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

AI can give students more choice, personalize learning, and help them work more independently. But does that automatically make learning more student-centered?

In this episode of Student-Centered Shift, I sit down with Dr. Justin Zhang to explore one of the biggest questions facing international educators right now: How do we use AI to increase student agency without outsourcing thinking, reducing collaboration, or leaving students isolated behind a screen?

Justin reminds us that student agency is about much more than giving students choices. It's about voice, ownership, relationships, and creating the conditions for learners to take greater responsibility for their learning.

Together, we explore how to:

• Use AI to strengthen student agency
• Avoid the trap of over-personalization
• Keep collaboration and relationships alive
• Rethink assessment in the age of AI
• Use AI to deepen—not replace—thinking

If you're an international educator experimenting with AI, this conversation will challenge you to look beyond the tools and ask a more important question: Is AI helping my students become more active owners of their learning?

Justin's Website: https://www.justinzh.com/

Connect with Justin: LinkedIn, Instagram, Email: [email protected]

Get the 12 Shifts for Student-Centered Environments Book: 'Where Is The Teacher?'

Justin's Bio: Justin Zhang, Ph.D., is a dedicated educator and educational leader specializing in educational technology and international education. Currently serving as Assistant Professor and Director of IBEC at Namseoul University, he brings extensive expertise from his previous role as Head of Department at an international school in Hong Kong. With a Ph.D. in Educational Technology and dual Master's degrees, Dr. Zhang is a registered teacher in both the US and UK who fulfills multiple roles within the International Baccalaureate Educator Network (Lead Educator, Field Representative, Programme Leader, Evaluation Leader, Consultant, workshop leader, etc.) and examines for international curricula including IB, IGCSE, and A-levels. His international teaching experience spans Beijing and Barcelona, complemented by his contributions to educational advancement through accreditation committees and academic publications.

What if giving students more voice didn't mean giving up the curriculum—but actually helped them go deeper into it?

In this episode of The Student-Centered Shift, I explore the shift from teacher-designed to co-designed learning through the story of Linda, a teacher who handed some of her most dreaded curriculum standards over to her students. Instead of deciding everything herself, she invited students to help determine what they wanted to explore—and watched engagemement, academic outcomes and required curriculum come to life through their interests, choices, and ideas.

We explore:

• How to give students meaningful voice and choice while still meeting required curriculum standards

• Simple ways to invite students into decisions around topics, assessment, and how they share their learning

• Why co-design doesn't mean giving up structure or handing over complete control

• How sharing some of the design can build greater student agency, ownership, and motivation

If you're ready to move beyond simply giving students choices and start giving them a genuine role in designing their learning, this episode will show you a simple place to start. Join the Co-Design Master Class on the last Tuesday in October - -> www.transformschool.com/12shiftsmasterclass

Want to give students more ownership of their learning, but worry that letting go of control could mean sacrificing rigor, curriculum coverage, or academic expectations?

In this episode of The Student-Centered Shift, I sit down with inquiry expert Trevor MacKenzie to unpack one of the biggest misconceptions about student-led inquiry: that giving students more agency means giving up structure. Instead, Trevor shows how inquiry can be built gradually, with teachers intentionally releasing responsibility as students become more capable of owning their learning.

We explore:

• How to move from structured to guided and free inquiry without throwing students into the deep end
• Simple routines that get students questioning, moving, collaborating, and making their thinking visible
• Why knowing your curriculum deeply can actually create more freedom for student inquiry
• How small shifts in control can build greater independence, curiosity, and ownership over time

If you're ready to build more student agency without sacrificing meaningful, rigorous learning, this conversation will give you practical ways to start.

Get Trevor's Book: https://www.amazon.com/dp/1945167149

Join the Leading Student Agency Workshop September 30th: https://schoolleadermasterclass.aplusactivelearning.com/

Trevor's Bio: Trevor MacKenzie is an experienced educator from Victoria, British Columbia, Canada. His research, consultancy, and authorship have reached all parts of the world as he works with schools, districts, organizations, and ministries/departments of education in a variety of contexts. Policy advising, curriculum development, professional development, and systems change are Trevor's areas of expertise. His four publications are globally recognized as "must reads" in the inquiry-based school of thinking. He is a highly regarded speaker known for his heartfelt storytelling, kind demeanour, and person-first philosophy.

Trevor's graduate research focused on identifying and removing the barriers to implementing inquiry-based learning in the K-12 setting. He has four publications: Dive into Inquiry; Inquiry Mindset Elementary Edition; Inquiry Mindset Assessment Edition; and Inquiry Mindset Questions Editions Edition, all published by Elevate Books Edu. He has vast experience supporting schools across several years in implementation strategies in public schools, international schools, and International Baccalaureate programmes (PYP/MYP/DP).

Want students to lead more of the discussion, but find the same voices dominating while others stay silent—or the conversation quickly goes off track?

In this episode of The Student-Centered Shift, I share a simple strategy I recently saw in action at ISKL in Malaysia: Six Thinking Hats. By giving students different lenses for questioning, challenging ideas, exploring possibilities, and using evidence, we can create the structure they need to take greater ownership of the conversation—and build genuine student agency.

We explore:

• How Six Thinking Hats can turn student-led discussions into deeper, more balanced conversations
• How to use the strategy for project-based learning, ideation, peer feedback, problem-solving, and reflection
• Why giving students different thinking roles can move them beyond simply sharing opinions
• How simple protocols can help you step back as the facilitator while students take greater ownership of their learning

If you're looking for a simple way to build student agency and create more active, student-centered learning, grab six colors and give this strategy a try.

WANT TO DIVE DEEPER?

Sign Up For the $39 USD Student Agency Leadership MasterClasses (September 30th and October 14th 7-8:30 pm): https://schoolleadermasterclass.aplusactivelearning.com/

What if you didn't have to wait for your whole school to change before creating learning that better prepares students for the future?

In this episode of the Student-Centered Shifts, I sit down with education scholar Dr. Yong Zhao to explore a bigger vision for what school could become. From strengths-based education and human interdependence to curriculum, assessment, equity, and AI, they challenge some of the assumptions that continue to shape schools—and ask what might happen if we designed learning around the uniqueness of each student instead.

We explore:

• Why strengths-based education requires us to rethink more than just classroom instruction
• How schools can loosen curriculum constraints while still maintaining academic expectations
• Why equity doesn't necessarily mean giving every learner the same experience
• How courageous educators and leaders like you can begin experimenting with new models without waiting for whole-system change

For international school leaders and educators thinking seriously about what needs to change—and what's possible—this conversation offers both a challenge and an invitation: stop waiting for the entire system to transform and start creating new possibilities now.

Learn more about Yong Zhao: https://zhaolearning.org/

Get the 12 Shifts Book: 'Where Is The Teacher'

Dr. Yong Zhao's Bio:

Dr. Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. He previously served as the Presidential Chair, Associate Dean, and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. Prior to Oregon, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the US-China Center for Research on Educational Excellence. Additionally, he worked as a professor of educational leadership in the Faculty of Education at University of Melbourne and senior researcher at the Mitchell Institute of Victoria University in Australia. He was a visiting Global Professor at University of Bath and a visiting scholar at Warwick University in the UK.

He is an elected member of the National Academy of Education and a fellow of the International Academy of Education.

Yong Zhao has received numerous awards including the Early Career Award from the American Educational Research Association, Outstanding Public Educator from Horace Mann League of USA, Distinguished Achievement Award in Professional Development from the Association of Education Publishers, ACEL Nganakarrawa Award, and AECT 2022 Outstanding Digital Learning Artifact Award and AECT Distinguished Development Award. He has been recognized as one of the most influential education scholars.

Ever introduced a promising student-centered initiative, only to watch the momentum fade once the PD ends?

I've seen schools invest in new programs, professional development, curriculum, and technology with the hope of transforming learning. But lasting change doesn't happen simply because we introduce another initiative. It happens when we build the capacity of the people responsible for bringing that change to life.

In this episode of Student-Centered Shift, I sit down with returning guest Dr. Mari Simpson, leadership consultant and author of her new book, Built for Capacity. Drawing from her experience leading a three-year school transformation, Marie shares what it really takes to move student-centered change from an exciting idea to everyday practice—and why building teacher capacity needs to come before adding another initiative.

Together, we explore how to:

• Diagnose what's actually getting in the way of change before jumping to another solution.
• Move beyond one-off PD by giving teachers opportunities to practice, collaborate, receive feedback, and grow over time.
• Build teacher ownership by giving educators the permission and support to lead change themselves.
• Use project-based learning and student-centered practices to create greater engagement, ownership, and purpose for learners.

If you're an international educator or school leader trying to move from teacher-led instruction to more active, student-centered learning, this conversation will help you think differently about how change actually happens.

Get the Book, 'Built for Capacity,' for capacity building in your school.

Get, 'Where is The Teacher: 12 Shifts for Student-Centered Environments' for Classroom Shifts.

Mari's Bio:

Dr. Mari Simpson is a leadership strategist, author, international inspector, speaker, and founder of Built for Capacity. For more than 22 years, she has led and developed people across Africa, Asia, and the Middle East, building stronger teams, systems, and cultures through periods of growth and change.

Her work is rooted in a practical idea: leadership is not about doing more yourself. It is about building the capacity of others to lead, perform, and grow.

Mari is the author of Built for Capacity and host of Fueling Capacity, where she speaks with leaders from around the world at different stages of their journey.

Today, she works across leadership development, consulting, speaking, conferences, and leadership recognition initiatives, with one clear focus: helping people grow their capacity to lead.

Have you ever put students into groups, asked them to collaborate, and then watched the whole thing fall apart? One student takes over, others disengage, ideas get shut down, and no one seems quite sure who's responsible for what. The problem isn't necessarily the group—it's that effective collaboration needs to be taught.

In this episode of The Student-Centered Shift, you'll discover a practical way to build those skills by co-creating collaboration norms with your students instead of handing them a list of rules. Through simple, hands-on activities, students experience effective teamwork firsthand and use those experiences to define what great collaboration looks like.

You'll discover how to help students:

• Build on each other's ideas instead of shutting them down
• Divide roles and responsibilities so everyone has a part
• Hear different perspectives and navigate disagreement
• Reach consensus and take greater ownership of how their team works

If you want students to become more independent, constructive, and confident collaborators, this episode gives you a simple approach you can put into practice with your next group task. Listen in and discover how co-created norms can turn group work into high-functioning teamwork.

Get the 12 Shifts For Student Centered Environments Book: 'Where is the Teacher'

Wondering if your students will succeed in projects when you stop leading every step? Or worried that giving them more independence will lead to less learning?

In this episode, I reconnect with Nikola, a former student from High Tech High who is now a mechanical engineer, to reflect on the student-centered experiences that continue to shape his work nearly two decades later.

From designing an interactive science exhibit for a local museum to leading engineering projects today, Nikola shares why authentic projects, student choice, and real-world audiences taught him far more than content alone.

You'll learn:

• How stepping back helps students step up
• How authentic projects build lasting problem-solving and collaboration skills
• Why student choice creates deeper engagement and ownership
• How failure and iteration prepare students for life beyond school
• How to use AI as a thinking partner—not a replacement for thinking

If you are an international educator and have ever wondered whether student-centered learning is worth the time and trust it requires, this conversation offers a powerful reminder: students often grow the most when we create the conditions for them to lead.

Trying to create a more student-centered classroom—but feeling constrained by curriculum, assessment, or time?

In this episode, the tables are turned as I'm interviewed by Dan from Future Anything about the simple shifts that transformed my own teaching—from traditional instruction to classrooms where students ask better questions, lead meaningful discussions, and take ownership of their learning. Together, we unpack practical strategies that any teacher can begin using immediately, regardless of curriculum or grade level.

Through stories from High Tech High, international schools, and classrooms around the world, I share how small changes -like starting with compelling questions instead of content, redesigning learning spaces for collaboration, involving students in co-design, and creating authentic audiences—can dramatically increase student engagement, agency, and deeper learning.

You'll learn:

• Why student agency starts with small classroom shifts, not complete curriculum redesigns
• Simple ways to increase student voice, choice, and ownership without sacrificing academic rigor
• How project-based learning and inquiry become more meaningful when students help shape the learning
• Practical strategies for co-designing learning experiences, discussions, and assessments with students
• How to overcome common barriers like time, curriculum constraints, and leadership buy-in

Whether you're just beginning your journey toward student-centered learning or looking to deepen the agency already present in your classroom, this conversation offers practical ideas that can help you move from passive participation to active ownership.

Get the 12 Shifts Book for 40% off: 'Where Is The Teacher: 12 Shifts for Student-Centered Environments'

Feeling like your students are becoming more disengaged, dependent, or resistant as they move into adolescence? Wondering how to build genuine independence without constantly reminding, managing, or motivating them?

In this episode, I sit down with Jan and Rhonda, two experienced Montessori adolescent guides, to explore a radically different model of middle school education. Instead of relying on grades, compliance, and teacher direction, their students spend each day tackling meaningful work, managing real responsibilities, and contributing to a community that depends on them. The result is a learning environment where motivation grows from purpose—not pressure.

From students planning weekly meals and managing budgets to caring for farms, leading projects, and solving real problems together, you'll discover how authentic responsibility transforms adolescent learners. Along the way, Jan and Rhonda explain why teenagers need meaningful work, trusted relationships, and opportunities to contribute if we want them to become confident, capable young adults.

You'll learn:

• Why traditional schooling often misunderstands the developmental needs of adolescents
• How meaningful work and real responsibility naturally increase motivation and independence
• Practical ways to build student ownership without giving up structure or support
• Why mixed-age communities and authentic contribution develop confidence, collaboration, and leadership
• How shifting from teacher control to purposeful guidance helps adolescents thrive

Whether you teach in a traditional, IB, project-based, or Montessori classroom, this episode will challenge the way you think about adolescence—and offer practical ideas for creating more student-centered learning environments where teenagers feel trusted, capable, and motivated to contribute.

Get the Book: Where Is The Teacher: 12 Shifts for Student-Centered Environments

Take the 12 Shifts for Student-Centered Environments Scorecard: 12 Shifts Scorecard