No Time and Space for Project-Based Learning? How One Shift Changes Everything

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.