David Lee EdTech

  https://youtu.be/hqkzLEpEg20 Transitioning from defining learner needs to generating creative classroom solutions involves reframing the calibrated Learner Need Statement into one or more 'How Might We' (HMW) questions. The specific phrasing of 'How Might We' is intentionally structured to cultivate an optimistic, open, and collaborative mindset across an educational design team. Deconstructing each word in the phrase reveals why it is so effective for team innovation. The word 'How' assumes that solutions are achievable and directly invites action, shifting focus away from analyzing why an obstacle exists toward actively building paths forward. 'Might' grants explicit permission to explore creative, wild, or unconventional ideas without the intimidating pressure of finding an immediate single 'right' answer. Finally, 'We' signals that innovation is a collective effort, fostering shared responsibility across the entire design team. Toge...

https://youtu.be/8jw1ONT6FkA Once a Professional Learning Community (PLC) has articulated a clear design insight, the next critical phase of synthesis is translating that revelation into a Learner Need Statement. This statement anchors the team's ongoing inquiry around a fundamental human requirement rather than a pre-determined instructional fix. To structure this process, educators rely on the standard framework developed by the d.school at Stanford University: [USER] needs to [USER'S NEED] because [SURPRISING INSIGHT]. Translating an insight into a true learner need requires teachers to apply three foundational design principles. Principle 1 requires educators to distinguish human needs from instructional solutions, actively avoiding the solution trap. In human-centered design, a need represents an emotional, cognitive, or physical necessity—not a tool, product, or teaching strategy. Teachers frequently default to defining needs as tangible items, such as declaring that ...

  https://youtu.be/0cHDhOVz7oQ After conducting student interviews, classroom observations, and empathy mapping, educator teams are frequently confronted with an overwhelming volume of recorded data. Attempting to review every raw quote, anecdote, and physical behavior during a Professional Learning Community (PLC) meeting quickly leads to cognitive overload. To transform raw evidence into creative problem-solving, design teams utilize a structured design synthesis workflow. A powerful way to understand synthesis is through the Constellation Metaphor, originally shared by design thinker Neil Stevenson. The night sky contains a vast array of seemingly scattered, unrelated stars. Trying to view every star at once feels overwhelming. However, when you step back and look closely, certain stars connect to form a recognizable pattern—a constellation that tells a distinct story. In educational design thinking, synthesis operates the same way. Insights are not isolated facts; they are the ...

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...

https://www.youtube.com/watch?v=3JdJoz8j-Vo Are you looking to take your learning space design to the next level? When we set out to design new environments for our students, we started by defining our vision and understanding what the learning experience should look like. But having a vision is only the first step. To bridge the gap between our ideas and a functional reality, our STEM team leaned heavily into the principles of design thinking—specifically, the practice of prototyping. Through this practical, hands-on process, we went from early conceptual models to ultimately launching five new makerspaces that truly support dynamic, hands-on learning. Why Prototype Your Learning Space? Prototyping is an essential step that brings ideas into the physical world. Even with a clear vision, it’s crucial to see how those ideas will work in practice. A prototype allows you to visualize how teachers and students will interact within the space, making it much easier to iden...

  https://www.youtube.com/watch?v=LGZtOGTAh6M Transformational change in education is a visionary summit we collectively strive to reach. Whether it involves shifting instructional practices, implementing a new learning model, or designing a campus, driving this change can feel as daunting as climbing Mount Everest. With nearly half of all organizational change efforts falling short, effective change management is an indispensable skill for educational leaders. Climbing Everest is not a hasty sprint; it is a meticulously planned expedition requiring rigorous training, acclimatization, and experienced guides. We can use this exact journey to navigate our own educational "Everests" by following five critical steps for change management outlined by Kelsey Miller (2020). 1. Prepare the Organization for Change : Before stepping onto the mountain, climbers must understand the risks and treacherous terrain. Similarly, leaders must cultivate a culture that recognizes the need for tra...

  https://www.youtube.com/watch?v=euYOh3lXL-0 In the context of Project-Based Learning, Authentic Learning is defined by the internal cognitive journey and personal motivation students experience while working. Within the architectural example provided, authentic learning is characterized by these six essential elements: Exploration and Inquiry : Students move beyond surface-level facts to deeply investigate the complexities of their challenge. Creative Problem-Solving and Innovation : The process requires students to develop unique solutions and innovative approaches to "messy" real-world problems. Voice and Choice : Students exercise autonomy by making significant decisions about their work, which increases personal engagement. Critique and Revision : Learning is deepened through a cycle of receiving feedback and refining their work to meet professional standards. Collaboration : Students work together in groups, mirroring the social and communicative natu...

https://www.youtube.com/watch?v=_pmgE1DqdXY Our ultimate goal in education is to empower students by equipping them with the dispositions and practices they need to succeed in their future professions, personal lives, and civic duties. While we cannot predict the exact problems our students will face, we can provide them with effective, adaptable tools. One of the most powerful tools we can offer is the design thinking methodology —an iterative toolkit of mindsets and practices focused on human-centered design to solve complex, real-world challenges. Early in my journey of teaching design thinking, I searched for a set of standardized guidelines to structure my lessons, similar to how I used the Next Generation Science Standards (NGSS) for STEM projects. When I couldn't find them, I decided to create my own. Developing the Design Thinking Standards (DTS) To build these standards, I drew heavily from the teachings of the d.school (Hasso Plattner Institute of Design at ...

  https://www.youtube.com/watch?v=7S1KYg7FLb0 We often speak of authenticity as the heartbeat of Project-Based Learning (PBL). In our previous discussions, we explored the "Authentic Context"—the external scenario, the professional tools, and the physical environment that set the stage. However, a realistic stage is only half of the equation. To truly transform the student experience, we must look at Authentic Learning . While the context provides the where , authentic learning defines the how . It encompasses the cognitive processes, the active development of skills, and the personal motivation that students experience when they are truly immersed. Authentic learning isn't just about mimicry; it’s about engaging in the same types of thinking and problem-solving that professionals do. To understand this more deeply, let’s explore the six core elements of authentic learning through the lens of a student taking on the role of an architect. 1. Exploration and In...

  https://www.youtube.com/watch?v=NvcS9myX8Kc Authenticity is often described as the heartbeat of Project-Based Learning, but creating it requires more than just a good idea. It requires an intentional alignment of several key elements that transform a classroom exercise into a meaningful, real-world experience. When we look at the architecture of a high-quality project, we find that each element reinforces the others to create a coherent whole. The Foundation: The Real-World Challenge Every authentic context begins with a Real-World Challenge , which serves as the anchor for all learning. This challenge provides a purposeful situation for students to engage with, mirroring the difficulties and opportunities professionals face in their respective fields. Whether it is addressing school sustainability or community health, the challenge pushes students beyond theoretical study into practical application. The Process: Authentic Methods and Tasks In response to a challenge, students ap...