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

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

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

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

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

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

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

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

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

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

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