David Lee EdTech

https://youtu.be/7UEI3xhRmh0 Successfully using an empathy map requires teachers to embrace two essential design-thinking mindsets: Challenging Assumptions and Avoiding the 'Solution Trap.' Challenging Assumptions functions as an intellectual 'bias filter.' It involves letting go of what we think we know by identifying and questioning 'orthodoxies'—the unquestioned beliefs or traditional theories that dictate how schools normally operate. For instance, common classroom orthodoxies include believing that 'if a room is quiet and students are sitting still and compliant, they are engaged and successfully learning,' or assuming that 'respect and active listening always look like keeping quiet and maintaining direct eye contact with the teacher.' Orthodoxies can be dangerous because they keep educators trapped in an answer-first state of mind, assuming they already know what students require. By actively hunting for these orthodoxies and confront...

https://www.youtube.com/watch?v=9NU1i7ZK8qg In traditional education, much of an educator's daily effort is dedicated to evaluating academic outcomes, grading student assignments, and managing classroom behavior. While these tasks are essential, focusing exclusively on final results can obscure how students actually experience learning day to day. Adopting a human-centered design lens allows teachers to enter the classroom as curious observers who seek to understand the reality of school life directly through the eyes of their students. In design thinking, observation is defined as 'listening with your eyes.' Rather than relying solely on what students say during interviews or how they perform on standardized tests, observation invites teachers to pay close attention to how learners navigate physical spaces, interact with classroom objects, and engage with their peers. This empathetic approach allows educators to gather authentic evidence about unstated needs, subtle f...

https://youtu.be/6twxCngvK9Q When educators want to understand the student experience, the most direct path is often to ask learners directly. However, traditional formal interviews in school settings frequently trigger defensive responses from students. Learners are highly accustomed to being evaluated by adults in school. When sitting down for an official 'interview,' students naturally try to guess what the teacher wants to hear rather than sharing their genuine, unvarnished thoughts. To unlock honest feedback, teachers must fundamentally change how these interactions are named, framed, and conducted. The first crucial adjustment is replacing the formal word 'interview' with more approachable terms such as 'discussion,' 'conversation,' or 'chat.' Changing this simple language helps remove the intimidating, evaluative pressure of an official meeting. In a casual chat, the traditional power dynamic between teacher and student softens, allowing p...

https://www.youtube.com/watch?v=NSRB0ToJ6yM In the DC Universe, the Green Lantern’s power ring is often described as the most powerful weapon in the galaxy. It can translate any language, analyze complex data, and manifest physical constructs from pure thought. However, the ring has a famous limitation: it is only as effective as the user’s imagination and willpower. Without a focused mind behind it, the ring is just a glowing ornament. Today, we find ourselves in a similar "origin story" with Artificial Intelligence. AI is our modern power ring—a technological marvel capable of processing vast datasets and generating creative outputs. But as we integrate these tools into our classrooms and institutions, we must remember that the potential of AI is strictly limited by the mindset of the person directing it. The Hal Jordan and Kyle Rayner Approach To master AI, educators and students need to adopt the dual mindsets of the two most iconic Lanterns. We need the wil...

  For years, I’ve had a recurring conversation with school leaders and passionate teachers. It usually starts with a spark of inspiration—perhaps from a YouTube video on Project-Based Learning or a keynote on Design Thinking —and ends with a difficult question: "David, can you help our school with this approach?" As a consultant, my answer has always been a mix of excitement and hesitation. I love the energy of a live workshop, but I’ve also seen the limitations of the "consulting model." We spend a couple of days together, we build momentum, and then... life happens. The bell rings, the emails pile up, and that "innovation" gets pushed to the back burner because there wasn't enough time to truly embed the change. In a VUCA world (one defined by Volatility, Uncertainty, Complexity, and Ambiguity) where the ground is constantly shifting beneath our schools, educators don't need more one-off 'PD days' to prepare their students for a world of...

https://www.youtube.com/watch?v=Mb5CrlE_vpU When we think of a “classic” album—something like Kendrick Lamar’s good kid, m.A.A.d city —we aren’t just listening to a collection of random songs. We are experiencing a curated narrative, a cohesive world where every track serves a specific purpose in a larger story. As educators, we are essentially the “designers” of our students’ learning experiences. When we design Project-Based Learning (PBL) units, we aren’t just stacking lessons; we are composing a learning narrative. The realization that high-quality units share the same DNA as high-quality albums came during a conversation with my colleague Ben Summerton . As we listened to his record collection, the parallels became undeniable. Both require an overarching theme, an intentional structure, and interconnected elements that lead to a meaningful outcome. Starting with a Concept Just as Kendrick Lamar uses the theme of a “coming-of-age story” to anchor his tracks, a PBL unit must be anch...