Peter Hutton

What do you think of when you hear the term 'learner agency?'  You might envisage students having some "voice" and "choice" around what they learn, or where they sit in class.   And while that's a nice start, learner agency is more than allowing students some choice in what they learn. It's about involving them in every step of the journey.  Imagine a school with...  🙌🏼 Student- run electives. 🙌🏼 Seventy + student led businesses to carry out the school's day to day operations. 🙌🏼 Timetables that are created and carried out by a student design team. 🙌🏼 A school board that includes young learners. 🙌🏼 100+ Individualised Learning Plans that students co-design.  That's Templestowe College, or more affectionately known as "Take Control" College in Australia. It's one of Hundred.org's top 100 most innovative schools in the world. And Peter Hutton was the mastermind at its helm.   I was lucky enough to sit down with Peter to learn more about how he built this kind of learner agency; and how we as learner-centered champions can heed the lessons to build more student agency in our classrooms and schools. Connect with Peter: LinkedIn, Twitter Join Future Schools:  https://futureschools.education/ Take the 12 Shifts for Learner-Centered Classrooms Scorecard: www.transformschool.com/12shiftsmastermind Peter's Bio: Peter is a maverick, a free radical, a challenger of the status quo. His strength is in transformational insight and supporting educational leaders to build innovative and adaptive cultures. As a person with dyslexia, Peter sees the world differently. Co-founding the Future Schools Alliance in 2018, Peter now works with a community of 100 member schools to significantly improve the lives of young people by transforming the education system to promote purpose-filled empowered learning and equip them for times of exponential change. Peter was the former Principal of Templestowe College which has been recognised by Finland’s HundrED organisationas one of the most innovative schools in the world.

What do you think of when you hear the term 'learner agency?' You might envisage students having some "voice" and "choice" around what they learn, or where they sit in class.  And while that's a nice start, learner agency is more than allowing students some choice in what they learn. It's about involving them in every step of the journey. Imagine a school with... 🙌🏼 Student- run electives. 🙌🏼 Seventy + student led businesses to carry out the school's day to day operations. 🙌🏼 Timetables that are created and carried out by a student design team. 🙌🏼 A school board that includes young learners. 🙌🏼 100+ Individualised Learning Plans that students co-design. That's Templestowe College, or more affectionately known as "Take Control" College in Australia. It's one of <a href="http://Hundred.org" rel="nofollow" target="_blank">Hundred.org</a>'s top 100 most innovative schools in the world. And Peter Hutton was the mastermind at its helm.  I was lucky enough to sit down with Peter to learn more about how he built this kind of learner agency; and how we as learner-centered champions can heed the lessons to build more student agency in our classrooms and schools. Connect with Peter: <a href="https://www.linkedin.com/in/peter-hutton-b6436848/" rel="nofollow" target="_blank">LinkedIn</a>, <a href="https://twitter.com/EdRev" rel="nofollow" target="_blank">Twitter</a> Join Future Schools: <a> https://futureschools.education/</a> Take the 12 Shifts for Learner-Centered Classrooms Scorecard: <a href="http://www.transformschool.com/12shiftsmastermind" rel="nofollow" target="_blank">www.transformschool.com/12shiftsmastermind</a> Peter's Bio: Peter is a maverick, a free radical, a challenger of the status quo. His strength is in transformational insight and supporting educational leaders to build innovative and adaptive cultures. As a person with dyslexia, Peter sees the world differently. Co-founding the Future Schools Alliance in 2018, Peter now works with a community of 100 member schools to significantly improve the lives of young people by transforming the education system to promote purpose-filled empowered learning and equip them for times of exponential change. Peter was the former Principal of Templestowe College which has been recognised by Finland’s <a href="https://hundred.org/en/innovations/templestowe-college" rel="noopener nofollow" target="_blank">HundrED organisation</a>as one of the most innovative schools in the world.

How to build 100% learner agency: Where Students Run the School w/ Peter Hutton

Gary Stager

Good projects aren't that tough to create.  But somehow we always seem to overcomplicate them. (Me included) What if I told you that the best project prompts could fit on a single post-it note?  Project-Based experiences that have students staying in during lunch, working late hours in the evening, mastering curricular standards, and producing awe inspiring work that makes adult jaws drop.  These are the kind of project-based experiences Gary Stager has educators around the world designing through his Summer Institutes and brilliant book 'Invent to Learn' on a regular basis.  I sat down with Gary to discuss the book and how we as learning experience designers can:   Design curricular rich project prompts that fit on a single post-it note Create learning environments that resemble more cocktail party than they do classroom Design projects that are 'sharable,' and live on well beyond their expiration date Release the shackles of subjects, specialists, timetables, curriculum standards and assessment that often stand in the way of deep and meaningful learning  Act more as 'ethnographers' to capture and document student learning, rather than teachers who deliver instruction    Get Gary's Book 'Invent to Learn': https://inventtolearn.com/ Learn more about Gary: http://professorgarystager.com Connect with Gary on Twitter: @garystager Get the Free PBL Design Starter Kit: https://transformschool.com/pblstarterkit/  Gary's Bio: In addition to being a popular keynote speaker at some of the world’s most prestigious education conferences, Gary Stager is a journalist, teacher educator, consultant, professor, software developer, publisher, and school administrator. An elementary teacher by training, he has taught students from preschool through doctoral studies. In 1990, Dr. Stager led professional development in the world’s first laptop schools and played a major role in the early days of online education. Gary is the founder of the  Constructing Modern Knowledge summer institute for educators. Dr. Stager is co-author of Invent To Learn – Making, Tinkering, and Engineering in the Classroom, called the “bible of the maker movement in schools,” by Larry Magid of CBS and The San Jose Mercury News. Invent To Learn has been translated into nine languages. Dr. Stager’s most recent book is Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon’s Seminal Work. When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Gary’s doctoral dissertation and documented Papert’s most-recent institutional research project. Dr. Stager’s work has earned a Ph.D. in Science and Mathematics Education and he collaborated on a project that won a Grammy Award. Recently, Gary was invited by Fondazione Reggio Children to lead a public seminar on education in Reggio Emilia, Italy. Gary is also on the advisory board of the NSF-funded project, BJC4NYC: Bringing a Rigorous Computer Science Principles Course to the Largest School System in the US. Dr. Stager also maintains the world’s largest archive of text and multimedia by Seymour Papert at The Daily Papert.

Good projects aren't that tough to create.  But somehow we always seem to overcomplicate them. (Me included) What if I told you that the best project prompts could fit on a single post-it note?  Project-Based experiences that have students staying in during lunch, working late hours in the evening, mastering curricular standards, and producing awe inspiring work that makes adult jaws drop.  These are the kind of project-based experiences Gary Stager has educators around the world designing through his Summer Institutes and brilliant book 'Invent to Learn' on a regular basis.  I sat down with Gary to discuss the book and how we as learning experience designers can:  <ul> <li>Design curricular rich project prompts that fit on a single post-it note</li> <li>Create learning environments that resemble more cocktail party than they do classroom</li> <li>Design projects that are 'sharable,' and live on well beyond their expiration date</li> <li>Release the shackles of subjects, specialists, timetables, curriculum standards and assessment that often stand in the way of deep and meaningful learning </li> <li>Act more as 'ethnographers' to capture and document student learning, rather than teachers who deliver instruction  </li> </ul> Get Gary's Book 'Invent to Learn': <a href="https://inventtolearn.com/" rel="nofollow" target="_blank">https://inventtolearn.com/</a> Learn more about Gary: <a href="http://professorgarystager.com/" rel="noopener nofollow" target="_blank">http://professorgarystager.com</a> Connect with Gary on Twitter: @garystager Get the Free PBL Design Starter Kit: <a href="https://transformschool.com/pblstarterkit/" rel="nofollow" target="_blank">https://transformschool.com/pblstarterkit/</a> Gary's Bio: In addition to being a popular keynote speaker at some of the world’s most prestigious education conferences, Gary Stager is a journalist, teacher educator, consultant, professor, software developer, publisher, and school administrator. An elementary teacher by training, he has taught students from preschool through doctoral studies. In 1990, Dr. Stager led professional development in the world’s first laptop schools and played a major role in the early days of online education. Gary is the founder of the <a> Constructing Modern Knowledge</a> summer institute for educators. Dr. Stager is co-author of Invent To Learn – Making, Tinkering, and Engineering in the Classroom, called the “bible of the maker movement in schools,” by Larry Magid of CBS and The San Jose Mercury News. Invent To Learn has been translated into nine languages. Dr. Stager’s most recent book is Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon’s Seminal Work. When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Gary’s doctoral dissertation and documented Papert’s most-recent institutional research project. Dr. Stager’s work has earned a Ph.D. in Science and Mathematics Education and he collaborated on a project that won a Grammy Award. Recently, Gary was invited by Fondazione Reggio Children to lead a public seminar on education in Reggio Emilia, Italy. Gary is also on the advisory board of the NSF-funded project, <a href="http://bjc.berkeley.edu/website/bjc4nyc.html" rel="nofollow" target="_blank">BJC4NYC: Bringing a Rigorous Computer Science Principles Course to the Largest School System in the US</a>. Dr. Stager also maintains the world’s largest archive of text and multimedia by Seymour Papert at <a href="http://dailypapert.com/" rel="nofollow" target="_blank">The Daily Papert</a>.

What Makes a 'Good' Project? with Gary Stager

Cameron Fox

How do we build 'future ready' students? Answering this question requires us to change a lot of the underlying structures that govern schools.  Schedules. Curriculum. Learning Experiences. Age groupings.  What if you could start from scratch and build from the ground up? That's exactly what Cameron Fox, Head of School at Verso International School did to build future ready 'citizen designers.' In this episode, Cameron unveils the 🪄 magic and teaches us how to:   Craft a simple, yet aspirational vision for learning experiences Co-design spaces that allow for them to flourish Ditch the traditional timetable in favor of longer learning blocks that allow for deeper learning and human-centered design  Build 'future ready' skills in students Transform your classroom/school into a public exhibition space for their work  Connect wtih Cameron: LinkedIn, Twitter (@HeadVERSO) Learn more about Verso: http://www.verso.ac.th/ Enroll in the Free Edu-Transformer Book Study: https://forms.gle/crK4r8DHk6MZ7Twy7 Cameron's Bio: Cameron is currently the Founding Head of School at VERSO International School, Thailand - the first international school in the world to develop its conceptual blueprint in partnership with the world’s leading design and innovation company, IDEO. Cameron has been involved with this pioneering school project since its inception in 2015, leading a team of international learning designers as they re-engineer a traditional US college-prep curriculum into a progressive, competency-based program using project-based learning and human-centered design practices. Originally from Scotland, Cameron spent 26 years working as an educator and international school leader in Hong Kong before moving to Bangkok in 2019. He was the Head of School at the American International School in Hong Kong for more than 15 years and is an experienced WASC Chair who regularly leads visiting committees to international schools across the EARCOS region. 

How do we build 'future ready' students? Answering this question requires us to change a lot of the underlying structures that govern schools.  Schedules. Curriculum. Learning Experiences. Age groupings.  What if you could start from scratch and build from the ground up? That's exactly what Cameron Fox, Head of School at Verso International School did to build future ready 'citizen designers.' In this episode, Cameron unveils the 🪄 magic and teaches us how to:  <ul> <li>Craft a simple, yet aspirational vision for learning experiences</li> <li>Co-design spaces that allow for them to flourish</li> <li>Ditch the traditional timetable in favor of longer learning blocks that allow for deeper learning and human-centered design </li> <li>Build 'future ready' skills in students</li> <li>Transform your classroom/school into a public exhibition space for their work</li> </ul> Connect wtih Cameron: <a href="https://www.linkedin.com/in/cameron-fox-a4034815/" rel="nofollow" target="_blank">LinkedIn</a>, <a href="https://twitter.com/HeadVERSO" rel="nofollow" target="_blank">Twitter</a> (@HeadVERSO) Learn more about Verso: <a href="http://www.verso.ac.th/" rel="nofollow" target="_blank">http://www.verso.ac.th/</a> Enroll in the Free Edu-Transformer Book Study: https://forms.gle/crK4r8DHk6MZ7Twy7 Cameron's Bio: Cameron is currently the Founding Head of School at VERSO International School, Thailand - the first international school in the world to develop its conceptual blueprint in partnership with the world’s leading design and innovation company, IDEO. Cameron has been involved with this pioneering school project since its inception in 2015, leading a team of international learning designers as they re-engineer a traditional US college-prep curriculum into a progressive, competency-based program using project-based learning and human-centered design practices. Originally from Scotland, Cameron spent 26 years working as an educator and international school leader in Hong Kong before moving to Bangkok in 2019. He was the Head of School at the American International School in Hong Kong for more than 15 years and is an experienced WASC Chair who regularly leads visiting committees to international schools across the EARCOS region.

Building future ready citizen designers w/ Cameron Fox

How do you make student work public?  That's a scary proposition for many of us as educators. But what if it's not for us to decide?  What if we turned over control of the whole process to our students?  Letting them choose the work, the medium, the format, the audience, and the script. What would happen then? In this episode, I sit down with MYP Coordinator and student empowerer Alison Yang to learn more about how to curate public exhibitions, and how to:  Exhibit student work seamlessly in in-person AND remote environments  Help typically shy students come to life Empower students to own the process while we gently guide in the background Get kids excited to share their learning Manage the project process using tech tools so easy, a caveman could do it  Alison's Blog:  www.alisonyang.com  Alison's Post on Creating an Exhibition in GatherTown: https://alisonyang.com/8-steps-to-organize-a-virtual-exhibition-via-gather-town/#Conclusion Connect w/ Alison on LinkedIn:  https://www.linkedin.com/in/alisonyawenyang/ Alison's Bio: Alison Yang is an MYP Coordinator at KIS International School, Bangkok Thailand. Additionally, she is also an MYP/DP Workshop Leader and Field Rep, BQC Reviewer, Mandarin ab initio Examiner and MYP Language Acquisition Teacher Support Material Contributor. This is her 18th year working in the IB programmes. She is an active IB Educator and has been actively involved in IB activities and presented in various conferences. She deeply believes that evidence and research-based educational approaches can enhance educational practices and maximize student learning. She is interested in developing self-regulation of students.

How do you make student work public?  That's a scary proposition for many of us as educators. But what if it's not for us to decide?  What if we turned over control of the whole process to our students?  Letting them choose the work, the medium, the format, the audience, and the script. What would happen then? In this episode, I sit down with MYP Coordinator and student empowerer Alison Yang to learn more about how to curate public exhibitions, and how to: <ul> <li>Exhibit student work seamlessly in in-person AND remote environments </li> <li>Help typically shy students come to life</li> <li>Empower students to own the process while we gently guide in the background</li> <li>Get kids excited to share their learning</li> <li>Manage the project process using tech tools so easy, a caveman could do it</li> </ul> Alison's Blog: <a href="http://www.alisonyang.com" rel="nofollow" target="_blank"> www.alisonyang.com </a> Alison's Post on Creating an Exhibition in GatherTown: <a href="https://alisonyang.com/8-steps-to-organize-a-virtual-exhibition-via-gather-town/#Conclusion" rel="nofollow" target="_blank">https://alisonyang.com/8-steps-to-organize-a-virtual-exhibition-via-gather-town/#Conclusion</a> Connect w/ Alison on LinkedIn: <a href="https://www.linkedin.com/in/alisonyawenyang/" rel="nofollow" target="_blank"> https://www.linkedin.com/in/alisonyawenyang/</a> Alison's Bio: Alison Yang is an MYP Coordinator at KIS International School, Bangkok Thailand. Additionally, she is also an MYP/DP Workshop Leader and Field Rep, BQC Reviewer, Mandarin ab initio Examiner and MYP Language Acquisition Teacher Support Material Contributor. This is her 18th year working in the IB programmes. She is an active IB Educator and has been actively involved in IB activities and presented in various conferences. She deeply believes that evidence and research-based educational approaches can enhance educational practices and maximize student learning. She is interested in developing self-regulation of students.

Co-Creating a Public Exhibition of Student Work w/ Alison Yang

David Moore

Are you the lone innovator in a school that doesn't get project-based learning? How do get more on baord for PBL and scale it across the school?  David Moore, a school leader, PBL practitioner and vintage car enthusiast got an entire community behind project-based experiences by converting his school's car park into a Formula 1 Race Track.  Learn about the incredible and inspiring story of Faith Lutheran College, and how David transformed it from a place with declining enrollment, to one of the most sought after schools in the region. Learn how to:  Turn skeptical parents into your biggest believers. Stay competitive with schools who have infinitely more money and resources.  Help 100% of staff feel ready for their first PBL experience through a 10 minute activity. Use the power of exhibition to accelerate onboarding for PBL. Transform archaic, siloed subjects, into real world, mixed-age courses.   Connect with David: LinkedIN Learn more about Faith Lutheran College:  www.faithlutheran.qld.edu.au  Take the 12 Shifts for Learner-Centered Environments Scorecard: www.tranformschool.com/12shiftsmastermind David's Bio: David Moore, Deputy Head of Secondary School - Learning. He has been teaching for the past 35 years in both the Public and private schools systems in Queensland, Australia. For the past 20 years he has been at Faith Lutheran College Redlands where he was a foundation teacher, moving through the curriculum pathways to the position where he is today. He is passionate about curriculum and learning being done differently so that students enjoy learning. The learning program designed at Faith creates courses based on a student's ability not their age with Soloed subjects combined in a PBL environment.

Are you the lone innovator in a school that doesn't get project-based learning? How do get more on baord for PBL and scale it across the school?  David Moore, a school leader, PBL practitioner and vintage car enthusiast got an entire community behind project-based experiences by converting his school's car park into a Formula 1 Race Track.  Learn about the incredible and inspiring story of Faith Lutheran College, and how David transformed it from a place with declining enrollment, to one of the most sought after schools in the region. Learn how to: <ul> <li>Turn skeptical parents into your biggest believers.</li> <li>Stay competitive with schools who have infinitely more money and resources. </li> <li>Help 100% of staff feel ready for their first PBL experience through a 10 minute activity.</li> <li>Use the power of exhibition to accelerate onboarding for PBL.</li> <li>Transform archaic, siloed subjects, into real world, mixed-age courses. </li> </ul> Connect with David: <a href="http://www.linkedin.com/in/david-moore-a7976a6a" rel="nofollow" target="_blank">LinkedIN</a> Learn more about Faith Lutheran College: <a href="http://www.faithlutheran.qld.edu.au" rel="nofollow" target="_blank"> www.faithlutheran.qld.edu.au </a> Take the 12 Shifts for Learner-Centered Environments Scorecard: <a href="http://www.tranformschool.com/12shiftsmastermind" rel="nofollow" target="_blank">www.tranformschool.com/12shiftsmastermind</a> David's Bio: David Moore, Deputy Head of Secondary School - Learning. He has been teaching for the past 35 years in both the Public and private schools systems in Queensland, Australia. For the past 20 years he has been at Faith Lutheran College Redlands where he was a foundation teacher, moving through the curriculum pathways to the position where he is today. He is passionate about curriculum and learning being done differently so that students enjoy learning. The learning program designed at Faith creates courses based on a student's ability not their age with Soloed subjects combined in a PBL environment.

Scaling PBL across a school and community w/ David Moore

How can one project unite previously isolated teachers, build SEL and cross-disciplinary skills in students, and transform a community?  Welcome to the Sensory Therapy Games and Toys Project by the Year 5 Team at KPIS International School. In this episode, I unpack the project with the 5 person teaching team to discover:  The starting point for cross-disciplinary learning design  How to seamlessly integrate content across a range of subjects Build SEL skills  Assess student learning Foster greater collaboration amongst teachers and students  Learn more about KPIS International School: https://kpis.ac.th/  Learn more about the upcoming PBL Design Certificate Course and enroll a team:  https://transformschool.com/pbl-intermediate-blended-learning-immersive-coaching/ 

How can one project unite previously isolated teachers, build SEL and cross-disciplinary skills in students, and transform a community?  Welcome to the Sensory Therapy Games and Toys Project by the Year 5 Team at KPIS International School. In this episode, I unpack the project with the 5 person teaching team to discover: <ul> <li>The starting point for cross-disciplinary learning design </li> <li>How to seamlessly integrate content across a range of subjects</li> <li>Build SEL skills </li> <li>Assess student learning</li> <li>Foster greater collaboration amongst teachers and students</li> </ul> Learn more about KPIS International School: <a href="https://kpis.ac.th/" rel="nofollow" target="_blank">https://kpis.ac.th/</a> Learn more about the upcoming PBL Design Certificate Course and enroll a team: <a href="https://transformschool.com/pbl-intermediate-blended-learning-immersive-coaching/" rel="nofollow" target="_blank"> https://transformschool.com/pbl-intermediate-blended-learning-immersive-coaching/</a>

Designing a Cross-Disciplinary, SEL Focused Project w/ KPIS

When a girl from Cuba arrived in Lua's PBL class, she had zero English.  But within two months, because of a hands-on project, she was able to deliver full presentations in her second language. In this episode, I sit down with Lua Yaganagi and her adorable students, in a mixed-age primary PBL classroom in Rizhao, China to hear how projects ranging from building a class garden, to designing Olympic Games helped students:  Acquire reading, writing and listening ESL skills.  Grow in confidence.  Co-teach their younger peers. Discover their personal passions.  Improve their English speaking vocabulary.  For a full write up of Lua's Class Garden Project: https://bit.ly/3KGtgan Get the free PBL Design Kit: https://projectbasedlearning.teachable.com/p/pblstarterkit 

When a girl from Cuba arrived in Lua's PBL class, she had zero English.  But within two months, because of a hands-on project, she was able to deliver full presentations in her second language. In this episode, I sit down with Lua Yaganagi and her adorable students, in a mixed-age primary PBL classroom in Rizhao, China to hear how projects ranging from building a class garden, to designing Olympic Games helped students: <ul> <li>Acquire reading, writing and listening ESL skills. </li> <li>Grow in confidence. </li> <li>Co-teach their younger peers.</li> <li>Discover their personal passions. </li> <li>Improve their English speaking vocabulary.</li> </ul> For a full write up of Lua's Class Garden Project: <a href="https://bit.ly/3KGtgan" rel="noopener nofollow" target="_blank">https://bit.ly/3KGtgan</a> Get the free PBL Design Kit: <a href="https://projectbasedlearning.teachable.com/p/pblstarterkit" rel="nofollow" target="_blank">https://projectbasedlearning.teachable.com/p/pblstarterkit</a>

Teaching ESL through PBL w/ Lua Yaganagi

Christopher Bush

How can one project culminate in a Wurundjeri Elder officially welcoming students and teachers onto the stolen land on which their school sits? How can one project transform previously disengaged teenagers, into empathetic contributors towards reconciliation between First Nations People and settler Australians? That's the power of PBL when learners are given an authentic problem to tackle. In this episode, Christopher Bush, Head of Student Voice and Leadership at University HIgh School, unpacks the First Nations Project and provides ideas for how we as learner-centered practitioners can:   Co-Create projects with students and experts in the community  Break down the walls between school and community and find authentic problems to design projects around Help foster learner agency and voice in managing their own projects under the same driving question Scaffold experiences to allow for DEEP learning  Register for the 12 Shifts Webinar to unpack Learner-Centered PBL Environments:  Here  Chris' Bio: Chris Bush is currently the Head of Student Voice and Leadership at the University High School in Parkville. Previously working as a Leading Teacher (Curriculum and Innovation) at Prahran High School, Chris designed and implemented an agentic and engaging project-based learning curriculum focussing on various topics including Indigenous Perspectives, Sustainability, Innovation and Entrepreneurship. Prior to this work, Chris worked for the Safe Schools Coalition Australia, where he designed and implemented National curriculum resources to make schools safer for LGBTQIA+ students. Chris is passionate about co-designing engaging learning experiences with his learners and listening authentically to their desires and interests, allowing those to drive their inquiries.

How can one project culminate in a Wurundjeri Elder officially welcoming students and teachers onto the stolen land on which their school sits? How can one project transform previously disengaged teenagers, into empathetic contributors towards reconciliation between First Nations People and settler Australians? That's the power of PBL when learners are given an authentic problem to tackle. In this episode, Christopher Bush, Head of Student Voice and Leadership at University HIgh School, unpacks the First Nations Project and provides ideas for how we as learner-centered practitioners can:  <ul> <li>Co-Create projects with students and experts in the community </li> <li>Break down the walls between school and community and find authentic problems to design projects around</li> <li>Help foster learner agency and voice in managing their own projects under the same driving question</li> <li>Scaffold experiences to allow for DEEP learning</li> </ul> Register for the 12 Shifts Webinar to unpack Learner-Centered PBL Environments: <a href="https://us06web.zoom.us/meeting/register/tZ0lcuiupzgqHdaog-Zwl0WzXlAtznLVW0FB" rel="nofollow" target="_blank"> Here </a> Chris' Bio: Chris Bush is currently the Head of Student Voice and Leadership at the University High School in Parkville. Previously working as a Leading Teacher (Curriculum and Innovation) at Prahran High School, Chris designed and implemented an agentic and engaging project-based learning curriculum focussing on various topics including Indigenous Perspectives, Sustainability, Innovation and Entrepreneurship. Prior to this work, Chris worked for the Safe Schools Coalition Australia, where he designed and implemented National curriculum resources to make schools safer for LGBTQIA+ students. Chris is passionate about co-designing engaging learning experiences with his learners and listening authentically to their desires and interests, allowing those to drive their inquiries.

First Nations Reconciliation Project- Creating Empathetic Citizens with Christopher Bush

What if you were given a blank canvas to design a new school from the ground up? How would students spend their day? What learning experiences would it include? What would the building look like? Would they even need a classroom? Most of us don't have the luxury to build from the ground up, but with micro-schools, edu- innovators like you are beginning to re-imagine the schooling experience. With their small, flexible structure, micro-schools are able to rapidly adapt and design more learner-centered experiences.  I sat down with micro-school founder Michael Ha, to learn about his brand new open age, experiential, project-based, personalized, biosphere and sustainability grounded 'Elements College.' Through our interview, you will learn how to:  Come up with the design principals to accelerate our own learner-centered environments Build and scaffold self-management and self-directed skills in learners Embrace the 6 C's and make them come to life  Connect learners to the Metaverse Organize learning experiences that move beyond the four walls of our classsroom and into the biosphere Build a reflective culture that allows for rapid prototyping and iteration  Learn More about Elements College: https://www.elementcollege.com.au/ Connect with Michael via LinkedIn (@michaelhaedu) and Twitter (@MichaelHaEDU). Join the Micro-School Design Challenge with innovators around the world: innovationhub.school/reschool-sprint Michael's Bio:  Michael believes that a bottom-up approach of rethinking education is the best approach to accelerate change, and is committed to share an open-sourced playbook on the development and ongoing operations of this learning ecosystem. Outside of Element College, Michael is the Executive Director of the Institute of Deeper Learning, supporting schools on the implementation of pedagogical practices across K-12 schools, foster staff professional growth, and facilitate the development of cultures of learning globally. Attesting to his commitment to professional learning, Michael is a Doctorate candidate (UNSW) in educational leadership. Outside of education, he is a founding member of Bank of Cancer Research, a social enterprise that aims to fund open-source cancer research.

What if you were given a blank canvas to design a new school from the ground up? How would students spend their day? What learning experiences would it include? What would the building look like? Would they even need a classroom? Most of us don't have the luxury to build from the ground up, but with micro-schools, edu- innovators like you are beginning to re-imagine the schooling experience. With their small, flexible structure, micro-schools are able to rapidly adapt and design more learner-centered experiences.  I sat down with micro-school founder Michael Ha, to learn about his brand new open age, experiential, project-based, personalized, biosphere and sustainability grounded 'Elements College.' Through our interview, you will learn how to: <ol> <li>Come up with the design principals to accelerate our own learner-centered environments</li> <li>Build and scaffold self-management and self-directed skills in learners</li> <li>Embrace the 6 C's and make them come to life </li> <li>Connect learners to the Metaverse</li> <li>Organize learning experiences that move beyond the four walls of our classsroom and into the biosphere</li> <li>Build a reflective culture that allows for rapid prototyping and iteration</li> </ol> Learn More about Elements College: <a href="https://www.elementcollege.com.au/" rel="nofollow" target="_blank">https://www.elementcollege.com.au/</a> Connect with Michael via LinkedIn (@michaelhaedu) and Twitter (@MichaelHaEDU). Join the Micro-School Design Challenge with innovators around the world: innovationhub.school/reschool-sprint Michael's Bio:  Michael believes that a bottom-up approach of rethinking education is the best approach to accelerate change, and is committed to share an open-sourced playbook on the development and ongoing operations of this learning ecosystem. Outside of Element College, Michael is the Executive Director of the Institute of Deeper Learning, supporting schools on the implementation of pedagogical practices across K-12 schools, foster staff professional growth, and facilitate the development of cultures of learning globally. Attesting to his commitment to professional learning, Michael is a Doctorate candidate (UNSW) in educational leadership. Outside of education, he is a founding member of Bank of Cancer Research, a social enterprise that aims to fund open-source cancer research.

Micro Schools for Macro Change w/ Michael Ha

What if we allowed students to design their own project-based experiences? Formulate their own questions, connect with relevant experts, and find authentic audiences. What global IMPACT might they have then? Fardeen Blaq, a 13 year old changemaker and global citizen, started managing his own projects at age 9. In this episode, I sit down with Fardeen to learn more about his award winning 'Trailblazers' and SDG focused 'Global Blueprint' Project, and how we as educators can:  Provide the time and space for PBL. Mentor students in achieving their project goals. Help students discover their passions Build the capacity in students to grow as global citizens. Get out of the way and help students develop as socially, emotionally, and globally aware citizens on their own.  Learn more about 'The Global Blueprint': https://www.facebook.com/TheGlobalBlueprint/  Learn more about Fardeen's Trailblazers: https://www.facebook.com/FardeenTrailblazersB  Free Student Process Guides for Passion Projects:  https://transformschool.com/wp-content/uploads/2022/02/Student-Guide.pdf SDG Related Projects:  https://transformschool.com/wp-content/uploads/2022/03/SDG-Development-Guide.pdf  Fardeen's Bio:  Fardeen Blaq is a 13 years old changemaker from Nairobi, Kenya He is the Youngest Diana Awards Recipient in Africa in 2020. In 2021 he was nominated for the Legacy Award. The highest Award in this program. Fardeen is also a Kids Rights Changemaker. In 2021 he was nominated and received recognition for being nominated for International Children’s Peace Prize. He is the HundrED Youth Ambassador for Kenya, and also the Country consultant for 3Dux|Design in Kenya. He is the Ambassador for his football team, FARDEEN TRAILBLAZERS which he started at the age of 9 together with my father and his production house. Fardeen set my team as an Education through Football program implementing the FIFA Grassroots in Kwale County of Kenya. This was launched in 2017. Fardeen received recognition for the work that he continues to do to meet Global Goal 4 Quality Education.

What if we allowed students to design their own project-based experiences? Formulate their own questions, connect with relevant experts, and find authentic audiences. What global IMPACT might they have then? Fardeen Blaq, a 13 year old changemaker and global citizen, started managing his own projects at age 9. In this episode, I sit down with Fardeen to learn more about his award winning 'Trailblazers' and SDG focused 'Global Blueprint' Project, and how we as educators can: <ul> <li>Provide the time and space for PBL.</li> <li>Mentor students in achieving their project goals.</li> <li>Help students discover their passions</li> <li>Build the capacity in students to grow as global citizens.</li> <li>Get out of the way and help students develop as socially, emotionally, and globally aware citizens on their own.</li> </ul> Learn more about 'The Global Blueprint': <a href="https://www.facebook.com/TheGlobalBlueprint/" rel="nofollow" target="_blank">https://www.facebook.com/TheGlobalBlueprint/</a> Learn more about Fardeen's Trailblazers: <a href="https://www.facebook.com/FardeenTrailblazersB" rel="nofollow" target="_blank">https://www.facebook.com/FardeenTrailblazersB</a> Free Student Process Guides for Passion Projects: <a href="https://transformschool.com/wp-content/uploads/2022/02/Student-Guide.pdf" rel="nofollow" target="_blank"> https://transformschool.com/wp-content/uploads/2022/02/Student-Guide.pdf</a> SDG Related Projects: <a href="https://transformschool.com/wp-content/uploads/2022/03/SDG-Development-Guide.pdf" rel="nofollow" target="_blank"> https://transformschool.com/wp-content/uploads/2022/03/SDG-Development-Guide.pdf</a> Fardeen's Bio:  Fardeen Blaq is a 13 years old changemaker from Nairobi, Kenya He is the <a href="https://diana-award.org.uk/roll-of-honour-2020/" rel="nofollow noopener noreferrer" target="_blank">Youngest Diana Awards Recipient in Africa in 2020</a>. In 2021 he was nominated for the Legacy Award. The highest Award in this program. Fardeen is also a <a href="https://www.thekidsrightschangemakers.org/en/changemakers/fardeen" rel="nofollow noopener noreferrer" target="_blank">Kids Rights Changemaker</a>. In 2021 he was nominated and received recognition for being nominated for <a href="https://kidsrights.org/persons/fardeen" rel="nofollow noopener noreferrer" target="_blank">International Children’s Peace Prize</a>. He is the <a href="https://hundred.org/en/users/fardeen-blaq" rel="nofollow noopener noreferrer" target="_blank">HundrED Youth Ambassador for Kenya</a>, and also the <a href="https://www...3duxdesign.com/pages/nairobi" rel="nofollow noopener noreferrer" target="_blank">Country consultant for 3Dux|Design in Kenya</a>. He is the Ambassador for his football team, <a href="https://www.facebook..com/FardeenTrailblazersB/" rel="nofollow noopener noreferrer" target="_blank">FARDEEN TRAILBLAZERS</a> which he started at the age of 9 together with my father and his production house. Fardeen set my team as an Education through Football program implementing the FIFA Grassroots in Kwale County of Kenya. This was launched in 2017. Fardeen received recognition for the work that he continues to do to meet Global Goal 4 Quality Education.

The Global Blueprint: Fostering Global Citizenship Through PBL w/ Fardeen Blaq

Transformative Learning Experiences with Kyle Wagner is a show created for DISRUPTORS and learner-centered practitioners looking to create more socially, globally, emotionally aware citizens and learner-centered environments through meaningful, project- based experiences. Through 1:1 interviews, Kyle dissect learning experiences from forward thinking educators just like you; and unpacks the simple strategies and structures that allowed them to happen. To date, over 1,000 classrooms have been transformed through 1,000 + meaningful learning experiences. GO DISRUPT!

Rob Gold

As the invasion of 🇺🇦 Ukraine intensifies, how might we use the same process to empower our students as global citizens, critical thinkers and problem-solvers?  Yesterday, I had the great privilege of chatting with Robert Gold, the Model United Nations Coordinator at the International School of Kuala Lumpur on how to start the discussion in our classrooms. Through the interview we learn how to:  Help students understand the complexities of the conflict Seamlessly weave together history, geography, and language topics found in our curriculum Help students differentiate between 'real' and 'fake' news  Organize our own Model United Nations conference with little to no experience Motivate students to give up entire weekends to the process of diplomacy  Connect with Rob: rgold@iskl.edu.my MUN Free Resources: https://bit.ly/35ulpgz Additional Ideas for Discussion: https://transformschool.com/category/blog/mun/ 

As the invasion of 🇺🇦 Ukraine intensifies, how might we use the same process to empower our students as global citizens, critical thinkers and problem-solvers? Yesterday, I had the great privilege of chatting with Robert Gold, the Model United Nations Coordinator at the International School of Kuala Lumpur on how to start the discussion in our classrooms. Through the interview we learn how to: <ol> <li>Help students understand the complexities of the conflict</li> <li>Seamlessly weave together history, geography, and language topics found in our curriculum</li> <li>Help students differentiate between 'real' and 'fake' news </li> <li>Organize our own Model United Nations conference with little to no experience</li> <li>Motivate students to give up entire weekends to the process of diplomacy</li> </ol> Connect with Rob: rgold@iskl.edu.my MUN Free Resources: <a href="https://bit.ly/35ulpgz" rel="noopener nofollow" target="_blank">https://bit.ly/35ulpgz</a> Additional Ideas for Discussion: <a href="https://transformschool.com/category/blog/mun/" rel="nofollow" target="_blank">https://transformschool.com/category/blog/mun/</a>

Addressing 🇺🇦 Ukraine Invasion through a Model United Nations Project w/ Rob Gold

Todd Shy

These past 2 years have been some of the toughest we have ever faced as educators.   We've been asked to teach in new mediums. Had to work double shifts. Been required to work in unsafe conditions. And at the same time seen our salaries and pensions dwindle.  For these reasons, many of us our leaving the profession. How do we re-ignite and re-imagine our love for the classroom during this difficult time? I sat down with veteran educator and master storyteller Todd Shy, to chat about his new book 'Teaching Life: Life Lessons for the Aspiring and Inspiring Teacher,' and hear stories that help re-ignite the joy and wonder that only a life of teaching can bring. During our short interview, Todd helps us remember: ❤️  To be charmed by our students ❤️  That we are called to be both artist and engineer ❤️  To prepare students for life, not a test ❤️  The wonder of the Groundhog years Get Todd's Book : https://press.avenues.org/teaching-life/  LinkedIn:  https://www.linkedin.com/school/avenues-the-world-school/mycompany/ Connect on Twitter: @Avenues_org/with_replies Facebook: @AvenuesTheWorldSchool Todd's Bio: Todd Shy has taught for more than twenty-five years in North Carolina, California, and New York. Currently, he is Head of the Upper Division at Avenues The World School in New York City. His essays and book reviews have appeared in the Raleigh News and Observer, the San Francisco Chronicle, Salmagundi, and the Harvard Divinity Bulletin. In 2008, he was a finalist for the National Book Critics Circle Balakian Citation for Excellence in Reviewing. 

These past 2 years have been some of the toughest we have ever faced as educators.  We've been asked to teach in new mediums. Had to work double shifts. Been required to work in unsafe conditions. And at the same time seen our salaries and pensions dwindle.  For these reasons, many of us our leaving the profession. How do we re-ignite and re-imagine our love for the classroom during this difficult time? I sat down with veteran educator and master storyteller Todd Shy, to chat about his new book 'Teaching Life: Life Lessons for the Aspiring and Inspiring Teacher,' and hear stories that help re-ignite the joy and wonder that only a life of teaching can bring. During our short interview, Todd helps us remember: ❤️  To be charmed by our students ❤️  That we are called to be both artist and engineer ❤️  To prepare students for life, not a test ❤️  The wonder of the Groundhog years Get Todd's Book : <a href="https://press.avenues.org/teaching-life/" rel="nofollow" target="_blank">https://press.avenues.org/teaching-life/</a> LinkedIn: <a href="https://www.linkedin.com/school/avenues-the-world-school/mycompany/" rel="nofollow" target="_blank"> https://www.linkedin.com/school/avenues-the-world-school/mycompany/</a> Connect on Twitter: @<a>Avenues_org/with_replies</a> Facebook: @AvenuesTheWorldSchool Todd's Bio: Todd Shy has taught for more than twenty-five years in North Carolina, California, and New York. Currently, he is Head of the Upper Division at Avenues The World School in New York City. His essays and book reviews have appeared in the Raleigh News and Observer, the San Francisco Chronicle, Salmagundi, and the Harvard Divinity Bulletin. In 2008, he was a finalist for the National Book Critics Circle Balakian Citation for Excellence in Reviewing.

From great 'Resignation' to Re-Imagination: Life Lessons for Aspiring Teachers with Todd Shy

Julia Kao

How do you build community partners for project-based experiences to make learning more 'real world,' and meaningful for students?  There's the 'old school' way of doing things. 🥱  Plan a learning experience inside your classroom in a silo, or shared office, and then figure out how it fits with the community.  Or there's the more effective, '21st century' way of doing things. BUILD the project together with students and community partners 🤝.  That's how Julia Kao, PBL teacher, and community outreach curator at VIS OneWorld Lab School in Taiwan builds projects. In this short podcast episode, we learn from Julia how to:  Develop community partnerships that last well beyond the project due date Help students co-create products with community partners that serve purpose in the real world Utilize community partners for feedback, critique and adjudicators for student work Seamlessly integrate your core curriculum and content to lead to DEEPER learning  Website: https://vis.tp.edu.tw/  Instagram: https://www.instagram.com/vis_betterworldlab/?hl=en   Program Overview Take the 12 Shifts for Learner-Centered Classrooms Scorecard: www.transformschool.com/12shiftsmastermind 

How do you build community partners for project-based experiences to make learning more 'real world,' and meaningful for students? There's the 'old school' way of doing things. 🥱  Plan a learning experience inside your classroom in a silo, or shared office, and then figure out how it fits with the community. Or there's the more effective, '21st century' way of doing things. BUILD the project together with students and community partners 🤝. That's how Julia Kao, PBL teacher, and community outreach curator at VIS OneWorld Lab School in Taiwan builds projects. In this short podcast episode, we learn from Julia how to: <ul> <li>Develop community partnerships that last well beyond the project due date</li> <li>Help students co-create products with community partners that serve purpose in the real world</li> <li>Utilize community partners for feedback, critique and adjudicators for student work</li> <li>Seamlessly integrate your core curriculum and content to lead to DEEPER learning</li> </ul> Website: <a href="https://vis.tp.edu.tw/" rel="nofollow" target="_blank">https://vis.tp.edu.tw/</a> Instagram: <a href="https://www.instagram.com/vis_betterworldlab/?hl=en" rel="nofollow" target="_blank">https://www.instagram.com/vis_betterworldlab/?hl=en</a> <a href="https://vis.tp.edu.tw/assets/upload//%E4%B8%8B%E8%BC%89%E5%8D%80/VIS%E5%AF%A6%E9%A9%97%E9%AB%98%E4%B8%AD%E4%BB%8B%E7%B4%B9%EF%BC%88%E8%8B%B1%E6%96%87%E7%89%88%EF%BC%892.pdf" rel="nofollow" target="_blank"> Program Overview</a> Take the 12 Shifts for Learner-Centered Classrooms Scorecard: <a href="http://www.transformschool.com/12shiftsmastermind" rel="nofollow" target="_blank">www.transformschool.com/12shiftsmastermind </a>

Building Community Partnerships for PBL experiences with Julia Kao

Kyle Wagner

What do learner-centered classrooms look like? 15 years ago, as a rookie PBL teacher, I wouldn't be able to answer that question. But after leading and teaching in some of the most renowned PBL schools in the world, I can confidently answer that question. Learner-centered classrooms require 12 key shifts. Making these shifts will tranform a teacher-led classroom, into one that creates student self-managers, leaders, and 21st century socially, globally and emotionally aware citizens. With the help of my dear friend, mentor and co-founder of High Tech High Rob Riordan, we have outlined each of the 12 shifts, and the necessary steps to get there.  In this episode, I detail each shift and how you can make them in your classroom, school or own learning environment.  Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsmastermind

What do learner-centered classrooms look like? 15 years ago, as a rookie PBL teacher, I wouldn't be able to answer that question. But after leading and teaching in some of the most renowned PBL schools in the world, I can confidently answer that question. Learner-centered classrooms require 12 key shifts. Making these shifts will tranform a teacher-led classroom, into one that creates student self-managers, leaders, and 21st century socially, globally and emotionally aware citizens. With the help of my dear friend, mentor and co-founder of High Tech High Rob Riordan, we have outlined each of the 12 shifts, and the necessary steps to get there.  In this episode, I detail each shift and how you can make them in your classroom, school or own learning environment.  Take the 12 Shifts Scorecard: <a href="http://www.transformschool.com/12shiftsmastermind" rel="nofollow" target="_blank">www.transformschool.com/12shiftsmastermind</a>

The 12 Shifts for Learner-Centered PBL Environments with Kyle Wagner

Kelly Pfeiffer

Being an innovative and imaginative Project-Based teacher can be lonely. Sometimes we are the only ones doing this work in the corner classroom of a large school. What if there was a way to expand the audience and find collaborators for our project-based experiences? Might we feel less isolated? In this short episode, Kelly Pfeiffer, human network architect, dedicated PBL educator, author, blogger and presenter shares how she accomplished this through the 'Dark Sky' Project. She shares how she connected her project to NGOs, other schools, 60+ industry experts, and even the ministry of education. She also shares how we can:  Build community collaborators by starting PBL with a real, authentic problem Leverage social media and other channels to find project mentors within minutes  Find your PBL 'tribe,' and build capacity for PBL across your entire school Build meaningful projects in the metaverse with your students as co-creators  Use PBL to transform formerly passive students into active, engaged problem-solvers and global citizens   Connect with Kelly: LinkedIn Twitter (@kelmade5) 'Dark Sky' Project Website (free resources):  https://www.planning.nsw.gov.au/About-Us/Our-Programs/Dark-Sky/Dark-Sky-education Kelly's Bio: A human network architect, dedicated educator, author, blogger and presenter, Kelly is the point person for PBL Global in Australia and an innovator in distance education PBL. Kelly co-created the widely-adopted Dark Sky PBL unit, nominated for the Dark Sky Defender award through the International Dark-Sky Association (IDA). In 2019, she won the Australasian Association of Distance Education Schools (AADES) for Teaching Excellence. In addition, her Dubbo School of Distance Learning Futures Team received the New South Wales Department of Education Technology 4 Learning (T4L) award for Leader in Developing Digital Collaborative Communities.

Being an innovative and imaginative Project-Based teacher can be lonely. Sometimes we are the only ones doing this work in the corner classroom of a large school. What if there was a way to expand the audience and find collaborators for our project-based experiences? Might we feel less isolated? In this short episode, Kelly Pfeiffer, human network architect, dedicated PBL educator, author, blogger and presenter shares how she accomplished this through the 'Dark Sky' Project. She shares how she connected her project to NGOs, other schools, 60+ industry experts, and even the ministry of education. She also shares how we can: <ul> <li>Build community collaborators by starting PBL with a real, authentic problem</li> <li>Leverage social media and other channels to find project mentors within minutes </li> <li>Find your PBL 'tribe,' and build capacity for PBL across your entire school</li> <li>Build meaningful projects in the metaverse with your students as co-creators </li> <li>Use PBL to transform formerly passive students into active, engaged problem-solvers and global citizens </li> </ul> Connect with Kelly: <a href="https://www.linkedin.com/in/kelly-pfeiffer-749859148/%20" rel="nofollow" target="_blank">LinkedIn</a> Twitter (@kelmade5) 'Dark Sky' Project Website (free resources): <a href="https://www.planning.nsw.gov.au/About-Us/Our-Programs/Dark-Sky/Dark-Sky-education" rel="nofollow" target="_blank"> https://www.planning.nsw.gov.au/About-Us/Our-Programs/Dark-Sky/Dark-Sky-education</a> Kelly's Bio: A human network architect, dedicated educator, author, blogger and presenter, Kelly is the point person for PBL Global in Australia and an innovator in distance education PBL. Kelly co-created the widely-adopted Dark Sky PBL unit, nominated for the Dark Sky Defender award through the International Dark-Sky Association (IDA). In 2019, she won the Australasian Association of Distance Education Schools (AADES) for Teaching Excellence. In addition, her Dubbo School of Distance Learning Futures Team received the New South Wales Department of Education Technology 4 Learning (T4L) award for Leader in Developing Digital Collaborative Communities.

How to Find Collaborators and Expand Audiences for PBL with Kelly Pfeiffer

What does a theater director and the coordinator of a wall-to-wall PBL program have in common? They are both experts in facilitating several projects at once. Whether that's script writing and set design in preparation for a major performance, or student-designed health apps and meal plans in response to the obesity crisis in their community.  In this short interview, Kim Flintoff, coordinator of TIDES (Technology, Innovation, Design, Enterprise, Sustainability), a year 7-10 micro-PBL program, shares with us how to:   Use a few simple frameworks to help generate and facilitate multiple student project ideas   Partner with and frame project-based experiences around REAL issues in the community  Use a repeatable process to help students self-assess project work and become self-directed learners  Build 'future ready skills' and still cover our curriculum  Build momentum for learner-centered PBL across the whole school    Connect with Kim: LinkedIn (@kimflintoff), Twitter (@kimbowa), Facebook (@kimfutures)   Kim's Website: http://www.stem4innovation.org/   TIDES Program Overview  Kim's Bio:  Kim has traversed many roles in forty-odd years since he left school. Studying in a range of disciplines across the arts and sciences, and working in many areas including theatre, circus and media before settling into education where his combined experience seemed to find a home. Formerly an internationally recognised high school Drama teacher and teacher educator, then inaugural Learning Futures Advisor at Curtin University in Perth, Western Australia, in 2021 Kim returned to a role in school leadership (TIDES Coordinator) and his work continues to engage him in global advisory and consultation roles in all education sectors. As well as establishing and coordinating the Learning Futures Network, Innovative Schools Consortium and shared development of STEM4Innovation, Kim is also a founding member of the ShapingEDU community and continues as Lifelong Change Maker, advisory board member to Consortium of Schools Networking Driving K-12 Innovation initiative, FutureWe, NetEDU, OneHE and other projects around the world. Kim's ongoing research interest is considering the impact of educational collaborative networks on school innovation and transformation.

What does a theater director and the coordinator of a wall-to-wall PBL program have in common? They are both experts in facilitating several projects at once. Whether that's script writing and set design in preparation for a major performance, or student-designed health apps and meal plans in response to the obesity crisis in their community. In this short interview, Kim Flintoff, coordinator of TIDES (Technology, Innovation, Design, Enterprise, Sustainability), a year 7-10 micro-PBL program, shares with us how to: <ul> <li> Use a few simple frameworks to help generate and facilitate multiple student project ideas </li> <li> Partner with and frame project-based experiences around REAL issues in the community</li> <li> Use a repeatable process to help students self-assess project work and become self-directed learners</li> <li> Build 'future ready skills' and still cover our curriculum</li> <li> Build momentum for learner-centered PBL across the whole school </li> </ul> Connect with Kim: <a href="https://www.linkedin.com/in/kimflintoff/" rel="nofollow" target="_blank">LinkedIn</a> (@kimflintoff), <a href="https://twitter.com/kimbowa" rel="nofollow" target="_blank">Twitter</a> (@kimbowa), <a href="https://www.facebook.com/kimfutures" rel="nofollow" target="_blank">Facebook</a> (@kimfutures)  Kim's Website: <a href="http://www.stem4innovation.org/" rel="nofollow" target="_blank">http://www.stem4innovation.org/</a> <a href="http://www.dramanite.com/purposeful-pedagogies/positioning-project-work-at-the-heart-of-learning/" rel="nofollow" target="_blank"> TIDES Program Overview</a> Kim's Bio: Kim has traversed many roles in forty-odd years since he left school. Studying in a range of disciplines across the arts and sciences, and working in many areas including theatre, circus and media before settling into education where his combined experience seemed to find a home. Formerly an internationally recognised high school Drama teacher and teacher educator, then inaugural Learning Futures Advisor at Curtin University in Perth, Western Australia, in 2021 Kim returned to a role in school leadership (TIDES Coordinator) and his work continues to engage him in global advisory and consultation roles in all education sectors. As well as establishing and coordinating the Learning Futures Network, Innovative Schools Consortium and shared development of STEM4Innovation, Kim is also a founding member of the ShapingEDU community and continues as Lifelong Change Maker, advisory board member to Consortium of Schools Networking Driving K-12 Innovation initiative, FutureWe, NetEDU, OneHE and other projects around the world. Kim's ongoing research interest is considering the impact of educational collaborative networks on school innovation and transformation.

Accelerating Learner-Centered Environments with a micro-PBL program with Kim Flintoff

When Ayesha Inam moved her co-designed project online, something unfortunate happened. She watched 100% engagement in class dwindle to less than 50% online. Half of her kids weren't even showing up to lessons.  And then she tried something magical. She gamified it.  Suddenly ALL of her students were engaged. In this short podcast episode, Ayesha Inam, Head Facilitator at micro-school LEO's Workshop by Beaconhouse, describes how to 'gamify' our PBL experiences to increase engagement and how to: Co-design your projects with student input 🎮 Set up the gamified experience and NEVER have to teach again. 🎮 Improve quality of student work by 'badging it.'  🎮 Make seemingly dry subjects come to life with the right challenges. 🎮 Have students self-organize and organize team meetings on their own well beyond online lesson time. Connect with Ayesha: Instagram (@thestemlabpakistan), LinkedIn, Twitter (@ayeshainam036) Website:  www.Leosworkshop.net The Gamified Unit:  https://transformschool.com/wp-content/uploads/2022/01/SLOP-The-Game-Plan.pdf  Sample  Gamified Leaderboard (from Andres Joubert of Park Maitland School): https://docs.google.com/a/parkmaitland.org/spreadsheets/d/15VHH21d6jvr9p3Z7WwOhp49RAY1Z1PcBtw5C_2_OpeI/edit?usp=drive_web  Ayesha's Bio:  Ayesha Inam is a Computer Software Engineer by her degree, a K-5 STEM Education Specialist and Project-Based Learning Practitioner by passion. She co-founded a small educational organisation - the STEM Lab of Pakistan in 2016 with a friend. The SLOP (The STEM Lab of Pakistan) is an after-school club that promotes and inculcates the love for Science, Technology, Engineering, and Mathematics in young children, especially young girls through play-based and game-based educational activities. She started her PBL Journey at TNS Beaconhouse in 2017, as a Grades 2-5 PBL Practitioner &amp; later as a PBL Coordinator for 4.5 years, where she fell in love with Project Based Learning instantly because of the amazing things students were doing during their projects. Apart from many other valuable certifications in education, she holds a Distinction in a rigorous certification course of Teaching and Learning with Digital Technologies by the University of Cambridge. Using PBL Methodologies she has facilitated more than 150 students in creating products such as useful gadgets by using electric circuits for their families, blogging about the helping staff of their school and making their stories visible(https://fan.school/spaces?spaceId=8vok7hkqgikp1l2ljz0x7m56k), redesigning their school spaces and their suggestions taken in account by their new school's architect, Rosan Bosch; creating an Urdu rap song (https://www.youtube.com/watch?v=P5WbxUeUeyc) to make the learning easier for novice Urdu learners, analysed the impacts of people in history, setting up small slime and cookies businesses, hosted discussion panels with International space scientists and Pakistani children to raise awareness about space sciences amongst children(https://fb.watch/asQnhzTyyf/) and many other such innovative ventures. Currently working as the Head Facilitator of an innovative private K-5 micro-school, Leo's Workshop by Beaconhouse for implementing the best PBL Practices at the school. She also serves as the Creative Director at the STEM Lab Pakistan so the love for STEM subjects keeps growing in the hearts of little children. She loves investigating the science of learning; learning about the things that drive and motivate children to be interested in their own learning processes. Ayesha dreams of making academic learning as fun and addictive as the gaming industry some day. She loves interacting and engaging with children, helping them learn how the world works; through gamification, game-based and play-based activities. In her leisure time, she likes to read books, perform crazy science experiments with her two biological kids and meditate whenever she can.

When Ayesha Inam moved her co-designed project online, something unfortunate happened. She watched 100% engagement in class dwindle to less than 50% online. Half of her kids weren't even showing up to lessons.  And then she tried something magical. She gamified it.  Suddenly ALL of her students were engaged. In this short podcast episode, Ayesha Inam, Head Facilitator at micro-school LEO's Workshop by Beaconhouse, describes how to 'gamify' our PBL experiences to increase engagement and how to: Co-design your projects with student input 🎮 Set up the gamified experience and NEVER have to teach again. 🎮 Improve quality of student work by 'badging it.'  🎮 Make seemingly dry subjects come to life with the right challenges. 🎮 Have students self-organize and organize team meetings on their own well beyond online lesson time. Connect with Ayesha: Instagram (@thestemlabpakistan), <a href="https://www.linkedin.com/in/ayesha-inam-2003036/" rel="nofollow" target="_blank">LinkedIn</a>, Twitter (@ayeshainam036) Website: <a> www.Leosworkshop.net</a> The Gamified Unit: <a href="https://transformschool.com/wp-content/uploads/2022/01/SLOP-The-Game-Plan.pdf" rel="nofollow" target="_blank"> https://transformschool.com/wp-content/uploads/2022/01/SLOP-The-Game-Plan.pdf</a> Sample <a href="https://docs.google.com/a/parkmaitland.org/spreadsheets/d/15VHH21d6jvr9p3Z7WwOhp49RAY1Z1PcBtw5C_2_OpeI/edit?usp=drive_web" rel="nofollow" target="_blank"> Gamified Leaderboard</a> (from Andres Joubert of Park Maitland School): <a href="https://docs.google.com/a/parkmaitland.org/spreadsheets/d/15VHH21d6jvr9p3Z7WwOhp49RAY1Z1PcBtw5C_2_OpeI/edit?usp=drive_web" rel="nofollow" target="_blank">https://docs.google.com/a/parkmaitland.org/spreadsheets/d/15VHH21d6jvr9p3Z7WwOhp49RAY1Z1PcBtw5C_2_OpeI/edit?usp=drive_web</a> Ayesha's Bio:  Ayesha Inam is a Computer Software Engineer by her degree, a K-5 STEM Education Specialist and Project-Based Learning Practitioner by passion. She co-founded a small educational organisation - the STEM Lab of Pakistan in 2016 with a friend. The SLOP (The STEM Lab of Pakistan) is an after-school club that promotes and inculcates the love for Science, Technology, Engineering, and Mathematics in young children, especially young girls through play-based and game-based educational activities. She started her PBL Journey at TNS Beaconhouse in 2017, as a Grades 2-5 PBL Practitioner &amp; later as a PBL Coordinator for 4.5 years, where she fell in love with Project Based Learning instantly because of the amazing things students were doing during their projects. Apart from many other valuable certifications in education, she holds a Distinction in a rigorous certification course of Teaching and Learning with Digital Technologies by the University of Cambridge. Using PBL Methodologies she has facilitated more than 150 students in creating products such as useful gadgets by using electric circuits for their families, blogging about the helping staff of their school and <a href="https://fan.school/spaces?spaceId=8vok7hkqgikp1l2ljz0x7m56k" rel="nofollow" target="_blank">making their stories visible</a>(<a href="https://fan.school/spaces?spaceId=8vok7hkqgikp1l2ljz0x7m56k" rel="nofollow" target="_blank">https://fan.school/spaces?spaceId=8vok7hkqgikp1l2ljz0x7m56k</a>), redesigning their school spaces and their suggestions taken in account by their new school's architect, Rosan Bosch; creating an Urdu rap song (<a href="https://www.youtube.com/watch?v=P5WbxUeUeyc" rel="nofollow" target="_blank">https://www.youtube.com/watch?v=P5WbxUeUeyc</a>) to make the learning easier for novice Urdu learners, analysed the impacts of people in history, setting up small slime and cookies businesses, hosted discussion panels with International space scientists and Pakistani children to raise awareness about space sciences amongst children(<a href="https://fb.watch/asQnhzTyyf/" rel="nofollow" target="_blank">https://fb.watch/asQnhzTyyf/</a>) and many other such innovative ventures. Currently working as the Head Facilitator of an innovative private K-5 micro-school, Leo's Workshop by Beaconhouse for implementing the best PBL Practices at the school. She also serves as the Creative Director at the STEM Lab Pakistan so the love for STEM subjects keeps growing in the hearts of little children. She loves investigating the science of learning; learning about the things that drive and motivate children to be interested in their own learning processes. Ayesha dreams of making academic learning as fun and addictive as the gaming industry some day. She loves interacting and engaging with children, helping them learn how the world works; through gamification, game-based and play-based activities. In her leisure time, she likes to read books, perform crazy science experiments with her two biological kids and meditate whenever she can.

Gamifying Your PBL Experience with Ayesha Inam

How can play therapy help elementary students cope with the trauma caused by the pandemic?  This was the BIG question facing Emily Burk's (MakerSpace and Technology Integration Specialist) high school students in Anna, Texas.   Their task- design play therapy toys for their younger peers to use in the newly constructed social + emotional well-being rooms.  This was real PBL. There were real users. And the stakes were high.    In this short podcast episode, Emily unpacks this dynamic PBL experience, and how she used the design process to transform students from apathetic teenagers, into empathetic and engaged toy designers. We learn how to:  ❤️  Use a simple 5- step design process to guide our projects ❤️  Make our socially distanced environments more 'hands-on' ❤️  Connect our projects to real users and real audiences ❤️  Improve social and emotional well-being through hands-on PBL Connect with Emily: Twitter (@tech_edu_burk), Instagram (@annaisd_makerspace) Emily's Bio: Emily Burk is a Maker Integration Technology Specialist in a 3,744 square foot public high school makerspace in the North Texas area. Emily has had 22 years of experience in the classroom varying from fine arts, English-Language Arts, career and technical education, and media and technology integration. She has a passion for project-based learning, making learning applicable and relevant to all learners, and providing all students equitable access to maker education.

How can play therapy help elementary students cope with the trauma caused by the pandemic? This was the BIG question facing Emily Burk's (MakerSpace and Technology Integration Specialist) high school students in Anna, Texas.  Their task- design play therapy toys for their younger peers to use in the newly constructed social + emotional well-being rooms. This was real PBL. There were real users. And the stakes were high.   In this short podcast episode, Emily unpacks this dynamic PBL experience, and how she used the design process to transform students from apathetic teenagers, into empathetic and engaged toy designers. We learn how to: ❤️  Use a simple 5- step design process to guide our projects ❤️  Make our socially distanced environments more 'hands-on' ❤️  Connect our projects to real users and real audiences ❤️  Improve social and emotional well-being through hands-on PBL Connect with Emily: Twitter (@tech_edu_burk), Instagram (@annaisd_makerspace) Emily's Bio: Emily Burk is a Maker Integration Technology Specialist in a 3,744 square foot public high school makerspace in the North Texas area. Emily has had 22 years of experience in the classroom varying from fine arts, English-Language Arts, career and technical education, and media and technology integration. She has a passion for project-based learning, making learning applicable and relevant to all learners, and providing all students equitable access to maker education.

Improving Mental/Emotional Well-Being through PBL

Do you set New Year's Resolutions? I used to. Until I broke nearly all of them by February. Sound familiar?  Vision Boarding is a FAR more effective way to reach milestones you never dreamed possible, and improve your life- both as an educator, and human. I've been using them since 2016, and I now have a life I could have never imagined if I stuck with boring resolutions.   In this short bonus episode, I teach you how to create yours and:  Set in motion a new, improved you Manifest your dream day, life and new habits  Show up as the authentic educator your students se desperately need     Get the Vision Boarding Template - -&gt; https://bit.ly/3pv0JMI 

Do you set New Year's Resolutions? I used to. Until I broke nearly all of them by February. Sound familiar?  Vision Boarding is a FAR more effective way to reach milestones you never dreamed possible, and improve your life- both as an educator, and human. I've been using them since 2016, and I now have a life I could have never imagined if I stuck with boring resolutions.   In this short bonus episode, I teach you how to create yours and: <ul> <li>Set in motion a new, improved you</li> <li>Manifest your dream day, life and new habits </li> <li>Show up as the authentic educator your students se desperately need   </li> </ul> Get the Vision Boarding Template - -&gt; <a href="https://bit.ly/3pv0JMI" rel="nofollow" target="_blank">https://bit.ly/3pv0JMI</a>

Start 2022 with a Vision Board

Do you have a hard time letting go of control in the classroom?  Letting go isn't easy. It requires trust and confidence in our learners, while we take a backstage role in the classroom. But when we do, we unlock unlimited student potential. Yvette Larson, a PYP teacher and future mindset guru, has a classroom full of unlocked potential; with 30+ self-directed students, and 30+ projects happening at the same time. In this short episode, Yvette teaches us how she creates this kind of magic, and builds future mindsets through the story of her Winter Fair Project and how to:  Trust in the process. Ask the right questions, rather than providing all the answers. Wait....and then wait some more. Lead learning with WONDER. Turn over control of our classroom to students, and still maintain our sanity. Build future mindsets in students by starting with what they care about. STILL COVER OUR CURRICULUM STANDARDS!  Connect with Yvette: LinkedIN Yvette: https://yvettelarssoncom.wordpress.com/ AHA!: https://ahaacceleratingeducation.org/ Yvette's Bio: Yvette is an international Swede, born above the Arctic Circle, in Swedish Lapland, by Sami ancestry, with over 20 years of international experience, a polyglot, a nature lover who inspires others to live their best lives and take care of the earth. She is a very open-minded and informal person. Yvette is the co-founder of AHA! Accelerating Education, a science-based platform that seeks to boost human potential with the help of applied neuroscience, and provide tools for learners in the 21st century. AHA! Seeks to explore questions like: “What does it mean to be human in a global age of technology” and “What happens if we educate the heart first and foremost?”. AHA!  encompasses Learning and Education Innovation and Foresight.  Yvette is the country LEAD Sweden for LearnLife, a global hub for innovators in education.  She is also an IB Educator at the International School of Helsingborg, Sweden.  Yvette’s recent works revolve around being a member of the Hundred Advisory Board for the Social-Emotional Spotlight in partnership with Lego. She also co-founded a PBL-based global Hackathon for youth, where young people have a say on what education in the 21st century should be. She co-created The Future Mindset Program © with a focus on the upskilling of competencies to become more resilient and adapt to the fast-paced world we live in, she co-developed The AHA! Wellbeing Program that promotes Youth Health, Social-Emotional Learning, and Educator Well-being. Yvette is passionate about many things that start with a C: courage, curiosity, collaboration, communication, care, community, and creativity.

Do you have a hard time letting go of control in the classroom?  Letting go isn't easy. It requires trust and confidence in our learners, while we take a backstage role in the classroom. But when we do, we unlock unlimited student potential. Yvette Larson, a PYP teacher and future mindset guru, has a classroom full of unlocked potential; with 30+ self-directed students, and 30+ projects happening at the same time. In this short episode, Yvette teaches us how she creates this kind of magic, and builds future mindsets through the story of her Winter Fair Project and how to: <ul> <li>Trust in the process.</li> <li>Ask the right questions, rather than providing all the answers.</li> <li>Wait....and then wait some more.</li> <li>Lead learning with WONDER.</li> <li>Turn over control of our classroom to students, and still maintain our sanity.</li> <li>Build future mindsets in students by starting with what they care about.</li> <li>STILL COVER OUR CURRICULUM STANDARDS!</li> </ul> Connect with Yvette: <a href="https://www.linkedin.com/in/yvettelarsson/" rel="nofollow" target="_blank">LinkedIN</a> Yvette: <a href="https://yvettelarssoncom.wordpress.com/" rel="nofollow" target="_blank">https://yvettelarssoncom.wordpress.com/</a> AHA!: <a href="https://ahaacceleratingeducation.org/" rel="nofollow" target="_blank">https://ahaacceleratingeducation.org/</a> Yvette's Bio: Yvette is an international Swede, born above the Arctic Circle, in Swedish Lapland, by Sami ancestry, with over 20 years of international experience, a polyglot, a nature lover who inspires others to live their best lives and take care of the earth. She is a very open-minded and informal person. Yvette is the co-founder of AHA! Accelerating Education, a science-based platform that seeks to boost human potential with the help of applied neuroscience, and provide tools for learners in the 21st century. AHA! Seeks to explore questions like: “What does it mean to be human in a global age of technology” and “What happens if we educate the heart first and foremost?”. AHA!  encompasses Learning and Education Innovation and Foresight.  Yvette is the country LEAD Sweden for LearnLife, a global hub for innovators in education.  She is also an IB Educator at the International School of Helsingborg, Sweden.  Yvette’s recent works revolve around being a member of the Hundred Advisory Board for the Social-Emotional Spotlight in partnership with Lego. She also co-founded a PBL-based global Hackathon for youth, where young people have a say on what education in the 21st century should be. She co-created The Future Mindset Program © with a focus on the upskilling of competencies to become more resilient and adapt to the fast-paced world we live in, she co-developed The AHA! Wellbeing Program that promotes Youth Health, Social-Emotional Learning, and Educator Well-being. Yvette is passionate about many things that start with a C: courage, curiosity, collaboration, communication, care, community, and creativity.

'Letting Go' and Building Future Mindsets w/ Yvette Larson

Transformative Learning Experiences with Kyle Wagner is a show created for DISRUPTORS and learner-centered practitioners looking to create more socially, globally, emotionally aware citizens and learner-centered environments through meaningful, project- based experiences. Through 1:1 interviews, Kyle dissect learning experiences from forward thinking educators just like you; and unpacks the simple strategies and structures that allowed them to happen. To date, over 1,000 classrooms have been transformed through 1,000 + meaningful learning experiences. GO DISRUPT!

Transformative Learning Experiences with Kyle Wagner

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The best podcasts about ourselves as well as the world through the lense of Science. Specific topics include things about our brain, emotions to biology, physics and more!