Podcasts about pbl

Inspire Citizens would like to dedicate this episode to the memory of Dr. Jane Goodall. May her passion for the world we live in continue to inspire us all. I think she would've liked this one…Guiding Question:How might we take a regenerative approach to leadership?Key Takeaways:Explore what it means to take a regenerative approach to leadership.Regenerative versus sustainable, what's the difference?Applying regenerative strategies in our school communities. If design  you have for the global good. 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. Video link:  https://youtu.be/ftt2EvO5Q3g?si=jRkiZiDs104pnEz-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, I am joined by guest host Ivy Yan from Inspire Citizens and 3 of her students, Anandi, Diana, and Huy, to talk about a very special learning experience that took place in an eco-village in Vietnam this past summer. These students had the opportunity to learn about regenerative leadership, build deeper connections to nature and to each other, while spending time slowing down, being mindful and embracing interbeing. Join us for an inspiring conversation to, to quote John Lennon, “Imagine all the people sharing all the world”.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.

Recently I had to learn APA citation. Oof. It was a heavy lift, after a few decades with MLA. It gave me a refreshed sense of how overwhelming students likely find MLA. I found myself thinking, why can't I just link my sources in parentheses? Why can't I just reference the authors who informed my thinking inside my sentences? Why on earth does it matter if I use a comma or a semicolon, put the page first or put the page second? Why does APA even exist? Yeah, all the things our students probably think when we roll out our 26 page MLA redux, which doesn't even cover it all. And that's only the beginning of student frustration when it comes time for a research paper. Now, I struggle a little bit in recommending these alternatives to the research paper today, partly because my husband regularly references the research paper he wrote in high school as a landmark in his academic life. He loved it. He was so proud of his work. It set him on a path that eventually led all the way to a PHD program at UPenn. The other night, though, when we were debating the relative merits of 5 paragraph essays and research papers, he did mention that the rest of the class did not exactly excel on that research paper assignment, if the comments his teacher made as she passed back the papers were any sign. John Warner, in his book, Why They Can't Write, posits a possible reason for that lack of excelling. “The writing-related tasks we frequently visit upon students would prove difficult for even highly experienced writers. Writing on subjects with which we're newly familiar, in forms that are foreign, and addressed to audiences that are either undefined or unknown (other than 'for the teacher') bears little resemblance to the way we write for the world” (27). In other words, we often ask students to try and make themselves an expert on something they're not that interested in for a research paper, use a citation format that is next thing to a foreign language for them, tie themselves in knots trying to figure out how to convey what they've learned in an orderly way that generally leaves little room for their own voice or opinions, and do it all just to show their teacher, for a grade. Of course, that is how it has seemingly always been done. And after all, we survived. I remember learning MLA format in 7th grade, and creating my first research notecards. I dutifully scrawled quotation after quotation on those notecards, putting all the source information on the back. I can't remember what I wrote about though, for that 7th grade research paper. Literally nothing comes to mind. The first research assignment that I do remember came in 11th grade, when I participated in Minnesota's National History Day, making it to the State Finals with my project "The Column: Supporting Architecture through the Ages." I remember my architectural timeline, supported on a bridge of heavy white dominos across the front of my display board. I remember learning about Ionic, Corinthian, and Doric columns, and I've seen them all over the world in my travels since. I remember my virtual explorations of Athens, as I searched through various texts trying to figure out how the column worked, why it was so special, and what it looked like in buildings all over ancient Greece. I remember presenting my project in Duluth, sensing that I barely made it through with so many other great projects on hand, learning from the quality around me, and improving it before heading for Minneapolis. I remember going to Valley Fair, the amusement park I had had my eye on for years, after the state competition, with my Dad. It. Was. Awesome. My National History Day Project let me choose any topic of interest to me that fit whatever the general theme was that year. It let me use my love of design, color, lettering, and layout in addition to my research skills. It gave me an authentic audience to consider. I think I still had to use MLA citation format, but I was so busy with everything else that I wasn't about to let cracking that code stop me. I had a competition to win. (Not that I did, but I sure had fun trying). When I look back on my academic and professional life so far, research in service of real purpose, in an arena that truly interested me, with the ability to include modes that I enjoy working in, for an audience I truly hoped to impact, made all the difference in igniting my best work. So what if we warm our students up to research with activities, projects, and shorter writing pieces that focus more on elements like these, and less on notecards? What if, instead of jumping into huge MLA research papers with only one person - us - as the intended audience, we cast a wider net around the area of research and explore ways to give students more agency over topic, mode, and audience? This introduction is getting out of hand. Thirteen paragraphs in and we haven't played the music yet. It's lucky I'm not writing a five paragraph essay. So without further ado, let's talk about five alternatives to the research paper that help students practice key skills they can draw on later, if and when they choose a path that requires them to write lengthy academic research papers with full citations in APA or MLA. Sign up for the Full (Free) AI PBL Research Unit: https://sparkcreativity.kartra.com/page/aipbl  For a deep dive on the research carousel, check out episode 163, a case study with educator Jane Wisdom: https://nowsparkcreativity.com/2022/10/case-study-a-meaningful-21st-century-research-project.html  Sources Cited Warner, John. Why They Can't Write: Killing the 5 Paragraph Essay and other Necessities. John Hopkins University Press: 2020. Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Get my popular free hexagonal thinking digital toolkit Join our community, Creative High School English, on Facebook. Come hang out on Instagram. Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the ‘gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you! 

Chinese luchtvaartmaatschappijen dragen per jaar zeker 18 miljoen euro af aan Rusland via luchtverkeersleidingsdiensten voor vluchten van en naar Schiphol. Dat blijkt uit onderzoek van BNR. De totale geldstroom is zelfs nog groter, omdat Rusland behalve de kosten voor de luchtverkeersleiding ook nog royalties in rekening brengt voor het gebruik van het luchtruim. De hoogte van deze royalties is onbekend. Maar de meeste reizigers zijn zich niet bewust van deze route en de financiële bijdrage aan de Russische staat.De Israëlische premier Benjamin Netanyahu heeft zich achter het vredesplan geschaard van president Donald Trump. Hamas moet binnen 72 uur alle gijzelaars vrijlaten in ruil voor de vrijlating van Palestijnse gevangenen, maar het plan kent veel onduidelijkheden. Internationale reacties zijn overwegend positief, maar onduidelijk blijft of Hamas daadwerkelijk akkoord zal gaan.Het Planbureau voor de Leefomgeving waarschuwt dat de verbetering van de Nederlandse leefomgeving stagneert. In een nieuw rapport geeft het PBL twaalf adviezen aan het toekomstige kabinet en benadrukt directeur Marko Hekkert dat “keuzes maken” cruciaal is om verdere stappen te zetten, vooral rond industrie, klimaat en natuur. De overheid worstelt met stevige besluiten vanwege de economische belangen van de industrie.Deze omschrijving is met AI gemaakt en gecontroleerd door een BNR-redacteur.Over deze podcastIn Ochtendnieuws hoor je in 20 minuten het belangrijkste nieuws van de dag. Abonneer je op de podcast via bnr.nl/ochtendnieuws, de BNR-app, Spotify en Apple Podcasts. Of luister elke dag live via bnr.nl/live.See omnystudio.com/listener for privacy information.

In this episode, I'm talking with Morgan Whitfield. Morgan is an author, consultant, CPD trainer and senior leader. Her recent book, Gifted?, advocates for challenging all students through an inclusive approach to teaching, whereby every student is given the opportunities to reach mastery.I really wanted to chat with Morgan having read her book, which is possibly the most robustly researched piece of writing I've ever come across, as well as the global trend towards personalised learning through technology.We discuss:1. Why terms like 'most able' and their devoted interventions are so problematic2. Morgan's experience in teaching and why it led her to this topic3. What ‘Challenge for All' is theoretically and what it looks like practically4. Oracy, the Harkness model and PBL's part in challenge for all, respectively5. And finally, what Morgan makes of Alpha Schools and their apparent attempts to challenge all students through AI driven instruction? Thank you so much to Morgan for speaking with me as well as leading the way on an issue that has its roots in centuries old problems around equity and social justice.If you'd like to be kept up to date on when chat like this happens, feel free to subscribe to the podcast and follow me on X @chrisjordanhkAdditionally, if you would like a head start on how to prioritise your middle years English curriculum, head to the bottom of this podcast's show notes or the top of my stream on X to find a beta copy of my forthcoming book: Make Middle Years English Matter. You can read as much as you want and even highlight elements that you like, dislike or find confusing.Links:Morgan's book: Gifted? Beta version of Make Middle Years English Matter

Recorded- September 26, 2025   Uploaded- September 27, 2025 We recap the finals from the AAPB, FLPB, and PBL. Then preview the ALPB finals.

 Want to bring more relevance into your math class without reinventing the wheel? This episode breaks down project-based learning lesson plan ideas you can use right now—aligned to standards and built for real-world engagement.You'll learn: ✅ What PBL really looks like in a math class ✅ Examples of PBL lessons for linear, quadratic, exponential, and logarithmic functions ✅ How to scaffold projects for student success ✅ Easy strategies for grading and reflection

Join us for an essential conversation with Brad Sever, assistant principal and PBL expert, as he breaks down the secrets to making project-based learning sustainable in your classroom. If you've ever felt overwhelmed by PBL or wondered how to make it work long-term, this episode is for you. Brad takes us through the seven "gold standard" design elements of project-based learning as defined by PBLWorks: challenging problems with driving questions, student voice and choice, authenticity, reflection, critique and revision, sustained inquiry, and public culminating products. But here's the game-changer – he shows us how to make these elements sustainable through his innovative SPBL (Sustainable Project-Based Learning) approach. Discover Brad's practical five-step implementation process that integrates social-emotional learning and teacher action research within collaborative teams. Learn how to plan units with clear standards alignment, develop assessments that capture surface, deep, and transfer learning, and establish team goals that actually stick. New to PBL? Brad shares four essential reflective questions that any teacher team can start with today. Feeling overwhelmed by all seven design elements? Learn his brilliant "stereo equalizer" approach that lets you adjust each element based on your readiness, your students' needs, and your specific unit. This isn't just theory, it's a roadmap for creating powerful, authentic learning experiences that engage students while remaining manageable for teachers. Whether you're a PBL newcomer or veteran looking to refine your approach, you'll walk away with concrete strategies and renewed confidence. Brad's Website: https://perseveranceeducation.com/ #ProjectBasedLearning #PBL #TeacherProfessionalDevelopment #EducationalLeadership #StudentEngagement #AuthenticLearning #TeacherCollaboration #EducationPodcast #NewTeachers #SustainablePBL #TeachingStrategies #StudentVoice #EducationalInnovation #ClassroomManagement #TeacherSupport

Going way back in the archives this week to share one of our favorite episodes from the very beginning of the Empathy to Impact podcast. These students would just be starting high school now I think. I hope you enjoy the episode.~ScottHere is a link to the podcasts that the students produced.Here are some samples of student videos.Here is the digital magazine produced by the class. These can be used as meta-models to inspire the learners in your classroom. If you would like help implementing a unit like this please reach out to Inspire Citizens by emailing scott@inspirecitizens.orgEpisode Summary:On this episode I meet Caroline, Fina and Neil who are living in Malaysia. We discuss a project that they did at the end of 3rd grade that involved becoming more aware of the UN Sustainable Development Goals, learning some new technology and research skills and producing media to have an impact.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.

Gisteren was het Prinsjesdag. Op het eerste gezicht was alles zoals gebruikelijk: er was een koets, er waren hoedjes én een miljoenennota. Maar toch was deze editie anders. Met een demissionair kabinet en verkiezingen in het verschiet, viel het aantal nieuwe plannen tegen. Samen met politiek verslaggever Martine Wolzak bespreken we de spaarzame verrassingen. Lees: Minister Heinen van Financiën: 'Nederland staat op een keerpunt' Het is ‘heel erg onwaarschijnlijk’ dat Nederland het klimaatdoel voor 2030 gaat halen. Dat concludeert het Planbureau voor de Leefomgeving (PBL) op basis van doorrekeningen. Nederland legde vast dat het in 2030 minimaal 55% minder CO₂ uitstoot dan in 1990. De kans dat dat lukt, schat het PBL nu op minder dan 5%. Samen met klimaatredacteur Eva Selderbeek bespreken we waar Nederland wél op afstevent als het vasthoudt aan de huidige klimaatkoers. Lees: Ook voor de lange termijn raken de klimaatdoelen nu uit zicht. Redactie: Floyd Bonder, Nelleke van der Heiden & Daniël van der Korst Presentatie: Nelleke van der Heiden See omnystudio.com/listener for privacy information.

In this episode, Ryan Steuer of Magnify Learning details a five-year implementation plan for launching a Project-Based Learning (PBL) movement in a large district, specifically focusing on 13 middle schools. While the example is niche, the process is designed to be customizable and scalable for districts of any size. The episode emphasizes the importance of systematic, structural change, starting with district leadership, and leveraging the "innovation curve" to ensure widespread adoption and sustainability. Key Takeaways & Implementation Steps: Magnify Learning & PBL Networks Magnify Learning has over a decade of experience in PBL, stemming from a grassroots collaboration among educators. We are launching free PBL Networks in October to provide a safe space for educators to process ideas, collaborate, and share best practices across different PBL niches (e.g., PBL and CTE, PBL and STEM, PBL and Maker Spaces, PBL and SEL, PBL and UDL). Find more at pblnetworks.com. Collaboration is key: You should never do PBL alone. Foundation: District Leadership & Goals The implementation must start with district leadership, not a top-down mandate. Involve both secondary and elementary leaders from the outset to align mindsets and processes. Clearly define the goals of PBL for the district and individual middle schools, aligning them with the district's mission, vision, and "profile of a graduate". District leaders must model student-centered practices; principal meetings should be collaborative, not "sit and get". If district leadership isn't ready to collaborate, the initiative needs to pause and address that foundational work. Building the District PBL Team & Plan Establish a district PBL design team of 6-10 central office members. Dedicate two-day design sessions to develop the comprehensive 5-year implementation plan. Go "beyond the why" to articulate the district's collective purpose for this work. Leveraging the Innovation Curve Identify innovators: Map all 13 middle schools onto an innovation curve to identify which are "innovators," "early majority," and "late majority". This is crucial for guiding the timeline. Focus on "crossing the chasm": The biggest challenge is bridging the gap between early adopters/innovators and the early majority. This is why a 5-year plan is essential. Define roles for innovators: The initial 1-2 innovator schools will implement PBL first, transparently, and are tasked with creating resources (like group contracts, planning forms) for subsequent cohorts. This empowers them and provides tangible tools for others. Customized Implementation: While the process is systematic, each school's implementation will be customized based on their readiness (e.g., starting with a specific grade level, subject, or wall-to-wall). The "best way" is what the school's leadership and teachers are most ready for. Planned Supports & Training (Before Launch) Leadership Training: Innovator school leaders will receive training similar to the central office team, focusing on creating school-level leadership teams, structures, and processes for PBL sustainability. Teacher Training: Multi-day training, including coaching, to build a PBL mindset and culture, not just mechanics. This includes: Leadership: Design Days, Deeper Practice, Sustainability Days (over 3 years). Teachers: PBL Jump Start (theoretical unit creation), PBL Advanced (reflection, curriculum mapping), and PBL Certification (by end of Year 3 for sustainability). Pre-planning is paramount: All training, coaching, and support pathways must be planned out before the official launch to avoid "shooting from the hip" and to assure the early/late majority there's a clear plan. The 5-Year Implementation Timeline (Example for 13 Middle Schools): Year 1: District: Share vision and 5-year timeline with building leaders, have 1-on-1 conversations with innovators. Explain the "why" behind the phased approach. Cohort 1 (Innovators - e.g., 2 schools): Establish school leadership teams, build 3-year building-level plans, launch initial PBL units, and make work public through "exposes" (showcases) to invite other schools. Staff attends a PBL "jump start" over the summer. Year 2: District: Form a PBL advisory team, identify "bright spots," train principals on key leadership needs, and begin reviewing administrator evaluations and aspiring leadership pathways to align with PBL. Cohort 1: Leadership teams conduct "roses, buds, thorns" reflections, addressing teacher needs (e.g., schedule, PD, evaluations). Teachers continue public showcases and create district-wide tools (rubrics, contracts). Teachers attend "PBL Advanced" over the summer. Cohort 2 (Early Majority - e.g., 8 schools): Begin with leadership team design days and teacher "jump start" training, then implement and showcase work. Year 3: District: Invest in the PBL advisory team, train principals on evolving needs, continually share the vision, and introduce refined administrative evaluations and aspiring leadership pathways. Cohort 1: Leadership teams focus on "sustainability days" to ensure processes outlive individuals. Teachers collect data, share artifacts, publicize work through news and district channels, and achieve PBL Certification over the summer to train new hires. Cohort 2: In their second year of implementation. Cohort 3 (Late Majority - e.g., 3 schools): Begin with leadership team design days and teacher "jump start" training, having observed 10 other schools and gained insights. Year 4: District: Plan for sustaining the work beyond year five, including establishing PBL district coaches (ideally two for mentorship and continuity). Cohort 1: Lead and collaborate with other schools. Cohort 2: In their final year, getting PBL certified. Cohort 3: In their second year (PBL Advanced). Year 5 (Final Year of Initial Rollout): District: Administrative evaluations and aspiring leadership pathways are fully established. New "normals" are in place. All Middle Schools: Every middle school has a leadership team and PBL certified teachers, ensuring sustainable structures and processes. Schedules, evaluations, and PLCs are synergistic with PBL. Leaders: Continuously invest in their people and lead, rather than just manage. Community Partners: Integrated as a normal part of school, helping shape the school's positive narrative. Outcome: Middle schools become models of innovation, inspiring PBL adoption in elementary and high schools. Overarching Philosophy of Change "Go slow to go fast": Rushing implementation leads to foundational problems. Innovation starts at the top and must be modeled. Leaders must "cross the chasm" by meeting the early majority on their terms, providing clear plans and supports. This is a long game to fundamentally change mindsets, structures, and redefine educational norms, ultimately growing people and systems to achieve desired outcomes for learners. It is challenging but doable and totally worth it. Resources and links: pblnetworks.com

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!

Recorded- September 12, 2025   Uploaded- September 13, 2025 A news pod to start the week. The fellas look at how Grand Junction's relocation could affect the PBL's future. Also parting thoughts on the ALPB schedule release and Jackals situation.

If you have enjoyed the podcast please take a moment to subscribe and 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. Considering professional development? Inspire Citizens Global Citizenship Certificate courses launch Sept. 20! Click to learn more and register for these impactful programsExplore a collaboration with Inspire Citizens. You can book a discovery call at this linkShare using #EmpathytoImpactEpisode Summary Yes…chickens! Jazlyn & Deniz are two changemakers from Frankfurt International School. They share a passion for animals and designed a project to help students learn about sustainability through having chickens in their outdoor learning area at school. This project involved so much cool learning from research skills, design skills and developing a pitch for school leaders to bring their idea to life. How might chickens impact learning and our understanding of sustainability? Listen to learn more.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.

Recorded- September 6, 2025 Uploaded- September 6, 2025   The guys breakdown the playoff races in the PBL and ALPB. Then take a deep review of each playoff series in the AAPB and FLPB.

Not all real-world math is created equal.In this episode, I'm breaking down what makes a math project actually relevant to your students—and how to make math feel meaningful without needing a full curriculum rewrite. You'll learn what students really care about, how to design your first spark of engagement, and how to use AI tools to help personalize your next project in seconds.✅ In this episode:Why some real-world math projects fall flatWhat makes students buy into a math task (hint: it's not just budgeting!)Examples of topics and formats students actually care aboutHow to start small and build a real-world sparkHow AI can support you in designing faster and smarterA free tool to help you plan your first (or next!) student-centered project

Too many kids see math as boring or irrelevant. Tinashe Blanchet shares how creative, real-world projects like scale models can help students engage deeply with math while still hitting standards. Read more: https://www.coolcatteacher.com/e913 3 Takeaways: • Scale models and PBL connect math to real life. • Measurement is often the weakest test area—but projects can fix that. • Teachers can start small with PBL, even in tight schedules. Growth Reflection: How have you used projects to make math more engaging? Show notes link: https://www.coolcatteacher.com/e913

Today on the PBL Simplified for Administrators podcast we have Ashley Curtin. Ashley is a district coach in Calvert County Maryland working with PBL teachers. The PBL initiative started in social studies to increase engagement and has spread across the district. Ashley is now under Career Technical Education (CTE) funding and is building relationships with CTE instructors. She connects teachers and suggests collaborations. A key to her approach is meeting people where they are at with their mindset and comfort level with PBL. PBL Unit Examples Eighth Grade Science & Culinary Arts: An eighth-grade science teacher developed a project about invasive species, initially thinking about a cookbook. The project shifted to educating the public about invasive fish in the Chesapeake Bay and Puxon River. Students created posters, social media posts, and websites with QR codes to educate the community. Culinary program seniors developed recipes for invasive fish, which were judged in a "Chopped" style competition. The eighth graders then featured these recipes on their websites and in their outreach materials. The project culminated in presentations to community partners, including the Department of Agriculture and local restaurant owners. Third Grade Storybook Project: A third-grade team created storybooks about different regions of the United States. The project integrated science, social studies, and ELA standards. Students recorded themselves reading the books, which were accessed via QR codes in the front covers. They sold the books to families, and the project culminated in an author signing event with over 150 attendees. Roses, Buds, and Thorns Rose (What's going well): The shift to CTE funding is a big win. CTE programs already have authenticity, so the focus is on infusing pedagogical practices and PBL structures. Bud (Promising practices): PBL is now a strategic goal for the district. There is work with math instructors, and an effort to reimagine education with PBL. The adaptability of the PBL framework is allowing it to take shape in different ways. Thorn (Challenges): Ashley's capacity to support the growing PBL movement is limited. There is a need to convince more decision-makers to invest in PBL and create core leadership positions. Some teachers who signed up for training are reluctant to fully embrace the PBL mindset and implementation. Ashley wants to encourage these teachers without making them feel like they are being dragged along. Addressing the Challenges (Thorns) Capacity: The need for more resources and core leaders in buildings and across grade levels/content areas is a significant challenge. Hesitant Teachers: Invite teachers to observe successful PBL classrooms. Invite teachers to participate in tuning protocols. Provide opportunities for collaborative support and reflection. Share a PBL newsletter to highlight best practices and provide resources. Highlight teachers and their work in a positive way in order to give them affirmation. Getting Administrative Buy-In Track data like student engagement, attendance, and discipline to show the impact of PBL. Share positive stories from PBL classrooms with principals to improve community perception of the school. Promote the idea of training coaches to implement PBL in individual schools. Highlight that educators can learn from their own colleagues and don't necessarily need to travel to conferences. Optimism about Education PBL is re-engaging teachers and showing them the power of their work. It shifts teachers' views of students, moving away from negative assumptions. PBL has the power to transform education and engage students long after the project is over. Conclusion Ashley is bringing hope and joy to the teaching profession through PBL. The podcast encourages teachers to rate and review the show. PBL is helping teachers teach the way they have always wanted to teach. Resources and links: Ask a question or share a win: PBLShare.com Join the PBL Online Community: https://magnifylearningin.com/join-the-online-community/

In this episode, Dr. Michelle Magallanez, Head of Interaction Design at AVID Center, returns to Unpacking Education to share how AVID Future Lab is equipping students with the durable skills they need to thrive beyond the classroom. The conversation explores how project-based learning (PBL), student voice and choice, and real-world issues—like the impact of social media on mental health—prepare learners for the future of work and life. Learn how the free resources within AVID Future Lab, supported by Adobe Express, give students authentic opportunities to research, create, and present solutions to real problems—all while building confidence, collaboration, and creativity. Regardless of your familiarity and experience with PBL, this episode offers accessible strategies and free classroom-ready resources to help every student see themselves as a designer and change-maker. Visit AVID Open Access to learn more.

Key Moves to Increase Student Engagement: Appreciate Teachers' "Why" and Connect to Your Vision: ◦ Leaders should share their vision often and loudly, connecting it with teachers' personal "why". Your teachers look to you for vision. Celebrate Small Wins Loudly and Often: ◦ Publicly acknowledge positive things you see happening in classrooms. ◦ Leave positive Post-it notes for teachers; these can serve as powerful reminders that they are on the right track and encourage more of those actions. ◦ Share wins in faculty meetings (at the beginning and throughout) and in weekly newsletters. ◦ Celebrating wins tells everyone what is "awesome," aligns with the vision, and helps kids be engaged, implicitly encouraging others to follow suit. "What you focus on grows". Protect Planning and Collaborative Time: ◦ Faculty meetings should not be boring updates that could be emails. Teachers often cite meetings as the one thing they would change in education. ◦ Use this rare collaborative time to model engagement strategies you want to see in the classroom, such as Project-Based Learning (PBL) moves, collaboration, voice, and choice. ◦ When you model "sit and get" in meetings, you are communicating that this is how teaching and learning are done. Instead, model empowered and engaged learning. What NOT to Do: Don't Just Launch PBL Ineffectively: ◦ Avoid sending only one person to a PBL training and expecting them to train the entire staff or for others to instantly become innovators. This often leads to frustration and the abandonment of PBL. ◦ Effective PBL implementation requires a comprehensive approach, as seen in the Babcock Ranch model school in Florida, where everyone is PBL certified, they use structured processes (like the "PBL Simplified" book), and have PBL-certified coaches. ◦ PBL is a significant shift, especially for teachers accustomed to traditional teaching. Success comes when PBL becomes ingrained in the school's culture and daily operations. Practical Steps for Implementation: Start small but be consistent. Audit current engagement by observing classrooms and identifying teachers who are already doing great things. Find and "fuel" these teachers by lifting up their PBL-like actions (e.g., great entry events, community partners, voice and choice). Build time into your schedule for discussing PBL and fostering staff collaboration. Create engagement for your teachers so they can experience it firsthand and then model it for their students. Once student engagement is achieved, "shout that from the rooftops". Leadership Advice and Resources: Don't lead alone. Leading is challenging, so build a team. Consider starting a leadership team if you don't have one to help build a common vision. For a full year or three-year plan for PBL implementation, including information on teacher retention and grant funding, visit pblwebinar.com. • If this episode was helpful, please rate and review the show to help other leaders find it.

Why do most student teams fail, and what can you do to change it? In this re-published episode, I sit down with Kristin Damburger, Associate Division Head at Avenues, to explore the common pitfalls that prevent student teams from thriving. Kristin shares three simple shifts you can make in your classroom to turn disengaged or unproductive teams into high-functioning, collaborative groups. From redefining roles to giving students the tools to take ownership of their learning, these shifts will help foster deeper collaboration and student agency. You'll learn: Why most student teams fail and how to avoid those traps How giving students a voice in their team roles leads to greater ownership and success Simple collaborative structures for project work Why feedback loops, rather than grading, are key to accountability in group work Kristin's Bio: Kristin Damberger is a Learning Coach at the International School Nido de Aguilas in Santiago, Chile. She has spent the last 12 years of her 15 year career in education working overseas in international schools in China, Brazil, and now Chile. She started her career teaching 6th grade English and Social Studies at a Title I school in California, where she began her experimentation with inquiry and PBL. Soon after starting a masters degree in global studies in education, she wanted to pursue a life overseas and moved to Beijing. Over the course of her international career Kristin has served in many roles, including teacher, facilitator, curriculum coordinator, Associate Division Head, and now Learning Coach. In all of these roles Kristin has had the opportunity to continue in her pursuit to redefine the traditional structures of "school" and continue to deepen and expand her work in inquiry, PBL, and design thinking.

Guiding Question:How might we empower our students, beyond personal projects, to have a greater say in their learning through increased student agency.Key Takeaways:Student agency and the importance of learning experiences, like personal projects, to create opportunities for students to explore different interests outside of the curriculum.Raising awareness of complex issues, like child labor, and child trafficking, that are difficult topics to navigate, but important to understand for even our youngest learners in school.Turning learning, research, storytelling and navigating the publishing process into a children's book to educate children in our community.If you have enjoyed our 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. At the time of publishing I don't have information on how to purchase Kweku's Brave Choice: A Story of Courage and Hope, but I will update here when it's available. Stay tuned.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 educationYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary On this episode, I meet Maria Bella, a high school student from Lincoln Community School in Accra, Ghana. As part of her studies, Maria Bella learned about child trafficking, and child labor, a complex issue that impacts her local community. She is passionate about humanitarian work, and chose to dedicate her work for her personal project to creating a children's book to educate local children about this important issue. Join me, as we explore her journey to becoming a published author and shall she use this opportunity to further her learning as a humanitarian and set her sites on a potential career path. 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.

●YouTube影片● https://voh.psee.ly/82ap5j ●FB粉專影片 ● https://voh.pse.is/82apdm 本集主題：孩子需要自學嗎？：自學不是放手，而是陪孩子慢慢長出學習的樣子 訪問作者：林維亞 Lynvia 內容簡介： 一本提供孩子自學的全方位寶典 孩子不愛上學，怎麼辦? 一說要上學，就鬧肚子疼。但孩子真的適合自學嗎? 而你準備好當⼀個「陪學者」了嗎？ 不是你做不到，而是沒人教你怎麼開始。 我們也曾如此，現在把這條自學之路寫給你。 書中提供家庭實作範例、學習資源、PBL專案導向學習引導流程， 讓你不用當專家，也能打造屬於孩子的學習旅程。 給每個想改變卻怕走錯步的家長，這本書是你最好的起點與同行者。 真正的⾃學，是⼀種「選擇」， ⽗⺟的態度決定孩⼦的發展 ~ 當學⽣能夠主動學習，他們不僅僅是在吸收知識，⽽是培養⼀系列 21世紀核⼼能⼒（21st Century Skills），這些技能被 OECD（經濟合作與發展組織）與全球教育專家認為是未來社會與職場必備的能⼒，包括： ● 批判性思維（Critical Thinking）：能夠分析問題，尋找解決⽅案。 ● 創造⼒（Creativity）：發展新點⼦，突破傳統框架思考。 ● 溝通能⼒（Communication）：清晰表達想法，與他⼈協作。 ● 合作能⼒（Collaboration）：與不同背景的⼈⼀起⼯作，解決複雜問題。 這些能⼒無法僅透過課堂聽講或考試來獲得，⽽是需要透過討論、合作、實踐與反思來發展。⾃學提供了⼀個更靈活的環境，讓孩⼦能夠透過多元的學習⽅式，培養這些真正影響未來的能⼒。 自學的孩子也能培養出這些職場必備的能力，該如何做？ 就讓在自學領域中的過來人和專家告訴你 : 自學與PBL，讓孩子變成終身學習的人 什麼是P B L 專案導向學習？ 世界各國的自學方式為何？ 如何讓孩⼦在PBL中找到⽅向感？ 作者簡介：林維亞 Lynvia 擁有台美雙文化背景與多年自學實踐經驗，致力探索「為孩子量身打造的教育」。畢業於夏威夷大學，擅長融合東西方教育思維，打造多元、自主且富創造力的學習路徑。 現為傳奇城堡創辦人、InAct實踐家國際職探教育協會理事長，長年推動自學、國際素養與職涯探索課程，陪伴家庭在制度內外找到孩子的光。 「學習不是被裝填的，而是被點燃的。」 作者簡介：安琪拉 出身台灣，在紐西蘭成長。取得紐西蘭教師資格後，她以跨文化視角深耕台灣教育二十餘年。 現為翔想教育創辦人，致力協助青少年探索自我、發掘潛能。透過PBL專案導向學習，不僅培養具全球視野的未來人才，更搭建起紐西蘭與台灣之間的教育橋樑。期望透過教育，幫助每個孩子找到自己的天賦與熱情，在全球化時代中綻放光芒。 「每個孩子都應該成為夢想的實踐者。」 作者粉絲頁：傳奇城堡LegendCastle 出版社： 華文精典 粉絲頁： 出色文化 #李基銘#李基銘主持人#fb新鮮事#快樂玩童軍 #廣播之神#廣播之神李基銘 YouTube頻道，可以收看 https://goo.gl/IQXvzd podcast平台，可以收聽 SoundOn　https://bit.ly/3oXSlmF Spotify　https://spoti.fi/2TXxH7V Apple　https://apple.co/2I7NYVc KKBOX　https://bit.ly/2JlI3wC Firstory　https://bit.ly/3lCHDPi 請支持粉絲頁 廣播之神：  / voh.god  李基銘主持人粉絲頁：  / voh.lee  李基銘的影音頻道粉絲頁：  / voh.video  -- Hosting provided by SoundOn

Feel like curiosity is getting lost in content coverage, deadlines, or disengaged classrooms? What if our own vulnerability was the key to unlocking it? In this episode, I speak with Austin Levinson, Director of Learning at Megaminds and long-time champion of student agency, curiosity, and connection. From macro photography projects to travel blogs and AI-powered adventures, Austin shares how he models curiosity based learning alongside his students, and why doing so flips the traditional dynamic in transformative ways. You'll learn: Why “getting messy” and showing your own struggle inspires student risk-taking How co-designing projects creates ownership, purpose, and curiosity How to bring parents and administrators along when you don't have all the answers How AI can be used to scaffold—not shortcut—critical thinking and real-world inquiry Trade control for connection, and rediscover curiosity as your classroom's driving force Learn more about Megaminds: www.gomegaminds.com  Connect with Austin on LinkedIn: linkedin.com/in/austin-levinson-innovator  Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Kyle-Wagner/dp/1032484713  Austin's Bio: From a young age, Austin was a soccer referee, running alongside the students on the field, not standing in the center calling the shots. His early teaching roles in Oakland and Richmond, California taught him the power of connection, voice, and risk-taking in learning.Later, while designing STEM and gifted programs in international schools, he focused on deeper learning through questioning, critical thinking, and real-world purpose. Whether leading workshops for parents on constructivism and board games or offering enrichment classes in ikebana, macro photography, and juggling, he kept learning joyful and human. Back on the school soccer field, he noticed that values like empathy and leadership were best taught through shared experience, not lectures. He brought this mindset into his PBL work, discovering that students take bigger risks when they see their teacher right there with them, learning too. In one project, students used AI tools to co-design film imagery and lead their own discussions. They selected the materials, chose the protocols, and reflected on their facilitation moves—building voice, confidence, and metacognition in the process. Now as Director of Learning at MegaMinds, Austin is scaling that same spirit of agency and curiosity. Through immersive 3D environments and AI-powered challenges, he's helping tens of thousands of students think critically, take ownership, and find meaning in their learning.  

In this episode, Ryan Steuer discusses the importance of Project-Based Learning (PBL) and outlines three common mistakes that leaders make when implementing PBL in schools. He emphasizes the need to start with the 'why' of PBL, the significance of cultural change, and the importance of empowering teachers rather than controlling them. Through personal anecdotes and practical advice, Ryan provides insights on how to create a sustainable PBL environment that fosters student engagement and ownership. Takeaways PBL should be part of a leader's legacy. Starting with the 'why' is crucial for buy-in. Cultural change is a complex process that requires time. Empowerment of teachers leads to better student outcomes. Leaders must model the change they want to see. Creating a collective 'why' strengthens the initiative. Cultural change involves mindset shifts, not just protocols. Teachers need voice and choice in their professional development. PBL can be adapted to fit various educational contexts. Avoid imposing rigid models; allow for customization. Resources and links: Register for the webinar: pblmasterclass.com

Guiding Question:How might we create a space for students to follow their passions and collaboratively design solutions for the global good?Key Takeaways:A case study from Notre Dame Belmont High School and Serra High School in California, USA.A class without grades where students can follow their passions without the constraint of academic pressure.Being part of a global network where students can share ideas and design solutions for the global good.If design  you have for the global good. 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. 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 educationYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary On this episode, we explore a class taught by Rushton Hurley and Rita Lee at Junipero Serra High School and Notre Dame Belmont High School called Creative solutions for the Global Good and Advanced Solutions for the Global Good. This episode features students Rowan, Vicky, and Bella, who share their experiences from the course, the projects they were involved in, the international collaboration opportunities they had, and how this class impacted their high school experience in terms of creativity, leadership, perseverance, time management, collaboration, and impact. Listen to learn more and to see if the addition of this course, or something similar, might be an exciting next step for your 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 of the PBL Simplified podcast, host Ryan Steuer talks with Doug Noll, a former trial lawyer turned peacemaker, to discuss effective strategies for de-escalating conflicts with angry parents, students, and teachers. The conversation emphasizes the importance of understanding emotions in conflict resolution, introducing the concept of affect labeling as a powerful tool for calming individuals and fostering connection. Doug shares insights on how to apply these techniques in educational settings, highlighting the need for emotional intelligence among educators and students alike. The episode concludes with practical advice for administrators on how to implement these strategies in their schools. Takeaways Fights and arguments between human beings are unnecessary. Human beings are driven by emotions, not rationality. Affect labeling is a technique to de-escalate anger. Listening to emotions rather than words is crucial. De-escalation must occur before problem-solving. Students often act out due to a lack of connection. Emotional abuse in families affects student behavior. Affect labeling can create emotional safety in classrooms. Teachers can learn to help students self-regulate emotions. Cultural programming often devalues emotional expression. Resources and links: Share a PBL win or ask a question: pblshare.com Connect with Doug: https://dougnoll.com/school-de-escalation-training/ https://dougnoll.com/de-escalation-skills-resources/ LinkedIn: https://www.linkedin.com/in/dougnoll/ Facebook: https://www.facebook.com/doug.noll.52/ https://www.facebook.com/DouglasNoll Twitter: https://twitter.com/dougnoll Instagram: https://www.instagram.com/douglasenoll/ DN YouTube: https://www.youtube.com/channel/UCtAHXdBT1Y0Pl7SGrM_HcFw EC YouTube: https://www.youtube.com/channel/UCLMgSgzfVqHdriHEN3MiIKA Pinterest: www.pinterest.com/b990204361f85f4a8ac1a25a9a0920

In this episode of the PBL Simplified Podcast, Ryan Steuer discusses how district leaders can effectively use grant funds to establish a sustainable project-based learning (PBL) culture that extends beyond the life of the grant. He emphasizes the importance of investing in people rather than programs, the necessity of professional development and coaching, and the significance of marketing and tracking success through data and stories. The conversation provides actionable insights for educational leaders looking to create lasting change in their schools. Takeaways Invest in your people to sustain PBL culture. Shift focus from programs to building belief. Coaching is essential for successful implementation. Professional development should include all leadership levels. Marketing your PBL initiatives is crucial for buy-in. Align grant objectives with educational outcomes. Track both quantitative and qualitative data. Create a grassroots movement for PBL. Use grant funds to build internal systems. Make the grant a movement, not just a moment. Resources and links: pblmasterclass.com

“The problems we face are not the fault of any single individual or organisation. They are often the by-product of good intentions. And yet, alongside children and young people and their parents and carers, it's educators who are most exposed to these pressures – who confront them every day, and try to make it all work regardless,” writes today's guest in a piece from May titled Confronting the educational polycrisis.Joining us from Brighton, UK Dr James Mannion is a keynote speaker, teacher trainer, researcher, consultant and author with a passion for educational and political reform. He is the co-founder and Director of Rethinking Education, a teacher training organisation specialising in implementation and improvement science, self-regulated learning and practitioner inquiry. A former teacher of 12 years, James has an MA in person-centred education from the University of Sussex and a PhD in self-regulated learning from the University of Cambridge. He is also the host of the popular Rethinking Education podcast, of which I have been a huge fan for a long time. In fact, HRP contributed the very first video essay we ever made to a virtual arm of James's Rethinking Education Conference back in 2022. This conversation crossover has certainly been a long time coming!“We have multiple crises on our hands,” James writes, “They interact and have become entangled. This makes them difficult to resolve - but resolve them we must.” And my hope today is that even if we can't untangle the polycrisis today, we can at least get a better grasp and perhaps loosen their hold on our education systems.https://drjamesmannion.substack.com/https://makingchangestick.substack.com/https://www.educationpa.org/https://wssnow.org/https://www.ucyottawa.com/invitation-to-the-rcen-book-club/

Guiding Question:How might students play a role in creating more inclusive communities in our schools?Key Takeaways:How a student used the community project in grade 8 to start a PRIDE clubA student perspective on managing transitionsZooming in on the Changemaker Journey through a participant's viewpoint on the changemaker conference at AISB in BudapestIf 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. 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 educationYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary On this episode, after having the privilege of attending the Changemaker Conference at the American International School of Budapest in March 2025 (check out this episode with the student organizers), I had the opportunity to reconnect with Rae. Rae is a grade 8 changemaker from a school in the region, who, like me, was visiting, with other students from her school, to attend the conference. While at the conference, she attended one of my workshops, and we later had a great conversation about her work and her passion for creating inclusive communities. I was especially inspired learning that she had started a PRIDE club at her school. Listen to learn more. 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.

AI 在普通中学里的应用走到哪一步了？ 在过去的节目里，我们聊过 AI 时代对正在成长的这一批青少年的影响，也聊过创新学校是如何将 AI 应用于教育的，但在全国更多的普通中学里，在依然以高考为终点的那些教室中，那儿的 AI 应用又是怎样的？ 带着这样的好奇，我们采访了五位来自全国不同城市、不同学科的中学老师，聊了聊他们的真实经历与感受：AI 真的能帮老师减轻工作负担吗？用 AI 批作文、做课件好不好用？学生能不能在课堂上使用 AI，为什么？ 透过一线老师的叙述，我们一起去看一看 AI 在中国普通中学里，真实而复杂的落地图景。 本期人物 徐涛，声动活泼联合创始人 可宣，「声东击西」监制 贾老师，南京高中信息技术老师 王老师，北京初中英语老师 罗老师，上海初中语文老师 陈老师，上海初中生物老师 张老师，成都高中 PBL 老师 主要内容 [04:23] DeepSeek 带来的学校使用 AI 热潮 [08:46] 被 AI 教学系统折磨的老师们 [16:30] 在课堂上使用 AI 的学生，能玩出什么花样 [17:45] 用 AI 写作文的学生和用 AI 改作文的老师 [21:15] 老师们的担忧：AI 用得太多还是太少？ 给声东击西投稿 除了 AI 与老师，我们也想来听到自学生这端的故事，所以如果你正在大学里念书，不论年级高低，曾经通过 AI 做过一些有趣的事情，无论是帮自己偷懒，还是一些奇思妙想，或者非常稀奇古怪做法，都欢迎来投稿。 你的声音可能出现在未来的节目当中，我们非常期待你的分享！ 投稿入口 (https://eg76rdcl6g.feishu.cn/share/base/form/shrcne1CGVaSeJwtBriW6yNT2dg) 你也可以直接通过邮箱直接联系节目组：kexuan@shengfm.cn 节目推荐《梁柱之间 · 山西古建筑十讲》 《梁柱之间 · 山西古建筑十讲》是一档为古建筑旅行准备的播客节目。山西保存着全国 70% 以上的早期木构建筑，历史跨度近 1400 年。唐代的南禅寺、佛光寺，辽金时期的应县木塔、华严寺，以及元明清时期的永乐宫和晋商大院，这些散落在高原河谷中的坐标，谱写了一首用木头书写的合唱。 《梁柱之间·山西》选取了十座最具代表性的古建筑（古建筑群）作为主角，以「建筑–史料–人」的三重维度，为听众呈现一个立体而可感知的古代建筑奇迹。 相比于常见的对谈聊天型节目，《梁柱之间》是一档单集 20-30 分钟左右信息密度极高的单口节目，希望可以帮助听众连接建筑本身的细节和广阔的历史。本节目由可达、重轻、汉洋在 AI 的辅助下制作完成。 付费专辑《梁柱之间·山西》已上线小宇宙 app，感兴趣的朋友可以点击链接 (https://sourl.cn/GrRmJX)下单，客服会在一个工作日内将小宇宙兑换码发送给你。 声动活泼年度新节目上线！ 这次，我们倾全团队之力为 AI 时代的青少年做了一件微小但重要的事。 每期 10 分钟，从一个青少年感兴趣的现象谈起，涉及商业科技、社会人文等话题，解读表象背后的深层逻辑，启发青少年提出自己的好奇。每周一、三、五早晨 6 点在各大音频平台准时更新。

In this episode of The Good Life EDU Podcast, Phillip Alcock (CEO and Co-Founder) and Thom Markham (Creative Director) of PBL Future Labs join the show to share how they're fusing the best of project-based learning (PBL) with the transformative possibilities of AI. With decades of experience in PBL design, coaching, and implementation, Phil and Tom reflect on PBL's origins, the challenges that have limited its widespread adoption, and how AI can break down those barriers—saving teachers time, elevating student voice, and unlocking more authentic, community-connected learning. They share real examples of “learning missions” that help schools move beyond static standards and worksheets, using AI to co-create meaningful projects and connect students' learning to real-world impact in the students' local community. This conversation is an inspiring look at how educators can tap AI as a partner to reignite student engagement and prepare learners to solve the complex problems of tomorrow. Learn more about PBL Future Labs, visit pblfuturelabs.com.

In this episode of the PBL Simplified podcast, Ryan Steuer discusses the importance of making project-based learning (PBL) sustainable within school cultures. He outlines a three-year model for implementing PBL that emphasizes leadership, teacher training, and community involvement. Through real-life examples, he illustrates how PBL can transform student engagement and learning outcomes, ultimately creating a culture of innovation and empowerment in schools. Takeaways Project-based learning (PBL) is essential for transforming school culture. Sustainability in PBL requires a long-term commitment, not just one-off workshops. Leadership and teacher training must occur in parallel for effective PBL implementation. Coaching is critical for successful PBL implementation and teacher support. Real-world projects engage students and enhance learning outcomes. PBL should be integrated into the school's culture, not treated as an isolated initiative. Community involvement is key to successful PBL projects. A three-year model allows for deepening practice and leadership in PBL. PBL can empower students and help them find their purpose in learning. The journey to a sustainable PBL culture starts with a clear vision and commitment. Resources and links: pblmasterclass.com

Do you have a topic to suggest or insight to share? Text me.In the culminating episode of this season, we explore how instructional leaders can drive transformative change through project-based learning (PBL). We highlight how PBL has the potential to improve student learning and engagement when teachers can effectively facilitate the core practices of project-based instruction.This episode examines how instructional leaders can support teachers beyond traditional professional development methods by providing continuous, differentiated support tailored to their school's unique needs and challenges. Tune in to learn how you can utilize free tools, including our readiness assessment, blueprint guide, and articles, to develop a strategy for fostering a high-impact PBL culture at your school.Resources mentioned during this podcast season.1). Download the companion 30-page white paper: https://www.impactfulpbl.com/blueprint2). Read the articles to learn how to build a sustainable PBL initiativehttps://www.impactfulpbl.com/framework3). Watch the webinar to learn more about how the Impactful PBL Network helps instructional leaders overcome the most common roadblocks faced when launching or scaling PBL at their schoolhttps://www.impactfulpbl.com/programoverview P.S. Have you taken the Impactful PBL Readiness Assessment yet? It's a great resource for instructional leaders like you who want to make informed decisions about implementing or strengthening PBL in their schools. Get Your Free Planning Guide Now >> Support the showThank you for listening! If you find this podcast useful and would like to support the show, please rate, review, and follow using your favorite podcasting app. Sharing is caring. When you leave a review, you are helping fellow educators find this podcast, enabling them to design impactful project-based learning experiences for their students.

Even after shifting to student-centered learning, it's easy to fall into familiar routines: sparking a project, guiding students along, and quietly doing the heavy lifting ourselves. But what does it take to fully hand over the reins—and trust students to direct their own learning? In this episode, inquiry-driven educator Robynne Esther shares how she made that shift herself, and the practical tools she now uses to support real student independence, without sacrificing structure. From co-creating checklists to guiding expert research and using visible thinking strategies, Robynne walks us through how to scaffold agency without oversteering it. You'll hear: How inquiry provocations can open up—not narrow—student-led direction What expert groups and feedback loops look like in project-based units Why the right checklist isn't about control, but about clarity How thinking routines help students reflect, take risks, and follow their curiosity The subtle mindset shifts that allow teachers to lead by stepping back Whether you're refining your role as facilitator or looking for ways to help students take the next leap in self-direction, this conversation offers inspiration—and strategy—you can put to use right away. Connect with Robynne: LinkedIn: https://www.linkedin.com/in/robynne-esther-24990771/  Dive Deeper into Student-Centered Environments: Get the 12 Shifts Book  Robynne's Bio: Ever wonder how to spark genuine curiosity in your students? Robynne Esther has spent 15 years, including seven within the PYP, unlocking that secret through inquiry-based and project-based learning. She has empowered teachers across Hong Kong, Guangzhou, and Shanghai to adopt 21st-century learning through engaging IBL/PBL & AI workshops. Currently inspiring young minds at DSHK, Robynne leads Grade 6 Project-Based Learning and teaches Grade 4 Inquiry, fostering classrooms buzzing with collaboration and community. But her journey's even richer than that! She's an AFHEA-accredited mentor who has guided aspiring teachers at Sunderland University and has even spent time as a pastry chef in Hong Kong's Soho district. Robynne brings this uniquely diverse background to her exploration of the fascinating intersection of PBL and IBL. Join her as she shares her insights on their similarities and differences.

Do you have a topic to suggest or insight to share? Text me.This episode explores how instructional leaders can create a unique school identity, engage parents and community members, and foster a robust PBL culture that differentiates their school from others. Fostering a PBL culture in a school is not an overnight transformation. It typically spans three years, depending on the school's starting point. This journey requires careful planning, a clear vision, and an unwavering commitment to creating an environment where project-based instruction can thrive.Hear about a partner school's roadmap to success and how you can use free resources such as the Impactful PBL Readiness Assessment and Impactful PBL Success Path Action Plan for guidance in mapping out a three-year PBL journey for your school.1). Download the companion 30-page white paper: https://www.impactfulpbl.com/blueprint2). Schedule a free strategy call: https://www.impactfulpbl.com/strategysession P.S. Have you taken the Impactful PBL Readiness Assessment yet? It's a great resource for instructional leaders like you who want to make informed decisions about implementing or strengthening PBL in their schools. Get Your Free Planning Guide Now >> Support the showThank you for listening! If you find this podcast useful and would like to support the show, please rate, review, and follow using your favorite podcasting app. Sharing is caring. When you leave a review, you are helping fellow educators find this podcast, enabling them to design impactful project-based learning experiences for their students.

Guiding Question:How might we empower students to organize an event to share, celebrate, inspire and BE changemakers in your region?Key Takeaways:A behind-the-scenes look at hosting a student-led conferenceMaking a conference more sustainableDeveloping a “Changemaker Mindset” to unlock the potential in our school communitiesTransitioning from advocacy to actionIf 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. 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 educationYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary On this episode, after having the privilege of attending the Changemaker Conference at the American International School of Budapest in March 2025, I had the opportunity to reconnect with 3 student leaders from that school, Alex, Shuo, and Aranya, who each played a pivotal role in the organization and resounding success of this conference. Join us as we take a behind-the-scenes look at all of the components and work that goes on behind the scenes to host an impactful and inspirational event like this. Maybe this is the spark that you need to start an event like this in your region.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 the PBL Simplified podcast, host Ryan Steuer discusses the critical role of community partners in Project Based Learning (PBL) for school administrators. He outlines strategies for identifying, engaging, and building relationships with community partners to enhance student learning and real-world applicability. The conversation emphasizes the importance of creating a supportive ecosystem for community partnerships and offers practical tips for organizing engagement events. Takeaways Community partners enhance real-world applicability in education. Inquiry increases when community partners are involved. Identify partners who care about educational standards. Start local when seeking community partners. Warm connections are more effective than cold outreach. Community partners should be treated warmly and welcomed. Engagement events can foster community partnerships. Students can help guide community partners in schools. Regular breakfasts can build strong community relationships. Creating an ecosystem for partnerships is essential for PBL success.

Do you have a topic to suggest or insight to share? Text me.This episode explores how instructional leaders can build an impactful professional development experience for teachers who facilitate project-based learning. We address the limitations of traditional professional development methods and advocate for a modern approach that provides teachers with sustained support and multiple pathways for engagement. We discuss the importance of starting with personalized growth plans and explain how an eight-week professional learning cycle can work for your school. This episode provides practical insights to help you implement a structured yet flexible professional development approach, driving consistent improvement among your teachers while maintaining their engagement and enthusiasm for project-based learning.1). Download the companion 30-page white paper: https://www.impactfulpbl.com/blueprint2). Schedule a free strategy call: https://www.impactfulpbl.com/strategysession P.S. Have you taken the Impactful PBL Readiness Assessment yet? It's a great resource for instructional leaders like you who want to make informed decisions about implementing or strengthening PBL in their schools. Get Your Free Planning Guide Now >> Support the showThank you for listening! If you find this podcast useful and would like to support the show, please rate, review, and follow using your favorite podcasting app. Sharing is caring. When you leave a review, you are helping fellow educators find this podcast, enabling them to design impactful project-based learning experiences for their students.

In the latest episode of the Getting Smart Podcast, we dive into the transformative power of project-based learning (PBL) through the lens of the Border Lands project. Hosted by Shawnee Caruthers, this episode features insightful conversations with Ryan Sprott, an educator and PBL advocate, alongside former students Annah Sanchez, Daniela Hernandez, and Bianca Garza. Together, they explore how immersive learning experiences at the US-Mexico border shaped their understanding of complex social issues and fostered personal growth. The guests reflect on the profound impact of engaging directly with real-world challenges, emphasizing the importance of empathy, active listening, and critical thinking. This episode highlights the urgency of PBL in today's education landscape, advocating for its role in preparing students for the complexities of modern society. Tune in to hear how these experiences continue to influence their lives and why PBL is crucial for fostering a more equitable and interconnected world. Outline (00:00) Introduction and Personal Reflection (04:24) The Power and Impact of PBL (09:47) Student Reflections: Initial Understanding of the Border (16:21) Profound Moments and Personal Growth (23:55) Skills and Lessons Learned (31:57) The Art Component and Overcoming Challenges (38:08) Final Reflections and Advice (46:45) Current Students Experiences Links Watch the full video here Read the full blog here How to Teach About Global Borders and Migration (Opinion) Teaching Contentious Topics in a Divided Nation: A Memoir and Primer for Pedagogical Transformation by Ryan Sprott Ryan Sprott LinkedIn PBLworks Daniela Hernandez LinkedIn

Should we teach our kids "21st century skills" or should we rethink what that means and start teaching "workplace durable skills"?Dan Thomas just retired from a 30+ year career as an educator in New York. He's been a STEM and PBL consultant, and a LEGO education, Makey Makey, and Code.org trainer.As a teacher, he's sought to revolutionize education through play and technology, believing that learning should be an adventure (with an occasional Dad joke thrown in too).He recently published his first book, Sir Prise and the Bridge of Ingenuity on XFactor Publishing (find a copy here: amazon.com/dp/B0F625DXYR)Dan is also the host of The Tech Ed Clubhouse podcast, where he has great conversations about education with a wide variety of guests.Connect with Dan:Website: coachthomastech.comTwitter/X: @coachthomastechLinkedIn: linkedin.com/in/coachthomastechInstagram: @coachthomastechBook on Amazon: amazon.com/dp/B0F625DXYRListen & subscribe to the-tech-ed-clubhouse podcastChris 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

Do you have a topic to suggest or insight to share? Text me.The previous episode explored the necessary components of building an impactful project-based learning culture. This episode explores how to execute these components at your school. Recognizing most instructional leaders' limited capacity, we discuss how you can leverage the comprehensive support system the Impactful PBL Network provides for successfully implementing project-based learning (PBL). Building on the essential components required for PBL success: clarity, competence, and capacity, you'll discover how we tailor support to meet your teacher's needs. Through our readiness assessment, professional development courses, coaching cycles, and community platform features, we can guide your school from the emerging to established stages of the PBL journey. We emphasize sustainable implementation, strategic planning, personalized support, and collaborative learning opportunities to drive meaningful and impactful change in your educational practice. Join us to discover how you can create a flexible support system for teachers to drive PBL success at your school.1). Download the companion 30-page white paper: https://www.impactfulpbl.com/blueprint2). Schedule a free strategy call: https://www.impactfulpbl.com/strategysession P.S. Have you taken the Impactful PBL Readiness Assessment yet? It's a great resource for instructional leaders like you who want to make informed decisions about implementing or strengthening PBL in their schools. Get Your Free Planning Guide Now >> Support the showThank you for listening! If you find this podcast useful and would like to support the show, please rate, review, and follow using your favorite podcasting app. Sharing is caring. When you leave a review, you are helping fellow educators find this podcast, enabling them to design impactful project-based learning experiences for their students.

You want to do PBL, but every time you think about it… you panic. What if it flops? What if it's chaos? Been there. Done that. In this episode, I'm sharing how I went from panicked to confidently using project-based learning in my classroom—without the mess.Inside this episode: ✔ Why PBL feels chaotic (and why it doesn't have to be) ✔ The biggest mistake teachers make when starting project-based learning ✔ How project milestones create structure and boost learning

Guiding Question:How might we empower students to organize an event to share, celebrate, and inspire younger students in our school community through service learning.Key Takeaways:Peer to peer learning in the context of service learningAuthentic engagement with service learning in elementary education co-facilitated by high school student leaders Planting the seeds with our youngest learners to develop the service learning mindsetSustainability of service learning initiatives through whole school events like Community Partners WeekIf 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. 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 educationYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactEpisode Summary On this episode, I meet Omaira and Tul, members of ServiceCo and service learning leaders at NIST. Following up on our previous episode with Y6 students, in Part 2 Tul and Omaira share a behind-the-scenes look at Community Partners  Week, the organization of this impactful event, and their role as service learning leaders designing and leading learning experiences with Y6 students. This was the 3rd annual Community Partners Week at NIST, and by all accounts, the best one yet. During Community Partners Week, students in the primary years program had opportunities to connect with community partners like Helping Heart (EY-Y1), a local nursery (EY-Y1), Student-led service groups Eco and Plastic-free NIST (Y2), Operation Smile (Y3), Student-led service group FemiNIST (Y4), and Student-led service group FashioNIST (Y5). Join me for a great conversation with these student leaders to get a deeper insight on the impact of CPW at their school and how peer to peer learning leads to a service mindset, the ongoing sustainability of service learning initiatives, and a culture of service across the whole school community.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.

Recorded- May 31, 2025 Uploaded- May 31, 2025 It's a big one this week. Part one of two, where we dive into the situation unfolding in Northern Colorado with Owlz, their ownership, the city, and the PBL as a whole. Also a change in the dugout for Hagerstown and a few changes in the record books across a couple leagues.   Ryan's Vid- https://youtu.be/7KSt0gp9dwg?si=tnHMYHvTHFhAb2jj 

Episode Notes This episode comes from the Climify podcast, which is hosted by Eric Benson, and produced by the Climate Designers Network. Benson interviews Tish Tablan, senior program director at Generation 180, about how going solar can benefit schools' budgets and provide opportunities for PBL, as well as helping us all thrive as we face an unprecedented climate crisis. Links: Check out This Episode on Climify Check out all the great episodes on the Climify website Climify Design Class Resources Learn more about Cradle to Cradle Design, and check out the book that started it all! Other episodes in the High Tech High Unboxed Regenerative Education Series: Derek Mitchell and Scott Sampson on Regenerative Education Green School: Regenerative Education in the Balinese Jungle Green School Student Louis Lacour A Story of Butterflies, Regeneration, and Hope

Dr. Jorge Valenzuela is a leading performance and education coach, author, and university instructor at Old Dominion University, as well as a speaker for Lifelong Learning Defined. He is dedicated to empowering educators through training in instructional innovation, action research, project-based learning (PBL), STEM pathways, entrepreneurship, and essential life skills. Partnering with Corwin, Dr. Valenzuela helps schools enhance core instruction with student-centered and impactful strategies. A published researcher, he also hosts the Lifelong Learning Defined podcast, offering practical insights and support to educators worldwide

In this episode of the PBL Simplified Podcast, host Ryan Steuer discusses the transformative power of Project Based Learning (PBL) in schools. He shares insights on how educators can empower themselves and their teams to create thriving educational environments. Through the success story of principal Cynthia Bruno, listeners learn about the impact of PBL on student engagement and achievement. Ryan emphasizes the importance of connecting with one's purpose, empowering teachers, and creating a positive school culture. He provides practical tips for job satisfaction and highlights the significance of daily practices and delegation in leadership. Takeaways Transforming schools through project-based learning is possible. Leadership teams can create effective three-year plans for PBL. Cynthia Bruno's school improved from a D to an A in two years. Connecting with your purpose is essential for effective leadership. Empowering teachers fosters a positive PBL environment. Celebrating small wins increases job satisfaction. Creating moments of joy enhances the school culture. Daily practices can lead to greater fulfillment in your role. Delegation allows leaders to focus on strategic initiatives. Finding joy in learning is crucial for educators.

Feel like project-based learning sounds powerful—but totally unrealistic in your packed curriculum and schedule? What if one small shift could open the door? In this episode, I talk with international educator, VIS Dean of Academic Affairs and social scientist Tristan Reynolds, who shares how he replaced a single unit test with a project—and saw student ownership, engagement, and reflection skyrocket. From rural Texas classrooms to interdisciplinary teaching in Taipei, Tristan walks us through the simple mindset and planning shifts that helped PBL work within, not outside of, school structures. It's a refreshing look at how real change happens—not through an overhaul, but through intentional, evidence-based experimentation. You'll learn: How one teacher redesigned a single assessment and sparked student agency What student data revealed about deeper learning and engagement How interdisciplinary collaboration builds momentum for school-wide change Why project-based learning can fit within your constraints—not fight against them Ready to see how one small step can unlock student-centered learning in your setting? This episode shows you the shift in action. Connect with Tristan: Instagram, LinkedIn Data Studies Around Benefits of PBL on Learning: Wide Scale Studies  Tristan's Bio: Tristan Reynolds is an educator and writer who focuses on international best practices in education and the impacts of globalization on education. As an experienced international educator, he understand the importance of creating schools which support celebrating different cultures, and which cultivate a cosmopolitan attitude in students. Tristan's work helps build a clearer picture of how to help students and teachers move beyond local limits to education. He holds an M.S.Ed. from Johns Hopkins University, American and British teaching & administration licensures, and is a 2021 Teach For America alum.

Most school leaders will be familiar with PBL. But for principal Amy McElroy PBL means Problem-Based—not Project-Based—Learning. We discuss what the differences are and what it means for her school, and how this approach impacts her student's engagement and overall success. Amie McElroy is elementary school director at STEM School in Highlands Ranch, Colorado. Liz Garden is principal of Henry P. Clough Elementary school in Mendon Massachusetts, and serves as fellow at the NAESP Center for Innovative Leadership. Scott McLeod is professor of educational leadership at the University of Colorado, Denver, and a fellow at the NAESP Center for Innovative Leadership.

In this episode of Unpacking Education, we sit down with education coach, author, and researcher Dr. Jorge Valenzuela to explore how instructional innovation and project-based learning (PBL) can transform the learning experience and empower both students and educators. Jorge introduces the updated second edition of his book, Project-Based Learning+: Enhancing Academic Learning and Essential Life Skills, and shares how combining academic learning with essential life skills—like emotional intelligence, career readiness, and self-knowledge—creates powerful outcomes. Tune in to hear about how action research, personalized learning, and timely feedback can help educators meet students where they are. You'll also discover practical tools, strategies for integrating AI in the classroom, and ways to foster student agency through relevant, real-world learning experiences. Whether you're new to PBL or looking to deepen your practice, this episode is packed with inspiration and actionable insights. Visit AVID Open Access to learn more.