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

Want to turn your classroom into a hub of curiosity, innovation, and real-world impact but don’t know where to start? The Student-Centered Shift with internationally acclaimed educator Kyle Wagner equips international school educators with the simple shifts to move from passive to active learning spaces, so you can grow more engaged and empowered learners. Each week, Kyle interviews forward-thinking educators who share actionable strategies and proven frameworks to create a classroom buzzing with energy and purpose. Past guests include project-based powerhouse Ron Berger and bestselling author Gary Stager. By tuning in, you’ll unlock: * The mindset shifts needed to transition from teacher-led to student-centered spaces. * Strategies to empower students as independent thinkers, creators, and problem-solvers. * Tips for designing and implementing project-based experiences * Practical ways to redefine your role from instructor to facilitator. Discover how Kyle made the same shifts to transform his own teaching from burnout to breakthrough—guiding students to publish bestselling novels, launch businesses, and build museums. Over 1,000 classrooms have experienced similar results worldwide—will yours be next? Let’s shift learning together!

Essential Summer Reading List: 5 Books That will Transform Your Life as an Educator 06/17/2025

Is Inquiry Still Teacher-Led in Your Classroom? How to Design for True Student Ownership 06/10/2025

Is Inquiry Still Teacher-Led in Your Classroom? How to Design for True Student Ownership Is inquiry still too teacher-directed in your classroom, even when it’s framed as student-centered? You’re not alone. Many international educators find that despite good intentions, “inquiry” still looks like teacher-planned lessons with limited student agency. In this episode, I speak with Dawn York, Head of Hanoi International School, about how she and her team shifted from teacher-led inquiry to real student ownership. From launching a student-led middle school council to embedding project-based learning across grades 6–10, Dawn shares how to design structures that make student-led learning stick — even in a busy international curriculum. You’ll discover: How to carve time out of the timetable for student-led PBL Why teacher-led inquiry still dominates (and how to shift it) Strategies to build buy-in through teacher leadership, not compliance What motivates students when grades and gold stars are removed How PBL transforms student ownership, even for neurodiverse learners If you're ready to move beyond surface-level inquiry and build classrooms where students truly lead their learning, this episode offers both inspiration and practical tools. Connect with Daun: LinkedIn- Get the 12 Shifts for Student-Centered Environments Book: 'Where Is The Teacher'- Daun's Bio: Steering Hanoi International School with a steadfast commitment to educational excellence, Daun's role as Head of School for 2.5 years has been marked by fostering an environment where staff development and instructional design thrive. Her expertise in creating sustainable educational ecosystems positions our team at the forefront of progressive education management. As a Professional Development Lead Educator at The International Baccalaureate for nearly a decade, Daun has honed her skills in educational leadership, ensuring that each initiative contributes significantly to our global mission. Her organization's recognition as a #Edruptor of 2022 reflects our collective efforts to innovate and inspire within the international education landscape. /episode/index/show/transformschool/id/36905040

Hiring for a Student-Centered School? 3 Shifts to Attract the Right Educators 06/03/2025

No Time and Space for Project-Based Learning? How One Shift Changes Everything 05/27/2025

No Time and Space for Project-Based Learning? How One Shift Changes Everything Feel like project-based learning sounds powerful—but totally unrealistic in your packed curriculum and schedule? What if one small shift could open the door? In this episode, I talk with international educator, VIS Dean of Academic Affairs and social scientist Tristan Reynolds, who shares how he replaced a single unit test with a project—and saw student ownership, engagement, and reflection skyrocket. From rural Texas classrooms to interdisciplinary teaching in Taipei, Tristan walks us through the simple mindset and planning shifts that helped PBL work within, not outside of, school structures. It’s a refreshing look at how real change happens—not through an overhaul, but through intentional, evidence-based experimentation. You’ll learn: How one teacher redesigned a single assessment and sparked student agency What student data revealed about deeper learning and engagement How interdisciplinary collaboration builds momentum for school-wide change Why project-based learning can fit within your constraints—not fight against them Ready to see how one small step can unlock student-centered learning in your setting? This episode shows you the shift in action. Connect with Tristan: , Data Studies Around Benefits of PBL on Learning: Tristan's Bio: Tristan Reynolds is an educator and writer who focuses on international best practices in education and the impacts of globalization on education. As an experienced international educator, he understand the importance of creating schools which support celebrating different cultures, and which cultivate a cosmopolitan attitude in students. Tristan's work helps build a clearer picture of how to help students and teachers move beyond local limits to education. He holds an M.S.Ed. from Johns Hopkins University, American and British teaching & administration licensures, and is a 2021 Teach For America alum. /episode/index/show/transformschool/id/36725460

Teacher Led vs Peer Led: What Sparks Real Student Action? 05/20/2025

Teacher Led vs Peer Led: What Sparks Real Student Action? You want your students to take action but how do you actually empower them to lead real change? In this episode, I speak with Arlian Ecker, a 19-year-old environmental changemaker and co-founder of Plastic Free Boy, who has reached over 1.5 million students across 350 schools through film, storytelling, and action-based learning. From citizen science on the Great Barrier Reef to student-led plastic audits and five-year sustainability campaigns, Arlian shares what truly ignites youth agency and how educators can help nurture it. If you’ve ever wondered how to move from structured lessons to real student-led action, this conversation offers a powerful starting point. You’ll learn: Why storytelling, not frameworks, is the spark that sustains youth-driven work How students build resilience, empathy, and global citizenship through project ownership How to support changemaking without needing to be the expert What makes peer-to-peer learning more powerful than adult-led initiatives Learn to shift from guiding student action to growing student changemakers. Connect with Arlian: Linkedin (@arlian-ecker), Instagram (@plasticfreeboy), Learn more about Arlian's Work: Arlian's Bio: Arlian Ecker, a 19-year-old Australian-Austrian changemaker and co-founder of Plastic Free Boy, has spent eight years leading youth-driven sustainability efforts—from protecting the Great Barrier Reef to advocating for global waterway conservation. Alongside his mother, award-winning underwater filmmaker Karin Ecker, Arlian has reached over 1.5 million students in 350+ schools through films, workshops, and interactive programs that empower youth to take environmental action. Their “Generation NOW” initiative and upcoming Global Solutions School Academy promote student-led, real-world learning and cross-border collaboration. This May and June, Arlian joins the International Commission for the Danube River to lead the world’s largest youth-driven citizen science water quality survey. /episode/index/show/transformschool/id/36530175

Shifting From Teacher to Project Coach? Simple Tools for Self-Directed Learning 05/13/2025

Shifting From Teacher to Project Coach? Simple Tools for Self-Directed Learning You’ve handed over choice, but you’re still doing the heavy lifting. Many well-intentioned student-led experiences fall flat—not because students can’t lead, but because they lack the structure, tools, and guidance to own the process. So how do we support self-directed learning without taking control back? In this episode, Laurence Myers, K–12 Service Learning and Self-Directed Projects Coordinator at the American School of Dubai, shares how his school builds true student ownership through purposeful systems, mentorship, and process design. From process journals to stakeholder mapping, Laurence breaks down the simple but powerful tools that make student-led learning sustainable—for both teachers and students. You’ll learn: What self-directed learning really looks like when students are supported the right way Tools that help students stay organized, reflective, and purpose-driven How to move from managing learning to mentoring it—without losing clarity Why your role as facilitator is more powerful than ever 🎧 Listen now and explore how facilitator mode can unlock more ownership, confidence, and real-world learning. Connect with Laurence: , Get the Free Self-Directed Project Process Guide: Laurence's Bio: Laurence works at the intersection of service learning, global citizenship, and sustainability, using his 30+ years in international education—including over a decade in leadership roles—to support student-centered, authentic learning for positive change. His hybrid role spans thought leadership, instructional coaching, and systems thinking facilitation, all aimed at shifting educational culture and driving sustainable institutional and curricular transformation. A frequent presenter and facilitator, Laurence leads workshops on sustainability, service learning, and co-created learning design. Outside of education, he coaches student athletes, champions environmental initiatives, and enjoys time outdoors with his family. /episode/index/show/transformschool/id/36530070

Structure vs. Space: What Students Really Need to Thrive 05/07/2025

Structure vs. Space: What Students Really Need to Thrive What if creating a student-centered classroom wasn’t about adding more—but about holding space for what’s already there? In this episode, I speak with movement and mindfulness educator Lawrence about what it means to create environments that center curiosity, personal exploration, and connection. From yoga studios and sound healing sessions to forest clearings and public parks, Lawrence shows us how to design space that invites—not directs—growth. As educators, we’re challenged to do the same in our classrooms. This episode offers a chance to step back, reimagine your role, and embrace a different kind of presence that empowers learners to shape their own path. How the space you create becomes a “third teacher” What it means to hold space for student-led exploration and feedback How to cultivate purpose and trust without micromanaging Why real personalization begins with pausing, not planning Learn more about how to shift from controlling the learning environment to co-creating it with your students. Connect with Lawrence: Learn more about his work: Lawrence's bio: Lawrence is a full-time wellness coach who left a government office job to pursue his passion for movement, mindfulness, and personal growth. His approach to wellness centers on the interconnectedness of body, mind, and spirit—drawing on practices like animal flow, yoga, breathwork, sound healing, and forest bathing to help others reconnect with themselves and their environment. He believes that nature, rest, and embodied awareness are essential to recharging and realigning in today’s fast-paced world. He has led wellness experiences for global brands like Cathay Pacific, The Fullerton Hotel, Lululemon, and Loro Piana, as well as local NGOs such as St. James’ Settlement and Heep Hong Society. His work has been featured on BBC’s People Fixing the World, RTHK, and the South China Morning Post. Lawrence holds certifications across multiple disciplines, including Animal Flow (Level 3 & Regional Leader), Yoga Therapy, Breathwork, Sound Healing, and Forest Bathing Facilitation. /episode/index/show/transformschool/id/36478155

Is Your Schedule Working Against Student-Centered Learning? Here's How to Fix It 04/30/2025

Voice and Choice vs. Curriculum Coverage? How One School is Making it Work 04/22/2025

Voice and Choice vs. Curriculum Coverage? How One School is Making it Work Trying to build more student agency—but feel boxed in by curriculum coverage? What if you didn’t have to choose between voice and academic rigor? In this episode, I sit down with Natalie Harvey, secondary principal at Beijing City International School (BCIS), to explore how her team is shifting culture around student agency while still honoring the demands of a rigorous curriculum. From co-creating a three-year vision to redefining personalization in the International Baccalaureate (IB) framework, Natalie shares the intentional moves that are making voice and choice a lived experience—not just a buzzword. You’ll hear how BCIS is navigating real challenges while building a culture where students know themselves deeply, make meaningful decisions, and drive their own learning. How BCIS reframed student agency through the lens of “jaggedness” What voice and choice look like in the IB Middle Years Programme (MYP) and Diploma Programme (DP) classroom How leadership created a shared language and clear expectations around agency Why building trust—and giving teachers choice—is key to sustainable change Ready to hear how these shifts are playing out in practice and what they might look like in your setting? Connect with Natalie: [email protected] Get the 12 Shifts Book: , On the Website: Natalie's Bio: Natalie is the current Secondary Principal of BCIS and was born in Hanover, Jamaica. She holds a Bachelor's degree in Language Education: English, from the University of the West Indies, a Master of Arts in Education from Wake Forrest University, a Certificate of International School Leadership from the Principal's Training Center, and is pursuing a Ph.D. in International School Leadership with Wilkes University. Before BCIS, Natalie worked in various capacities in Jamaica, the United States of America, Venezuela, and Mexico. She was a Middle School Deputy Principal and Principal at the American School of Tampico for seven years. She has been an educator for 25 years and has a wealth of experience in teaching and leading. Natalie believes that forming solid interpersonal relationships leads to a positive school culture, functional collaborative structures, and exceptional outcomes for students and teachers. In addition, Natalie is passionate about partnering with parents, promoting student voice, and fostering a sense of belonging and a focus on successful learning outcomes within the BCIS community. /episode/index/show/transformschool/id/36242275

Planning Projects Across Subjects? Three Shifts to Make Them Work 04/15/2025

Is your student data locked away? Use AI to put learning power in student's hands 04/08/2025

Why Student-Centered Change Fails—and How Leaders Can Make It Stick 04/01/2025

Why Student-Centered Change Fails—and How Leaders Can Make It Stick 🎙️ What if your efforts as a leader to shift classroom practice were falling flat, not because of teacher resistance, but because of how change is being led? Studies show that only 30% of school change initiatives succeed. Often, it's because the teachers we support in shifting practice feel overwhelmed, unclear, or unsupported. But what if one simple changed that? In this episode, I talk with Raina, an instructional coach at Chiang Mai International School, who is leading a different kind of shift: one built on trust, teacher agency, and coaching that actually sticks. She shares what works when building student-centered culture, and how leaders like us can guide change that’s both sustainable and teacher-owned. You'll hear how teachers are transforming from content deliverers to learning facilitators, and how their classrooms are shifting from teacher-directed to student-driven environments full of energy, ownership, and engagement. You'll learn: Why most student-centered initiatives fail, and what’s worked instead How to build trust and momentum with teachers who feel overwhelmed Small, actionable shifts that transform classrooms over time How to design PLCs and coaching cycles that support real growth Ready to lead change that lasts? Tune in to learn how Raina is coaching teachers into vibrant, student-driven learning without burning them out. Connect with Raina: (Twitter) @raina_alane (LinkedIn) Take the 12 Shifts for Student-Centered Environments Scorecard: Purchase the 12 Shifts Book: Raina's Bio: Born and raised in the Texas Panhandle, Raina's journey has taken me from the vibrant cities of Austin and the Bay Area to the stunning shores of Hawai’i, and abroad to the UAE and now Thailand. With 22 years in education, she draws on a strong foundation in communication, leadership, and curriculum development—grounded in an interdisciplinary science degree from West Texas A&M and STEM and Special Education from UT Tyler—to connect meaningfully with students, educators, and administrators. Her passion lies in empowering others, nurturing a lifelong love of learning, and supporting diverse educational communities across the globe. Guided by her core strengths—empathy, input, adaptability, achiever, and learner—she brings energy, insight, and heart to every role sh takes on. /episode/index/show/transformschool/id/35968545

Overwhelmed by Student-Centered Program Design? Start with Story and Stakeholders 03/26/2025

Stuck in Classroom-Based Learning? How Community Connections Boost Engagement and Real-World Learning 03/18/2025

Stuck in Classroom-Based Learning? How Community Connections Boost Engagement and Real-World Learning Struggling to make learning feel relevant and real for your students? What if shifting from classroom-based instruction to community-connected learning could spark deeper engagement—without adding to your workload? In this episode, I sit down with Lori, an expert in community-based STEM learning, to explore how shifting learning from the classroom to museums, libraries, and local spaces creates powerful, real-world experiences- especially in STEM. Lori shares practical strategies to bring your community into the classroom—and how these partnerships can transform your students into scientists, historians, and creators, while making your role as a teacher easier, not harder. She describes a moment when a young girl, after leading her own experiment in a museum, said, “I was the scientist... not my teacher.” We learn: How shifting learning from the classroom to community spaces makes projects instantly more relevant Why letting students “be the expert” drives deeper learning and ownership How collaborating with museums and libraries simplifies planning instead of complicating it How virtual field trips can extend your classroom to the world—on any budget Tune in to learn more about these shifts in practice and how to apply them in your setting. Connect with Lori: LinkedIn (, Instagram ( Get the 12 Shifts Book: Take the 12 Shifts Scorecard: Lori's Bio: Lori Stratton is an Educational Program Development Consultant with extensive experience in accessible STEM programming and museum education. She began her career as a Recreational Therapist and parlayed her medical background to become New York City's first Special Needs Museum Educator. She pioneered access programs at the New York Transit Museum and Intrepid Museum (specializing in History, STEM and NASA education) while consulting for The Tenement Museum, Brooklyn Children’s Museum, MOMA, Holocaust Museum and other renowned institutions. Her work focused on curriculum adaptation and creating immersive experiences for diverse audiences through experiential and project based learning. /episode/index/show/transformschool/id/35742550

Too many projects to manage? Shift to Mentor Mode for easier PBL and Less Overwhelm 03/11/2025

Too many projects to manage? Shift to Mentor Mode for easier PBL and Less Overwhelm What if you didn’t have to manage every student project—but guided students to lead their own? Too often, teachers in project-based learning feel like they have to run the show—juggling endless questions, guiding every decision, and holding all the details. But shifting from master to mentor can lighten your load and deepen student ownership. In this episode, we talk with Byron, an international educator and PBL program director, about how stepping back as a mentor creates space for students to lead their real-world projects with more independence, curiosity, and engagement. You’ll hear practical strategies to simplify your role—while helping students take more responsibility for their learning. 🔹 Why moving from “project manager” to “mentor” increases student ownership and agency 🔹 How to support and scaffold multiple projects without getting overwhelmed 🔹 Simple structures that help students stay on track and self-directed 🔹 How to create a classroom culture where reflection and feedback drive deeper learning 🎧 Tune in to shift into mentor mode and make project-based learning easier. Connect with Byron: Learn more about VIS Better World Lab: (website), (radio) Take the 12 Shifts Scorecard to target areas of growth: Get the 12 Shifts Book: Byron's Bio: Byron Clarke is the Project-Based Learning (PBL) Program Director and Business and Economics Instructor at VIS@betterworld lab Experimental Education, where he has led the development of the PBL program for four years. Byron is committed to creating an inclusive, holistic educational environment that empowers students through real-world learning experiences that are meaningful to them. Under his leadership, the program focuses on fostering critical thinking, collaboration, and adaptability, equipping students with the skills they need to thrive in both academic, personal, and professional settings. /episode/index/show/transformschool/id/35602940

Why Students Struggle with Problem-Solving: Build Entrepreneurial Mindsets Without the Chaos 03/04/2025

Why Students Struggle with Problem-Solving: Build Entrepreneurial Mindsets Without the Chaos What if your students used what they're learning to tackle meaningful challenges- right in your classroom? If you've ever watched our students struggle with real-world problem-solving, you're not alone. Many are used to following directions—not thinking like innovators. But what if, through a simple shift in learning design, we could help them approach our subject like entrepreneurs, creators, and problem-solvers instead? In this episode, we sit down with Jobert Ingwenya, an experiential, entrepreneurial educator who helps us move from lesson-givers to learning guides, using entrepreneurial thinking to make learning more relevant and hands-on. He shares how we can support students in taking ownership of their learning by developing real products and solutions—no business background required. How to turn our curriculum into a launchpad for real problem-solving Why stepping back as "lesson givers" leads to more engaged, independent learners The surprising skills students develop when they take the lead on developing real products and solutions Simple ways to start—without extra prep, funding, or special resources Ready to help our students think more critically, collaborate more effectively, and connect learning to the real world? Let’s explore how to make that shift happen—together. Connect with Jobert: LinkedIn (@Jobert Ngwenya), X (@JobertNgwenya), Instagram (@joubert_ngwenya), Facebook (@Jobert Ngwenya) Take the 12 Shifts Scorecard: Joberts' Bio: Jobert Ngwenya is an educator and learning designer with a passion for fostering entrepreneurial thinking in education and empowering young minds. His career includes teaching, learning design and grant writing grant. Jobert's commitment to education extends beyond the classroom, as he actively volunteers for organisations like Slum2School and the Centre for Talent Development. Jobert holds a Master's degree in Education specialising in Learning Education and Technology, a Master's in Development Studies, a Bachelor’s of Arts in Economic History, and a Post Graduate Diploma in Education. He is also a recipient of numerous awards, grants, and fellowships, including the Global Teacher Grant, the Fulbright Teaching Excellence and Achievement Fellowship, and the Ciena Solutions Challenge Sustainability Awards. Notably, Jobert was honoured as an Integrity Icon by Accountability Lab Zimbabwe for his outstanding work in fusing entrepreneurship with education. Currently residing in Finland, Jobert is pursuing doctoral studies in education technology. He has co-authored textbooks on economic history and actively participates in conferences and workshops on entrepreneurship education. Jobert's dedication to youth development is evident in his work with organisations such as Junior Achievement Zimbabwe and the Teach a Man to Fish charity. He is also the founder of Fundi Trust, a non-profit organisation that provides financial literacy skills and scholarships to disadvantaged learners and a Trustee and Director of Learning at Centre for Talent Development. /episode/index/show/transformschool/id/35419220

Why Traditional Assessment Fails—And How Co-Creation Drives Ownership and Better Work 02/25/2025

Why Traditional Assessment Fails—And How Co-Creation Drives Ownership and Better Work What if assessment wasn’t just about measuring learning—but actually deepened it? Traditional assessment often fails because it's something done to students rather than with them; leading to disengagement, surface-level work, and a lack of real ownership. Rigid rubrics, one-size-fits-all grading, and limited student input leave learners disconnected from their own progress, making assessment more about compliance than growth. But what if assessment could be different? Research shows that when students actively participate in learning design, failure rates drop from 32% to 21%, and assessment performance improves significantly. That’s exactly what Mehak, an international educator and assessment innovator, experienced when she shifted from teacher-driven evaluation to co-created assessment. She shares how this simple shift fosters ownership, motivation, and more authentic collaboration—all while keeping learning goals on track. We learn: How co-creating success criteria makes assessment more meaningful Why student-led rubrics increase engagement and quality of work How peer and self-assessment drive accountability and reflection The shift from teacher-as-evaluator to teacher-as-facilitator Curious how this shift can improve self-directed learning and work quality in your classroom? Tune into our short conversation. Access the High-Quality Assessment Checklist: Get the 12 Shifts Book: Mehak's Bio: Mehak Temur is a seasoned educator specializing in the Primary Years, with a strong background in mathematics and technology integration. Her roles as an IB PYP Learning and Teaching Coordinator, Numeracy Coordinator, and Project-Based Learning Facilitator reflect her dedication to student-centered learning with real-world applications. Certified in Inquiry-Based Learning, Concept-Based Learning, Assessment, Google Educator, and Inclusive Education, Mehak brings a wealth of expertise to her work. Her active involvement in program evaluation enables her to address diverse learning needs, meet curricular requirements, and promote inclusivity. With a focus on using technology to enhance math education and problem-solving skills, Mehak’s teaching philosophy emphasizes lifelong learning, equipping students for life beyond the classroom, and fostering responsible, well-rounded individuals. /episode/index/show/transformschool/id/35419755

Using AI to Simplify Project-Based Learning w/ Thom and Phil 02/19/2025

Using AI to Simplify Project-Based Learning w/ Thom and Phil Does Project-Based Learning Feel Overwhelming? AI Might Be the Key to Making It Work. For busy educators like us, it's been a struggle to effectively implement project-based learning (PBL) while balancing standards, time constraints, and assessment requirements. There simply aren't enough hours in the day. But what if AI could eliminate these barriers and make PBL more accessible than ever? In this episode, I sat down with Phil Alcock and Thom Markham, two leading innovators who are bridging the gap between AI and student-centered classrooms. They share how AI tools are reshaping the PBL design process, freeing us to focus on what truly matters—guiding and supporting students in meaningful, inquiry-driven work. We learn: 🔹 Why AI isn’t replacing project-based learning—it’s making it easier to implement 🔹 How AI-powered tools help teachers align projects with curriculum standards in seconds 🔹 Why digital portfolios are shifting the focus from grades to real learning evidence 🔹 How co-designing with students (and AI) leads to deeper engagement and creativity Learn how to win back your time and unleash learner engagement... Connect with Thom: Email: , LinkedIn ( Website ( Connect with Phil: LinkedIn (, Take the 12 Shifts Scorecard to identify areas for growth: Phil's Bio: Phillip Alcock is a global innovator in AI in education, known for his pioneering work connecting project-based learning (PBL) with artificial intelligence. In collaboration with PBL expert Thom Markham, Phillip founded PBL Future Labs to bridge the gap between project-based learning and artificial intelligence through specialized coaching programs. Based in Acapulco, Mexico, Phillip works on various projects, from edtech to writing AI-enhanced STEM curriculum for thousands of students annually, creating no-code AI platforms, and delivering workshops and keynote speeches for Beaconhouse. Thom's Bio: Thom Markham is a psychologist, author, speaker, educator, co-founder of PBL Future Labs and President of PBL Global, an educational organization focused on innovation and transformation through promoting inquiry-based learning, Thom offers a set of unique services that helps schools and districts envision, design, and implement a successful, sustainable plan for educating 21st century young people. /episode/index/show/transformschool/id/35326015

Are Students Just Memorizing Standards? How PEER Teaching Unlocks Deeper Engagement and Understanding" 02/11/2025

Are Students Just Memorizing Standards? How PEER Teaching Unlocks Deeper Engagement and Understanding" 🎙️ What if your students didn’t just study academic standards—but took ownership of teaching them to peers? Too often, students see academic standards as something to memorize and repeat. But what if they engaged with them in a way that deepened understanding and made learning more meaningful? In this episode, we talk with Mara Simmons, Phd., an international educator, school founder and learning designer who has reimagined how students learn by shifting control of academic content to them. She shares how structured peer-to-peer teaching leads to deeper understanding, stronger collaboration, and more student ownership of learning—all while staying aligned with curriculum goals. 🔹 How to turn academic standards into student-led learning experiences and student- initiated projects 🔹 Why peer teaching strengthens comprehension, confidence, and engagement 🔹 The role of the teacher as a facilitator who empowers students—while freeing up time to focus on deeper learning 🔹 How to start small—without losing structure or overwhelming students 🎧 Curious about how this shift can work in your classroom? Let’s explore what happens when students become the experts. Connect w/ Mara: , Instagram (@maras9876) Mara's Blog: Take the 12 Shifts Scorecard: Learn more about the 'Student-Centered Classrooms' Mastery Cohort: Mara's Bio: Mara has 25+ years of experience teaching and learning. Her career has been centered in schools that serve underprivileged communities and served as a teacher/ founder/ leader and director of several secondary schools in Los Angeles. In her teaching experience she lead project based learning programs aligned to the Big Picture Schools design and trained teachers in PBL strategies. She spent five years in the UK leading and reinvigorating a Post 16 secondary teacher training program which taught her a lot about the secondary sector. Currently in partnership with CTL Academy she is transforming secondary education and growing CTL Academy Global- an accredited project based, UN sustainable goals aligned program to build Global citizens, passionate scholars, servant leaders and agents of positive change in their communities. /episode/index/show/transformschool/id/35215770

Stuck in Teacher-Led Projects? How Student-Initiated Projects Boost Engagement and Deeper Learning. 02/04/2025

Stuck in Teacher-Led Projects? How Student-Initiated Projects Boost Engagement and Deeper Learning. 🎙️ Is “letting go” the secret to student empowerment? For years, teachers have been told that structure, control, and direct instruction drive student success. But what if the opposite were true? In this episode, we sit down with Dan Jones, a veteran educator, 2x author, and student-centered champion who nearly left the classroom—until he discovered the power of flipping the script. He shares how shifting from teacher-led to student-initiated projects transformed engagement, reduced discipline issues, and reignited his passion for teaching. We learn how to create structures that support student-driven inquiry, shift the teacher’s role, and make learning more meaningful. We also unlock how: 🔹 Students create better projects when they are designed with them—not for them 🔹 Daily micro-conversations make grading simpler and more meaningful 🔹 Passions—not real-world problems—lead to the most impactful learning 🔹 Assessment isn’t about grading—it’s about guiding student growth Hear about these shifts in practice and how to apply them in your setting starting tomorrow. Get in Touch with Dan: Twitter/X @ideasforteacher, Instagram @ideasforteachers, , Youtube (, Facebook ( Article on intersection of AI and PBL: Learn more about the 12 Shifts for Student-Centered Classrooms Course: Take the 12 shifts scorecard: transformschool.com/12shiftsscorecard Dan's Bio: Dan Jones has been teaching for 20 years and currently teaches 7th and 8th-grade social studies at The Richland School of Academic Arts. He holds a Master’s in Curriculum and Instruction with a focus on digital teaching and learning from the American College of Education. His diverse teaching experience spans private, public, and inner-city charter schools. Jones trains educators in implementing Project-Based Learning and integrating AI into the classroom. His innovative teaching has been showcased on Cleveland’s ABC and NBC news affiliates. He has led students in pioneering distance learning collaborations with institutions like The National Archives, The U.S. Capitol, The White House Historical Association, and Mount Vernon. A founding member of the International Faculty for Flipped Learning, Jones also served as an editor for FLR Magazine and has authored Flipped 3.0 Project-Based Learning and Modern PBL: Project-Based Learning in the Digital Age. He continues to explore the intersection of education and technology as the host of The AI Cafe podcast. /episode/index/show/transformschool/id/35140410

Why Traditional Classroom Setups Fail International Learners (And How to Create Spaces Where Students Thrive) 01/22/2025

How to build 100% learner agency: Where Students Run the School w/ Peter Hutton 01/01/2025

How to build 100% learner agency: Where Students Run the School w/ 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: , Join Future Schools: Take the 12 Shifts for Learner-Centered Classrooms Scorecard: Buy the 12 Shifts Book for 20% off: Join the 12 Shifts Certificate Program: 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 as one of the most innovative schools in the world. /episode/index/show/transformschool/id/34641675

Ditch Resolutions: Build your 2025 Student-Centered Classroom Vision 12/18/2024

Running Your First Project: From Teacher Led to Student-Led Environments 12/11/2024

The Brain Museum: Unlocking Student Agency in Secondary Classrooms 11/20/2024

From Classroom to Creative Studio: Empowering Students to Design a Better World 10/23/2024

From Isolated Classroom to IMPACT in the Community 10/08/2024

From Grades to Documenting Learning Journeys 09/25/2024

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