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

Do your students constantly ask, "What do I do next?" Feeling like you have to manage every detail for projects to succeed? In this episode, I take you inside two real student exhibitions—from upper elementary passion projects to middle school independent studies—to show what happens when students are given ownership of their learning. Through interviews with the learners themselves, you'll hear how peer experts, community mentors, authentic audiences, and simple teacher supports empowered students to tackle ambitious projects with confidence. From writing novels with published authors to learning skateboard tricks from local coaches and turning beach trash into artwork for charity, these stories reveal that the teacher's role isn't to have all the answers—it's to build the conditions for students to find them. You'll learn: How to help students find peers and mentors instead of relying on the teacher for every answer Why combining passion, purpose, and projects leads to deeper engagement and ownership Simple ways to scaffold project-based learning without taking control away from students How authentic audiences and exhibitions raise the quality of student work The teacher moves that build independence while still providing the structure students need If you're trying to shift from teacher-led instruction to student-centered, project-based learning, this episode offers practical strategies you can implement immediately to help learners become more independent, motivated, and capable. The goal isn't to do less as a teacher—it's to create the conditions where students can do more. Get the 12 Shifts Book for Student-Centered Environments: 'Where Is The Teacher?' 'Where Is The Teacher' (40% off)

Trying to personalize learning for neurodivergent learners—but finding that traditional approaches still fall short? Wondering how to meet diverse needs without lowering rigor or managing several pathways at once? In this episode, I sit down with Rory, an innovative educator and founder of Barefoot Technology Academy, to explore how student-driven, project-based learning creates powerful, personalized experiences—especially for gifted and neurodivergent learners. You'll hear how shifting from curriculum-first to interest-driven learning unlocks deep engagement, motivation, and growth. 📍 Rory shares how students dive into complex, real-world projects—from prosthetic design to linguistics research—while building essential skills like collaboration, executive functioning, and deep thinking. These aren't just projects—they're purpose-driven learning journeys supported by mentors, flexible systems, and a global community. You'll learn: Why traditional models often miss the mark for neurodivergent and high-potential learners How project-based learning personalizes education through student interest and autonomy What it looks like to co-design interdisciplinary learning experiences with students How mentorship and real-world application accelerate both skill development and engagement Why flexible, virtual environments can support deeper focus, confidence, and connection Whether you're working in a traditional classroom or designing more student-centered experiences, this episode offers a powerful shift: 👣 Start with student curiosity—and build everything else from there. Learn more about Rory and Barefoot Academy: Barefoot Academy Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard Get the 12 Shifts Book to Identity Areas for Growth: 'Where is the Teacher': 12 Shifts for Student-Centered Environments Rory's Bio: Rory Foulger is the Founding Director of Barefoot Technology Academy. Rory's background is a mix of computational science, education, and design. He completed his Computer Science degree from Minerva University as part of the first graduating class, studying in 7 different countries, followed by a Master's in Education Technology from University College London, a Master's in Video Game Development from Falmouth University, and graduate studies in Gifted and Talented Education from UC San Diego. Rory's academic research has focused on co-designing learning experiences for gifted students in various computer science domains. Throughout Rory's career, he has developed code-centered learning programs, led international STEM education initiatives, and designed project-based curricula tailored for gifted and neurodiverse students. As the Pre-College Education Programs Director at Wolfram Research, Rory ran the Wolfram Summer Research Program and the Wolfram Emerging Leaders Program, helping students use computation to explore complex, interdisciplinary problems through computer science. Before that, Rory worked with organizations such as Amazon, Raspberry Pi, and EdSurge, creating technical curricula and leadership programs for brilliant students.

Want stronger student teams—but not sure what systems actually make collaboration work? In this episode, I sit down with James to explore how simple, practical tools can transform student groups from uneven and unpredictable to focused, collaborative, and accountable. Through real classroom stories—from student-run cafés to project-based learning environments—you'll hear how small shifts in structure can unlock big gains in student ownership. We break down how using clear systems like Kanban boards, intentional grouping strategies, and consistent routines helps students manage their time, track their work, and contribute more effectively to their teams—without you needing to step in constantly. You'll learn: Simple tools to improve student collaboration, time management, and accountability How to structure group work so all students contribute meaningfully Why shifting from teacher to project facilitator increases ownership and engagement Practical ways to support teams through conflict and decision-making How to build high-functioning teams that drive deeper learning in project-based classrooms If you're looking to strengthen student collaboration in a way that's practical, repeatable, and sustainable, this episode gives you tools you can use right away. 👣 Stronger teams start with simple systems—and one shift at a time. Register for the Free Webinar around Building Stronger Student Teams: https://xfocus.app/learn/teachertoprojectleader

What if the conversation that matters most at parent-teacher conferences wasn't between you and the parents—but between the student and their parents? In this episode I walk you through one of the most transformative shifts you can make in your classroom: student-led conferences. Picture this—students presenting their own work, their growth, their challenges to their parents while you blend into the background. Parents stay 30 minutes past their scheduled time, not because they have to, but because they can't stop listening. This is what happens when you empower young people to own their learning story. In this episode, you'll discover: How to shift from sharing test scores to building portfolios that give students concrete evidence of their growth and achievements Why reflecting on growth rather than performance unlocks deeper learning conversations and student agency How to prepare parents for a completely different conference experience—including the exact language and ground rules that set the tone Practical ways to implement student-led conferences at any level, from formal presentations to informal peer exhibitions, without overhauling your entire system Listen now to learn the three simple shifts that transform your students into confident presentors of their own learning. Get the Student-Led Conference Prep Form for FREE: https://docs.google.com/document/d/10mRNbkBf7XELRio0eGbn-2l6mvVkAWqr/edit?usp=drive_link&ouid=102614656534010700761&rtpof=true&sd=true Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Kyle-Wagner/dp/1032484713

What if student-centered learning meant your students were running the coolest business venture at school—and made £5,000 in a weekend? Join me as we sit down with Ed Moore, an award-winning primary teacher and author of "100 Ideas for Primary Teachers for Greener Schools," to explore how environmental education becomes the catalyst for project-based learning, youth empowerment, and community engagement—whether you're teaching internationally or in your own backyard. Discover how one teacher's passion for gardening transformed an entire school culture—and caught the attention of Dr. Jane Goodall and King Charles. In this episode, you'll discover: How to embed environmental projects directly into your curriculum (not as an afterthought club) so every child benefits Practical, implementable ideas you can start tomorrow—from energy audits to student-led businesses that teach real-world skills like marketing, sales, and finance Why starting small in your own classroom creates a domino effect that eventually transforms your entire school How to leverage community experts and local businesses to amplify student learning and build genuine connections beyond the classroom Unlock 100 practical project-based ideas for creating greener schools—and learn how to empower your students to become changemakers. Get the Book: https://www.amazon.co.uk/100-Ideas-Primary-Teachers-Greener/dp/1801997845 Take the 12 Shifts Scorecard: www.transformschool.com/12shiftsscorecard Get the 12 Shifts Book: 'Where is the Teacher: 12 Shifts for Student-Centered Environments.' Ed's Bio: Ed is a primary school teacher with experience in Early Years, Key Stage 1 and 2. Ed is passionate and enthusiastic about the environment, learning outdoors, gardening and young enterprise. Ed has integrated all these topics into the school curriculum encouraging children to lead and have a voice in these subjects by becoming experts themselves. This has been accomplished by each class making a pledge across the school each term to help people, animals or the environment. These qualities and subjects help drive and inspire innovative projects engaging children, staff and volunteers across the school and the wider community to join together. In a previous school, Eco Schools was at the heart of the life of the school. Ed wanted every child to leave with a real awareness of the local, national and global environment and how each one can make a real difference to the quality of the environment for everyone. Eco work was integrated into the curriculum and there was a real enthusiasm across the school for all of Ed's eco work. Ed also recognised that it has financial rewards too.

Designing student-centered lessons but still seeing disengagement, emotional shutdowns, or surface-level participation? What if the issue isn't what you're teaching, but whether your learning environment aligns with how the adolescent brain actually works? In this episode, I'm joined by Dr. Ari Pinar, neuroscientist and educator, to unpack what brain science tells us about adolescence — and why autonomy, belonging, and relevance aren't "nice-to-haves," but neurological necessities for learning. Dr. Pinar helps us bridge the gap between student-centered intentions and brain-aligned practice. Drawing from neuroscience research and classroom examples across international school contexts, we explore how common school structures unintentionally work against adolescent development — and what shifts truly support agency, regulation, and motivation. You'll learn: Why autonomy, belonging, and relevance are core drivers of adolescent engagement and learning How the developing adolescent brain responds to risk, feedback, identity, and peer connection Why some student-centered strategies fail without the right environmental conditions Practical ways to redesign space, time, relationships, and routines to support teen learners How brain-aligned environments reduce disengagement, resistance, and burnout — for students and teachers If you're serious about moving from passive compliance to active, empowered learning, this episode will help you design with the adolescent brain — not against it.

Tired of students constantly asking "What do I do next?" or aimlessly bouncing between tasks during work time? In this episode, I unpack one of the most common frustrations educators face when trying to promote student agency—learners who simply don't know how to manage themselves. I share a practical tool that changed everything for our classroom: the Self-Direction Rubric. It's a simple, structured approach that helps students develop essential executive functioning skills—from time management to self-monitoring—without you needing to hover. Learn how our Montessori middle school students went from floundering in our 90-minute "work cycle" unstructured time—getting distracted, procrastinating, and relying on us for constant direction, to tracking their growth, identifying their own learning habits, and setting meaningful goals. You'll learn: Why most students aren't ready for full autonomy—and how to meet them where they are The 5 self-direction domains that matter more than completing a to-do list How rubrics help students monitor impulse control, goal setting, planning, and reflection A simple weekly routine that builds self-directed behaviors over time How this shift moves the student-teacher relationship from compliance to coaching Whether you're running PBL, giving open project blocks, or managing a flexible classroom schedule, this tool helps you scaffold student agency without sacrificing structure. 👣 Agency doesn't happen overnight. But with the right framework, it can start today. Get the self-direction rubrics for Free: Self-Direction Rubrics Get the 12 Shifts Book with more ideas for self-direction: 'Where is the the Teacher: 12 Shifts for Student-Centered Environments.'

Have you provided students freedom and choice only to watch them fail miserably at exerting it? Make bad decisions. Poorly manage their time. Produce sloppy, unpolished work. That was me last week when I let students pitch their student generated business plan to a panel of investors. Real stakes and real people. And they were terribly unprepared. But what if I told you their failure was NOT their fault...but ours?! In this episode I share why student agency fails and 5 ways to fix it. You learn: The three common mistakes aspiring student-centered practitioners make when giving students more autonomy and choice The simple shift to ensure success Simple facilitator moves to guide the process A dead easy framework to use every time you give students a new project based experience, open-ended task, or challenge Transform failed attempts at student agency into student empowerment.

I'm re-airing this episode based on popular demand and a recent study that shows a sharp decline in pupil's happiness in secondary school due to a lack of agency. Are you 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 IB Middle Years Programme (MYP) and Diploma Programme (DP) classrooms 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: Natalie.Harvey@bcis.cn Link to the Pupil Happiness Study: Pupil Happiness Study by Grade Level Get the 12 Shifts Book: On Amazon 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.

Do you ever feel like your students rely on you for every next move? What if you could shift from being the sole driver to creating a classroom where students lead with confidence? In this episode, I sit down with Nicole, a passionate PE teacher and learning leader who shares her journey of transitioning from teacher-led instruction to student-led experiences. From student-designed fitness plans to peer-facilitated learning reflections, Nicole reveals practical strategies that helped her learners take charge—and the ripple effects this had across her school community. You'll learn: How to structure lessons so students take the lead Simple routines that nurture peer coaching and reflection Why stepping back builds stronger student voice and trust How student-led initiatives can work in any subject, not just PE Ready to stop running every part of the learning experience? This episode gives you the mindset, models, and momentum to empower students to step up and own it. Connect with Nicole: LinkedIn Get the 12 Shifts Book: 12 Shifts for Student-Centered Environments Nicole's Bio: Typically, Physical Education teacher often means focusing on well known sports and lesson plan formats, but Nicole strives to introduce alternative activities and ways of learning that are accessible and help break away from traditional norms, promoting inclusivity and engagement. Her most significant years of teaching have been in the international school settings, where she has had the privilege to meet many learners and colleagues from different cultures and backgrounds. This has taught her how important it is to adapt to global demands, as well as the unique needs of each student. Being part of a research team, participating in NEASC accreditation visits, attending conferences, publishing, and networking with companies and educators worldwide, has given her the confidence to focus on rewarding progress as opposed to perfection. Recognizing that every individual is unique, Nicole feels passionate about designing learning experiences that foster personal development and equip students with skills that will remain relevant in the future

Do you ever feel stuck trying to make learning relevant, but tied to the four walls of your classroom? What if the place students learn became the curriculum itself—full of stories, problems, and people to learn from? In this episode, I sit down with Jen Buchanan, principal at Think Global School—one of the world's only fully traveling high schools—to explore how place-based learning transforms education. Jen shares how students immerse themselves in local contexts like Japan, Botswana, and Greece, tackling real-world issues through interdisciplinary projects with community partners. You'll hear how this approach fosters global citizenship, critical thinking, and lasting impact—and how any school can get started. You'll learn: Why local and global contexts ignite deeper inquiry and empathy How students co-design learning through place-based, changemaker modules Simple ways to embed community, geography, and culture into your curriculum How to overcome common constraints like time, standards, and logistics Ready to turn your surroundings into stories and your students into global problem-solvers? This episode is your first step toward place-based transformation. Connect with Jen: (LinkedIn), (Website) Learn more about ThinkGlobal: https://thinkglobalschool.org/think-global-school-welcomes-jen-buchanan-as-its-next-principal/ Get the 12 Shifts Book, 'Where is the Teacher?': https://www.amazon.com/Where-Teacher-Kyle-Wagner/dp/1032484713 Jen's Bio: Jen Buchanan is the principal of Think Global, the world's first traveling high school. SJen has cemented her career as a future-focused educator and leader in Australia, holding roles such as Head of Secondary at Preshil School and Head of Tay Creggan at Strathcona Girls Grammar. She also served as a consultant with Future Schools Alliance and Director of Engagement at Future Anything, supporting innovative teaching and learning nationwide. Known for her commitment to creating positive, equitable, and engaging learning environments, Jen is a passionate advocate for student agency and creative potential. Her work is grounded in a belief that education should ignite curiosity, support wellbeing, and empower all students to thrive, and she brings a deep understanding of implementing meaningful change from her "on-the-ground" experience in progressive schools. Jen is also a dedicated lifelong learner, holding a Master of Education from The University of Melbourne and a second Master's degree from Deakin University, where her research focused on topics like student engagement ("flow") and the experiences of graduate teachers. Outside of her professional life, she is a self-confessed adventure-seeker and creative spirit. She loves to be off the grid, hiking and camping, or discovering new corners of the world. At home in Melbourne, she is a part-time artist, creating everything from wheel-thrown ceramics to quirky short films, bringing the same sense of wonder and creativity that defines her work in education to her personal projects.

What does it really take to lead a student-centered shift, especially in exam-driven environments? In this conversation, I sit down with Rikke (pronounced like reggae), an international school leader who is transforming her 600-student campus in Portugal to align with her bold vision: "Together, we educate for change." Rikke shares the small but intentional moves that created momentum for whole-school innovation, from restructuring timetables to redefining the role of middle leaders. Her story proves that student-centered change doesn't require perfection. It takes persistence, clear purpose, and the courage to start. You'll hear how she: Built teacher buy-in by anchoring everything in a powerful "why" Designed low-stakes spaces for teachers to experiment with projects Structured time for interdisciplinary, SDG-driven experiences without compromising academic outcomes This episode is a must-listen for curriculum leaders, coordinators, and change agents looking for realistic and replicable strategies to move from good intentions to genuine transformation. Bio: An actionist creating social change through education, Nordic leadership, and a focus on asking why, connecting ideas, and driving impact. Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Kyle-Wagner/dp/1032484713 Take The 12 Shifts Scorecard to Identity Areas for Growth: https://transformschool.com/12shiftsscorecard/

Feel like curiosity is getting lost in content coverage, deadlines, or disengaged classrooms? What if our own vulnerability was the key to unlocking it? In this episode, I speak with Austin Levinson, Director of Learning at Megaminds and long-time champion of student agency, curiosity, and connection. From macro photography projects to travel blogs and AI-powered adventures, Austin shares how he models curiosity based learning alongside his students, and why doing so flips the traditional dynamic in transformative ways. You'll learn: Why "getting messy" and showing your own struggle inspires student risk-taking How co-designing projects creates ownership, purpose, and curiosity How to bring parents and administrators along when you don't have all the answers How AI can be used to scaffold—not shortcut—critical thinking and real-world inquiry Trade control for connection, and rediscover curiosity as your classroom's driving force Learn more about Megaminds: www.gomegaminds.com Connect with Austin on LinkedIn: linkedin.com/in/austin-levinson-innovator Get the 12 Shifts Book: https://www.amazon.com/Where-Teacher-Kyle-Wagner/dp/1032484713 Austin's Bio: From a young age, Austin was a soccer referee, running alongside the students on the field, not standing in the center calling the shots. His early teaching roles in Oakland and Richmond, California taught him the power of connection, voice, and risk-taking in learning.Later, while designing STEM and gifted programs in international schools, he focused on deeper learning through questioning, critical thinking, and real-world purpose. Whether leading workshops for parents on constructivism and board games or offering enrichment classes in ikebana, macro photography, and juggling, he kept learning joyful and human. Back on the school soccer field, he noticed that values like empathy and leadership were best taught through shared experience, not lectures. He brought this mindset into his PBL work, discovering that students take bigger risks when they see their teacher right there with them, learning too. In one project, students used AI tools to co-design film imagery and lead their own discussions. They selected the materials, chose the protocols, and reflected on their facilitation moves—building voice, confidence, and metacognition in the process. Now as Director of Learning at MegaMinds, Austin is scaling that same spirit of agency and curiosity. Through immersive 3D environments and AI-powered challenges, he's helping tens of thousands of students think critically, take ownership, and find meaning in their learning.