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

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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) linkedin.com/in/rainagrove

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

Purchase the 12 Shifts Book: Get the book on Amazon

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.

Ever been handed a blank sheet of paper to design your dream school—but felt totally overwhelmed by where to begin?

You're not alone.

This episode kicks off a special monthly series airing in the final week of each month on Building Student-Centered Schools Building Student-Centered Schools, where I take you behind the scenes of a real program I'm helping launch in Hong Kong. Each month, we'll unpack a core design element—from staffing to space to schedule—starting with "S."

In this first episode, we explore the power of story—and how engaging your stakeholders early on can turn uncertainty into clarity. I share how we co-created a shared vision with students, parents, and staff to lay the foundation for a truly student-centered experience.

You'll learn how to:

🔹 Gather authentic input from your community to build ownership 🔹 Create clear value statements that guide every design decision 🔹 Use "vision visits" and focus groups to surface what your community truly cares about 🔹 Develop a simple, powerful school mission rooted in real-world relevance

If you're launching or reimagining a student-centered program, this episode will give you the clarity and momentum to move forward—with your people at the center.

Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard

Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713

Struggling to make learning feel relevant and real for your students? What if shifting from classroom-based instruction to community-connected learning could spark deeper engagement—without adding to your workload?

In this episode, I sit down with Lori, an expert in community-based STEM learning, to explore how shifting learning from the classroom to museums, libraries, and local spaces creates powerful, real-world experiences- especially in STEM. Lori shares practical strategies to bring your community into the classroom—and how these partnerships can transform your students into scientists, historians, and creators, while making your role as a teacher easier, not harder.

She describes a moment when a young girl, after leading her own experiment in a museum, said, "I was the scientist... not my teacher." We learn:

• How shifting learning from the classroom to community spaces makes projects instantly more relevant
• Why letting students "be the expert" drives deeper learning and ownership
• How collaborating with museums and libraries simplifies planning instead of complicating it
• How virtual field trips can extend your classroom to the world—on any budget

Tune in to learn more about these shifts in practice and how to apply them in your setting.

Connect with Lori: LinkedIn (www.linkedin.com/in/lori-stratton-know2grow), Instagram (https://www.instagram.com/knowledge_to_grow_on/)

Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713

Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard

Lori's Bio:

Lori Stratton is an Educational Program Development Consultant with extensive experience in accessible STEM programming and museum education. She began her career as a Recreational Therapist and parlayed her medical background to become New York City's first Special Needs Museum Educator. She pioneered access programs at the New York Transit Museum and Intrepid Museum (specializing in History, STEM and NASA education) while consulting for The Tenement Museum, Brooklyn Children's Museum, MOMA, Holocaust Museum and other renowned institutions. Her work focused on curriculum adaptation and creating immersive experiences for diverse audiences through experiential and project based learning.

What if you didn't have to manage every student project—but guided students to lead their own?

Too often, teachers in project-based learning feel like they have to run the show—juggling endless questions, guiding every decision, and holding all the details. But shifting from master to mentor can lighten your load and deepen student ownership.

In this episode, we talk with Byron, an international educator and PBL program director, about how stepping back as a mentor creates space for students to lead their real-world projects with more independence, curiosity, and engagement. You'll hear practical strategies to simplify your role—while helping students take more responsibility for their learning.

🔹 Why moving from "project manager" to "mentor" increases student ownership and agency 🔹 How to support and scaffold multiple projects without getting overwhelmed 🔹 Simple structures that help students stay on track and self-directed 🔹 How to create a classroom culture where reflection and feedback drive deeper learning

🎧 Tune in to shift into mentor mode and make project-based learning easier.

Connect with Byron: www.linkedin.com/in/byron-clarke

Learn more about VIS Better World Lab: https://vis.tp.edu.tw/ (website), https://www.youtube.com/@visradio (radio)

Take the 12 Shifts Scorecard to target areas of growth: www.transformschool.com/12shiftsscorecard

Get the 12 Shifts Book: 'Where is the Teacher?'

Byron's Bio: Byron Clarke is the Project-Based Learning (PBL) Program Director and Business and Economics Instructor at VIS@betterworld lab Experimental Education, where he has led the development of the PBL program for four years. Byron is committed to creating an inclusive, holistic educational environment that empowers students through real-world learning experiences that are meaningful to them. Under his leadership, the program focuses on fostering critical thinking, collaboration, and adaptability, equipping students with the skills they need to thrive in both academic, personal, and professional settings.

If you've ever watched our students struggle with real-world problem-solving, you're not alone. Many are used to following directions—not thinking like innovators. But what if, through a simple shift in learning design, we could help them approach our subject like entrepreneurs, creators, and problem-solvers instead?

In this episode, we sit down with Jobert Ingwenya, an experiential, entrepreneurial educator who helps us move from lesson-givers to learning guides, using entrepreneurial thinking to make learning more relevant and hands-on. He shares how we can support students in taking ownership of their learning by developing real products and solutions—no business background required.

• How to turn our curriculum into a launchpad for real problem-solving
• Why stepping back as "lesson givers" leads to more engaged, independent learners
• The surprising skills students develop when they take the lead on developing real products and solutions
• Simple ways to start—without extra prep, funding, or special resources

Ready to help our students think more critically, collaborate more effectively, and connect learning to the real world? Let's explore how to make that shift happen—together.

Connect with Jobert: LinkedIn (@Jobert Ngwenya), X (@JobertNgwenya), Instagram (@joubert_ngwenya), Facebook (@Jobert Ngwenya)

Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard

Joberts' Bio: Jobert Ngwenya is an educator and learning designer with a passion for fostering entrepreneurial thinking in education and empowering young minds. His career includes teaching, learning design and grant writing grant. Jobert's commitment to education extends beyond the classroom, as he actively volunteers for organisations like Slum2School and the Centre for Talent Development.

Jobert holds a Master's degree in Education specialising in Learning Education and Technology, a Master's in Development Studies, a Bachelor's of Arts in Economic History, and a Post Graduate Diploma in Education. He is also a recipient of numerous awards, grants, and fellowships, including the Global Teacher Grant, the Fulbright Teaching Excellence and Achievement Fellowship, and the Ciena Solutions Challenge Sustainability Awards. Notably, Jobert was honoured as an Integrity Icon by Accountability Lab Zimbabwe for his outstanding work in fusing entrepreneurship with education.

Currently residing in Finland, Jobert is pursuing doctoral studies in education technology. He has co-authored textbooks on economic history and actively participates in conferences and workshops on entrepreneurship education. Jobert's dedication to youth development is evident in his work with organisations such as Junior Achievement Zimbabwe and the Teach a Man to Fish charity. He is also the founder of Fundi Trust, a non-profit organisation that provides financial literacy skills and scholarships to disadvantaged learners and a Trustee and Director of Learning at Centre for Talent Development.

What if assessment wasn't just about measuring learning—but actually deepened it?

Traditional assessment often fails because it's something done to students rather than with them; leading to disengagement, surface-level work, and a lack of real ownership. Rigid rubrics, one-size-fits-all grading, and limited student input leave learners disconnected from their own progress, making assessment more about compliance than growth.

But what if assessment could be different? Research shows that when students actively participate in learning design, failure rates drop from 32% to 21%, and assessment performance improves significantly.

That's exactly what Mehak, an international educator and assessment innovator, experienced when she shifted from teacher-driven evaluation to co-created assessment. She shares how this simple shift fosters ownership, motivation, and more authentic collaboration—all while keeping learning goals on track. We learn:

• How co-creating success criteria makes assessment more meaningful
• Why student-led rubrics increase engagement and quality of work
• How peer and self-assessment drive accountability and reflection
• The shift from teacher-as-evaluator to teacher-as-facilitator

Curious how this shift can improve self-directed learning and work quality in your classroom? Tune into our short conversation.

Access the High-Quality Assessment Checklist: High-Quality Assessment Audit

Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Shifts-Student-Centered-Environments/dp/1032484713

Mehak's Bio: Mehak Temur is a seasoned educator specializing in the Primary Years, with a strong background in mathematics and technology integration. Her roles as an IB PYP Learning and Teaching Coordinator, Numeracy Coordinator, and Project-Based Learning Facilitator reflect her dedication to student-centered learning with real-world applications. Certified in Inquiry-Based Learning, Concept-Based Learning, Assessment, Google Educator, and Inclusive Education, Mehak brings a wealth of expertise to her work. Her active involvement in program evaluation enables her to address diverse learning needs, meet curricular requirements, and promote inclusivity. With a focus on using technology to enhance math education and problem-solving skills, Mehak's teaching philosophy emphasizes lifelong learning, equipping students for life beyond the classroom, and fostering responsible, well-rounded individuals.

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: [email protected], LinkedIn (https://www.linkedin.com/in/thom-markham-ph-d-5292213/) Website (https://thommarkham.substack.com/).

Connect with Phil: LinkedIn (https://www.linkedin.com/in/phillipalcock/),

Take the 12 Shifts Scorecard to identify areas for growth: www.transformschool.com/12shiftsscorecard

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.

🎙️ 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: LinkedIn, Instagram (@maras9876)

Mara's Blog: https://teachinghacks4all.com

Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard

Learn more about the 'Student-Centered Classrooms' Mastery Cohort: www.transformschool.com/12shiftsmasterclass

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.

🎙️ 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, LinkedIN, Youtube (https://www.youtube.com/@flippedpbl), Facebook (https://www.facebook.com/groups/modernpbl)

Article on intersection of AI and PBL: 'Revolutionizing Learning'

Learn more about the 12 Shifts for Student-Centered Classrooms Course: www.transformschool.com/12shiftsmasterclass

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.

Is your classroom setup holding your international learners back?

Traditional, teacher-centered layouts often stifle the creativity, collaboration, and cultural inclusivity needed for students to thrive—especially in our international schools. Outdated setups can act as barriers, preventing meaningful learning and student engagement.

In this episode, I'll share five simple shifts to redesign your learning spaces into vibrant, student-centered environments. Learn:

1️⃣ How to ditch the teacher desk, and empower every learner to conribute. 2️⃣ Why a progress wall can skyrocket motivation 3️⃣ The easiest way to showcase student work and build classroom pride

Let's move from outdated spaces to thriving learning communities.

Take the 12 Shifts Scorecard and start creating an environment where all students feel engaged and empowered!