • BBQ Chicken Pizza
      • Cilantro Lime Chicken Tacos
  • Workshop & Session Resources

BLOG

no risk...no magic-revisited

2/7/2025

0 Comments

 
Picture
I used to think I had my teaching career figured out. I had spent years honing my craft, developing engaging lessons, and building strong connections with students. But just when I thought I had reached my peak, an unexpected opportunity led me away from the classroom and into the world of tech integration and educational consulting. It was thrilling, terrifying, and ultimately one of the best decisions I had ever made.

Fast forward six years, and I felt that same pull again—but this time, it led me back into the classroom. A new school, new students, a new challenge. I had become comfortable in my consultant role, with its flexibility, travel, and the ability to impact educators around the world. Yet, something was missing. The spark of everyday classroom magic. The messy, unpredictable, beautiful experience of working with students daily.

​Stepping back into teaching felt like jumping into the unknown all over again. My confidence wavered. I wasn’t the same teacher I had been before, and the classroom wasn’t the same, either. Education had changed. Students had changed. And I had changed.
It would have been easier to stay where I was...safe, secure, certain. But I’ve learned that the most extraordinary moments happen when we take a risk. When we step out of our comfort zones. When we trust that something magical is waiting on the other side of fear.

The Magic in the Messy Middle

​The past 6 months has been a reminder that growth is uncomfortable. I have felt both invigorated and exhausted. Some days, I leave my classroom feeling triumphant; other days, I wonder if I’m making a difference at all. But then, there are moments...small but powerful, that remind me why I’m here.
✨ A student who had given up on school stays after class to ask for help because they finally believe they can do it.
✨ A group of students, hesitant at first, dive into a gamified challenge and light up with excitement.
✨ A lesson doesn’t go as planned, but the flexibility to pivot leads to an even better learning moment.

These moments don’t happen without risk. They don’t happen without stepping into the unknown, embracing the uncertainty, and trusting that even when it feels messy, something magical is in the making.

The Risk of Reinvention

I'm in a season of reinvention...not just as a teacher, but as a creator, author, and speaker. Balancing it all isn’t easy. Between teaching full-time, writing, speaking at conferences, growing a community of educators, and experimenting with new ideas (hello, screen-printing!), I often wonder if I’m stretching myself too thin. But I also know that if I wait until I feel ready, I’ll never take the leap.

So, I keep showing up. I keep taking risks. I keep embracing the magic in the unknown.
​

Because I believe that education should be magical. I believe students deserve experiences that ignite curiosity, creativity, and joy. And I believe that every educator has the power to create that magic...if they’re willing to take the risk.

What Risk Will You Take

​Maybe your risk isn’t changing careers or stepping into a new role. Maybe it’s trying a new teaching strategy, starting that passion project, or putting yourself out there in a way that feels vulnerable. Whatever it is, I challenge you:
Take the risk.
Do the scary thing.
Step into the unknown.
Because that’s where the magic happens.
0 Comments

Embracing Every Learner's Unique Magic: The Story Behind Dragon Smart

1/3/2025

0 Comments

 
Picture
As an educator, parent, and passionate advocate for kids, I’ve always believed in the magic every child brings into this world. But sometimes, the traditional markers of success don’t tell the whole story. This realization hit close to home as I watched my son, Tommy, navigate school. His journey, his challenges, triumphs, and incredible talent, became the heartbeat of our children’s book, Dragon Smart.

Tommy is one of the most dedicated learners I know. He listens, studies, and puts his heart into everything he does. But no matter how hard he worked, school often felt like a maze. Words didn’t always line up, numbers seemed to blur, and tests never quite showed the brilliance I saw in him every day. I’m sure many of you can picture a child like Tommy—someone who pours their soul into learning but feels unseen in systems that prioritize one narrow definition of success.

Here’s the thing about Tommy... His creativity is boundless, and his ability to bring ideas to life is breathtaking. Watching him find his voice through art was a powerful reminder that intelligence isn’t one-size-fits-all. I knew his story needed to be told, not just for him, but for every child who has ever felt like they didn’t quite fit the mold.
​

Together, we created Dragon Smart. It’s the story of Tommy the Dragon, a learner who faces challenges in school but discovers that his true brilliance lies in his creativity and his big, kind heart. It’s a story about celebrating the many ways intelligence can look and reminding every child that they have a magic all their own.

Tommy didn’t just inspire the story, he brought it to life with his incredible illustrations. Seeing his artistic vision leap off the pages when I read the published copy for the first time was a moment I’ll never forget. It felt like the ultimate celebration of his journey and a testament to the idea that every child’s gifts deserve to be recognized and nurtured.

As I think back on creating Dragon Smart, I’m overwhelmed by the power of storytelling to change hearts and minds. In our classrooms, homes, and communities, we have the opportunity to move beyond traditional measures of success and honor the diverse ways kids can shine. Whether a child is a dreamer, a problem solver, a builder, or a creator, their abilities matter.

To those who have shared Dragon Smart with the young learners in your life, or are considering doing so, thank you. My hope is that Tommy’s story sparks conversations about how we define intelligence and how we can celebrate every child’s unique magic. Let’s remind our kids, as I remind Tommy, that they are truly Dragon Smart.
​

Thank you for being part of this journey with us. Whether you’re in a classroom, at home, or in your community, let’s work together to create spaces where every child feels valued, celebrated, and inspired to shine.

Dragon Smart is available on Amazon and Barnes & Noble
0 Comments

Project csi: bring a little mystery into classroom learning with inspiration from reality tv

1/3/2025

1 Comment

 
Scooby Doo, Nancy Drew, Miami Device….ever since I was a little girl I've always loved a good mystery and find such satisfaction in solving the clues before they are revealed. Solving a mystery requires many important skills that belong in learning and I love finding ways to bring those skills into the classroom. Teaching culinary arts again has motivated me to revisit reality game shows on television as a source of inspiration. As I was scrolling through Netflix shows, I came across a show that I hadn't watched in quite some time: Crime Scene Kitchen.  I knew an afternoon of binge watching was just the inspiration I needed to revisit some of my favorite ways to bring a little mystery into learning.
In Crime Scene Kitchen, six teams of two bakers/detectives are given one verbal hint and 3 minutes each to rotate through a kitchen sprinkled with evidence that leads to a mystery recipe. For example, the clues that led to a Black Forest Cake was: pastry cream in the sink, a cake tin on the drying rack, melted chocolate, circle of almonds on parchment, toothpick dipped in chocolate, and a bottle of Kirsch. There were also some false leads like an unopened carton of raspberries, and unused pie tins still in the wrapper.
Following their investigation, they are given 2 hours to create the dessert they think the evidence is leading to. The team that both recreates the correct mystery recipe with the highest degree of accuracy, determined by the judges, gets a bonus clue for a similar second elimination round where they create a showcase dessert. 
As I watch, so many common elements among other shows surface that would benefit classroom learning. Investigating the crime scene requires communicating, questioning, and critically thinking about the evidence to determine the mystery recipe. The contestants are questioning and talking through to interpret what the clues mean and the recipes that they lead to. Sometimes there is instant agreement, other times disagreement or compromise. They are critically thinking as they piece the clues together to determine what recipe they will recreate. This requires tapping into prior knowledge, and quite possibly, are behind the scenes doing a little research.
Once the investigation is complete contestants begin replicating the mystery recipe based on their hypothesis. In order to prepare the dessert within the given time frame requires a large serving of communication, collaboration, and creativity. Teams must be efficient, fluid, calm, and kind. Disagreements and disorganization only lead to frustration and failure to complete the recipe before the time runs out. It also requires prior knowledge and skill to be able to demonstrate the methods and skills needed to prepare the recipe accurately. ​
So, how does this transfer to classroom learning? I’m going to share some activities that I have created from the show’s inspiration that would work in the middle or high school culinary classroom. Not a culinary arts teacher? Or, teaching remote this year? I’ve been thinking about you too! Scroll past the Crime Scene Kitchen and Mystery Recipe Dash activities to find possible variations for numerous subject areas and grade levels and remote learning! I also added a Padlet that is embedded at the bottom of this post for us to brainstorm and share our ideas with each other.
Crime Scene Kitchen - Classroom Edition
​This version is broken into four phases , so may need to be broken into two days unless you have a 2 hour block period.
Mystery Recipe:
Select a mystery recipe you’d like students to learn about through discovery. It is best if they have already had opportunities to learn the skills and methods needed to prepare the recipe.
Stage the Crime Scene: 
The crime scene can be staged in a few different ways.
Option 1: Stage a table or area in the classroom with approximately 6 clues that lead to the mystery recipe. Add a few false leads to add another level of complexity. 
Option 2: Prepare visual clues that can be placed in a manila folder to hand to each group.
The Hook:
As students enter have dramatic theme music playing and a graphic displayed on the screen that says "Crime Scene Kitchen". Hand out rubber gloves for them to wear while in the crime scene. You could also dress up as a private investigator to create another element to draw students into the activity.
Crime Scene
​Divide students into teams of 3-5. It could be their regular kitchen teams, or you could divide them up differently for this activity. Share the story line and explain the activity. If using option 1, remove the caution tape and covering from crime scene and let each group in for 3 minutes at a time to investigate. Make sure they bring something to write with to record their findings. If using option 2, hand each group a manila folder and give them 3 minutes to investigate its contents. This may not be as exciting as investigating a staged crime scene. However, it may save a little time. You may choose to give them more time in this phase depending on grade and level of difficulty.
Investigation & Questioning:
This part of the activity has been added to give students processing, collaboration, and questioning time. Once the 3 minutes of investigating the crime scene is complete, students are given between 15 and 30 minutes to process the evidence with their team, research possible recipes, and question the witness (teacher). Each team is allowed to ask the witness 3 “yes or no” questions based on the evidence they discovered.
Mystery Recipe Recreation:
The length of your class period and difficulty of your recipe will determine how long you give for this part of the activity. You may choose to have students mise en place their ingredients on day one and prepare their creation on day two. Or, you may have the entire recipe mise en placed on day two.
  1. Have a table of possible ingredients on a table. Include some false ingredients as well, to add a little bit more difficulty and intrigue.
  2. Give students a set amount of time to mise en place their ingredients and discuss the recipe procedures and plan with the team. 
  3. ​Once mise en place is complete, students may begin to prepare their mystery recipe within the given time frame. Once prepared, they will plate their dish to present to the judging panel.
Judging:
Invite school staff, former students, and/or local chefs to judge student’s creations. Or, you can be a solo judge, if necessary. As students present their mystery recipe recreation, judges evaluate it based on a 5 point scale for each category: taste, texture, and appearance. If the team prepared the dish accurately and guessed the correct name of the mystery recipe, they will earn an additional 10 points.

Mystery Recipe Dash
If you are looking for a speedy way to bring in a little mystery to your cooking lab, you’ll love Mystery Recipe in a Flash! I have used this version in my Amazing Race-International Cuisine and Amazing Food Truck-United States regional game plans to lead students to favorite regional specialties in the places we visit. However, it could be used in other areas of culinary as well such as: pies & pastries, soups & sauces, yeast breads, quick breads, etc. I would suggest students have some prior skill building in the recipe category before introducing this activity.
Directions:
  1. Select a recipe for each team of 4-5 students to prepare, eliminating the title.
  2. Give students 5 minutes to read through the recipe and talk with their team to make sure they understand the recipe procedures.
  3. Each team selects one team member to begin researching; the rest of the team will begin preparing the recipe once the time begins.
  4. Set the timer for the amount of time you anticipate it will take your students to complete the recipe and send students to their kitchens to begin. The researcher will stay behind to use their Chromebook or device to research. They will want to write down all the evidence they find on a piece of paper. After 5 minutes, shout out “switch” and another team member will trade places with the researcher and resume research and writing down evidence. The rotation through team members will continue throughout the challenge so all team members are able to help in the research and recipe preparation. 
  5. Once time is up, students will present their recipe creation to the judging panel and reveal their guess on the mystery title.
  6. Judge(s) will taste recipe for accuracy of taste, texture, and appearance and score each on a 5 point scale. If the title of the recipe is guessed correctly, an additional 10 points are given. 

Don’t teach culinary arts...that’s okay!! We can recreate this experience in other subject areas too! I’ve added some possibilities to help you brainstorm ideas for your content and grade level.
Crime Scene "?"
Create a name for this activity. Crime Scene (fill in with your subject area)

Possibilities:
ELA = Crime Scene Library
Social Studies = Crime Scene Time Travel
Science = Crime Scene Laboratory
Art = Crime Scene Gallery or Museum
​Math = Crime Scene Bank Heist
Interior Design = Crime Scene Design Studio
Create a mystery person, place, or thing. 
​Think about what you want students to learn through discovery.
Possibilities:
ELA = Author, poem, character, or book
Social Studies = Location, historical event, president, famous person
Science = organism, planet, species, plant, animal
Art = famous artist, painting, sculpture
Math = calculate miles and number related clues to lead to location of fleeing bank robber
Interior Design = color scheme, architecture style
Stage the crime scene
The crime scene can be staged in a few different ways.
Option 1: Stage a table or area in the classroom with approximately 6 clues that lead to a mystery “person, place, or thing”. To add a little drama, add caution tape or a covering so it can be seen until revealed.
Option 2: Prepare visual clues on paper or in a tangible form that lead to the mystery “person place, or thing” and place in a manila envelope. Add a few false leads to increase the difficulty. 
The Hook:
As students enter have dramatic theme music playing and a graphic displayed on the screen that says "Crime Scene Kitchen". Hand out rubber gloves for them to wear while in the crime scene. You could also dress up as a private investigator to create another element to draw students into the activity.
Crime Scene
​Divide students into teams of 3-5. It could be their regular groups if students are already on teams, or you could divide them up just for this activity. Share the story line and explain the activity. If using option 1, remove the caution tape and covering from crime scene and let each group in for 3 minutes at a time to investigate. Make sure they bring something to write with to record their findings. If using option 2, hand each group a manila folder and give them 3 minutes to investigate its contents. This may not be as exciting as investigating a staged crime scene. However, it may save a little time. You may choose to give them more time in this phase depending on grade and level of difficulty.
Investigation and Questioning
This part has been added to give students processing, collaboration, and questioning time. Once the 3 minutes of investigation is complete, students are given between 15 and 30 minutes to process the evidence with their team and research possibilities. Each team is allowed to ask the witness (the teacher) 3 “yes or no” questions based on the evidence they discovered.
Quick Version
For a speedy version of this activity, eliminate the recreation phase. After the investigation and questioning is over, students have 3 minutes to finalize their hypothesis and write their guess on a piece of paper to hand to you. Call each team up one at a time to justify their guess to the class. The teams that guess correctly get 10 points. You can create additional criteria for scoring based on their questioning, evidence gathered, research, etc., if you wish.
Mystery “Fill in Blank” Recreation:
The Mystery recreation stage is a fantastic way to add an additional level of collaboration, communication, and creativity to this activity. The length of your class period and difficulty of the recreation will determine how long you give for this part of the activity. 
  1. Give students resources or materials needed to recreate the mystery person, place, or thing. You can also give student’s some choice of what they use for their recreation.
Possibilities:
Use digital creation tool (ie. Adobe Spark, Canva, Buncee, or Google Drawings), legos, Playdoh, box of building materials, or video creation tools(ie. imovie or WeVideo ) to recreate the mystery person, place, or thing.

  1. Give students a set amount of time to create. Time will vary depending on age level and difficulty of mystery person, place, or thing.
  2. Once timer starts, students may begin to prepare their mystery person, place, or thing within the given time frame. Once complete, they will present their recreation to the judging panel. 
Judging:
Invite school staff, former students, and/or local chefs to judge student’s creations. Or, you can be a solo judge, if necessary. As students present their mystery recreation they will explain how the evidence, questioning, and research led to their hypothesis. Judges evaluate the presentation on criteria appropriate for subject and mystery person, place, or thing. If the team guessed correctly, they will earn an additional 10 points.
Crime Scene Learning for Virtual Learning
​
For those teaching in a virtual learning environment, there are still ways to bring a Crime Scene activity into your learning environment as well. Here are some possible ideas for synchronous remote learning:
Stage the Crime Scene:
  • Create a graphic using a digital creation tool such as, Google Slides, Canva, Adobe Spark, or Buncee, to display a variety of clues and false leads. Or, create a Thinglink graphic with links to the same. 
  • Set up a table in your classroom or home with all the visual clues. Pan the table with your camera during your synchronous video conferencing session so everyone can see items for 3 minutes. Or, video record the table and share it on your LMS or through the chat on your video conferencing platform.
Hook:
  • As students enter the video conferencing platform, have theme music playing and and a graphic up indicating that they are about to enter the Crime Scene "?".
  • Dress the part and decorate your background to add interest.
Crime Scene Investigation:
  • After sharing storyline and directions, share the crime scene video or graphic on screen for 3 minutes and have them record their evidence.
  • Place students in teams and send to breakout rooms for 15-30 minutes to investigate.
  • Rotate to each breakout room where students can ask their 3 questions.
Quick Version:
  • Bring everybody back to main room. Have one person from each group share their guess privately with you in the chat. Each group has time to explain their hypothesis to the class. Just as in brick and mortar version, the teams that guess correctly get 10 points. You can create additional criteria for scoring based on their questioning, evidence gathered, research, etc., if you wish.
Mystery "Fill in the Blank" Recreation:
  • Give each team time in their breakout rooms to create a collaborative graphic illustrating their guess and explaining why they came to that hypothesis. After a determined amount of time, they can come back and present to class. Or, create a Flipgrid video explaining their graphic.
Judging
  • Invite school staff, former students, and/or local chefs into your video conferencing session to judge student’s creations. Or, you can be a solo judge, if necessary. As students present their mystery recreation they will explain how the evidence, questioning, and research led to their hypothesis. Judges evaluate the presentation on criteria appropriate for subject and mystery person, place, or thing. If the team guessed correctly, they will earn an additional 10 points.

Share out!
​Share your Crime Scene activities on social media using the #MLmagical hashtag. Tag me on X at @tishrich or on Instagram @tishrichmond. Would also love for you to join my Gamifying FCS group on Facebook.  I can’t wait to see students engaged in magical learning! Have fun!

1 Comment

Wild Unicorn: A Fun and Inclusive Game for Every learner

12/28/2024

0 Comments

 
Returning back to school after holiday break can be tough and students and teachers alike may need a little extra spark to re-engage in learning. Enter Wild Unicorn, a game I created to inject some fun, energy, and learning into my classroom. It’s inspired by the board game Cranium but tailored for the classroom and it’s a surefire way to ease back into routines while fostering creativity, collaboration, and critical thinking and supporting the diverse array of learners and personalities in my classroom.

Wild Unicorn Game

Object of Game:
Teams work together to guess words correctly through sculpting, drawing, or charades. The team with the most points before the time runs out wins the game.
Game Set-up:
​
The beauty of Wild Unicorn is it is simple to set up, and can adapt to any subject area and learning environment. Here’s what you need:
  • A deck of playing cards
  • A stack of word cards written on index cards (use vocabulary words from your units of study) Or, level up with Koogel Blank Cards
  • A sand timer (or the timer on your phone)
  • A classroom whiteboard
  • Play-Doh
Game Play:
  1. Divide the class into two teams.
  2. Decide who goes first by rolling a dice or with a quick round of rock-paper-scissors.
  3. The first team picks a player to come to the front. They draw a playing card and a word card.
  4. The playing card suit determines the action (as shown below) and the number on the card determines how many points can be earned if the word is guessed correctly. Numbers 2-10 are face value, Jack, Queen, and Queen are worth 10. Ace is worth "11" and jokers are worth 20. You can make challenging words worth double points to add excitement. ​
Diamonds: Draw the word on the whiteboard.
Spades: Sculpt the word with Play-Doh.
Clubs: Act out the word using charades.
Hearts: “Wild Unicorn” allows players to choose any action (draw, sculpt, or act)
   5. Players have one minute to get their team to guess the word on the word card drawn. If their team doesn’t guess, the opposing team gets one chance to steal the points.
Game End:
The team with the highest score, wins the game. You can play until a set time or until one team reaches a predetermined score.
How Wild Unicorn benefits ALL learners
My culinary arts classroom is full of an eclectic mix of personalities and learning needs. I love the diversity and have become increasingly aware of the importance of creating a safe and inclusive classroom that meets the needs of all of my learners. I have found the Wild Unicorn game to be an inclusive game that benefits a wide array of learners:
Supporting Neurodivergent Learners
Multiple Modalities for Expression:
This game allows learners multiple modalities for expression through drawing, acting, sculpting, and choice. This allows neurodivergent learners to play to their strengths and provides students that may struggle with verbal communication alternative ways to express understanding.
​Safe and Predictable Structure:
The game rules are clear, the sequence is consistent, and students know what to expect. This predictability can help reduce anxiety. You can also build in rules that allow students to “draw again”, if they don’t feel comfortable with their knowledge of a term.
​
Opportunities for Team Collaboration:
If you play this game at the beginning of a school year when students haven’t yet established relationships with their peers yet, you may have students work in pairs to ease anxiety and further establish collaboration. You can also build in rules that allow students to “draw again”, if they don’t feel comfortable with their knowledge of a term.
​
Focus on Strengths:
Activities that draw on creative or tactile strengths can build confidence, especially for students who shine in non-traditional ways.
Supporting English Language Learners (ELLs)
Multisensory Vocabulary Practice:
​ELLs benefit from seeing words visualized through drawings and sculptures, as well as from hearing them in context during team discussions. This reinforces vocabulary in a dynamic, memorable way.
Scaffolded Participation:
Since the focus is on nonverbal communication for certain actions (like charades or sculpting), ELLs can actively contribute without relying solely on verbal skills.
Opportunity for Repetition:
Vocabulary is revisited naturally during gameplay, helping ELLs reinforce their understanding in an engaging context.
Peer Learning:
Working in teams allows ELLs to learn from their peers in an authentic, supportive setting. They can observe, listen, and contribute at their comfort level.
Supporting a Variety of Personality Types
Adaptable Engagement Strategies:
Extroverted students may gravitate toward performing charades, while introverted or shy students might prefer sculpting or drawing, giving everyone a way to shine. You can choose to change up the rules by having a student turn over the playing card first indicating the action, and then determine the team member that would like to create in that modality. Once decided, the word card is flipped.

Flexibility for Hesitant Participants:
Pairing a hesitant student with a teammate helps alleviate pressure and ensures participation without forcing them outside their comfort zone.
Engagement Across Interests:
With creative, tactile, and active elements, the game appeals to a wide range of interests, ensuring most students find something they enjoy.
Encouragement of Team Dynamics:
The collaborative nature of the game fosters a sense of belonging, which can help quieter students feel more comfortable participating in class activities over time.
Supporting Universal Design for Learning (UDL)
Wild Unicorn supports and aligns with UDL principles by offering:
Multiple means of engagement: It’s fun, collaborative, and adaptable, drawing students into the learning process.
Multiple means of representation: Students interact with vocabulary through visual, auditory, and tactile modalities.
​Multiple means of action and expression: Students demonstrate their understanding in creative and diverse ways.
How Wild Unicorn Boosts Student Engagement
Wild unicorn is a wonderful way to boost student engagement in your classroom. The game naturally reinforces key concepts while making learning fun. I'm amazed at how engaged my students are throughout game play.  Beyond academics, Wild Unicorn fosters teamwork and creativity, and it’s a great way to build classroom culture. Here are several other ways Wild Unicorn supports student engagement: 

Intrinsic Motivation through Play:
The game incorporates elements of fun and friendly competition, which naturally draw students in. By using creative and interactive challenges, Wild Unicorn makes learning feel like play rather than work. Students are more likely to participate when they see the activity as enjoyable.
Active Participation:
Students are not passive observers; they are directly involved as players, guessers, and teammates. Whether they are sculpting with Play-Doh, acting out clues, or strategizing with their team, every role requires active engagement.
Variety of Challenges:
The mix of drawing, sculpting, acting, and choosing keeps the game dynamic and exciting. This variety caters to different interests and learning preferences, ensuring that all students find aspects of the game that resonate with them.
Team Collaboration:
The team-based structure encourages students to work together, fostering a sense of community and shared purpose. Peer support can be especially motivating, as students want to contribute to their team's success.
Low-Pressure Environment:
Because students have options (e.g., choosing actions with the Wild Unicorn card, working in pairs, or using a redraw), the game reduces pressure and creates a safe space for taking risks. This approach helps even hesitant or shy students feel comfortable participating.
Relevance to Learning Goals:
By incorporating vocabulary or content from units of study, the game ties directly into the curriculum. This relevance reinforces the importance of the material while making it engaging and accessible.
Opportunities for Creativity:
Wild Unicorn challenges students to think creatively, whether they’re sketching a concept, crafting a sculpture, or acting out a word. This taps into higher-order thinking skills and makes the learning process memorable.
Immediate Feedback and Positive Reinforcement:
As teams guess and score points, students receive immediate feedback on their efforts. The positive reinforcement of correct answers and the fun atmosphere of the game keep students motivated to continue.
Adaptability for All Learners:
The game is flexible and can be tailored to fit different class sizes, learning levels, and subject areas. Its adaptability ensures that all students can engage meaningfully, regardless of their individual needs or abilities.
Tips for Success
Here are some tips for success I've learned as I've brought this game into classroom learning:
  • Use your document camera for sculpting challenges so everyone can see.
  • Allow students one redraw if they feel stuck with a word.
  • Offer encouragement and guidance for students who are unsure about the vocabulary.
  • Continuously add new vocabulary as the semester progresses, revisiting past units while introducing fresh terms.
Give Wild Unicorn a try!
If you’re looking for a creative, low-prep activity to kick off the new year, give Wild Unicorn a try. Wild Unicorn is a perfect way to revisit vocabulary and re-establish our collaborative classroom environment. You’ll find students energized, engaged, and smiling…something every teacher hopes for after a long break. You’ll ease back into the groove, inspire your students, and maybe even spark a little magic in your classroom. Let me know if you give it a go or adapt it to fit your teaching style...I’d love to hear about your Wild Unicorn adventures!

Game rules for smaller team play:

Your browser does not support viewing this document. Click here to download the document.
0 Comments

An Unexplainable Tug: Following My Heart Back to the Culinary Classroom

11/17/2024

0 Comments

 
Picture
The last 2 months have gone by in a flash. Late August, I was winding down a busy summer of virtual and in-person speaking engagements and was very content with my life as an educational consultant. In what seems like an instant, I said "yes" to a culinary arts position at the high school across town from where I taught for 12 years.

Many people have asked me, “Why did you make the choice to return to the classroom?” It’s natural to think that maybe I made the decision to make a 180 degree turn because I was unhappy or unfilled. But, I wasn’t. I absolutely loved working with Canva for Education/Wasserman Next Gen and truly loved the opportunity to present and collaborate with educators around the world. It was an unexplainable tug on my heart that brought me back. I knew it was going to be challenging in every meaning of the word. I was signing up to be “teacher tired” once again. And yet, by saying “yes” I was also returning to my culinary classroom roots. The culinary classroom is where it all began. There is something about teaching culinary arts that is super special. It’s a career opportunity for some, and it’s a life skill for all. Students are coming away from my class with a set of skills that they can build on for life in the most practical way. Whether they use their culinary skills in the food industry, to prepare food for themselves, their family, their friends, or all of the above, they will hopefully appreciate food and the value it brings nutritionally, culturally, and socially in ways they hadn’t considered before. It is also a coming together of a variety of ages, learning needs, and diverse backgrounds. It's a place where students that may struggle in other classes have an opportunity to shine and thrive. 

I was swept into the classroom so quickly that I am just now beginning to gain traction. I started the school year three weeks late, so didn’t have time to really even wrap my head around what I would be teaching, let alone do all things that I would normally do to start off a school year. I just hoped and prayed that teaching would be like riding a bike and I would be able to get back on and ride it without any serious injuries. Good news, I haven’t had any major falls yet, though the bike does feel a bit rusty. I'm scrambling to find old recipes, learn systems, reestablish routines and procedures, and connect with educators and organizations that I'd lost touch with. I’ve stayed on familiar paths, without veering too far off-track or adding too many new strategies and ideas. I have focused on being present and revisiting the why that I wrote back in about 2016, when my magical journey was just beginning.
Picture
I want my room to be full of joy and passion for learning. This starts with being intentional about creating a safe and inclusive environment for all my students. When students walk in my room, I want them to know they belong. Every class period I greet them by name with a smile as they walk into class. I’ve paid attention to the effect it has made over time. At the beginning, there were many that would either avoid eye contact, ignore my greeting, or give me a slight nod. After two months of keeping my consistent doorway greeting, a smile and greeting is returned by most. It’s a simple thing, that makes a huge impact. Of course there have been times, when I have to make a quick dash to the bathroom or I’m having to transition from one prep to another and I miss my doorway greeting, but 95% of the time I am there waiting for them to walk into my classroom. This simple thing, has made a positive impact on my classroom culture.
With the wide array of ages and learning needs in my class, I've spent a lot of time reading IEP's, observing, communicating with support staff, and providing lots of variety in how students show what they know. I have adjusted and pivoted to meet those needs and worked on establishing clear and predictable routines. Truthfully, it's felt messy, but I'm learning so much and have never been more passionate about understanding and teaching neurodivergent learners and I'm so grateful to provide an environment where they can flourish.
​I’ve prioritized getting my students in the kitchens creating and collaborating as much as possible. Culinary Arts is meant to be a hands-on class, and I strive to create that atmosphere for them. Many students are sitting in desks for a large percentage of the school day. I want students to learn by actively working together with their peers to learn techniques and skills, solve problems, and create. If students don’t come away with anything more than the ability to collaborate with others to create something that is delicious, I consider it a win. I love seeing their growth as they get to know each other and gain confidence in their culinary skills.
I have had fun designing learning experiences such as, mystery box challenges that encourage students to take risks, innovate, and problem-solve. By creating a safe environment for collaboration and exploration, students learn that their strengths can come together in beautiful ways to accomplish things they didn’t know were possible. This shifts students from being immersed, to empowered learners. This is a magical thing to witness!
Creating opportunities for students to shine in front of an authentic audience is something that I’m prioritizing as well. Every unit I have created an experience where we involve others from beyond the classroom. Last unit, I invited staff in for a MasterChef Challenge where they had to create a biscuit or scone without a recipe and serve it to a judging panel. This unit, students are creating pumpkin pies and pumpkin bars for a Thanksgiving bake sale for staff. This is a risk for them as it is for me, but I know those risks will pay off. ​I’ve brought in some other gamified strategies too, that I’ll save for a future post, but I’ve scaled it way back and have prioritized the need to observe, reflect, and get acclimated to life in the classroom again.
I’m learning, I’m growing, and I’m remembering the joy that comes with teaching. My friend, Alyssum Barber, sent me an Instagram reel yesterday that made me tear up and rings incredibly true.
What a privilege it is to do a job you wanted for years.
What a privilege to speak love into children, in my case teens.
What a privilege to feel tired after a long day of doing work that matters.
What a privilege to be the adult you needed.
I know this work matters and I’m honored to be a teacher in a world where our kids desperately need us. 
0 Comments
<<Previous
    Picture
    Buy Dragon Smart
    Picture
    Buy Make Learning Magical
    Picture

    Tisha Richmond

    Culinary Arts teacher, educational consultant, international speaker, and author of Make Learning Magical, Dragon Smart, and co-author of the EduProtocols Companion Guide for Book 1. I'm passionate about finding innovative ways to transform teaching and create unforgettable experiences in the classroom.

    Follow me on Twitter!

    Archives

    January 2025
    December 2024
    November 2024
    October 2024
    September 2024
    May 2024
    January 2024
    November 2023
    May 2023
    December 2022
    February 2022
    January 2022
    December 2021
    October 2021
    August 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    August 2020
    May 2020
    April 2020
    March 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    July 2019
    May 2019
    April 2019
    March 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    July 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    October 2017
    September 2017
    August 2017
    July 2017
    June 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    September 2016
    June 2016
    May 2016
    March 2016
    December 2015
    November 2015

    RSS Feed

Proudly powered by Weebly
  • HOME
  • BLOG
  • SPEAKING
  • ABOUT ME
  • About Dragon Smart
  • Dragon Smart Reviews
  • RESOURCES
    • Memorable Beginnings >
      • PlayDough
      • Magical Planning Pages
    • Authenticity & Agency
    • Gamified Experiences >
      • Anywhere Learning Plans
      • The Amazing Race Game Plan Resources
      • The Race to the Golden Ticket
      • Ready Player One
      • The Amazing Food Truck Race
      • The Great Interior Design Challenge
      • The Final Table Challenge
      • Challenge Rubrics
      • Challenge Ideas
      • Kitchen Utensil Race & Other Variations
      • Code Names for the Classroom
      • Badges
    • Innovation
    • Creativity, Curiosity, and Collaboration
    • Authentic Audience
    • Legacy
  • Make Learning Magical Book
  • PODCAST
  • T-SHIRTS
  • YOUTUBE
  • RECIPES
    • DESSERTS >
      • Mini Apple Clafouti
    • QUICK BREADS >
      • Dutch Babies
    • CAKES >
      • Southern Caramel Cupcakes
      • Chocolate Lava Cake
      • Chocolate Chip Chiffon Cupcakes
      • Hot Milk Sponge Cake with Broiled Coconut Topping
    • PIES & PASTRIES >
      • Eclairs
      • Pies
      • Puff Pastry
    • YEAST BREADS >
      • Bagels
      • Pullman Loaf
      • Cinnamon Rolls
      • Pretzels
      • Pizza
    • PASTA >
      • Macaroni & Cheese
      • Fresh Pasta
      • Italian Spaghetti Sauce
    • CHICKEN >
      • Chicken Satay
      • Chicken Enchiladas
      • BBQ Chicken Pizza
      • Cilantro Lime Chicken Tacos
  • Workshop & Session Resources