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

• 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: 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.

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• 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: 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.

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• 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: 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.

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• 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: [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. 

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• 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: 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.  

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