Podcasts about pbl

In this episode of the PBL Simplified podcast for administrators, Ryan Steuer dives deep into the challenges and strategies involved in rolling out project-based learning (PBL) across an entire district. Drawing on 15 years of experience, Ryan Steuer outlines why both top-down mandates and purely organic approaches often fall short, and explains how applying the innovation curve leads to sustainable, successful implementations. Real-world examples, including a case study from Perry Township in Indianapolis, illustrate how to customize the rollout to meet the distinct readiness and needs of each school and leader.Main PointsTwo Classic Approaches & Why They Fail: Ryan discusses why rolling out PBL with either a strict top-down mandate or a purely “let it happen” organic approach usually doesn't produce lasting results.Innovation Curve Application: The optimal strategy is matching the district's rollout model to the innovation curve, aligning cohorts of schools and leaders to stages of readiness (innovators, early majority, late majority, laggards).Cohort Structure & Customization: Successful implementation relies on transparent and customized cohort launches, where early adopters build and adjust tools/resources that later cohorts can use more seamlessly.Building Capacity and Sustainability: By year 3–4, districts build internal expertise, empower building leaders, and develop district sustainability through certified local trainers.Case Study: The approach is illustrated with Perry Township, a 15,000-student district, whose multi-year phased plan exemplifies customizing the process for each building and leadership team.Notable Quotes"There is a pretty solid format that we've seen work over and over again in our 15 years of doing this work, and it follows the innovation curve.""When you get to cohort 2, they don't want to do that. They want the AI to work perfectly. They want it to be set up right. They want to be able to just use it.""Because when people aren't ready, that's when you feel resistance. That's when they pull back, push back, especially if you get into a fight or flight piece."Call to ActionReady to find out if your district is prepared for Project Based Learning? Take the quick readiness assessment and access free resources at pblscore.com.

Let's chat—send me a text!“Projects sound great…but when are students actually learning the math?”That's a fair question—and the answer isn't simply putting more calculations into the project.In this episode, we're talking about how to intentionally keep deep, rigorous mathematics at the center of PBL using one of my favorite project-design tools: milestones and milestone markers.Using my Wasted Space Geometry Project as an example, we'll explore how students can use surface area, volume, modeling, constraints, and optimization to redesign product packaging—and how intentional checkpoints make their mathematical thinking visible along the way.We'll talk about:The difference between a deadline and a mathematical milestoneHow milestone markers give you evidence of student learningChecking individual understanding during collaborative projectsUsing project evidence to decide when students need instruction or practiceWhy the final product should never be your only evidence of learningMilestones organize the learning journey. Milestone markers give us evidence that the learning happened.✨Ready to design your own meaningful math PBL experience? PBL Kickstart is my $17 on-demand workshop designed to help you get started with the mathematics you already teach. Enroll in PBL Kickstart TodayReflection: If I looked only at the milestones in your project—not the final product—could I tell what mathematics you want students to learn?This podcast is a member of the Teach Better Podcast Network. Better Today. Better Tomorrow. And the Podcasts to Help You Get There.Connect with Kristen:Follow on Instagram @moorethanjustxJoin the Facebook Community: The Modern Math Teachers MovementMore About the Modern Math Teacher PodcastKristen Moore, classroom teacher and instructional coach at Moore Than Just X, empowers modern secondary math teachers to transform the student experience with the strategies and the confidence to implement project-based learning, mastery-based assessment, and student engagement strategies in their classrooms.Whether you're a math education newbie or a seasoned veteran, you'll find something new and inspiring in every episode. You're already a listener, why not join the Movement inside ✨The Modern Math Teachers Movement Facebook group. Join the community of math teachers who are not afraid to shake things up and make math class the best part of the day for our students. So tune in each Tuesday, have some fun, and let's elevate our math teaching game together!*Amazon orders may provide a small affiliate payout at no extra cost to you. These payouts help keep the podcast free for all!

In this episode, host Ryan Steuer welcomes Rachel Crawford from Babcock Ranch Neighborhood School in Florida to discuss her journey and research around implementing Project Based Learning (PBL). As a Magnify Learning Model School in the nation's first solar-powered town, Babcock Ranch's instructional model and culture have evolved over a decade of growth and learning. Rachel Crawford delves into the school's challenges and successes, sharing her action research on overcoming barriers to PBL implementation, building sustainable systems, and nurturing teacher efficacy. The conversation provides valuable insights and actionable advice for administrators and school leaders striving for effective, authentic PBL in their own communities.Main PointsBabcock Ranch's Innovative Start: The school opened in the first solar-powered town in America with project-based learning baked into its charter, facing exponential growth and unique challenges along the way.PBL Implementation Journey: Rachel Crawford describes a decade-long process, transitioning from training only 10% of teachers implementing PBL to a 95% implementation rate through intentional systems, coaching, and a strong culture of support.Barriers and Research: After noticing a post-COVID slump in PBL implementation, Rachel Crawford conducted action research to identify the root causes—discovering hurdles like teacher efficacy, resistance to change, and a lack of consistent support.Sustainable Structures: Solutions included communities of practice, structured support systems, accountability measures such as launch schedules, critical friends' groups, and increased instructional coaching.Leadership and Growth Mindset: The episode emphasizes the importance of clear communication from leadership, honest hiring practices, and a relentless focus on the school's vision and shared language to nurture a culture of growth and innovation.Actionable Takeaways for Leaders: Listeners are encouraged to use needs assessments, facilitate honest conversations, and implement scaffolding for staff, regardless of resource limitations.Notable Quotes“We had 17 PBLs launched in the first month of school. That is a first for us... I feel like we're sustainable.”— Rachel Crawford“A teacher could be trained, but maybe they're not ready to launch into PBL... You have to bridge the gap between the training and implementation.”— Rachel Crawford“If you raise the bar, you teach all your students as if they're gifted. And you know how you get them there... set that same expectation and they will get there.”— Rachel CrawfordCall to ActionWant to see high-fidelity PBL in action or bring these strategies to your school? Visit magnifypbl.com, click on "Events," and register for upcoming conferences and model school visits!

Let's chat—send me a text!You Don't Need Three Weeks for PBL“I'd love to do more projects…but I just don't have time.”If that sounds familiar, this episode is for you.Because somewhere along the way, we started assuming that good project-based learning has to mean a massive, multi-week project complete with research, presentations, fancy final products, and approximately 47 things for the teacher to manage.It doesn't.In this episode of The Modern Math Teacher, we're talking about how to right-size PBL for the mathematics, your curriculum, and the instructional time you actually have.We'll explore the continuum from rich tasks and performance tasks to mini-projects and full PBL experiences—and why bigger doesn't automatically mean better.I'm also sharing four practical ways to shrink a project without shrinking the mathematics.In this episode:Why good PBL doesn't have to take three weeksHow to right-size a project around the mathematical goalThe difference between rich tasks, performance tasks, mini-projects, and larger PBL experiencesWhy smaller projects aren't watered-down PBLHow “project bloat” steals instructional time from the mathematicsFour ways to make a project more manageableWhy you can weave a project into instruction instead of saving it for “project week”What you should NEVER cut when shortening a projectWhy starting with one manageable project is enoughThe goal isn't to find more time for PBL.It's to design PBL that fits the time you actually have.Ready to Get Started with PBL?If you've found the place in your curriculum where a project makes sense but you're still wondering how to turn that idea into an actual learning experience, PBL Kickstart is for you. Enroll in PBL Kickstart and Start Planning NowPBL Kickstart is my $17 on-demand workshop that walks you through planning your first project-based learning unit in three simple steps—without assuming you have unlimited planning time or three empty weeks in your pacing guide.Because you don't need to transform your entire classroom.You need one good place to start.This podcast is a member of the Teach Better Podcast Network. Better Today. Better Tomorrow. And the Podcasts to Help You Get There.Connect with Kristen:Follow on Instagram @moorethanjustxJoin the Facebook Community: The Modern Math Teachers MovementMore About the Modern Math Teacher PodcastKristen Moore, classroom teacher and instructional coach at Moore Than Just X, empowers modern secondary math teachers to transform the student experience with the strategies and the confidence to implement project-based learning, mastery-based assessment, and student engagement strategies in their classrooms.Whether you're a math education newbie or a seasoned veteran, you'll find something new and inspiring in every episode. You're already a listener, why not join the Movement inside ✨The Modern Math Teachers Movement Facebook group. Join the community of math teachers who are not afraid to shake things up and make math class the best part of the day for our students. So tune in each Tuesday, have some fun, and let's elevate our math teaching game together!*Amazon orders may provide a small affiliate payout at no extra cost to you. These payouts help keep the podcast free for all!

About JenniferCraftED founder Dr. Jennifer Pieratt began her career as a classroom teacher. Her insight into the challenges modern teachers face, combined with her years of expertise as a School Development Coach, have led her to be a leading international voice in PBL implementation. Highly familiar with the challenges her fellow teachers faced in successfully adopting best practices of PBL, she set out to offer a different approach to PBL – one that was clear, easy to adopt, and sustainable. You can learn about her approach to PBL in her award-nominated books or her published publications and interviews. Leveraging her own classroom experiences and her experience as a PhD in Education, Jenny developed CraftED Curriculum as a professional service and product suite that would meet every teachers' needs. Today, CraftED offers nimble, progressive, and action-oriented guidance to make bringing PBL to the classroom an inspiring and CONVENIENT mission for teachers of any grade level, all over the world. To read about her success as a business owner click here.https://craftedcurriculum.com/project-based-learning-experts/ https://www.linkedin.com/in/jpieratt/ jenny@craftedcurriculum.comAbout RachelleEducator, AI Strategist, Keynote Speaker, Consultant, Attorney, Author, Blogger, and PodcasterLinkedIn: https://www.linkedin.com/in/rachelledenepoth/Subscribe to my ⁠newsletter. bit.ly/pothnews1LinkedIn newsletter https://www.linkedin.com/build-relation/newsletter-follow?entityUrn=7098388531961614336Check out my ⁠ blog www.Rdene915.comContact me for speaking & training related to AI, AI & the law, AI and Healthcare, Cybersecurity, STEM, and more! bit.ly/thriveineduPDInterested in a sponsored podcast or collaboration? Contact me! Rdene915@gmail.com

Let's chat—send me a text!Two hundred episodes ago, I thought I had a much clearer idea of what kind of math teacher I was.I was a project-based learning teacher.Since then, I've taught using the Modern Classrooms framework. I've embraced Building Thinking Classrooms. I've changed the way I think about mastery and assessment. Now I'm teaching with Illustrative Mathematics and falling in love with inquiry, mathematical discourse, and giving students more opportunities to make sense of mathematics together.And somewhere along the way, I realized:I don't actually need to choose.For Episode 200 of The Modern Math Teacher, we're taking a break from strategies, resources, and the usual back-to-school conversations to reflect on how my teaching has evolved—and why I hope it never stops evolving.I'm sharing how my relationship with EdTech has changed, why I'm increasingly interested in AI as a tool for teachers rather than something we need to put into students' hands simply because we can, and why I no longer think being a “modern” teacher means chasing the newest thing.We'll also talk about what hasn't changed.PBL still has my heart. I still want students experiencing mathematics that is real, relevant, and rigorous. I just have a much bigger instructional toolbox for getting them there.In this episode:How I've evolved from a PBL teacher using Modern Classrooms to BTC and now an inquiry- and discussion-focused IM classroomWhy I no longer feel like I need one instructional identityWhat each phase of my teaching has added to my instructional toolboxHow my relationship with EdTech has changedWhy I'm rethinking the role of AI in the math classroomWhy “modern” teaching has more to do with intentionality than technologyWhy PBL still has my heart—even though I don't need every day to be a projectThe value of staying curious enough to keep changing your mindLet's Stay ConnectedFor Episode 200, I just want to hear from you.What's something you've changed your mind about as a math teacher?Reply to one of my emails, find me online, or send me a message and tell me what the teacher you are today believes that the teacher you used to be didn't.Thank you for listening, reflecting, experimenting, and learning alongside me for 200 episodes.Here's to whatever we learn in the next 200.Until next time, keep it real!This podcast is a member of the Teach Better Podcast Network. Better Today. Better Tomorrow. And the Podcasts to Help You Get There.Connect with Kristen:Follow on Instagram @moorethanjustxJoin the Facebook Community: The Modern Math Teachers MovementMore About the Modern Math Teacher PodcastKristen Moore, classroom teacher and instructional coach at Moore Than Just X, empowers modern secondary math teachers to transform the student experience with the strategies and the confidence to implement project-based learning, mastery-based assessment, and student engagement strategies in their classrooms.Whether you're a math education newbie or a seasoned veteran, you'll find something new and inspiring in every episode. You're already a listener, why not join the Movement inside ✨The Modern Math Teachers Movement Facebook group. Join the community of math teachers who are not afraid to shake things up and make math class the best part of the day for our students. So tune in each Tuesday, have some fun, and let's elevate our math teaching game together!*Amazon orders may provide a small affiliate payout at no extra cost to you. These payouts help keep the podcast free for all!

In this episode, Ryan Steuer explores what truly makes project based learning (PBL) successful and sustainable in schools and districts. Drawing on over a decade of experience across a variety of school settings, Ryan emphasizes the critical role of systems—rather than just individual enthusiasm or resources—in embedding PBL at a structural and leadership level. The discussion unpacks the key elements of building a strong PBL system, from leadership alignment to ongoing coaching and teacher leadership, ensuring that PBL becomes a lasting legacy rather than a fleeting initiative.Sustainability comes from systems, not personalities or short-term enthusiasm: Effective PBL requires structures that endure beyond changes in staff or leadership.Leadership and teacher development is ongoing: A multi-year certification and internal coaching ensure teachers grow as practitioners and leaders.Building grassroots buy-in and reflective practice: Leadership teams and teacher leaders collaboratively design, implement, and continuously refine the system, ensuring adaptability and improvement over time.Self-sufficiency is the ultimate goal: Successful PBL schools develop the ability to train and sustain themselves, becoming examples for others and reducing reliance on outside help.Legacy and capacity-building matter: Lasting school transformation is achieved by creating a system that thrives beyond any one leader's tenure.Notable Quotes"Districts that succeed, schools that succeed, don't do more. They build it differently from day one.""The best part of a system is that it lives beyond you as the leader… as a leader, you're going to groom the next leader that's going to be in your spot.""If it doesn't last without you, it was never a system."Ready to transform your school's approach to project based learning with sustainable systems and strategies? Visit magnifypbl.com to start building your legacy today!

Let's chat—send me a text!When Should You Use Math Projects? 4 Signs a Topic Is Ready for PBLNot every math standard needs a project.Yep. I said it.Sometimes students need an authentic problem to solve, decisions to make, and an opportunity to actually USE the mathematics they're learning.And sometimes? They need practice.In this episode of The Modern Math Teacher, we're talking about how I decide which parts of my curriculum have real project potential—and which ones I'm perfectly happy teaching, practicing, and moving on from.I'm sharing four things I look for when deciding whether a topic is a good fit for a project:- Does the math have a natural real-world application?- Does it give students something meaningful to reason about or decide?- Is the content meaty enough to justify the instructional time?- Can I connect it to something my students will actually care about?We'll also talk about why real-world doesn't automatically mean relevant, why forcing every standard into a project isn't the goal, and how some of the best math projects actually have procedural practice baked right into them.Because projects and practice aren't opposites. The goal is knowing when each one is the right tool for the learning.

In case you're not familiar at all with the Katamari video game series. As the player, you navigate this ball that starts off small at first until everything in the environment sticks to you, and by the end of a level you have entire buildings, trees, cars, and all manner of flora and fauna stuck to you. I have the sense that my guest today is a human katamari. Every experience and interaction sticks, and she's made it the mission of her life to make sense of it all. Dr. Jane Shore is an author, artist, former education researcher, co-founder of Revolution School, and founder of School of Thought. But before any of those titles, Jane is first and foremost a meaning-maker, and her most recent book, People Based Learning: The Future of Learning is Human, braids together decades of experience, conversations, models, and research to bear on a new way of organizing learning and schooling:“People-Based Learning is all about the interplay between connecting, reflecting, and affecting, a dynamic spiral or open-end loop that helps us engage meaningfully with new people, ideas, and experiences,” she writes, “At its core, this approach encourages both exploration and introspection, ultimately leading to deeper understanding, deeper personal meaning, deeper memory, and collective growth.”peoplebasedlearning.comPeople Based Learning by Jane Shore

Het Planbureau voor de Leefomgeving concludeert dat het stikstofpakket van landbouwminister Jaimi van Essen een reductie van circa 40% oplevert, maar dat de officiële doelstelling pas binnen bereik komt met gedwongen krimp van de veestapel. Boerenorganisaties als LTO verwerpen gedwongen krimp als onnodig en onbespreekbaar, terwijl natuurorganisaties benadrukken dat het huidige pakket al de ondergrens is voor natuurherstel. In Den Haag buigt de ministerraad zich vandaag over de PBL-bevindingen, waarna premier Rob Jetten bij zijn persconferentie tekst en uitleg geeft. Autoconcern Volkswagen zet in Duitsland een zware reorganisatie door en schrapt in totaal 100.000 arbeidsplaatsen, na unanieme instemming van de Raad van Commissarissen. Volgens correspondent Derk Marseille kampt Volkswagen met forse overcapaciteit in Europa en minder inkomsten uit China, waardoor het concern structureel moet ingrijpen in productie, modelaanbod en fabrieksbezetting. Vakbonden hebben bedongen dat tot 2031 geen Duitse fabrieken sluiten, maar verlangen wel een investeringsplan van circa 120 miljard euro om nieuwe bestemmingen en werkgelegenheid te creëren. In Italië schrijft premier Giorgia Meloni politieke geschiedenis: haar kabinet is vanaf vandaag de langstzittende regering sinds de Tweede Wereldoorlog, met 1.413 dagen aan de macht. Italië-correspondent Pauline Valkenet schetst hoe Meloni met een pragmatische koers, steun voor Oekraïne en discipline rond begrotingsregels stabiliteit in haar rechtse coalitie wist te behouden. Economisch is het beeld gemengd: werkloosheid daalt tot onder de 6%, maar productiviteit blijft achter en de staatsschuld loopt verder op, terwijl Meloni haar succes volgend jaar bij de verkiezingen moet zien te verzilveren. Deze omschrijving is met AI gemaakt en gecontroleerd door een BNR-redacteur. Over deze podcast BNR Nieuws Vandaag is de podcast met daarin BNR Ochtendnieuws en BNR Avondnieuws. Je krijgt ’s ochtends vroeg en aan het einde van de werkdag in 20 minuten het belangrijkste nieuws van de dag. Abonneer je via bnr.nl/podcast/bnrnieuwsvandaag, de BNR-app, Spotify en Apple Podcasts. Of luister elke dag live via bnr.nl/live.See omnystudio.com/listener for privacy information.

Het minderheidskabinet struikelde bijna over zijn eigen begroting, deze week. Er moest veel koffie aan te pas komen om de boel te redden. Terwijl vooraf bedacht was dat er vooral met de oppositie koffie gedronken zou worden. Tot Prinsjesdag is het nu even rustig. Daarna barst de begrotingsstrijd weer los. Mark vraagt zich af hoe het kan dat Eelco Heinen dacht dat hij mandaat had om te onderhandelen met de oppositie. Sophia en Leendert hebben wel een aantal theorieën.Ondertussen lijkt niemand gelukkig met het nu voor liggende compromis. Waarover niemand gelukkig is weten we inmiddels deels. Het lekken van de plannen begon ongekend snel, terwijl deze coalitie eerder zo netjes alles stil wist te houden. De oogst van een paar dagen lekken is dat de handreiking naar links vooral bestaat uit uitstel, en afstel van toch al onhaalbare plannen. De handreiking naar rechts zat al in het plan van Heinen, maar overtuigde ook niet. Toch denkt Leendert dat dit plan wel zou kunnen werken, omdat er straks per ministerie naar de begroting gekeken zal worden. Dus wie weet zwijnt de regering er doorheen, met soms steun op links en soms op rechts. Verder bespreken Leendert, Sophia en Mark het debat over het rapport-Wennink, en de kersverse analyse van de stikstofplannen, gemaakt door het Planbureau voor de Leefomgeving. Het is een flinke stap de goede kant op, zegt het PBL, maar de doelen worden niet gehaald. Wellus, zegt stikstofminister Jaimi van Essen. Deze aflevering is gemaakt door Leendert Beekman, Sophia van Lil en Mark Beekhuis Over deze podcast Studio Den Haag is dé politieke podcast voor de hardwerkende Nederlander, de gewone Nederlander, de mensen in het land. de mensen thuis, de mensen op de publieke tribune én iedereen die dit debat via de live stream volgt. BNR's politieke redactie houdt je elke dag op de hoogte van wat er speelt in de Haagse wandelgangen. Met op maandag tot en met donderdag de focus op het nieuws van de dag. En op vrijdag stevige duidingen bij de ontwikkelingen in de onderstroom van het politieke nieuws. Heb je vragen, of wil je reageren? Mail naar studiodenhaag@bnr.nl Deze shownotes zijn gemaakt door Mark; hij heeft er waarschijnlijk AI bij gebruiktSee omnystudio.com/listener for privacy information.

Het Planbureau voor de Leefomgeving concludeert dat het stikstofpakket van landbouwminister Jaimi van Essen een reductie van circa 40% oplevert, maar dat de officiële doelstelling pas binnen bereik komt met gedwongen krimp van de veestapel. Boerenorganisaties als LTO verwerpen gedwongen krimp als onnodig en onbespreekbaar, terwijl natuurorganisaties benadrukken dat het huidige pakket al de ondergrens is voor natuurherstel. In Den Haag buigt de ministerraad zich vandaag over de PBL-bevindingen, waarna premier Rob Jetten bij zijn persconferentie tekst en uitleg geeft. Autoconcern Volkswagen zet in Duitsland een zware reorganisatie door en schrapt in totaal 100.000 arbeidsplaatsen, na unanieme instemming van de Raad van Commissarissen. Volgens correspondent Derk Marseille kampt Volkswagen met forse overcapaciteit in Europa en minder inkomsten uit China, waardoor het concern structureel moet ingrijpen in productie, modelaanbod en fabrieksbezetting. Vakbonden hebben bedongen dat tot 2031 geen Duitse fabrieken sluiten, maar verlangen wel een investeringsplan van circa 120 miljard euro om nieuwe bestemmingen en werkgelegenheid te creëren. In Italië schrijft premier Giorgia Meloni politieke geschiedenis: haar kabinet is vanaf vandaag de langstzittende regering sinds de Tweede Wereldoorlog, met 1.413 dagen aan de macht. Italië-correspondent Pauline Valkenet schetst hoe Meloni met een pragmatische koers, steun voor Oekraïne en discipline rond begrotingsregels stabiliteit in haar rechtse coalitie wist te behouden. Economisch is het beeld gemengd: werkloosheid daalt tot onder de 6%, maar productiviteit blijft achter en de staatsschuld loopt verder op, terwijl Meloni haar succes volgend jaar bij de verkiezingen moet zien te verzilveren. Deze omschrijving is met AI gemaakt en gecontroleerd door een BNR-redacteur. Over deze podcast BNR Nieuws Vandaag is de podcast met daarin BNR Ochtendnieuws en BNR Avondnieuws. Je krijgt ’s ochtends vroeg en aan het einde van de werkdag in 20 minuten het belangrijkste nieuws van de dag. Abonneer je via bnr.nl/podcast/bnrnieuwsvandaag, de BNR-app, Spotify en Apple Podcasts. Of luister elke dag live via bnr.nl/live.See omnystudio.com/listener for privacy information.

Guiding Question:How might, not just a turtle, but a whole mural of colorful characters, co-designed by the students at a local kindergarten, uplift students and faculty and have a positive impact on wellbeing?  Key Takeaways:Thinking local when it comes to our community partnershipsBuilding relationships onsite with community partners rather than one-off opportunities or fundraisersAddressing authentic needs - In this case gathering ideas from the students at the local school on the theme for the muralIf you have enjoyed this podcast please take a moment to subscribe, and also we'd appreciate it if you could please leave us a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Inspire Citizens Student Leader Micro-CredentialLearn more about how Inspire Citizens co-designs customized student leadership and changemakers programsConnect with more stories from the Inspire Citizens network in our vignettesAccess free resources for global citizenship educationShare on social media using #EmpathytoImpactEpisode Summary On this episode of Empathy to Impact, host Scott Jamieson meets up with Gene, Anya, Kyra, & PamPam, high school students and community artists from Shrewsbury International School in Bangkok, Thailand. We talk about a project that they chose to be involved in that connected to their changemaker superpowers and addressed an authentic needs of one of their local community partners, Mercy Center Kindergarten. Through this long-term partnership, they were able to collaboratively identify a challenge and work together to transform the school playground by taking a plain wall and painting it with a bright, vibrant mural. This mural continues to uplift the community and has had a positive impact on everyone who uses the playground. Join us to hear about how this project came together.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

Let's chat—send me a text! What if creating more meaningful learning experiences in your math classroom didn't require completely changing the way you teach?Because when teachers hear “project-based learning,” it can feel like a complete classroom makeover.Rewrite every unit. Redesign your curriculum. Stop giving direct instruction. Turn everything into a project.Nope.In this episode of The Modern Math Teacher, we're talking about why meaningful change happens one intentional decision at a time—and why you're probably much closer to creating the classroom you want than you think.I'm sharing how my own classroom evolved through years of small changes in questioning, discussion, assessment, collaboration, relevance, and instructional design before project-based learning became one powerful piece of that bigger picture.And most importantly, we're taking the pressure off becoming a “PBL teacher.”You don't need projects everywhere.You need to find one place where students could move from knowing how to DO the mathematics to actually USING the mathematics.In this episode:Why meaningful teaching doesn't require a complete classroom makeoverHow small instructional decisions transform classrooms over timeWhy I became an intentional instructional designer before I became a PBL teacherWhy you don't have to become a “project-based learning teacher” to use projectsHow PBL can create real, relevant, rigorous mathematical experiencesWhy projects are one tool—not the goalThe pieces of PBL you may already be using in your classroomWhy your first project shouldn't be your giant dream projectHow to identify one realistic place to startReady to Take Your First Step into PBL?If you love the idea of project-based learning but don't want to completely overhaul your classroom, PBL Kickstart was created for you.Inside this $17 on-demand workshop, I'll help you take mathematics you're already teaching and begin turning it into a real, relevant, rigorous project-based learning experience.Sign Up for PBL KickstartYou don't need to redesign your entire curriculum.You need one good place to start.Your Reflection QuestionWhere in your curriculum are students currently learning how to DO the math—but could have an opportunity to actually USE it?This podcast is a member of the Teach Better Podcast Network. Better Today. Better Tomorrow. And the Podcasts to Help You Get There.Connect with Kristen:Follow on Instagram @moorethanjustxJoin the Facebook Community: The Modern Math Teachers MovementMore About the Modern Math Teacher PodcastKristen Moore, classroom teacher and instructional coach at Moore Than Just X, empowers modern secondary math teachers to transform the student experience with the strategies and the confidence to implement project-based learning, mastery-based assessment, and student engagement strategies in their classrooms.Whether you're a math education newbie or a seasoned veteran, you'll find something new and inspiring in every episode. You're already a listener, why not join the Movement inside ✨The Modern Math Teachers Movement Facebook group. Join the community of math teachers who are not afraid to shake things up and make math class the best part of the day for our students. So tune in each Tuesday, have some fun, and let's elevate our math teaching game together!*Amazon orders may provide a small affiliate payout at no extra cost to you. These payouts help keep the podcast free for all!

In this episode of the mini series, Ryan tackles the often-heard myth that Project Based Learning (PBL) "just doesn't work" for some schools. Rather than blaming teachers, training, or resources, Ryan dives into the need for a sustainable system and highlights why passion alone isn't enough for lasting change. Listeners are guided through building leadership teams, establishing support structures, and making PBL truly scalable and durable.Myths About PBL: Failing PBL initiatives are often attributed to the wrong causes such as teachers, insufficient training, or a lack of resources.Importance of Systems: Sustainability requires a system beyond any one person's passion or energy. If PBL depends on a single person, it cannot last.Leadership Teams: Starting with a dedicated leadership team distributes responsibility, creates internal capacity, and provides help for ongoing teacher training and support.Consistency and Scalability: Effective PBL programs are consistent, sustainable, and scalable because of intentional systems, not just individual effort.Diagnosing and Improving Systems: Systems enable schools to identify issues and address them efficiently, ensuring that improvements are manageable and outlast staff turnover.Notable Quotes"If it depends on one person, it's not a system. If it's not a system, it won't last.""Systems create consistency, they create sustainability and they create scalability.""It's much easier to change a system than a person."Ready to see how your school can start or improve its PBL journey? Visit magnifypbl.com to learn more, access assessment tools, and find free resources to equip your staff and make project-based learning a lasting part of your school culture!

In this episode, Drew Perkins talks with veteran high school math teacher and author Kristen Smith to discuss her evolution from a more traditional approach to math teaching, in the style of Teach Like a Champion, to one that might best be described as "teacher-led inquiry". We explore her "Inquiry Sandwich" methodology—a balanced pedagogical framework that leverages explicit routines to build fluency while creating space for deep, conceptual exploration. Links & Resources Mentioned In This Episode Have some feedback you'd like to share? You can email me at drew@thoughtstretchers.org. If you enjoyed this episode, please share it and please leave a review on Apple Podcasts or wherever you're listening. Key Takeaways The "Inquiry Sandwich" Methodology: Learn how to bridge the "math wars" divide by blending explicit instruction with inquiry-based learning. This structure—starting with retrieval practice, moving into conceptual inquiry, and concluding with formal explicit instruction—allows students to build fluency while developing deep mathematical understanding. Disrupting the "Not a Math Person" Narrative: Math anxiety is often a result of rigid instruction. Discover how to engineer classroom experiences that prioritize consistent student success, clear modeling, and structured problem-solving to help students see themselves as capable mathematicians. Moving Beyond the "Geometry Sandwich": A critique of traditional fragmented course sequences (Algebra 1 → Geometry → Algebra 2). We explore the benefits of integrated mathematics pathways and the importance of allowing student choice in elective courses like financial math during the 11th and 12th grades. Bridging the Research-Practice Gap: Why relying on "laboratory" research can hinder classroom reality. We discuss the necessity of pedagogical synthesis—taking the best of structured classroom management and blending it with conceptual inquiry—rather than strictly adhering to one "side" of pedagogical theory. The Realities of PBL in Mathematics: While Project-Based Learning (PBL) is valuable, the hierarchical nature of math standards makes it difficult to implement in every unit. We discuss strategies for when to use PBL (e.g., specialized financial math courses) versus when to prioritize standards coverage and scaffolding. Episode Highlights & Timecodes [00:04:08] Background and Teaching Experience: Kristen shares their journey from finance into education via the Math for America program and their reflections on high-quality teacher preparation. [00:11:29] Addressing Math Anxiety: Insights from Kristen's book, Cultivating Math Confidence, on disrupting the "not a math person" narrative. [00:15:56] Math for the Real World: A discussion on why high-level math education is essential for developing transferable problem-solving and modeling skills. [00:23:06] Rethinking Math Pathways: Why moving away from the traditional "Geometry Sandwich" and toward integrated math pathways supports better student engagement. [00:29:09] The "Easter Egg" Pedagogical Model: How Kristen blends the structured "I do, we do, you do" explicit instruction model with inquiry-based, conceptual lessons. [00:32:34] Influence of Illustrative Mathematics: The origin and philosophy of the problem-based curriculum designed to uncover mathematical meaning. [00:44:04] Inquiry vs. Procedural Fluency: The "both and" approach—why students need conceptual inquiry and fluency in prerequisite procedures to succeed. [00:51:37] The "Inquiry Sandwich" Methodology: A breakdown of Kristen's lesson structure: warm-up/skill-builder, inquiry experience, and concluding explicit instruction. [01:01:34] The Challenges of PBL in Math: Why Project-Based Learning can be difficult to implement in math courses due to the hierarchical nature of standards. [01:07:14] Closing & Resources: Where to find Cultivating Math Confidence and The Confidence Interval newsletter.

This episode addresses topics of mental health and suicide at a level that is age-appropriate for Year 6 (Gr 5)Guiding Question:What changes when we take a  Heart-Mind-Action approach to learning for PYPx, creating opportunities for students to connect with an issue that they care about, design compelling inquiry questions that guide their research, and go beyond awareness to empower students to take action and have a positive impact in their community.Key Takeaways:Talking about and engaging with mental health at an age-appropriate level for younger studentsWhen we engage with topics that we care about, the learning doesn't stop at exhibitionStudent lead actions: Our students can have a positive impact on the mental health in our school community.If you have enjoyed this podcast please take a moment to subscribe, and also we'd appreciate it if you could please leave us a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Check out the conference website Inspire Citizens Student Leader Micro-CredentialLearn more about how Inspire Citizens co-designs customized student leadership and changemakers programsConnect with more stories from the Inspire Citizens network in our vignettesAccess free resources for global citizenship educationShare on social media using #EmpathytoImpactEpisode Summary On this episode of Empathy to Impact, host Scott Jamieson meets up with a group of Year 6 students at Al-Rayan International School in Accra, Ghana. Sedra, Hiyan, Arham, Arnav and Qingke (Coco) take time at the very end of their school year to join me for a conversation and reflect on their experience at this year's PYP exhibition. What sets these students apart is not just that they did such a fantastic job with their exhibition projects, but that they chose to explore the challenging topics of mental health, depression, and suicide. The amazing educators at the school have combined elements from Kath Murdoch's inquiry cycle with the Empathy to Impart framework developed by Inspire Citizens to create their own Heart-Mind-Action approach that guides teaching and learning across the PYP and has become part of the DNA at their school. Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

In this episode, Ryan Steuer explores the misconception that resources and materials are the key factors in implementing effective project based learning (PBL). He addresses common reasons why PBL initiatives may fail in schools and explains why lasting change depends on more than just having the right tools. By highlighting the essential roles of skills, mindset, and systems, Ryan Steuer provides insights for administrators and educational leaders looking to create authentic and sustainable PBL environments.Main PointsResources Alone Are Not Enough: While customized forms, rubrics, and tools are helpful, they do not drive successful PBL without a foundation of proper training and school-wide understanding.Importance of Skills, Mindset, and System: True PBL success comes from systematically building teachers' facilitation skills, fostering a growth mindset, and establishing routines and processes that persist beyond individual leadership efforts.The Role of Leadership: School leaders must be equipped to model and support PBL strategies; without leadership that understands and champions these changes, PBL cannot gain lasting traction.Authenticity and Innovation: Effective PBL must involve real-world learning, client-connected projects, and a continuous cycle of reflection and innovation within the staff and student body.Notable Quotes"Resources amplify a strong system; they don't replace one.""You need a system that keeps those things going... so that reflection and innovation are happening without you.""It's about building skills, mindsets, and really a system of internal innovation, reflection and internal innovation where you have a system within your teachers, your coaches, your administrative staff, that leadership team that knows how to keep these things running."Call to ActionDiscover more insights and practical resources to strengthen your PBL journey—visit magnifypbl.com.

Subscribe: Spotify | TuneIn | RSS Jamie Saponaro is the Senior Director of Community and Professional Learning at ClassLink. She leads thought leader initiatives that bring educational communities together through summits, webinars, and professional learning events. Jamie is the host of LinkedUp: Breaking Boundaries in Education, a podcast dedicated to spotlighting boundary-breaking educators. She just launched her new book: Transforming Classrooms: Building a Culture of Collaboration. I just had to share a picture of Jamie and me at one of the high teas I mentioned in the podcast. I always ask my guests to share their WHY. What is your WHY? My father taught for 37 years – drafting, architectural drawing, woodshop, technology education, video production – and whenever anyone asked him what he taught, his answer was never that he taught any of those subjects – he always said ‘I teach students.’ That shaped everything about how I think about teaching. Are we teaching the ‘curriculum'? Or are we teaching the ‘students'? Students learn through instructional best practices that allow for differentiation. It is not about teaching the ‘stuff.' It is about teaching and reaching individual learners. It is about building a community of students and the conditions for unique learning opportunities from not only their teacher, but also from each other. Can you share an overview of your background? A Jersey girl coming from a family of educators – my father was a teacher, my mother was a teacher, my husband was a teacher and is now a superintendent – education became my path as well, and I've been in it for over 35 years. I taught for a dozen years and then became a technology director. I went on maternity leave to start my family, and during that time, I wrote a book called Creative Projects Using Popular Computer Applications. Then, I founded my own company, InTECHgration, as an instructional strategist and technology integration specialist, providing professional learning for teachers and administrators through coaching, mentoring, and hands-on workshops rooted in research-based strategies and high engagement. I also volunteered as the president and executive board member of an education foundation for 10 years. Lead of ClassLink's Thought Leader Initiatives The industry side of education came knocking, so I gradually took that on full-time and now lead ClassLink's thought-leader initiatives that promote community building and professional learning for educational leaders through in-person and virtual summit events in pursuit of “linking leaders.” I am also the co-host of the podcast, “LinkedUp: Breaking Boundaries in Education,” and produce the podcast, “Perspectives: Finding Common Ground,” and additionally produce and host 3 webinar series. As for the rest of my family, my sister was the only one not in education, and my older daughter, Bella, followed in her footsteps in the fashion world. My other daughter, Lauren Rose, is an avionics product designer who is also my graphic designer for my second book, Transforming Classrooms: Building a Culture of Collaboration. What Your Book Shares with Teachers and How it Transforms Classrooms Most educators I have worked with have tried group work, and it failed every time. One student does all the work. Another disappears. A third turns it into a fight. The rest just wait for it to be over What I want teachers to know is that it is not a flaw in their abilities. It's actually a design flaw. Group work fails because it was never designed to work. There is no structure requiring every voice, no accountability that reaches every student, no reflection that builds the skill for next time. Without those elements, we are not doing cooperative learning. We are just putting children in proximity and hoping for the best. Cooperative learning is different. It is a research-backed structure with 70 years of evidence showing it outperforms individual learning at a statistically significant rate — but only when all the components are present. When we implement it with fidelity, students do not just complete tasks together. They think together. They teach each other. They learn how to belong. Cooperative learning is different. It is a research-backed structure with 70 years of evidence showing it outperforms individual learning at a statistically significant rate — but only when all the components are present. When we implement it with fidelity, students do not just complete tasks together. They think together. They teach each other. They learn how to belong. That distinction is the entire foundation of my book Transforming Classrooms: Building a Culture of Collaboration. I have seen it work so beautifully for students and seen classrooms flourish because of it, so I wrote the book to share the tips and simple tweaks to turn group work into true cooperative learning. _________________ The Foundation: Five Pillars of Cooperative Learning (TEAMS) To make cooperative learning stick — and to help educators remember what makes it work — I anchor the five research-backed pillars in the acronym TEAMS. T — Together (Positive Interdependence): We succeed together. No one coasts, no one carries everyone. E — Each Accountable (Individual Accountability): Every student has a real role. Coasting becomes impossible. A — Actively Supporting (Promotive Interaction): Students help each other succeed — not just sit near each other. M — Making Connections (Social Skill Development): students use active, listening, and productive talk to build the skills needed to properly communicate. S — Self-Reflecting (Team Processing): Teams pause and ask what is working and what needs to change. Each intentional design component is needed for the structure to work. Remove any one letter, and it becomes flawed group work. _________________ The Practice: Cooperative Learning Strategies The book includes over 40 cooperative learning strategies that are organized by usage of convergent vs divergent thinking as well as where each would fit within a lesson. They are grouped in a matrix and act as a menu to choose the right structure for the right moment. Technology in the classroom has become synonymous with cheating, shortcuts, and students outsourcing their thinking to a chatbot instead of doing it themselves. That worry is valid. But the answer is not to ban the tool. It’s to design the structure around it. An additional specialized framework that considers the integration of technology that I developed is called QUEST. _________________ QUEST is a five-stage framework for collaborative inquiry, design-thinking, and purposeful technology use within problem-based learning. Q — Question Generation — where students generate their own questions first, individually, then as a team, from their own curiosity and prior knowledge. Human thinking has to come before any tool or research. U — Unpack and Explore — where teams research using multiple sources, and yes, AI tools are now a part of this phase. There are roles involved that are part of the structured cooperative learning. E — Evaluate and Verify — and this is the AI literacy component. Teams apply what I call the ABCD Check to every source they find, including AI-generated content: Is it Accurate? Is there Bias? Is it Complete? Is it directly relevant? This phase is not consumption of information – it is an interrogation of it. S —Synthesize and Create — where teams take everything they have gathered, evaluated, and debated, and build something new together through genuine consensus and individual accountability ( the skills developed through ongoing cooperative learning). The PBL end product has to reflect every team member’s thinking — not just whoever talks the most.T —Think About Thinking – metacognition. Teams reflect on how they collaborated, not just what they produced. The whole model is built on the belief that technology should be a collaborative thinking partner, never a replacement for thinking. This framework gives teams of students the structure to use design-thinking and critical thinking to go on a problem-based learning “QUEST” collaboratively without losing their own voice in the process. The most important element in any classroom has always been the human beings in it. TEAMS and QUEST are structures, but the goal underneath them is about helping students think, connect, and grow collaboratively to prepare them for the future ahead. transformingclassrooms.com _________________ Jamie Saponaro‘s Contact Information LinkedIn: https://www.linkedin.com/in/jamiesaponaro/ Emails: intechgrationed@gmail.com jsaponaro@classlink.com ***** The post Building a Culture of Collaboration with Jamie Meola Saponaro (EP186) appeared first on Barbara Bray.

Gold standard PBL isn't a fun project with a poster at the end. Lisa Mireles of PBLWorks explains what a real project based learning classroom looks and sounds like — and how to teach it without falling behind on standards. Lisa Mireles, Ed.D., is Managing Director of Digital Curriculum at PBLWorks (formerly the Buck Institute for Education). She's taught bilingual students in California, led schools in Indonesia and India, served as an IB coordinator, principal, and assistant superintendent, and was named HIDOE Kaua'i Complex Educational Officer of the Year in 2018. In this episode, you'll learn: • What the Gold Standard framework actually contains — seven essential project design elements plus seven project based teaching practices — and why a great project still fails without the teaching moves • What you see and hear in a gold standard PBL classroom: a productive buzz, a project wall with the driving question and milestones, students returning to their need-to-knows, teachers coaching instead of lecturing • Concrete projects outside business and computer science: designing a community microgrid in high school science, designing a custom diamond in middle school geometry, and a second grade community heroes gallery • How PBL turns literacy into an all-day practice — reading, writing, speaking, and listening — rather than something that only happens during the literacy block • Lisa's answer to the time squeeze: coverage isn't enough, and going deeper on power standards teaches more than racing through everything • The principal move worth stealing — have teachers mark what they planned to teach, then revisit after the project to mark what they actually taught deeply. It's always about twice as much. • Where to find more than 100 free project ideas, searchable by grade and subject, that scale up or down for your students Full show notes, resources, and the complete transcript: https://www.coolcatteacher.com/e958  If this episode gave you something you can use, take a second to leave a rating or review wherever you're listening. It helps other teachers find the show. And if a colleague is on the fence about project based learning, send this one their way.

In this episode, Ryan delves into the common myth that failed Project Based Learning (PBL) implementations are simply the result of ineffective teacher training. He explores the deeper systemic and leadership factors that can make or break successful adoption of PBL in schools. Listeners will gain insight into why training often fails to make lasting change, what distinguishes authentic PBL from surface-level projects, and the critical role of leadership alignment in creating a culture of innovation.Main PointsNot All Training Is Equal: Project Based Learning training that only addresses vocabulary or superficial project scenarios is often insufficient. The most important elements—mindset and authenticity—are frequently missed.Systemic & Leadership Support Matter: Effective PBL requires leadership involvement, clear student outcomes, and systems that support a shift from traditional teaching to a student-centered approach.Teacher Excitement Is Temporary Without Systemic Change: Initial energy from PD can fade quickly if there are no ongoing structures, internal supports, or authentic projects.Leadership Alignment Is Key: Lasting success in PBL must start at the leadership level, with structures for reflective practice, teacher empowerment, and a clear, transparent vision.Authenticity Over Scenarios: Strong PBL involves real-world problem solving and community partnerships, not just scenario-based projects.Notable Quotes"You might get the vocabulary, you might go through the motions, but you might miss the mindset and the authenticity.""If you just did a teacher training without any kind of systems training, leadership training or authenticity, your PBL work is going to be exciting for just a bit and then it's going to fade right back to normal classrooms.""If it doesn't last without you, it was never really a system."Call to ActionReady to assess your school's PBL readiness? Visit pblscore.com to access your PBL Scorecard™ and discover where your training and systems can grow.

Please enjoy this encore episode from our #EmpathytoImpact archive. Stay tuned for new episodes coming in August 2026.If you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. New from Inspire Citizens: Inspired Coaching & Inspired Experiences Learn more about how Inspire Citizens co-designs whole-school service learning programsYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary Tim, a 10th grade student at ISBkk, recognized that the inequity he was witnessing in his home country of Thailand was largely due to inequity in the access that people have to quality education. He was inspired by a summer internship program that he attended and develop the project to collaborate with teachers at his school to provide training for aspiring educators entering the teaching profession in Thailand. Listen to learn about this amazing program and the reciprocal partnership that has developed between the Equitable Education Fund and ISBkk as a result of Tim's work.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

In this first episode of the miniseries, Ryan Steuer explores why Project Based Learning (PBL) may have failed in your school or district. Challenging the commonly held belief that teachers are the root cause, Ryan Steuer discusses the importance of system-level change, supporting teachers, and building sustainable models for PBL. The episode introduces a multi-part series aimed at uncovering the primary reasons PBL initiatives don't stick—and how to do it better.Main PointsPBL struggles are rarely due to teacher resistance alone; systemic issues and lack of support are often at fault.The innovation curve (innovators, early adopters, majority, laggards) is a natural part of any new educational initiative—not just PBL.Sustainable change requires a clear, supportive system—not pressure or blame directed at teachers.Resistance increases when teachers feel unsupported or sense the initiative is just another passing educational fad.Strong teachers will embrace systems that provide clarity, support, and resources tailored to their needs.Leadership turnover and absence of a multi-year plan can undermine long-term PBL success.Notable Quotes"It's not a teacher problem because the truth is, it's not a teacher problem. It's probably a systems problem.""Strong teachers don't resist good systems. They can feel the systems helping them and they'll move with it.""If it doesn't last beyond you, it was never a system."Call to ActionWant to assess your PBL readiness and get free resources to move forward? Visit pblscore.com to take the next step!

A throwback to the old intro… Happy Summer (northern hemisphere) from Inspire Citizens. We hope you enjoy this encore episode from our archives featuring some amazing student leaders at NIST. New episodes coming soon.If you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. New from Inspire Citizens: Inspired Coaching & Inspired Experiences Learn more about how Inspire Citizens co-designs whole-school service learning programsYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary On this episode, I connect with service learning leaders Pooja, Maya, Minnie, & Poj. These young global citizens share an interest in service through the lens of unity, collaboration and humanitarianism. Listen to our conversation to hear about the multitude of options for students at NIST to engage in meaningful, impactful, and sustainable service through collaboration with diverse community partners in Thailand. We talk about the current projects and aspirations of the service clubs that they are personally involved with, as well as how they have developed as leaders through their work with their clubs and ServiceCo, a student-led organization within the school, who, among their many responsibilities, coordinate and offer leadership and oversight to the many initiatives happening across the school. How might we work together to create a culture of service within our own schools and empower students to take action for a more just equitable, joyful, and sustainable future?  Listen and be inspired.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

Let's chat—send me a text!You asked, I answered!In this special Listener Q&A episode of The Modern Math Teacher, I'm tackling some of your biggest questions about project-based learning, Building Thinking Classrooms, real-world math connections, and professional learning.Whether you're just getting started with PBL or looking for new ways to make your math classroom more engaging, this episode is packed with practical ideas you can use right away.

Note: This episode is an encore performance from an episode originally published on May 7, 2024If you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Update: Aya's paper got published! You can read it here. It is article number 4 in the 10th issue of the Intercultural Connector. Congratulations to Aya on this amazing accomplishment.New from Inspire Citizens: Inspired Coaching & Inspired Experiences Learn more about how Inspire Citizens co-designs whole-school service learning programsShare on social media using #EmpathytoImpactEpisode Summary It was so amazing to meet Aya from the International School of Kigali in Rwanda and learn about her passion for mindful service and how it connects to intercultural competency. Her 4 pillars of mindful service would be a great starting point for any school designing a service learning program, or evaluating the impact of their partnerships. How might we engage as listeners, connect with communities from a place of equality, build relationships, establish trust and collaboratively design actions that have positive impact and develop reciprocal partnerships? Listen to find out.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

In this episode of PBL Simplified for Administrators, Ryan Steuer, CEO of Magnify Learning, addresses the common challenges educational leaders face when implementing Project Based Learning (PBL). The episode explores why PBL can feel overwhelming for teachers and ineffective for students, identifying system gaps and mindset issues as main causes. The discussion emphasizes the importance of sustainable systems, internal supports, and a shift in culture to achieve lasting success with PBL.Main PointsCommon Struggles with PBL: Many educators feel that PBL doesn't work for their students or it is too much for teachers, but these issues usually stem from implementation gaps, not PBL itself.Importance of Systems: Effective PBL requires robust systems that persist beyond individual leaders, ensuring sustainability and consistent results.Student Readiness Myth: Research disproves the myth that students must be "ready" before engaging in PBL; in reality, PBL helps students master foundational skills.Teacher Overload: PBL feels overwhelming when it's treated as an add-on, rather than fully integrated into how schools operate through internal support, shared expectations, and strong leadership modeling.Cultural Transformation: When properly supported, PBL changes school culture, empowering teachers, engaging students, and creating a cycle of continuous improvement.Grassroots Movement: Success comes when everyone—from the leadership team to teachers—shares the vision and commitment to PBL, becoming a self-sustaining force within the school."If the work you're doing doesn't last beyond you, it was never a system.""The research shows that your kids actually need project based learning to master the basics of literacy and math.""What if the implementation just wasn't spot on? What if there's a better way?"Call to ActionReady to transform your school's approach to PBL and create lasting change? Visit magnifypbl.com to take the next step in your PBL journey.

MORNING BRIEFING — Tuesday, June 2, 2026Weather With Enthusiasm | Kol Simcha Productions─────────────────────────────────────────────────Your complete daily briefing for West Rogers Park, Chicago (ZIP 60645) — including zmanim, a fully annotated National Weather Service Chicago forecast discussion, a special weather history moment, family activities in the Chicago metro area, and tomorrow's zmanim.─────────────────────────────────────────────────IN THIS EPISODE:☀️ TODAY'S ZMANIM (June 2, 2026 / 17 Sivan 5786)• Netz HaChama (Sunrise): 5:17 AM• Latest Krias Shma (Gra): 9:03 AM• Latest Tefila (Gra): 10:18 AM• Chatzos: 12:49 PM• Earliest Mincha (Mincha Gedola): 1:26 PM• Shkiah (Sunset): 8:20 PM

Guiding Question:What if schools created a space for student changemakers to gather, learn, grow, collaborate, innovate, lead and celebrate their work building a bridge to a sustainable future? Key Takeaways:Planting seeds for changemaking in schools Using the Sustainability Compass as a guide to different strands of being a changemaker Creating a sense of unity and belonging for changemakers across Europe at the Düsseldorf conference Building a team through trust, talents and skillsIf you have enjoyed this podcast please take a moment to subscribe, and also we'd appreciate it if you could please leave us a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Check out the conference website Inspire Citizens Student Leader Micro-CredentialLearn more about how Inspire Citizens co-designs customized student leadership and changemakers programsConnect with more stories from the Inspire Citizens network in our vignettesAccess free resources for global citizenship educationShare on social media using #EmpathytoImpactEpisode Summary On this episode of Empathy to Impact, host Scott Jamieson meets up with grade 11 students Melania, Julia, and Grabriela from the International School of Düsseldorf. These 3 changemakers spearheaded the team at their school as they organized this year's student-led changemaker conference, Bridge to Impact. This is the 5th iteration of this European regional conference with previous hosts, Budapest, Munich, and the founding conferences in Frankfurt. This conference is designed to bring young changemakers together, support them to build skills, and create opportunities for action and collaboration. Be sure to check out next year's conference in Lithuania. Join us for a behind-the-scenes look at this year's conference from the perspective of the student leaders who put it all together.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

In this episode, Ryan Steuer addresses a common challenge faced by school leaders: “We've already done Project Based Learning (PBL), but it's not working.” Drawing on real case studies and over a decade of experience, Ryan explores why initial PBL efforts often stall and what it takes to create a sustainable, high-quality PBL system. He discusses the difference between surface-level implementation and authentic, empowering PBL practice, and offers actionable guidance for leaders to build systems that last, drive engagement, and achieve meaningful student outcomes.Main PointsMany schools have invested in PBL training, but often see limited or short-lived impact, lacking authentic engagement and student empowerment.A common pitfall is focusing on process—forms, rubrics, and end products—without prioritizing authenticity, real-world relevance, and community partnerships.Authentic PBL demands robust, meaningful interactions with community partners, not just presentations to peers and teachers.Success in PBL requires a system at every level—district, school, and classroom—that fosters ongoing reflection, innovation, leadership alignment, and internal teacher capacity.To grow a culture of sustained excellence in PBL, schools need to build internal support and leadership, including PBL-certified teachers who can onboard new staff and lead professional development.The ultimate goal is for schools to operate independently, continually innovating and improving PBL practices without reliance on outside trainers.“If you've already done PBL and your classrooms aren't producing lights out, newsworthy end products, it's probably because you're missing community partner engagement and you're lacking a system that understands what high quality, authentic project based learning should look like.”"You don't have a PBL process problem—you have an authenticity problem and a systems problem.""If it doesn't last without you, it was never really a system. It was your passion. But I want you to have a system, a system that works without you."Call to ActionReady to move from “we've already done PBL” to authentic, sustainable project-based learning? Visit magnifypbl.com to access resources and take the next step in building a high-impact PBL system for your school or district.

Think you need a full project-based learning unit to bring real-world math into your classroom?You don't.In this episode, we're breaking down how to start with smaller, meaningful project experiences—without overhauling your entire curriculum or spending hours planning.

If you have followed my blog for any amount of time, you’ll know that I am a huge proponent of project based learning (or PBL for short). I have a PBL hub with articles and resources you can access. I conduct PBL workshops, keynotes, and... The post When Should We Avoid Implementing PBL? appeared first on Spencer Education.

Big Ideas In Education 237: A Guide to Project-Based Learning with Bob Lenz and Dr. Lisa Mireles This week, Ryan sits with Bob Lenz, CEO of PBL Works and Dr. Lisa Mireles, Managing Director of Digital Curriculum of PBL Works, to announce their new book “Project Based Learning For All: A Leader's Guide” from PBLWorks. The book offers a guide for educators to create a gold standard PBL in their classrooms and schools. They discuss what project-based learning is, how to garner support, training teachers and staff to apply this model, how success is measured, and more. Tune in! Don't just listen, join the conversation! Tweet us at @AcademicaMedia or with the hashtag #BigIdeasInEducation with questions or new topics you want to see discussed. Host: Ryan Kairalla (@ryankair) Producer: Laura Blanco 

In this episode of PBL Simplified, host Ryan welcomes Dr. Jim Van Allan, co-author of Energy Bus for Schools, to explore how school culture drives meaningful transformation. Jim shares the origin story behind adapting Jon Gordon's Energy Bus framework for education and explains why culture—not programs—is the foundation of successful schools. The conversation dives into the difference between authentic positivity and “toxic positivity,” emphasizing the importance of acknowledging real challenges while maintaining a solution-oriented mindset. Jim highlights a common leadership pitfall—lack of consistency—and explains how sustained vision and follow-through are critical to long-term success. Through real-world examples, including a turnaround story from a struggling elementary school, listeners see how intentional culture-building can dramatically improve attendance, engagement, and morale. The episode also tackles staff negativity, offering practical strategies like team-building and structured communication to strengthen relationships. Jim reinforces that empowering educators and fostering collaboration ultimately benefits students. The discussion closes with actionable advice for leaders: prioritize shared identity, build strong connections, and create consistent opportunities—like assemblies—to bring school communities together. Main Topics & Discussion Building School Culture Through Leadership [0:00] Toxic Positivity vs. Authentic Positivity [3:50] Common Leadership Mistakes (Inconsistency) [6:43] Real School Transformation Story [10:17] Addressing Staff Negativity & Team Building [13:37] Protecting Leader Energy Through Delegation [18:44] Classroom Impact & Student Outcomes [22:33] Practical Culture-Building Strategies (Assemblies, Shared Identity) [28:16] Host & Show InfoHost Name: Ryan SteuerAbout the Host: Ryan is an education leader and advocate for project-based learning (PBL), dedicated to helping schools create student-centered environments. Through his work with Magnify Learning, he supports educators and administrators in building innovative systems grounded in strong culture and meaningful instruction.Podcast Website: https://magnifypbl.com/category/pbl-simplified-podcast/ Community & Calls to Action Explore resources at EnergyBusForSchools.com Connect with Jim Van Allan on social media Instagram: @JimVanAllan | @EnergyBusSchools X: @JimVanAllan | @EnergyBusSchool LinkedIn: Jim Van Allan www.linkedin.com/in/dr-jim-van-allan-0087646 Visit model schools to see culture in action Rate and review the podcast to support other leaders

Guiding Question:How might hosting a regional student leadership conference create opportunities for growth and collaboration for student leaders at your school?Key Takeaways:Setting students up for leadership successCreating opportunities for students to get a glimpse into the real world through their leadership experiencesOpportunities to inspire that go beyond just growth as a leaderIf you have enjoyed this podcast please take a moment to subscribe, and also we'd appreciate it if you could please us a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Inspire Citizens Student Leader Micro-Credential Learn more about how Inspire Citizens co-designs customized student leadership and changemakers programsConnect with more stories from the Inspire Citizens network in our vignettesAccess free resources for global citizenship educationShare on social media using #EmpathytoImpactEpisode Summary On this episode of Empathy to Impact, host Scott Jamieson meets up with students Sylia, Shireen, Yasmine, Sarah, and Mohamed, high school student leaders from GWA in Morocco. These students were the hosts of the first regional Inspired Student Leadership Conference in Casablanca, Morocco. 75 students from 5 schools in Morocco came together to collaborate, develop new skills and grow as leaders in January 2026. The conference was designed to support student leaders to lead with purpose and impact. Join us to hear more about the conference experience directly from the students.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

This episode of the PBL Simplified Podcast centers on the transformative power of professional networks in driving successful Project Based Learning (PBL) implementation. Host Ryan Steuer introduces the launch of PBL Networks, a platform designed to connect innovative educational leaders who are actively working to reshape schools through PBL. He emphasizes that while conferences provide valuable knowledge, it is the relationships and ongoing collaboration that truly move initiatives forward. Ryan highlights real-world success stories, including a CTE leader who built a thriving entrepreneurial center where students secure high-paying jobs and win competitive business challenges. The episode underscores how learning from experienced practitioners can help leaders avoid common pitfalls and accelerate implementation. Listeners are encouraged to leverage shared insights, resources, and roundtable discussions within these networks to make informed decisions and build sustainable programs. Ultimately, the episode reinforces the idea that systemic educational change requires collaboration among forward-thinking leaders. By connecting innovators and fostering shared learning, PBL Networks aims to scale impactful practices and support the broader goal of widespread PBL adoption in schools. Main Topics & Discussion Topic #1 [0:00] – The real value of conferences: relationships over contentTopic #2 [1:15] – Introduction to PBL Networks and their purposeTopic #3 [2:04] – Success story: building a high-impact CTE entrepreneurial centerTopic #4 [3:43] – Avoiding common implementation mistakes through shared experienceTopic #5 [5:27] – Access to resources, funding strategies, and certification successTopic #6 [7:07] – Vision for scaling PBL through connected innovators Community & Calls to Action Join the network: pblnetworks.com Subscribe to the PBL Networks podcast Participate in roundtables and access archived resources Rate and review the podcast to support other school leaders Connect with fellow innovators to drive meaningful change in education

The post How to Be Proactive About Classroom Management in PBL appeared first on Spencer Education.

Katie Minihan, Chief Impact Officer of Project Lead The Way (PLTW), shares why engagement might be the missing metric in education and how students who solve real-world problems through hands-on, collaborative learning see stronger attendance, achievement, and long-term outcomes.School and district leaders need a solution that cultivates confidence and career readiness for kids from elementary to high school. As a nonprofit organization founded by educators and driven by education leaders, they've spent more than 28 years equipping students with the technical knowledge, transferable skills, and career confidence they need to thrive—through programs that integrate real-world industry partnerships, and best-in-class teacher training. PLTW's partnerships with industry leaders, universities, and other nonprofits ensures the curriculum stays at the cutting edge and mirrors modern workforce realities of today, while also building the lifelong skills needed for tomorrow. Check out the Success Stories of PLTW alumni in their careers pltw.org/experience-pltw/national-awards/awards Connect with Katie & PLTW:Website: pltw.orgX/Twitter: @PLTWorgYouTube: @TeamPLTWInstagram: @pltworgFacebook: @pltworgKatie's LinkedIn: linkedin.com/in/catherine-minihanChris Woods is the host of the STEM Everyday Podcast... Connect with him:Website: dailystem.comTwitter/X: @dailystemInstagram: @dailystemYouTube: @dailystemGet Chris's book Daily STEM on AmazonSupport the show

Guiding Question:How might we create opportunities for students to develop their leadership skills while cultivating a sense of belonging for new students and new families in our school communities?Key Takeaways:Identifying skills and attributes essential for student leadersDeveloping student driven processes and procedures in our leadership programsHow leadership opportunities help students to exemplify learner profile attributes. The importance of a growth mindset in leadership If you have enjoyed this podcast please take a moment to subscribe, and also we'd appreciate it if you could please us a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Inspire Citizens Student Leader Micro-Credential Learn more about how Inspire Citizens co-designs customized student leadership and changemakers programsConnect with more stories from the Inspire Citizens network in our vignettesAccess free resources for global citizenship educationShare on social media using #EmpathytoImpactEpisode Summary On this episode of Empathy to Impact, host Scott Jamieson meets up with Student Ambassador Leaders from West Island School in Hong Kong. Students Alessandra, Aria, Brandon, Jasmine, Teah, and Claire share their personal leadership stories and why being a leader is important to them. We discuss their roles and responsibilities as student leaders, what skills and attributes are important for leaders, and how their work helps to create a sense of belonging for new students and families who come to their school. These students also talk about how their work as leaders creates opportunities to exemplify learner profile attributes, and to cultivate a growth mindset. If you are thinking about how best to support and empower student leaders at your school, you are in the right place. Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

Guiding Question:Why is it important for students go begin projects involving service learning and community engagement with relationship building?Key Takeaways:Building relationships with a local school and working with them to address vision challenges of students to reduce barriers to learning and improve as student outcomes.Community partnerships - In this case, collaborating with a local optometrist. Engaging in social entrepreneurship to generate funds for the project. Resilience, perseverance, and staying positive as important at attributes of changemakers. Living your school values through service learning.If you have enjoyed this podcast please take a moment to subscribe, and also we'd appreciate it if you could please us a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Learn more about how Inspire Citizens co-designs customized student leadership and changemakers programsConnect with more stories from the Inspire Citizens network in our vignettesMeasuring the IMPACT of Service Learning projects and initiatives Access free resources for global citizenship educationShare on social media using #EmpathytoImpactEpisode Summary On this episode of Empathy to Impact, host Scott Jamieson visits Colegio George Washington in Cartagena, Colombia to speak with 9th grade students Miranda and Fiorella about their 8th grade service-learning project, which identified widespread vision problems in the nearby, vulnerable community of Manzanillo Del Mar. After researching visual health, partnering with an optometrist for screenings, and fundraising through a student-run waffle sale and contributions, the class provided personalized glasses to children in need, formed meaningful cross-community friendships (most notably with a girl named Aslyn), and learned practical skills—problem solving, persistence, empathy, and cooperation—that prepared them for more complex high-school projects while reinforcing their school values and the lasting impact of community-centered learning.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

In this leadership episode, Ryan sits down with Mitch Weisburgh to explore Mind Shifting — a brain-based framework designed to help educators and leaders develop resourcefulness, resilience, and constructive collaboration. If you lead a school or district, this episode digs into: Emotional regulation under pressure Conflict resolution styles Brain science behind stress and decision-making How to create long-term engagement and agency in staff and students The conversation connects directly to PBL environments, where collaboration, innovation, and engagement are essential. What Is Mind Shifting? Mitch defines Mind Shifting as the ability to intentionally move from reactive survival thinking to resourceful, solution-focused thinking. It consists of three core elements: 1. Resourcefulness Recognizing when you're “stuck” or emotionally triggered Quieting the reactive brain (limbic system) Accessing executive function for critical thinking, innovation, and connection Helping students co-regulate and self-direct When leaders stay resourceful, they model it for staff and students. 2. Resilience Resilience isn't “pushing through failure.” It's removing the concept of failure altogether. Instead: Try something. Gather information. Adjust. Mitch shares the story of a Finnish superintendent who didn't view initiatives as failures — only experiments that produced data. Key shift:From “Did this work?”To “What did we learn?” 3. Conflict & Collaboration Conflict is inevitable. The question is how we use it. Mitch explains five conflict resolution styles: Compete – “Do it because I said so.” Accommodate – Giving the other person what they want. Avoid – Delay or disengage. Compromise – Both sides give up something. Collaborate – Expand the solution to meet both parties' needs. No style is inherently wrong.Effective leaders are flexible and intentional. True long-term change requires collaboration — especially in PBL environments. The Brain Science Behind It When stressed: The limbic system activates. Cortisol and adrenaline flood the brain. Logical thinking decreases. Defensiveness increases. You cannot reason someone out of a survival state. This applies to: Students Teachers Administrators Skeptical staff Regulation first. Logic second. The Sage Mindset for Leaders In chaotic weeks (which every principal knows well), Mitch recommends adopting a Sage Perspective: Step 1: Is This Really Important? Apply the Pareto Principle: 20% of issues = 80% of impact Don't overinvest in low-impact frustrations Step 2: Identify the Gift Every challenge offers one of three gifts: Gift of Learning – What did I learn? Gift of Practice – What skill did I practice? Gift of Intention – What action will this trigger? That action could be: A personal reset/reward A collaborative discussion A strategic adjustment This reframes stress into growth. Strength-Based Feedback: The CASES Framework Mitch shares a structure used in Finland called CASES: C – Context (What happened, factually) A – Action (What the person did) S – Strength (What positive trait showed up) E – Effect (Impact of the action) S – Step Forward (Collaboratively decide next move) It shifts discipline from confrontation to development. The key: Practice it until fluent.You won't access structure in the heat of the moment without rehearsal. Application in PBL Environments Ryan reflects on how: High-trust classrooms allow occasional “compete” moments. Emotional regulation prevents power struggles. Psychological safety enables challenge and growth. Agency lowers cortisol. In Magnify Learning PBL workshops: Clear outcomes reduce anxiety. Chunked steps prevent overwhelm. Participant-driven “Need to Know” sessions build ownership. Brain science explains why this works. How to Handle Skeptics You don't debate them. When people are in survival mode: Stress hormones block logic. Evidence won't land. Instead: Frame mind shifting as a way to improve critical thinking and perseverance. Let personal realization happen naturally. Focus on student outcomes first. People buy in when they see themselves in the process. Practical Takeaways for School Leaders Emotional regulation is leadership currency. You model the nervous system of your building. Collaboration builds long-term commitment. Conflict can produce better solutions — if handled intentionally. Practice structured communication before you need it. Agency lowers fear. Resilience = experimentation, not perfection. Resources and links: MindShifting with Mitch newsletter: https://mindshiftingwithmitch.blog/ MindShifting with Mitch website: https://www.mindshiftingwithmitch.com/ Book: MindShifting, Stop Your Brain from Sabotaging Your Happiness and Success: https://a.co/d/242NDWd Book: MindShifting, Conflict and Collaboration https://a.co/d/7sve5d0 MindShifting Courses: https://events.humanitix.com/host/mitchell-weisburgh Mitch's LinkedIn: https://www.linkedin.com/in/mweisburgh/ Mitch's Instagram: https://www.instagram.com/weisburghm/ Mitch's X: https://x.com/weisburghm

Not the PBL...

Recorded- February 26, 2026 Uploaded- February 28, 2026   A busy week in the news. Staten Island has a completely new look and a new vision for the future. The CBL goes back to its roots, while we get big details on the Big House Ballgame. And the PBL goes double wide.

Guiding Question:How might schools empower students by giving them more agency in their learning and evolving curricula to better reflect their needs and interests? Key Takeaways:Strengthening collaboration through building more effective teams The future of education is not one size fits allLeaning in to AI - AI is a good collaborator, but is not a good leader. And it's not cheating.If you have enjoyed this podcast please take a moment to subscribe, and also we'd appreciate it if you could leave us a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support. Learn more about how Inspire Citizens co-designs customized student leadership and changemakers programsJoin the community at What School Could BeCheck out Role Color FinderConnect with more stories from the Inspire Citizens network in our vignettesMeasuring the IMPACT of Service Learning projects and initiatives Access free resources for global citizenship educationShare on social media using #EmpathytoImpactEpisode Summary On this episode, I talk to Sanjay, a high school freshman and CEO of Role Color Finder. Join us as we as we discuss how this tool can help us to learn about our strengths as leaders and build stronger collaborations within our teams. Sanjay also shares his thoughts on the future of education and how AI might support schools to move away from a one size fits all approach to a more personalized model of learning that will lead to greater student agency and engagement in schools. If you are thinking about identifying strengths, AI's role in education, student engagement and wellbeing and managing unsustainable workloads for students and educators, or maybe something out-of-the-box like having angel investors to support young, aspiring entrepreneurs in schools, this podcast for you.Discover a transformative podcast on education and learning from a student perspective and student voice, exploring media, media literacy, and media production to inspire citizens in schools through a media lab focused on 21st-century learning, empathy to impact, Global citizenship, collaboration, systems thinking, service learning, PBL, CAS, MYP, PYP, DP, Service as Action, futures thinking, project-based learning, sustainability, well-being, harmony with nature, community engagement, experiential learning, and the role of teachers and teaching in fostering well-being and a better future.

Rob Jetten is met 38 jaar de jongste premier uit de Nederlandse geschiedenis, maar hij begint met een enorme politieke gok. In deze aflevering analyseren Maarten van Rossem en Tom Jessen de start van kabinet-Jetten I. Is de honger naar de macht groter dan de realiteitszin van de nieuwe premier? En kan dit minderheidskabinet van D66, VVD en CDA de torenhoge ambities waarmaken zonder meerderheid in de Kamers?Na jaren van politieke stilstand belooft premier Jetten "grote doorbraken". De plannen zijn ambitieus: Nederland van het stikstofslot halen, de bouw van vele nieuwe woningen en een miljardeninjectie voor defensie. Maar de prijs is hoog. Om dit te betalen, zet het kabinet het mes in de zorg en de sociale zekerheid.De honger naar de macht was groot, maar de prijs die Jetten betaalt is fors. Hoewel hij spreekt over "grote doorbraken", laten de kille cijfers van het CPB en het PBL een ander beeld zien. De langverwachte doorrekening is een koude douche voor de coalitie: de stikstofdoelen worden niet gehaald, de armoede stijgt en de koopkracht van de laagste inkomens staat onder water.De D66-premier moet beleid verkopen dat rechtstreeks uit de koker van de VVD lijkt te komen. Maarten en Tom vragen zich af of dit geen politieke zelfmoord is. We bespreken: - De historische beëdiging van de jongste premier ooit.- De gewaagde bezuinigingen van 16 miljard op zorg en uitkeringen.- De haalbaarheid van de stikstofplannen en de woningbouw.- De wankele politieke basis: regeren met een minderheidskabinet.- Het vertrek van BBB-mevrouw Caroline van der Plas als lijsttrekker.Kijk deze podcast hier met beeld.

Dit is de gehele uitzending van dr Kelder en Co waar Jort Kelder belt met Jimmy Dijk (SP) over sancties tegen Iran én over het verhogen van het eigen risico door Jetten I. Prof. dr. Sweder van Wijnbergen reageert op de nieuwe heffingen van Trump en de doorrekening van het coalitieakkoord door het CPB en PBL. De jonge dr. Anne van Mourik heeft onderzoek gedaan naar het fenomeen 'honger' in Duitse schoolboeken (1914-2020) en hoe dat als propaganda is gebruikt.  Prof. dr. Christiaan Vinkers heeft een boek geschreven 'Littekens uit je jeugd' over jeugdtrauma's en hoe we die zouden kunnen voorkomen of genezen.   

What if student behavior problems, burnout, and disengagement aren't discipline issues… but brain issues? In this powerful leadership episode, Ryan sits down with Dr. Lisa Riegel—author, neuroscientist, and education innovator—to explore how brain science, motivation, and belonging intersect with Project Based Learning. Lisa explains why today's students seem “different,” how stress shuts down learning, and why schools must shift from compliance to psychological safety, relevance, and identity-based belonging if they want real engagement. If you're leading a PBL shift, this episode will give you a science-backed roadmap for how to get humans—not just systems—to move. What You'll Learn Why executive function and motivation are declining in students How stress literally turns off the thinking brain The “expectancy-value” equation behind student motivation Why voice and choice unlock engagement at a neurological level How collective identity drives belonging and behavior Why adult culture must change before student culture can How to lead innovation without triggering fear-based resistance Why soft skills are the new currency of career readiness How AI is changing what it means to be “educated” Big Ideas from the Episode

Recorded- December 23, 2025 Uploaded- December 24, 2025   The conclusion to episode 353. We discuss the PBL schedule and some big moves around the coaching carousel. 

Episode Notes Alec Patton talks to teacher High School teacher Karen Shaffran and student Alegria Vargas about how their class created a socially conscious cosmetics business, featuring products made from plants grown hydroponically in a storage room! Every other week, we publish a newsletter with great resources like this one, sign up for it here! Listen to our podcast miniseries about Cheltenham High School's PBL program here See photos from the PBL Farmacy Project here Click here to learn more about the High Tech High Graduate School of Education

Project-based learning can be a powerful instructional framework, but it is often structured in ways that exclude students who need a different approach. Too often, PBL becomes a space where accommodations and differentiation fall by the wayside. The good news is that we don't have to abandon PBL or dramatically overhaul it to make it work for diverse learners. In this episode, author and educator John Spencer shares five small but thoughtful structural changes we can make that will allow every student to thrive in a project-based environment. ______________________________________________________________ Thanks to EVERFI and Listenwise for sponsoring this episode. To read John's post, visit cultofpedagogy.com/accessible-pbl. To learn more about the PBL Master Course bundle, click HERE and use the code pedagogy at checkout to take an extra $20 off!