The Student-Centered Shift: Empowered International Schools and Classrooms Through Project-Based Learning

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

In this conversation with Natalie Harvey, Secondary Principal at Beijing City International School, she shares her passion for fostering student voice and engagement. Natalie discusses how her school navigates the balance between curriculum demands and empowering student agency. Key topics include creating personalized learning experiences within the IB framework, the importance of building trust among teachers, and co-developing a vision for success. Her insights on redefining learning highlight how BCIS makes voice and choice an integral part of student life.

In this engaging discussion, Ryan Murfield, Coordinator of the PRAXIS Program at the International School of Kuala Lumpur, shares his insights on effective interdisciplinary project planning. He emphasizes the importance of focusing on real-world problems to boost student engagement. Listeners will find valuable tips on building milestone checkpoints for team alignment and creating assessments that genuinely reflect student learning, all while reducing stress for educators. Ryan's experience brings a fresh perspective to collaborative teaching and fostering student agency.

In this discussion with Daniel Rosenberg, Head of Asia at Otis, the focus is on transforming student learning through data transparency. He reveals how hidden progress data can hinder student ownership of their education. The conversation dives into how AI tools can personalize learning and empower students by giving them access to their own data. Rosenberg shares real-life examples of students using this data to set goals, highlighting a shift from traditional assessment methods to student-centered learning environments that foster agency and collaboration.

Raina Grove, an instructional coach at Chiang Mai International School, specializes in fostering student-centered shifts through trust and teacher agency. She candidly discusses why many change initiatives fail due to overwhelm and lack of clarity among teachers. Raina shares insights on empowering educators to transform their classrooms into vibrant, student-driven environments. Tune in for practical strategies that build collaborative school cultures, support meaningful growth, and maintain enthusiasm in educational reform.

Ever been handed a blank sheet of paper to design your dream school—but felt totally overwhelmed by where to begin? You're not alone. This episode kicks off a special monthly series airing in the final week of each month on Building Student-Centered Schools Building Student-Centered Schools, where I take you behind the scenes of a real program I’m helping launch in Hong Kong. Each month, we’ll unpack a core design element—from staffing to space to schedule—starting with “S.” In this first episode, we explore the power of story—and how engaging your stakeholders early on can turn uncertainty into clarity. I share how we co-created a shared vision with students, parents, and staff to lay the foundation for a truly student-centered experience. You’ll learn how to: 🔹 Gather authentic input from your community to build ownership 🔹 Create clear value statements that guide every design decision 🔹 Use “vision visits” and focus groups to surface what your community truly cares about 🔹 Develop a simple, powerful school mission rooted in real-world relevance If you’re launching or reimagining a student-centered program, this episode will give you the clarity and momentum to move forward—with your people at the center. Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard  Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713  

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

What if you didn’t have to manage every student project—but guided students to lead their own? Too often, teachers in project-based learning feel like they have to run the show—juggling endless questions, guiding every decision, and holding all the details. But shifting from master to mentor can lighten your load and deepen student ownership. In this episode, we talk with Byron, an international educator and PBL program director, about how stepping back as a mentor creates space for students to lead their real-world projects with more independence, curiosity, and engagement. You’ll hear practical strategies to simplify your role—while helping students take more responsibility for their learning. 🔹 Why moving from “project manager” to “mentor” increases student ownership and agency 🔹 How to support and scaffold multiple projects without getting overwhelmed 🔹 Simple structures that help students stay on track and self-directed 🔹 How to create a classroom culture where reflection and feedback drive deeper learning 🎧 Tune in to shift into mentor mode and make project-based learning easier. Connect with Byron: www.linkedin.com/in/byron-clarke  Learn more about VIS Better World Lab: https://vis.tp.edu.tw/ (website), https://www.youtube.com/@visradio (radio) Take the 12 Shifts Scorecard to target areas of growth: www.transformschool.com/12shiftsscorecard  Get the 12 Shifts Book: 'Where is the Teacher?' Byron's Bio: Byron Clarke is the Project-Based Learning (PBL) Program Director and Business and Economics Instructor at VIS@betterworld lab Experimental Education, where he has led the development of the PBL program for four years. Byron is committed to creating an inclusive, holistic educational environment that empowers students through real-world learning experiences that are meaningful to them. Under his leadership, the program focuses on fostering critical thinking, collaboration, and adaptability, equipping students with the skills they need to thrive in both academic, personal, and professional settings.

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

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