Transformative Learning Experiences with Kyle Wagner

What if creating a student-centered classroom wasn't about adding more—but about holding space for what's already there? In this episode, I speak with movement and mindfulness educator Lawrence about what it means to create environments that center curiosity, personal exploration, and connection. From yoga studios and sound healing sessions to forest clearings and public parks, Lawrence shows us how to design space that invites—not directs—growth. As educators, we're challenged to do the same in our classrooms. This episode offers a chance to step back, reimagine your role, and embrace a different kind of presence that empowers learners to shape their own path. How the space you create becomes a “third teacher” What it means to hold space for student-led exploration and feedback How to cultivate purpose and trust without micromanaging Why real personalization begins with pausing, not planning Learn more about how to shift from controlling the learning environment to co-creating it with your students. Connect with Lawrence: https://www.instagram.com/body.nature.mind_lawrence/  Learn more about his work: https://bodynaturemind.com/  Lawrence's bio: Lawrence is a full-time wellness coach who left a government office job to pursue his passion for movement, mindfulness, and personal growth. His approach to wellness centers on the interconnectedness of body, mind, and spirit—drawing on practices like animal flow, yoga, breathwork, sound healing, and forest bathing to help others reconnect with themselves and their environment. He believes that nature, rest, and embodied awareness are essential to recharging and realigning in today's fast-paced world. He has led wellness experiences for global brands like Cathay Pacific, The Fullerton Hotel, Lululemon, and Loro Piana, as well as local NGOs such as St. James' Settlement and Heep Hong Society. His work has been featured on BBC's People Fixing the World, RTHK, and the South China Morning Post. Lawrence holds certifications across multiple disciplines, including Animal Flow (Level 3 & Regional Leader), Yoga Therapy, Breathwork, Sound Healing, and Forest Bathing Facilitation.

They say you can tell a lot about what a school values by looking at its timetable. What does yours say? If you're trying to create more time for student-driven projects, real-world connections, and deeper learning, but your current schedule feels rigid and confining, this episode will show you a better way. It's part two of our special monthly series on Building Student-Centered Schools. In this episode, I walk you through a hands-on exercise to design your dream student-centered schedule. No spreadsheets, no software, just a whiteboard, post-its, and the values that matter most to your learners. You'll learn how to: Align your daily schedule to your program's core values Create longer, deeper learning blocks for true personalization Involve students, staff, and parents as co-designers of time Think beyond traditional periods to open up authentic learning pathways If you're launching or reimagining a student-centered program, this episode will help you move from rigid to responsive, and design a schedule that actually supports the learning you want to see. Watch the Video On Youtube: Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard

Trying to build more student agency—but feel boxed in by curriculum coverage? What if you didn't have to choose between voice and academic rigor? In this episode, I sit down with Natalie Harvey, secondary principal at Beijing City International School (BCIS), to explore how her team is shifting culture around student agency while still honoring the demands of a rigorous curriculum. From co-creating a three-year vision to redefining personalization in the International Baccalaureate (IB) framework, Natalie shares the intentional moves that are making voice and choice a lived experience—not just a buzzword. You'll hear how BCIS is navigating real challenges while building a culture where students know themselves deeply, make meaningful decisions, and drive their own learning. How BCIS reframed student agency through the lens of “jaggedness” What voice and choice look like in the IB Middle Years Programme (MYP) and Diploma Programme (DP) classroom How leadership created a shared language and clear expectations around agency Why building trust—and giving teachers choice—is key to sustainable change Ready to hear how these shifts are playing out in practice and what they might look like in your setting? Connect with Natalie: Natalie.Harvey@bcis.cn Get the 12 Shifts Book: On Amazon, On the Website: www.transformschool.com/whereistheteacher  Natalie's Bio: Natalie is the current Secondary Principal of BCIS and was born in Hanover, Jamaica. She holds a Bachelor's degree in Language Education: English, from the University of the West Indies, a Master of Arts in Education from Wake Forrest University, a Certificate of International School Leadership from the Principal's Training Center, and is pursuing a Ph.D. in International School Leadership with Wilkes University.   Before BCIS, Natalie worked in various capacities in Jamaica, the United States of America, Venezuela, and Mexico. She was a Middle School Deputy Principal and Principal at the American School of Tampico for seven years. She has been an educator for 25 years and has a wealth of experience in teaching and leading. Natalie believes that forming solid interpersonal relationships leads to a positive school culture,  functional collaborative structures, and exceptional outcomes for students and teachers. In addition, Natalie is passionate about partnering with parents, promoting student voice, and fostering a sense of belonging and a focus on successful learning outcomes within the BCIS community.    

Feeling stuck planning projects across subjects? It's more common than you think. Without the right structures, interdisciplinary projects often feel messy, disconnected, and overwhelming — for both teachers and students. But what if a few small shifts could lead to more engaged students, stronger collaboration across subjects, and less stress for you? In this episode, I sat down with Ryan Murfield, Coordinator of the Interdisciplinary PRAXIS Program at the International School of Kuala Lumpur, to unpack three simple shifts that make interdisciplinary planning work: Focus planning around real-world problems that drive deeper engagement Build milestone checkpoints that keep interdisciplinary teams aligned Design assessments that capture real learning across subjects—without adding more work If you're ready to plan across subjects with more clarity, connection, and confidence, this conversation is for you. Connect with Ryan: Learn more about the PRAXIS Program: Get the 12 shifts book for student-centered environments: www.transformschool.com/whereistheteacher  Free Interdisciplinary Project Planner Ryan's Bio: Initially from South Dakota, Ryan Murfield  is the coordinator of the 9th grade interdisciplinary program called (PRAXIS) at the International School of Kuala Lumpur.  Prior he taught in the USA and then in Seoul, South Korea. The favourite part of his role is seeing the amazing work students are able to do when given the opportunity to grapple with complex, real-world, authentic problems. He was also a Peace Corps volunteer in Ukraine where he to speak Ukrainian and lived in a small town, teaching English at a local school. He helped organize events promoting leadership and for young people in the region, and also met his wife, Courtney, another Peace Corps volunteer.   

What if the real reason students aren't owning their learning... is because the data about their progress stays locked in a teacher's spreadsheet? In today's episode, we tackle one of the biggest missed opportunities in education: when rich data about student learning stays hidden from the very people it matters to most — students. I sit down with Daniel Rosenberg from Otis to explore how giving students direct access to their learning data can radically personalize instruction, build real student agency, and make teaching more impactful (and less overwhelming). You'll discover: Why “data rich but information poor” is holding schools back — and how to fix it. How AI-powered tools are making it easier than ever for teachers to spot trends and plan faster interventions. How giving students visibility into their progress creates faster, smarter interventions. Real examples of students using their own data to set goals and shape their learning journeys. How platforms like Otis are making this shift simple for teachers, not harder. Ready to turn student data into student power? Tune in and learn how a small shift can spark big outcomes! Connect with Daniel: (otusk12), Wechat, LinkedIn, Instagram Learn more about Otus: www.otus.com 

Ever been handed a blank sheet of paper to design your dream school—but felt totally overwhelmed by where to begin? You're not alone. This episode kicks off a special monthly series airing in the final week of each month on Building Student-Centered Schools Building Student-Centered Schools, where I take you behind the scenes of a real program I'm helping launch in Hong Kong. Each month, we'll unpack a core design element—from staffing to space to schedule—starting with “S.” In this first episode, we explore the power of story—and how engaging your stakeholders early on can turn uncertainty into clarity. I share how we co-created a shared vision with students, parents, and staff to lay the foundation for a truly student-centered experience. You'll learn how to:

Struggling to make learning feel relevant and real for your students? What if shifting from classroom-based instruction to community-connected learning could spark deeper engagement—without adding to your workload? In this episode, I sit down with Lori, an expert in community-based STEM learning, to explore how shifting learning from the classroom to museums, libraries, and local spaces creates powerful, real-world experiences- especially in STEM. Lori shares practical strategies to bring your community into the classroom—and how these partnerships can transform your students into scientists, historians, and creators, while making your role as a teacher easier, not harder. She describes a moment when a young girl, after leading her own experiment in a museum, said, “I was the scientist... not my teacher.” We learn: How shifting learning from the classroom to community spaces makes projects instantly more relevant Why letting students “be the expert” drives deeper learning and ownership How collaborating with museums and libraries simplifies planning instead of complicating it How virtual field trips can extend your classroom to the world—on any budget Tune in to learn more about these shifts in practice and how to apply them in your setting. Connect with Lori: LinkedIn (www.linkedin.com/in/lori-stratton-know2grow), Instagram (https://www.instagram.com/knowledge_to_grow_on/)  Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713  Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard  Lori's Bio: Lori Stratton is an Educational Program Development Consultant with extensive experience in accessible STEM programming and museum education. She began her career as a Recreational Therapist and parlayed her medical background to become New York City's first Special Needs Museum Educator. She pioneered access programs at the New York Transit Museum and Intrepid Museum (specializing in History, STEM and NASA education) while consulting for The Tenement Museum, Brooklyn Children's Museum, MOMA, Holocaust Museum and other renowned institutions. Her work focused on curriculum adaptation and creating immersive experiences for diverse audiences through experiential and project based learning.

What if you didn't have to manage every student project—but guided students to lead their own? Too often, teachers in project-based learning feel like they have to run the show—juggling endless questions, guiding every decision, and holding all the details. But shifting from master to mentor can lighten your load and deepen student ownership. In this episode, we talk with Byron, an international educator and PBL program director, about how stepping back as a mentor creates space for students to lead their real-world projects with more independence, curiosity, and engagement. You'll hear practical strategies to simplify your role—while helping students take more responsibility for their learning.

What if your students used what they're learning to tackle meaningful challenges- right in your classroom?  If you've ever watched our students struggle with real-world problem-solving, you're not alone. Many are used to following directions—not thinking like innovators. But what if, through a simple shift in learning design, we could help them approach our subject like entrepreneurs, creators, and problem-solvers instead? In this episode, we sit down with Jobert Ingwenya, an experiential, entrepreneurial educator who helps us move from lesson-givers to learning guides, using entrepreneurial thinking to make learning more relevant and hands-on. He shares how we can support students in taking ownership of their learning by developing real products and solutions—no business background required. How to turn our curriculum into a launchpad for real problem-solving Why stepping back as "lesson givers" leads to more engaged, independent learners The surprising skills students develop when they take the lead on developing real products and solutions Simple ways to start—without extra prep, funding, or special resources Ready to help our students think more critically, collaborate more effectively, and connect learning to the real world? Let's explore how to make that shift happen—together. Connect with Jobert: LinkedIn (@Jobert Ngwenya), X (@JobertNgwenya), Instagram (@joubert_ngwenya), Facebook (@Jobert Ngwenya) Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard  Joberts' Bio: Jobert Ngwenya is an educator and learning designer with a passion for fostering entrepreneurial thinking in education and empowering young minds. His career includes teaching, learning design and grant writing grant. Jobert's commitment to education extends beyond the classroom, as he actively volunteers for organisations like Slum2School and the Centre for Talent Development. Jobert holds a Master's degree in Education specialising in Learning Education and Technology, a Master's in Development Studies, a Bachelor's of Arts in Economic History, and a Post Graduate Diploma in Education. He is also a recipient of numerous awards, grants, and fellowships, including the Global Teacher Grant, the Fulbright Teaching Excellence and Achievement Fellowship, and the Ciena Solutions Challenge Sustainability Awards. Notably, Jobert was honoured as an Integrity Icon by Accountability Lab Zimbabwe for his outstanding work in fusing entrepreneurship with education. Currently residing in Finland, Jobert is pursuing doctoral studies in education technology. He has co-authored textbooks on economic history and actively participates in conferences and workshops on entrepreneurship education. Jobert's dedication to youth development is evident in his work with organisations such as Junior Achievement Zimbabwe and the Teach a Man to Fish charity. He is also the founder of Fundi Trust, a non-profit organisation that provides financial literacy skills and scholarships to disadvantaged learners and a Trustee and Director of Learning at Centre for Talent Development.

What if assessment wasn't just about measuring learning—but actually deepened it? Traditional assessment often fails because it's something done to students rather than with them; leading to disengagement, surface-level work, and a lack of real ownership. Rigid rubrics, one-size-fits-all grading, and limited student input leave learners disconnected from their own progress, making assessment more about compliance than growth. But what if assessment could be different? Research shows that when students actively participate in learning design, failure rates drop from 32% to 21%, and assessment performance improves significantly. That's exactly what Mehak, an international educator and assessment innovator, experienced when she shifted from teacher-driven evaluation to co-created assessment. She shares how this simple shift fosters ownership, motivation, and more authentic collaboration—all while keeping learning goals on track. We learn:  How co-creating success criteria makes assessment more meaningful Why student-led rubrics increase engagement and quality of work How peer and self-assessment drive accountability and reflection The shift from teacher-as-evaluator to teacher-as-facilitator Curious how this shift can improve self-directed learning and work quality in your classroom? Tune into our short conversation. Access the High-Quality Assessment Checklist: High-Quality Assessment Audit Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713  Mehak's Bio: Mehak Temur is a seasoned educator specializing in the Primary Years, with a strong background in mathematics and technology integration. Her roles as an IB PYP Learning and Teaching Coordinator, Numeracy Coordinator, and Project-Based Learning Facilitator reflect her dedication to student-centered learning with real-world applications. Certified in Inquiry-Based Learning, Concept-Based Learning, Assessment, Google Educator, and Inclusive Education, Mehak brings a wealth of expertise to her work. Her active involvement in program evaluation enables her to address diverse learning needs, meet curricular requirements, and promote inclusivity. With a focus on using technology to enhance math education and problem-solving skills, Mehak's teaching philosophy emphasizes lifelong learning, equipping students for life beyond the classroom, and fostering responsible, well-rounded individuals.

Does Project-Based Learning Feel Overwhelming? AI Might Be the Key to Making It Work. For busy educators like us, it's been a struggle to effectively implement project-based learning (PBL) while balancing standards, time constraints, and assessment requirements. There simply aren't enough hours in the day. But what if AI could eliminate these barriers and make PBL more accessible than ever? In this episode, I sat down with Phil Alcock and Thom Markham, two leading innovators who are bridging the gap between AI and student-centered classrooms. They share how AI tools are reshaping the PBL design process, freeing us to focus on what truly matters—guiding and supporting students in meaningful, inquiry-driven work. We learn:

Is your classroom setup holding your international learners back? Traditional, teacher-centered layouts often stifle the creativity, collaboration, and cultural inclusivity needed for students to thrive—especially in our international schools. Outdated setups can act as barriers, preventing meaningful learning and student engagement. In this episode, I'll share five simple shifts to redesign your learning spaces into vibrant, student-centered environments. Learn: 1️⃣ How to ditch the teacher desk, and empower every learner to conribute. 2️⃣ Why a progress wall can skyrocket motivation 3️⃣ The easiest way to showcase student work and build classroom pride Let's move from outdated spaces to thriving learning communities. Take the 12 Shifts Scorecard and start creating an environment where all students feel engaged and empowered!

What do you think of when you hear the term 'learner agency?' You might envisage students having some "voice" and "choice" around what they learn, or where they sit in class.  And while that's a nice start, learner agency is more than allowing students some choice in what they learn. It's about involving them in every step of the journey. Imagine a school with...

Do you still set New Year's Resolutions? I used to—until I realized I broke nearly all of them by February. And I'm not alone. Research shows that 88% of people abandon their resolutions within the first two weeks! But there's a far more powerful, research-backed method for casting your vision for Student-Centered Learning in 2025. This method has already helped me and over 2,000 educators achieve radical transformations in their classrooms. In this short bonus episode, I'll share this simple, proven method and show you how to use it to create more self-directed, empowered learners in the 2025 school year. Take the 12 Shifts Scorecard to target areas for growth: www.transformschool.com/12shiftsscorecard  Get the 12 Shifts Book (20% off for the holidays): Amazon: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713  Routledge: https://www.routledge.com/Where-Is-the-Teacher-The-12-Shifts-for-Student-Centered-Environments/Wagner/p/book/9781032484716  Join the 12 Shifts Training Certificate Course: www.transformschool.com/12shiftsmasterclass  

"Feeling Overwhelmed by Running Your First Project with Learners?"

How do you develop a student-centered secondary classroom with a packed curriculum, strict assessment guidelines, and an exam based culture?  This is the dilemma Gisou Ravanbaksh faced when wanting to provide more agency to her students in her DP Psychology class.  But through a few simple shifts in the learning process and audience for student work, her classroom came alive with students researching, developing, and exhibiting an authentic 'brain museum' they co-created from start to finish. Learn more about the shifts she implemented and how you can unleash student agency in yours as well.  Learn more and connect with Gisou: LinkedIN Get the 12 Shifts Book: https://transformschool.com/whereistheteacher  Take the Scorecard: www.transformschool.com/12shiftsscorecard   Join a 12 Shifts Cohort in January: www.transformschool.com/12shiftsmasterclass  Gisou's Bio:  Gisou is a student-centered international educator and educational leader with 20 years of experience in both adolescent and adult learning. She has xpertise in designing and delivering customized professional development workshops on student wellbeing, cross-cultural understanding, diversity and inclusion, character development, curriculum design, leadership training, and other areas of targeted need.

What happens to the classroom environment when you give students a real problem to address? That's what Dave Strudwick, former Teacher/Principal of Real School Budapest was wondering when he asked year 5 students to fuse literacy, multimedia, and fashion to "create a better world."  His classroom transformed from a teacher-centered space to a real world design studio, with students taking on roles as sustainble fashion designers, and magazine publishers.  Learn more about his transformation story and how through a few simple shifts, you can experience the same transformation in your classroom as well.  Connect with Dave on LinkedIn: https://www.linkedin.com/in/dave-strudwick-a6152128/  Get the 12 Shifts Book: www.transformschool.com/whereistheteacher  Take the 12 Shifts Scorecard to Identify Target Areas of Growth: www.transformschool.com/12shiftsscorecard  Learn more about the 12 Shifts Master Class starting in January: www.transformschool.com/12shiftsmasterclass  Dave's Bio:  Dave is a creative leader who has founded three schools and lead others. He has worked in a wide range of contexts including schools, museums, with tech companies, start ups, and with excluded children. His focus is on the development of rounded young people who have great knowledge, habits of success, creative know how and way finding abilities. He loves writing, facilitating workshops and keynote speaking that looks to design and develop curriculum, pedagogy, community and culture. His approach improves outcomes through the development of people, student ownership, digital processes and creating a high quality learning environment.

What learning opportunities exist beyond our classroom doors?  That's the question that led school founder and student-centered educator Dr. Jane Shore on a community mapping expedition with her high school students in Philadelphia.  Through a simple 5-step process, they uncovered community stories, built strategic connections, and forged long term learning partnerships that would give learning in the classroom new purpose and meaning.  This 'ecosystem map' became their North Star. Hear Jane's story and discover how to more meaningfully connect your classroom to the community as well.  Connect with Jane: jane@schoolsofthought.org Take the 12 Shifts Scorecard to target araeas of growth: www.transformschool.com/12shiftsscorecard Get the 12 Shifts Book: www.transformschool.com/whereistheteacher Learn more about the 12 Shifts Cohorts starting in January: www.transformschool.com/12shiftsmasterclass     

What do grades tell students about their learning? Are they even helpful?  Even though evidence suggests grades are a poor motivator for student learning, we still use them in our classrooms to evaluate learning. But there's a much better way to not only evaluate learning, but track learner GROWTH and PROGRESS.  In this highly engaging episode recorded live at my Book Launch Party , Gary Heidt takes us through his journey of replacing grades in his classroom with portfolios and presentations of learning, and the impact it had on his learners.  This episode will make you re-imagine what's possible in your won classroom when shifting from... Grades - - - - > Self, Peer and Expert Critique Get in touch with Gary Heidt: Linkedin, Twitter/X- @Ed_by_design, Instagram- @pvnovalab Gary's Blogs: https://onlyconnects.wordpress.com ,  Https://pvhsnovalab.com   Link to Gary's Gradeless Digital Notebook: https://docs.google.com/presentation/d/1oOWav74ZSMcoS9wXQhB6r_UCbnQR7J_b/edit?usp=sharing&ouid=107869970601559545884&rtpof=true&sd=true  12 Shifts Resources:  Take the 12 Shifts Scorecard to identify areas for growth: www.transformschool.com/12shiftscorecard  Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713  Learn about the 'From Teacher Led to Student-Centered' Professional Learning Cohorts Starting in January: www.transformschool.com/12shiftsmasterclass 

With AI able to fill out worksheets, write five paragraph essays, craft short stories, or pen reports in seconds, the impetus for inspiring original, real-world work couldn't be greater.  How as student-centered faciltiators do we support students in producing the kind of work that they find PERSONALLY meaningful and beautiful? Helping them find THEIR unique, personal voice. In this groubreaking episode, recorded live at our 12 Shifts launch party, Matthew Neylon, Creative Director at Mt. Vernon K-12 school unpacks the secrets to curating this kind of work across an entire school.  Through his transformation story we learn how to transform the blank walls of our schools and classsroom with the creative work and genius of kids.  Connect with Matt: Instagram/Twitter (X) (@mattneylon), Linkedin, Website: https://cre8ivmvmt.com/  Purchase the 12 Shifts Book: www.transformschool.com/whereistheteaher Take the 12 Shifts Scorecard to identify areas for growth: www.transformschool.com/12shiftsscorecard  Watch the video presentation and join the conversation on LInkedin: Join the Conversation

What happens to student empowerment when we move from the the front of the classroom to a gentle facilitator on the side?  We get more self-directed learners. More student voice, opinions, and ideas.  A range of diverse work products.  Making this shift is NOT easy. It requires a mindset of trust, and the facilitator 'moves' to support this kind of student-centered environment. Andrew Faulstich, a Montessori Adolescent Guide and Facilitator of these kind of learning environments teaches us how to make these shifts by: Unpacking the core tenets of learner-centered environments Providing concrete strategies to foster student-led discussion Suggesting a few changes in the way we design our classrooms Offering prompts for more open-ended learner supported questions   Get in Touch with Andrew: LinkedIn, Community (Enlightened Educator Project), Blog/Newsletter (Substack)  Take the 12 Shifts Scorecard to Target Areas of Growth: www.transformschool.com/12shiftsscorecard  Get the 12 Shifts Book for More Strategies/Ideas/Stories: www.transformschool.com/whereistheteacher (Use WT30 at checkout for 30% discount)  Andrew's Bio:  Andrew believe in the potential for education to be transformative for all students. His expertise is in facilitating learning environments where all participants, both young people and adults, experience empowerment and liberation. He developed and led international and U.S. education programs and taught students from 10 different countries in person, virtually, and in a hybrid format. Across these experiences, Andrew found that progressive, learner-centered, and Montessori education is a catalyst for a transformational change within each learner. Andrew works at the intersection of supporting human development and driving a social revolution leading to a more equitable, interdependent world.

If I walked into your classroom, would I find students seated neatly in rows facing the front, or in small interdependent table teams?  One of the best ways to shift from a teacher-led to a student-centered environments is to re-arrange your furniture.  In this short bonus episode, I unpack simple ideas for creating this kind of collaborative environment, strategies for developing interdependent student teams, and the implications it will have for your classroom in the new school year.  Take the 12 Shifts Scorecard to Identify Areas for Growth: www.transformschool.com/12shiftsscorecard Get the 12 Shifts Book: www.transformschool.com/whereistheteacher RSVP for the 12 Shifts Launch Party: www.transformschool.com/booklaunch  

In a world with advancing AI, personalized chatbots, and ready made content at student's fingerprints, how do we engage them in work that they find personally meaningful? This short episode helps unpack the conditions necessary to engage students in this kind of work, irregardless of age or school subject. From podcasts, to state of the art green spaces, discover how to have students create professional, beautiful work. Shift #5/6: From worksheets - - - - > High-Quality, Real World Work Take the 12 Shifts for Student-Centered Environments Scorecard: www.transformschool.com/12shiftsscorecard  Pre-Order the 12 Shifts Book: www.transformschool.com/whereistheteacher  Attend the Launch Party: www.transformschool.com/booklaunch  Discover 50+ Alternatives to Worksheets/Exams: Real World Work Alternative List

What happens when we allow learning to move outside the siloes of our classrooms?  In this episode, through a real case study, we learn how to design empowering, trans-disciplinary experiences with teachers across mutiple subjects. And all it takes is a few shifts in how we approach learning design.  Take the 12 Shifts Scorecard: https://transformschool.com/12shiftsscorecard/  Pre-Order the 12 Shifts Book: https://transformschool.com/whereistheteacher/  Attend the Launch Party to Connect to Global Practitioners: https://transformschool.com/booklaunch/ 

What happens when we lead learning with big questions, rather than mandated curriculum content?  Four year 7 teachers across 3 different subjects wanted to find out.  Over a seven week unit, they devised activities, lessons, and hands-on learning that helped students dive deeper into big questions around developing future societies.  As a result...agency, empowerment and engagement went through the roof! Learn more about the story of how they organized the learning and how you too can shift from content-led experiences, to inquiry-based experiences in the 2024-2025 school year. (Shift #2 for Student-Centered Environments)  How to Write Essential Inquiry Questions: https://transformschool.com/2020/01/26/how-to-write-an-essential-question-that-invites-wonder-and-curiosity-from-your-learners/  Take the 12 Shifts for Student-Centered Environments Scorecard: www.transformschool.com/12shiftsscorecard  Pre-Order the 12 Shifts Book: www.transformschool.com/whereistheteacher Attend the 12 Shifts Launch Party to Connect to Global Practitioners: www.transformschool.com/booklaunch     

Fifth grade teacher Linda Amici's most 'dreaded standards' became her favorite after making one simple shift.... She turned them over to her students.  With this new agency, students worked harder than they ever had before.   Learn about Linda's story of co-design, and simple strategies for co-designing learning experiences with your own learners in the 2024-2025 school year.   Take the 12 Shifts Scorecard: https://transformschool.com/12shiftsscorecard/  Pre-Order the 12 Shifts Book: https://transformschool.com/whereistheteacher/  Attend the Launch Party to Connect to Global Practitioners: https://transformschool.com/booklaunch/ 

How do you design learning in your classroom/school?  Imagine inviting student input on everything from the way the timetable is organized, to the design of learning experiences, even to how they are assessed and evaluated.  That's the kind of voice and choice The Green School Bali provides its learners. And their learners are empowered as a result.  In this illuminating podcast episode, Head of the Upper School/Learning Dialogist/Writer/Podcaster Dr. Benjamin Freud and I unpack: Practical methods for inviting student voice/choice into the design of learning How to include more community voices, including parents, local community stakeholders and the bio-collective  How to organize curriculum around students' interests, sustainability, and other topics and projects they hope to explore    The kind of mindset required to welcome continual feedback, iteration, and collective co-design and ways to adopt it    Connect with Dr. Benjamin Freud: LinkedIN, Twitter/X Learn more about Coconut Thinking (Ben's Podcast): https://coconut-thinking.com/benjamin-freud/  Learn more about the Green School, Bali: https://www.greenschool.org/ Take the Free 12 Shifts for Student-Centered Environments Scorecard: www.transformschool.com/12shiftsscorecard  Pre-Order the 12 Shifts Book (coming in August): www.transformschool.com/whereistheteacher  Dr. Benjamin Freud's Bio: Dr. Benjamin Freud is an educator, learning dialogist, writer, and podcaster. He is the co-founder of Coconut Thinking, an advisory that helps and supports educators nurture learning ecosystems grounded in relationships that contribute to the thriving of the bio-collective—any living thing that has an interest in the healthfulness of the planet. He designs learning experiences that de-center the human, moving us toward a more ecological civilization. He is also the Head of Upper School at The Green School Bali.  Before Green School, Benjamin was the Whole School Director of Learning at Prem Tinsulanonda International School in Chiang Mai, Thailand. He focused on the “lived” curriculum. He considered ways to develop a culture of active learning, where disciplinary boundaries start to disappear, and learners engage in meaningful projects that have an impact on themselves, others, and the world…all of this preferably taking place outside. He was responsible for teacher professional development, introducing innovative pedagogical practices, and taught classes from G4 to G12. Before Prem, Benjamin was at Misk Schools, the most prestigious and high profile school in Saudi Arabia. Along with being responsible for all day-to-day operations and leadership in the Boys' School, Benjamin developed a unique curriculum to nurture and develop creativity, competencies, and entrepreneurial spirit in learners. He was responsible for designing authentic and Problem-Based Learning experiences across the school and for developing and implementing Personal Learning Pathways for each learner, to understand their academic and personal needs so that they can best thrive.  

What is deep learning?  Is it students engrossed in semester long units or learning experiences? Inquiring, probing, investigating, and making meaning of their learning.  Perhaps. But most of us don't have that kind of time, or freedom with our curriculum. What if deeper learning didn't mean re-organizing everything we had, but simply making a few tweaks to what's already there.. Gathering students around a kitchen table we brought in for more balanced discussion Extending time of activities by a few minutes to allow for reflection Letting students rearrange the classroom to align to how they learn best  These are all ways Elementary Principal Jenn Fisher is helping teachers grow Deeper Learning Classrooms at her school. The response from teachers and students…"We can never go back!" Learn more about her transformation story and how deeper learning practices in your own context can transform once passive students into active, empowered learners.  Connect with Jenn: LinkedIn, Twitter (@stmartinschoole) Pre-Order the 12 Shifts for Student-Centered Environments Book: www.transformschool.com/whereistheteacher  Target Areas of Growth for Student-Centered Enviromnents: www.transformschool.com/12shiftsscorecard  Jenn's Bio:  Jenn Fisher is a dedicated educator whose passion lies in fostering healthier and more engaged students through outdoor experiences, play, and amplifying student voice. With over 12 years of experience as a principal, Jenn has consistently championed innovative approaches to education that prioritize student empowerment and holistic learning. Throughout her career, Jenn has firmly believed in the power of experiential learning and has actively incorporated outdoor activities and play into the curriculum. She understands that when students are actively engaged in their learning environment, they not only absorb information more effectively but also develop crucial life skills such as collaboration, problem-solving, and resilience. As a Principal, Jenn has been instrumental in creating a school culture that values student input and encourages them to take ownership of their learning journey. Her leadership style emphasizes collaboration, empathy, and a deep understanding of the diverse needs of students.In her newest professional development venture in Deep Learning, Jenn is exploring how educational change can engage and empower students to take control of their education. She is passionate about creating learning environments that not only cater to students' academic needs but also nurture their passions and interests. By focusing on how, where, and what students learn, Jenn aims to create transformative educational experiences that prepare students for success in an ever-changing world.Jenn Fisher's commitment to student-centered education, coupled with her innovative approach to teaching and learning, makes her a highly respected leader in the field of education. Her work continues to inspire educators and students alike to strive for excellence and embrace change as a catalyst for growth and empowerment.    

Imagine a school where you take your shoes off every time you enter the classroom. You shared the space with local bugs, insects, bees, and biodiversity surrounding you. You rode a bus to school powered by used vegetable oil. The curriculum was built around the natural world surrounding you. You got to take up action projects to save the planet, whether protecting local reefs, or buidling roads out of hardened volcanic ash.  These are daily experiences for students at the Green School Bali. And Science, Math and Regeneration Middle School Learning Experience Designer (Teacher) Kenny Peavy is one of its chief architects.  His simple mantra: "Turn boxes into bubbles."  Through our podcast conversation, learn how to: Re-design curriculum around big sustainability themes Scaffold learning to allow for deep exploration Support students in taking up action projects Be a climate warrior by taking up your OWN sustainable projects Build strategic partnerships with the communit to help them fly Transition from classroom teacher to indoor/outdoor learning facilitator  Connect with Kenny: Instagram, LinkedIn,  Join Kenny's Facebook Group for conversations and free resources: https://www.facebook.com/groups/boxpeopleunboxed  Pre-order the 12 Shifts for student-centered environments book: www.transformschool.com/whereistheteacher  Take the 12 shifts scorecard: www.transformschool.com/12shiftsscorecard  Get the free PBL starter kit: www.transformschool.com/pblstarterkit  Kenny's Bio: Kenny is originally from Georgia, USA. He's been living and teaching overseas for 23+ years in Malaysia, Thailand, Singapore, and Indonesia. He's led thousands of students on Education Outside the Classroom Expeditions for cultural immersion, ecology, adventure and service learning throughout Southeast Asia. Kenny is currently an educator in the Middle School at Green School Bali. In his current role, he teaches Science, Math, and Regeneration in an experiential outdoor setting. He's ridden a bamboo bicycle from Thailand to Bali to raise awareness for sustainability in Southeast Asia and circumnavigated Phuket Island in Thailand in a kayak to spotlight marine conservation issues in the region. He is author of The Box People- Out of the BOX! An illustrated children's book focused on sustainable communities with the message to get out of your box and play outside to make deep connections with Nature! As a result of his dedication to the environment, environmental education and conservation he's been awarded Volunteer of the Year by both the Georgia Adopt-A-Stream Organization in the USA and the Malaysian Nature Society in Kuala Lumpur, Malaysia.

How do we EMPOWER our SEN learners?  What if by accomodating for their unique needs, we were able to create a more student-centered environment for ALL learners?  Provided alternative methods of assessment. Allowed for hands-on projects. Built learning around common themes. Emphasized life skills as much as academic ones.  That's exactly what Co-Founders Ali Durban and Tamaryn Yatu have assembled at Gesher School; a through way school for children from ages 4-16 with mild to moderate needs. In this episode, we learn as student-centered practitioners: How to design and build more inclusive environments How to design learning experiences that engage and ignite our diverse learners The science behind neurodiverse learners and their needs How to assess learning that moves beyond paper/pencil tests How to create student-centered environments that create JOY and empowerment Connect with Ali on LinkedIn: https://www.linkedin.com/in/ali-durban-6228233/ Connect with Tamaryn on LinkedIn: https://www.linkedin.com/in/tamaryn-yartu-b5074751/ Learn more about Gesher: https://gesherschool.com/ Access their database of projects: https://gesherschool.com/school-life/projects/ Pre-Order "Where is the Teacher: The 12 Shifts for Student-Centered Environments." www.transformschool.com/whereistheteacher  Take the 12 shifts Scorecard: www.transformschool.com/12shiftsmastermind  Ali's Bio: Ali Durban is a parent and co-founder of Gesher, an all-through school designed especially for children who are differently able and who learn differently. Gesher School has been awarded Ofsted outstanding twice since it opened in 2017. Ali is also the founder of the Gesher Assessment Centre, which offers a bespoke multi-disciplinary assessment, diagnosis and report service for children and young people who may have ADHD, Autism or a range of varying learning differences. Ali's journey from exhausted SEND parent to co-founder of a thriving school community has transformed her into a ringleader for system-wide transformation. Ali currently chairs a SEND council for the Foundation of Education Development which is creating a 10-year plan and vision for UK education. Ali also sits on the Education Council for the Autism Centre of Excellence. Gesher School welcomes you to register for The Bridge, Gesher's professional journal for the learning and continuous development of schools and staff.  Tamaryn's Bio: Tamaryn is originally from Cape Town, South Africa, where she completed a Bachelor of Education Foundation Stage and worked within a specialist environment catering for children with a range of learning differences and a focus on early intervention. Tamaryn has always had a passion for teaching as inclusively and creatively as possible and therefore moved to London to explore different learning environments within this specialist field. As a SEND specialist, Tamaryn hs honed her skills over the years to support inclusive practice within several schools both locally and internationally. Through a transformative education approach, I have used Project Based Learning and dynamic learning designs to create innovative and purposeful curriculum programmes. Tamaryn has been a part of the Gesher journey since the very beginning, and became Headteacher at Gesher in April 2021.  She planned and oversaw the school's move to a new site alongside the Governors, staff and various external organisations, including 'planning learning spaces' as we evolved into the secondary phase. A big part of this work included the development of our learning spaces to deliver our authentic hands-on curriculum for our students while meeting a range of needs. This year my focus will be to continue to develop the school's provision alongside my new co-head while we work to make a systemic change in the education system through sharing best practices and advocating for our students.    

How do we cultivate and unleash student creativity in our classrooms? Right now it's happening on the peripheries. In makerspaces, STEM projects, electives, and arts/music/drama classes. But how do we make creativity a core part of day to day learning? Building opportunities for students to tinker, build, create, and problem solve on a daily basis in ALL classrooms? In this short episode, Adam Hill, STEM consultant and creativity guru teaches us how to achieve this through a few simple shifts in mindset and learning design.  We learn: How to transform existing units to be more hands-on How to bring the makerspace into our classrooms How to build creative mindsets and confidence with creativity How to get started  Connect with Adam on LinkedIn; Instagram; Facebook (@adamhilledu); and on Twitter/X (@AdamHillEDU) Adam's Website: adamhillconsulting.com Take the 12 Shifts Scorecard to Target Areas for Growth: https://transformschool.com/12shiftsmastermind/  Pre-order the 12 Shifts Book (coming in August!): Where is the Teacher: 12 Shifts for Student-Centered Environments Adam's Bio: Adam Hill is an experienced international teacher, school leader and STEM specialist. After nine years in Asia, he recently returned to the UK to develop his educational consulting business. He believes passionately in the importance of student creativity and enjoys partnering with schools to support their STEM journeys. Adam was recognised as a Google for Education Champion and “Edruptor” of 2022. This summer sees the launch of his book, STEM-Powered Leadership.

How do we EMPOWER adolescent learners?  Anyone who works with this age group, knows that they have a unique set of needs. Adolescent learners have unique needs for increased social connections, purpose, autonomy, ownership, and real-world purpose and pursuits beyond the walls of the classroom.  As student-centered adolescent educators, how do we design experiences and environments that allow for these? In this short podcast interview, expert adolescent educator and Montessori guide Julien Lamorte teaches us how to:  Build adolescent learning experiences around 4 key 'bricks' or 'pillars'  Include adolescent learners in learning design Empower them to develop and implement self-directed projects  Exhibit their learning   Connect them to opportunities in the real-world   Increase their agency, voice and choice in all aspects of learning  Connect with Julien: https://www.linkedin.com/in/julien-jayed/ . Instagram: https://www.instagram.com/julien_jayed/. Twitter/X: https://twitter.com/JulienJayed . Facebook: https://www.facebook.com/julien.jayed  Website: julienjayed.me  Dive Deeper in Designing Learning Experiences for Adolescents- - > Register for the FREE 'Building Student Agency' IB Workshops Enroll in the 4 session Project-Based Design Certificate Course - -> Here. Julien's Bio: Father of 4 Montessori children, Julien Jayed Lamorte has been involved in the Montessori education movement since 2004 as a parent and volunteer president at Lyon Montessori School (France). At that time he was still running a business unit in urban planning and international consultancy. After a few years, this commitment led him to work closely with the AMI accredited French training center, setting up the 1st diploma course ever outside of Paris in 2010 - there were no online courses at that time. From 2008, he also took an active part to the preparatory work that eventually led to the creation in 2014 of the Collège Maria Montessori des Aiglons, the 1st Montessori middle school in France offering a full Erdkinder project. In charge of the administration and community development, he also gave some workshops to adolescents during five years, related to preparation to professional life; a mix of law, economics, finances and personal development allowing adolescents to understand better their possible future roles as adults. Julien Jayed Lamorte has become an international Montessori trainer since 2020, running courses for Montessori school administrators. He also offers consultancies all around the world, coaching school owners and administrators, supporting the development of Montessori curricula, in Europe, Africa and more recently Asia. Living in Switzerland since 2022, still engaged in spreading out Montessori education to the greatest number, Julien Jayed Lamorte volunteers in the Swiss Montessori community and has built a platform (montessoriaction.fr & montessoriaction.com) where he shares with other Montessorians free online resources to parents and professionals.

Taking the first steps

What if you could re-imagine schooling to be student-centered? Build from the ground up?  That's what Connect Academy did when it was given carte blanche to re-imagine schooling for students in the Poway District.  It re-imagined: How we organize learning experiences, by making them interdisciplinary, and community focused.   How we organize learners, by making classes mixed grade level, and inclusive of all abilities.  How we organize the school day, by creating extended blocks of time, and project-based opportunities.  How we CONNECT students, by connecting them meaningfully in daily advisories, and homerooms.  Connect Academy isn't some fancy prep school built for elite families that live in the Hollywood Hills; it's a public, inclusive school built for kids of all backgrounds, nationalities, and socio-economic status.  Learn more about their journey from learning experience designers/teachers Joe Gizzo and Karen Rogers, and you can build in these student-centered elements in your classroom or school.   Learn more about Connect Academy: https://connectacademy.powayusd.com/ , Twitter (X): https://twitter.com/Connect_PUSD, Instagram: https://www.instagram.com/connect_academy_pusd/ & https://www.instagram.com/naturaldesigners/  Connect with Karen: LinkedIn, Twitter (X), Personal Site: https://sites.google.com/powayusd.com/karen-elaine/home  Karen's Bio: Karen Elaine Rogers is a visionary who focuses on big picture and deeper purpose. Having directed multiple early childhood centers, started or revamped children's education programs, and pastoring a large and growing non-profit for families, she also fostered and then adopted many children in the first 20 years of her career. As an outside the box thinker who thrives in flexibility and clear purpose, KarenElaine has spent the last 10 years in public education. Focused on behavior modification and music therapy in her time in special education, she then piloted a project and brain based TK/K program in one of Poway Unified School District's Title 1 schools, and then helped launch the district's first hybrid Independent Study school while recently being awarded as Teacher of the Year. Strategizing tasks by building teams & investing in those closest to her, KarenElaine leads with empathy and focuses on team strengths. Her creative and innovative mind is constantly impassioned to dream, collaborate or share. Possessing a way with words, her ability to weave a great story, articulate vision, and influence an audience are what inspires. She aims to transform education & be part of life's most exciting pursuits with women, children and families while living simply with nature! Joe's Bio: Joe Gizzo has been a teacher in Poway Unified School District for 24 years. He teaches middle school digital arts and computer science at Connect Academy, PUSD's innovative, hybrid school. Joe strives to build empathy in students to help to create a school culture where everyone is welcomed, valued, and respected. Joe's students have won many awards, including Digital Art awards from the SD County Fair and Museum of Photographic Arts, Jostens yearbook awards, Outstanding Activities and Leadership Program awards, and the California Association of Student Leaders Service Award. Joe's awards include the Bob Burton Spirit Award, Area G Service Award, SD County Fair Teacher of the Year, School & District Teacher of the Year, honored as one of San Diego County's top Teachers, Teen Ink's Educator of the Year, and California's designee for the Warren Shull Award. What is truly remarkable is Joe has accomplished all he has while battling a rare & incurable auto-immune disease. His story is truly inspirational for students and teachers alike.    

How are you finishing off the semester before Winter Break?  While many classrooms finish with final exams, as learner-centered practitioners, we understand that it's far more POWERFUL to let our students share their learning.  Public Exhibitions are one of the best ways to do this.  Exhibitions provide the perfect platform for learners to share their learning journeys, artifacts/products and work they developed along the way, and the transformations they experienced as a result.  How, as learner-centered practitioners, do we ensure our exhibitions provide this opportunity?  Using real case studies and concrete examples, I provide 5 key things to consider. Through these 5 simple tips, you will learn how to curate a beautiful space; equip students; foster audience and visitor interaction; and empower learners to take control of the process.  Read on the Blog: https://transformschool.com/2023/12/03/exhibiting-student-work-five-things-to-consider/  Take the 12 Shifts Scorecard: https://transformschool.com/12shiftsmastermind/  Get the free 'PBL Starter Kit': https://transformschool.com/pblstarterkit/   

How do we better include learners and learning profiles often left behind in traditional settings? What if we could custom-fit learning experiences around their unique strengths, gifts, capabilities and needs? What if understanding the brain's intracacies and high yield therapeutic approaches helped us support and empower them in the learning process?   In this episode, Cheryl, Founder and Acting Head of Cajal Academy addresses these questions in context of a program tailor-made for what she calls 'exceptional learners.' All learners, year 1-12 have analytical/reasoning/creative thinking skills in the 'gifted' range, coupled with pronounced learning, social and emotional differences. Through our conversation, we learn how to: Create environments that invite, excite and stimulate these 'exceptional learners'  Design scaffolds to support these learners through learning journeys and project-based experiences Use neuroscience to help amplify their special strengths, and overcome their challenges Include them in the process   Unravel tips, strategies and insights that pave the way for classrooms where every project is an opportunity for diverse minds to shine!  Connect with Cheryl: LinkedIn Learn more about Cajal Academy: https://www.cajalacademy.org/  Sign up for the PBL Symposium: https://www.21c-learning.com/events/student-agency-and-pbl-symposium/  Take the 12 Shifts for 'Learner-Centered Environments' Scorecard: https://transformschool.com/12shiftsmastermind  Cheryl's Bio:  Cheryl is the co-founder, President and acting Head of School for Cajal Academy, Inc.: a new, non-profit independent school that is innovating education by integrating insights from the fields of neuropsychology and neurophysiology to make them actionable in the classroom. She is also the Founder and CEO of freedible, the social sharing platform where people with specialty diets can find and share the recipes, life hacks and community they need to thrive. What these two ventures have in common is a passion for creating inclusive and scientifically-informed solutions at the social level to the challenges posed by individual differences and disabilities. And, they fuel my love for tackling complex problems, picking apart the details and creating from them a new whole. I am also a passionate advocate for others; I believe that a solution that only works for people with education, resources or health is no solution at all. Her two driving passions are inclusion and empowerment; connecting with new people, whether it's one-on-one or as a public speaker, runs a close third. Cheryl 'wears her heart' on her sleeve, and believes in the responsibility of speaking her own mind- determined to leave this world a better place than it was when she found it.     

How much voice and ownership do you provide students in their learning journey?  I understand the fears the fears of inviting too much input:  What if students go in a direction I can't support? Steer too far away from mandated curriculum? Decide on projects and products I've never developed myself? And so oftentimes we keep learning experiences locked in a tightly sealed, ‘teacher-centred box.' But what happens when we open up that box? Provide some basic parameters and frameworks, but invite students to help choose how to fill it? What might student engagement and empowerment look like then? In my conversation with learner-centered practitioner, Dr. Dom discusses her experience with a project she 'co-designed' with learners fromm start to finish. She shares her journey of involving students in developing learning materials, building partnerships with local schools to enhance the English curriculum, and the creation of 'Teaching Materials.' From our conversation, we learn the importance of forming driving questions for projects, facilitating feedback and reflection, and nurturing collaboration and inquiry among students.  We leave equipped with tools to start the process with our own students.  Connect with Dom on Instagram. LinkedIn.  Dr. Dom's PBL Website: Resources, Reflection and Journey  Dom's Bio:  Dom currently teaches primary at KPIS International School in Thailand. Dedicated to educational development Dom is a researcher and educator with proficient career history in varied environments, and considers herself an easily approachable and professionally presented individual. A great ability to communicate, build and maintain rapport over wide range of cultures and social backgrounds. Prior self-employment has created a strong motivation to progress efficiently throughout her career. With a pro-active and enthusiastic attitude, Dom is always keen to further develop both leadership principles and strategy execution, within the school environment. Dom believes that, “a social and emotional learning influence is visibly beneficial to another's academic development.”

There are several skills that are hard to build in students within the walls of a classroom. Skills like leadership, community building, survival, mentorship, global citizenship, and expedition planning.  On expeditions outside of the classroom, these skills come naturally; whether it's assisting farmers plant in the marshes of Indonesia (pictured above), or cultural treks to learn about isolated tribes' way of living in the jungles of Thailand.  Justin Bedard, co-founder of Jump! and expert Experiential Learning Facilitator leads teams of students in these kind of experiences on a regular basis. In partnering with schools, his team of facilitators grow global citizens, while supporting classroom teachers to transform from subject teachers to experiential learning facilitators. In our podcast interview, we learn as new experiential learning facilitators: The key components of experiential learning and how it differs from traditional learning How to support students in honing and developing these skills   Create the conditions, big questions, and environment that allows for deeper experiential learning to take root within our schools and communities How to connect experiential learning opportunities meaningfully to our curriculum   How to develop the mindsets and tool set required to shift from a teacher to experiential learning facilitators  Connect with Justin: LinkedIn (@justinbedard12) Learn more about Jump!: https://jumpfoundation.org/  Take the 12 shifts scorecard around transitioning from teacher to facilitator: https://transformschool.com/12shiftsmastermind/  Sign up for the PBL Symposium on 'Building Student Agency Through PBL:' https://www.21c-learning.com/events/student-agency-and-pbl-symposium/  Justin's Bio: Born in Lilongwei, Malawi, Justin spent my childhood in Indonesia and formative years in China. Justin has a strong passion for community development and educational innovation which is the foundation of which The JUMP! Foundation has been built. Throughout his life, Justin has built a focused commitment to youth development programs around the world.  Wearing many hats, he has had the chance to carry out his passion for adventure guiding, organizational consulting, leadership facilitation, community development, and time playing in the wilderness. As a speaker, Justin is comfortable speaking to international audiences of up to 1,000. He is excited to share my thoughts, perspectives and strategies with educators, NGOs, youth leaders, and other Changemakers worldwide.    

Designing a learner-centered experience isn't that complicated. It requires only a few shifts in the way we currently design projects, units, and lessons.  Building a learner-centered environment to allows the experience to fly? That takes years.   It requires a long term commitment from staff, leadership, parents and students to create a culture built around the learner. I call that PBL 2.0.  How as a learner-centered leader do you move from PBL 1.0 to PBL 2.0?  Ms. Amina Usman helps us answer this question in the context of her teacher leadership at her PBL School, Beaconhouse TNS. She teaches us how to effectively coach, and create the conditions, culture, and classrooms that allow project-based experiences to reach full potential; while LEARNERS lead the way.  Connect with Ms. Amina: amina.usman@tns.edu.pk  Learn more about TNS/Beaconhouse PBL Schools: https://www.tns.edu.pk/ Take the 12 Shifts for Learner-Centered Environments Scorecard: http://www.transformschool.com/12shiftsmastermind Register for the November PBL Syposium: https://www.21c-learning.com/events/student-agency-and-pbl-symposium/ Ms. Amina Usman's Bio: Amina has been associated with the early years for the past 15 years, and her passion lies in nurturing young minds. It says if you are once a teacher, you are always a teacher, and the same goes for Amina as she started her career. And although Amina became coordinator 3 years ago, her heart  still lies in engaging with young children. Here role as an early years coordinator's is to ensure that young children receive high-quality, developmentally appropriate experiences that meet their individual needs and help them reach their full potential. She works to ensure that early years classrooms are designed in such a way that promotes children's learning and development, with a focus on social, emotional, cognitive, and physical development. Amina's degree is in Diplomacy and strategic studies, but when I joined teaching I did a number of training sessions to improve myself, with early childhood education.    

AI is here. And while many schools are still wrapping their heads around how to best use it, some classrooms are already using it to enhance learning experiences.  Whether that's in animating student written memoirs; or acting as a co-pilot in student research and investigation. AI can improve learning outcomes and make our lives easier when we have the courage to embrace it.  In this episode I sit down with technology/instructional coaches Cora Yang and Dalton Flanagan to learn more about how they are embracing AI and helping teachers across all subjects embrace and integrate it mindfully within their classroom and learning experiences. We learn: How to get comfortable and have fun with AI Simple ways AI can enhance our learning experiences and engage hard to reach learners How AI can help offload some of the things we hate doing as educators, while freeing up time for us to do more of the things we love   Connect with Cora: Twitter and Threads: @coraedtechcoach, Website, LinkedIn Connect with Dalton: Twitter: @desertclimber, LinkedIn, Website (https://www.daltonflanagan.me/) Curated List of AI Tools for Teachers: https://t.co/hN1tGeE3Ik Even more AI Tools: https://aieducator.tools/ Get the Discounted PBL Design Certificate Course: https://projectbasedlearning.teachable.com/p/projectbasedlearning1?coupon_code=30%25-OFF&product_id=2039146 Register for the PBL Symposium in November: https://www.21c-learning.com/events/student-agency-and-pbl-symposium/  Dalton's Bio: Dalton is a Learning and Innovation Coach at Chinese International School in Hong Kong, with over a decade of experience in education. He is by a passion for designing authentic project-based learning experiences, and strives to connect students' learning journeys with cutting-edge technologies, fostering engagement and promoting in-depth exploration. His enthusiasm for experimenting with new technologies drives him to integrate them into the classroom environment. His recent exploration into the realm of advanced AI models, such as Midjourney, Stable Diffusion, and ChatGPT, have further expanded his ability to engage and inspire students and educators. As an ardent advocate for knowledge sharing and collaboration, he presents his experiences at conferences worldwide. Cora's Bio: Meet Cora Yang, a devoted Learning Technology Coach at Renaissance College Hong Kong. Specializing in PYP and MYP tech integration, she enriches education with coding, robotics, VR, digital design, and more. Cora believes technology connects students to real-world opportunities, fostering lifelong learning through innovative projects. Always curious, Cora eagerly explores new tech and shares her knowledge, inspiring students to unlock their potential in our ever-changing world.

What happens when we co-design learning experiences with our students? Give them choice over the product they create. Questions they pursue. Teammates they assemble.  This was Maheen's big pondering when she began sharing ownership of PBL experiences with her year 3 students. The results were immediate. Learners inquired more critically, brought in talents she never knew they had, and planned presentations of learning that made adult jaws drop. Learn more about Maheen's story of transformation from PBL 1.0 to PBL 2.0 and how you can achieve the same results in your classroom.   Full Show Transcript Take the 12 Shifts for Learner-Centred Environments Scorecard: https://www.transformschool.com/12shiftsmastermind Learn More and Register for the PBL Symposium in November: https://www.21c-learning.com/events/student-agency-and-pbl-symposium/ Connect with Maheen: maheen.85856@tns.edu.pk Maheen's Bio: Maheen is a 3rd Grade teacher from a PBL based school "TNS Beaconhouse" in Lahore, Pakistan. She has experience of teaching primary years and as a homeroom teacher, she is responsible for teaching multiple subjects, along with spending the entire day with her students. At the start of her learning journey with Kyle, she was new to the process of PBL and was having difficulties with inculcating it in her classroom. Now, after her learning journey with Kyle, the PBL process comes naturally to her. Her class has consistently outdone themselves on their projects, which have been guided by student inquiry. Their learning is long lasting and the products the students come up with are full of thoughtful insights. A complete turnaround in a year's time!  

We talk a lot about tips, strategies, frameworks, and components of project-based experiences, but we don't talk a lot about mindsets.   How do you develop the mindsets that allow for creativity, agility, uncertainty, and experiences that move in several directions? In this episode, Thompson Morrison and Kavita Tanna, Founders of Ustawi Movement Global expose us to a process that builds these mindsets in both students and teachers; changing them from compliant learners to creative geniuses. We peel back the layers of this process and speak with educator Linda Amici about the transformational results she has seen in her classroom. Through it, you will learn: Why agility and adaptability are the #1 future skills, and how to develop it in our learners A simple framework to transform compliant learners to creative powerhouses  How to make learning a continual conversation and not a didactic mode of delivery How to use a learning process developed in real world industries like tech/software to guide experiences in our classrooms How to help our learners reach their creative potential  Connect with Thompson Morrison: thompson@ustawimovement.global          Connect with Kavita Tanna: Instagram, LinkedIn, Facebook        Connect with Linda Amici: LinkedIn, Facebook, Twitter Learn More about the DIG Framework: https://www.amazon.com/Dayton-Experiment-reimagined-education-unleashed/dp/0578634392  Thompson's Bio: Thompson Morrison is the co-author of The Dayton Experiment, a book that tells a story of a five-year journey of reimagining the learning culture of a small rural school in Dayton, Oregon. A software executive deeply versed in the fast, iterative learning cycles that underpin Agile methodologies, he partnered with Jami Fluke, the principal of Dayton Middle School and High School, to reimagine the learning culture in order to unleash the creative genius of every student. From that experience, a learning framework was developed, Designed InGenuity (DiG), which has now been introduced to hundreds of educators around the world, helping to inspire the transformation of schools now on five continents. His most recent book, The Joyful Sandbox, explores how this framework is being used by schools to bring learning alive. Kavita's Bio: Kavita is a facilitator of mission-driven work with communities around the world. Now pursuing her fourth career as a Global Education Coach, she brings the life experiences of business and classroom teaching to this work of transforming learning in communities. Kavita's mission is to connect with like-minded individuals who wish to empower all people through meaningful, interconnected, and globally-minded conversations. She is a graduate of the Brain-SET Environment Certificate, through which early childhood educators are empowered to design environments with the intention of children learning in calm spaces to support the development of their brains. As a lifelong learner, Kavita is completing a Master's degree with Antioch University, focusing on creating, sustaining and regenerating transformative learning communities using systems thinking. In regular one-to-one meetings, facilitation of team gatherings and large group workshops, Kavita coaches school leaders and classroom educators to recognise the roles they play in shaping the identities, attitudes and behaviours of all learners. By co-designing learning experiences, she offers practical ideas for global and intercultural-mindedness for all learners, including parents, educators and leaders. Through her work as a passionate advocate and mentor for social-emotional-ethical wellbeing integration in the lives of all people, Kavita's vision is to co-create a harmonious world in which all living systems can flourish. Linda's Bio: Linda Amici is an educator with a passion to empower future leaders to “be the change” the world needs. As a middle school instructional coach for the Westerville City School District and part-time faculty member for Otterbein University, she seeks to inspire those around her to embrace a growth mindset and take educational risks to innovate transformational practices. Changing the world has led Linda to opportunities that reach beyond the borders of the US. She has worked overseas on projects to bring health and clean water to remote locations in Papua New Guinea, Indonesia, and the Amazon river basin in Peru. Stateside, she supports international students on their exchange year as they share culture with US host families. She is energized by learning about new cultures and working with diverse teams to solve global issues. Linda graduated from The Ohio State University with a Bachelor's degree in Education and holds a Master's degree in Curriculum and Instruction. She has had the honor of presenting and collaborating with PBL Works, the National Council of Teachers of English (NCTE), National Center for Urban School Transformation, and she currently serves as an AMLE Schools of Distinction Evaluator. Linda graduated from The Ohio State University with a Bachelor's degree in Education and holds a Master's degree in Curriculum and Instruction. She has had the honor of presenting and collaborating with PBL Works, the National Council of Teachers of English (NCTE), National Center for Urban School Transformation, and she currently serves as an AMLE Schools of Distinction Evaluator. In 2019, Linda was selected as the Sanford Inspirational Award recipient by the National University System for the state of Ohio. She has been recognized as a Great Educational Mentor by her school district, and she was awarded a Martha Holden Jennings Foundation Deeper Learning Grant to awaken learner curiosity within her educational community. She currently serves as the National Teach Plus Fellow for Ohio and is a part of the AMLE support team. In 2019, Linda was selected as the Sanford Inspirational Award recipient by the National University System for the state of Ohio. She has been recognized as a Great Educational Mentor by her school district, and she was awarded a Martha Holden Jennings Foundation Deeper Learning Grant to awaken learner curiosity within her educational community. She currently serves as the National Teach Plus Fellow for Ohio and is a part of the AMLE support team. Linda is a mother to six children, one dog, and a small herd of guinea pigs. In her free time, she enjoys reading, biking, kayaking, and keeping herself and her community strong and healthy by teaching fitness classes to all ages. Connect with her on Twitter at @LindaAmici      

As an edu-transformer, if someone asked you point blank, what are the top 10 ways to re-imagine the schooling experience, what would you tell them?  That's what I asked longtime experiential educator, innovator, school designer, podcaster and project-based learning practitioner Steve Shapiro. And because Steve believes in continually being counter-culture, he gave me 11.  This episode unpacks those lessons. From obvious lessons around having a growth mindset, to less obvious lessons like making questions in the community, not grades the common motivator for learning. Steve contextualizes each lesson with stories from his career as a long time disruptor and edu-innovator. You will leave with new insights on how to do the same in your classroom or school! Get in Touch with Steve: LinkedIn, Twitter, Facebook.  Steve's Website: https://www.steventshapiro.com/ Get the Project-Based Design Certificate Asynchronous Course for 30% off: Course Link Enroll in the Synchronous PBL Design Certificate Course: Sign Up Link  Steve's Bio: Steve Shapiro is a veteran classroom educator. In his 34-year career, Steve has taught sixth grade through graduate school, but his main work has been as a high school teacher and school reimaginer. Regardless of his role, Steve has been committed to providing experiential learning opportunities that transform students' lives. Having completed his public school career, Steve now focuses his time on coaching, providing professional learning, and keynote speaking on experiential/authentic learning and school change. He also continues to produce episodes of his highly acclaimed podcast Experience Matters with Steve Shapiro.

Why do we still use traditional transcripts to report on learning? As if academic marks are all that matter.  Transcripts don't tell the story of a learner's strengths, special talents, competencies, certifications, or skills. Or their abilities as critical thinkers, leaders, creators and collaborators.  But what if they did? What if in a highly visual way, they created a narrative for the WHOLE CHILD?  That's what Hamza and his team at 'Start Up Early' have developed in their co-curricular transcript; and it's already making headway in several schools. Learners are gaining special insights into their strengths, passions and possible pathways to explore, while teachers and administrators are assemlbing something more impactful to pass on to parents and universities. In this interview we unpack the co-curricular transcript and share tips for how you might use it in your own learner-centred environment.  The Co-Curricular Transcript  Get in Touch with Hamza: Instagram, Facebook, LinkedIn, Twitter 'Start-Up Early' Website: https://startupearly.com  Hamza's Bio: My name is Hamza Ansar, Founder at Start Up Early. I attained my MSc in Entrepreneurship & Innovation from the University of Southern California after founding my first startup, for which we raised angel investment locally as well as crowdfunding internationally. After returning to Pakistan in '19, I founded Start Up Early, an education technology platform. Our focus is on helping students identify and pursue their passion in an effort to optimise their career trajectories. Our flagships product is the Student Success Management System.  Student Success Management System (SSMS) is a mobile-first student engagement & success software that helps schools increase student participation outside the classroom, track and assess extra-curricular activities and empower all students to tell their unique stories with our modern individualised co-curricular transcripts. A co-curricular transcript (CCT) is an official set of record, past and present, of a student's co-curricular and extra-curricular activities (clubs, organizations, activities), awards, accomplishments and honors received during a student's schooling years. The co-curricular transcript will include: Co-curricular transcript overview of all past student data Graphical representation of all co-curricular activities divided in to various categories Gamified badges unlocked at milestone achievement Co-curricular effort mapped against top tiered students from previous years Roadmap and suggestions on how students can improve their co-curricular score Competency mapping from prior experiences Easy-to-read visual timeline of all activities

As learner-centered practitioners, I imagine we are all firm believers in the benefits, and postive outcomes project-based experiences have on our students. But what about our learners? Do they feel the same way? In this short podcast interview, I chat with two learners, Stanley and Flora at experimental PBL School VIS Better World Lab in Taiwan to get their take on how project-based experiences have IMPACTED them. From how they have grown as people, to how it has affected their view of learning.  But it's not all rainbows and butterflies. We also discuss PBL's shortcomings, and the challenges they have faced adapting to this new model. Through a learner's lens, you will gain new insight into: The major differences between PBL and a traditional approach  How to support project teams that collaborate and illuminate invidividual interests Supporting students in the process of investigation  The IMPACT project-based experiences has on learners  Potential pitfalls of project-based learning, and how to overcome them Adopting the mindest it takes to transition from classroom teacher to a project facilitator  Learn more about VIS: Instagram: (@vis_betterworldlab), Facebook: https://www.facebook.com/betterworldLAB?mibextid=LQQJ4d Website: https://vis.tp.edu.tw  Follow VIS Radio: Instagram (@vis_radio_channel), Website: www.vis-radio.com  Comprehensive Overview of PBL Benefits: Report here.  PBL Collab and Grab Monthly Discussion Interest Form: https://forms.gle/zY2iG6XBvXqzDTtk7 Oscar and Flora's Bio: Flora Lin has been a student in VIS experimental High School for 2 years, over which she has not only attended but been selected team leader for many of the PBL projects that she has been involved in. Stanley Pang is currently in 11th grade and finishing up his first year in VIS. Despite only being here for year Stanley has already achieved many great accomplishments like winning the Entrepreneurship award as well as starting his own gym club, of which he leads many of his classmates onto the journey to building better fitness habits Together, Stanley and Flora have proved themselves to be strong VIS as well as strong PBL students. Together they have not only been selected leader in their PBLs and won recognition for their in-school performance. They have also entered a business competition together and got 8th place, out of hundreds of other applicants. Stanley and Flora are both hardworking and diligent students who aim to always put their best effort both in and out of school. We hope that their interview provides listeners more insight into what PBL is like and inspires them to learn more about incorporating PBL in their schools in the future.

What do all of these assessments have in common?

Why do we grade students?  Is it to measure and evaluate learning? Provide students an incentive to do their work? Reflect the ‘rigour' of our classroom?  Research shows that grades don't accomplish any of these things.  What if there was a better way to measure, monitor and evaluate student growth? And share a story of their learning journey... What if we eliminated grades entirely?  That's exactly what Gary Heidt, 10th Grade Humanities and Social Entrepreneurship Teacher, did in his high school's 'Nova Lab' learning space. And his students soared to new heights because of it.  Learn more about the alternative system he co-designed, and how it can help your students: Increase work ethic and production Become more reflective and meticulous with their work Provide detailed descriptions of their learning journey and growth Take charge of their learning   Gary's Blog: https://onlyconnects.wordpress.com  Going Gradeless Resources Nova Lab: https://pvhsnovalab.com    Connect w/ Gary: Twiter (@Ed_by_design) LinkedIn (https://www.linkedin.com/in/gary-heidt-6146656/)   Gary's Bio: Garreth Heidt has taught middle and high school students via a unique instructional approach to creativity and design thinking for the better part of 30 years. His curricula seek to develop skills in critical viewing, question formation, civil discussion, problem finding, and problem solving. The learning process is driven by design-minded means to a unique educational end for his students, and is focused around two simple questions: “Why are things the way they are? How can we make them better?” He currently teaches a 10th grade Gifted Humanities class, and is the Lead Learner and co-designer of his high school's innovation and social entrepreneurship space, NOVA Lab. Mr. Heidt has spent time teaching and developing classes at the middle school, high school, and college level. He is a graduate of Temple University with a degree in English and a Masters in Curriculum, Instruction and Technology. His work has appeared in or been featured by: School Arts, A Gathering of the Tribes, the Industrial Designers Society of America, The Design Learning Network, Bard College's “Institute for Writing and Thinking”, and in a forthcoming book on experiential learning in museums entitled, The Museum as Experience. He blogs infrequently on his own sites, Only Connect (www.onlyconnects.wordpress.com) and Innovation Lab (pvhsnovalab.com). He is a member of the Phi Beta Kappa Association of the Delaware Valley, Design-ed Coalition, the Design Learning Network, and he is the Director of Learning for the Educational Design Consultancy, Form & Faculty (www.formandfaculty.com ).

The 17 Sustainable Development Goals (SDGs) have become a focal point for many schools.  But few are taking real ACTION on a local level to make these goals become a reality.  What would happen if we shifted the focus away from seemingly out of reach global goals, to more tangible local goals? 'Think global, act local,' is the motto Paul Karpawich as adopted to achieve this aim through REAL project-based experiences on the ground level. Paul has narrowed his sights on projects that help schools in his area tackle the global food waste problem (SDG #12). Through cafeteria composting, waste management programs, and advocacy, Paul is empowering learners and educators to make a real difference in their communities, one project at a time.  Learn more about Paul's story and how you as an edu-transformer can:  Organize mandated curriculum around the Sustainable Development Goals Co-develop project-based experiences that help students address them on a local level  Empower your learners to become real environmental scientists, engineers, and community organizers Incoporate multiple stakeholders Create more sustainable schools and communities Article on 6th Grade Food Waste Project: https://concordmonitor-nh-app.newsmemory.com/?publink=06815ae25_134aa62  Compost and Food Waste Diversion in Amherst Presentation:  https://tinyurl.com/fcrnxvdx   Connect with Paul: Linkedin, Instagram (@paulkarp). Email: pkarp7691@gmail.com.  Register for the 'Tackling SDGs through local, student-driven projects' 21CLHK Workshop: https://www.21clconf.org/presentations/pre-conference-tackling-global-sustainable-development-goals-through-local-student-driven-community-projects/  Paul's Bio: Paul Karpawich spent 25 years in high tech working for startups and established tech companies. He most recently transitioned to learning about how to lead communities through change to sustainable outcomes. In taking a think global, act local mindset in his own community in Southern New Hampshire, Paul has been drivng food waste initiatives around PBL's in the schools. Through a grant from WWF and his partnership with the Hollis NH school system and Helsingborg Sweden, he has implemented food waste diversion projects that are leveraing a "manage what you measure" approach to getting food waste numbers down. The project has been focused on getting K-6 students to recogize food waste and to understand how it can converted to energy through an anerobic digester. The Hollis and Helsingborg 6th graders have done multiple joint global classrooms to learn not only about how food waste is used to power transporation in Helsingborg Sweden, but they also learned about where their food comes from around the globe. Taking it a step further, the town of Hollis and surronding towns are getting into the act by setting up food waste collection services at transfer stations to divert waste from the landfills. Paul's future goal is to build upon this foundation to allow towns and schools to take on pathways to transition to more sustianble outcomes including waste diversion across the state.