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.