David Lee EdTech

  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...

https://www.youtube.com/watch?v=mDiwxau_vSw  What does it truly mean for a learning experience to be "authentic"? We often hear that authenticity is the "heartbeat" of Project-Based Learning (PBL). However, to move from a vague concept to a rigorous classroom reality, we need to understand the specific building blocks that make a context mirror the complexities of real life. By aligning five essential elements— Real-World Challenges, Professional Methods, Authentic Tasks, Authentic Tools, and Authentic Artifacts —we can transform school from a place of "preparation" into a place of active "participation." The Anchor: The Real-World Challenge Every authentic context begins with a challenge. According to Keisuke Horikoshi of the University of Tokyo, a challenge is more than just a task; it is a complex situation that presents an opportunity to test one's skills and resources. In the classroom, this means designing experiences that push students...

  https://www.youtube.com/watch?v=F7HZQThNc2c What if school felt less like a series of disconnected tasks and more like a participation in the real world? This shift is driven by authenticity , the core, overarching concept of Project-Based Learning (PBL). Authenticity is the bridge that connects the classroom to reality, making the learning experience as "real" as possible to increase student motivation and persistence. When students tackle authentic problems, they don't just memorize facts; they meld prior experience with new learning to develop thinking strategies they can actually use in life. The Two Pillars: Context and Learning To design truly authentic experiences, we must focus on two interdependent areas: Authentic Context: This sets the stage by simulating or replicating real-world scenarios where knowledge and skills are naturally applied. Authentic Learning: This is the process students engage in within that context. It reflects how people actually acquire...

https://www.youtube.com/watch?v=2IfEgubITUw In the world of innovative pedagogy, few things cause as much healthy debate as the "PBL" acronym. Is it Project-Based Learning or Problem-Based Learning? While the terms are frequently used interchangeably, understanding the nuance between them is essential for designing high-impact learning experiences. Rather than viewing them as competing ideologies, it is more accurate to see them as complementary approaches on a spectrum of student-centered inquiry. The "Big Tent" Model A helpful way to categorize these concepts is to view Project-Based Learning as the "big tent" or the broad category. Within this framework, projects can take several forms, such as designing a tangible product, investigating an open-ended question, or—crucially—solving a real-world problem. In this light, Problem-Based Learning is a specialized version of the broader Project-Based model. Shared Foundations Before exploring the differences, ...

  https://www.youtube.com/watch?v=shRFMPXp94o Project-Based Learning (PBL) is often misunderstood as simply "doing projects" at the end of a unit. However, research and practice show that PBL is not a dessert; it is the main course. It is a fundamental shift from traditional models where students are passive recipients of information to a model where they are active investigators and creators (Larmer, Mergendoller, & Boss, 2015). Why the Shift Matters We currently live in a project-based world. Modern careers are increasingly organized around long-term collaboration, critical thinking, and self-direction. PBL mirrors this reality. By tackling real-world problems, students see that their schoolwork has value beyond the classroom walls (Lathram, Lenz, & Vander Ark, 2016). Research confirms that this shift produces tangible results. Studies across diverse grade levels show that students in PBL environments experience deeper engagement and stronger motivation (Chen & ...

  https://www.youtube.com/watch?v=v6GE3nIplmw https://www.youtube.com/watch?v=v6GE3nIplmw If constructivism is the philosophy that explains how we learn through experience, then Project-Based Learning (PBL) is the "delivery instrument" that makes it happen in the classroom (Jumaat, 2018). In the world of STEM, PBL isn't just an optional teaching strategy; it is the most authentic context for developing true STEM literacy. The Perfect Alignment STEM and PBL are a "natural fit" because they share a shared pedagogical backbone: the design process (Miller, 2016). High-quality STEM education requires students to move beyond passive consumption and into active, transdisciplinary problem-solving. PBL provides the structure for this by embedding 21st-century success skills—like collaboration and critical thinking—directly into the curriculum. According to the STEM Road Map 2.0 , PBL allows students to master necessary content and tools while simultaneously addressing re...

https://www.youtube.com/watch?v=Ud-MI07Z9ek Understanding the nuances of STEM integration can be challenging. To make these concepts more concrete, I find it helpful to use a spatial analogy that illustrates how disciplines interact at different levels of integration. The Landscape of Learning In a multidisciplinary approach , imagine each discipline as a distinct island. While these islands exist on the same planet—connected by a central theme—they remain separate. Students visit each island to learn discipline-specific concepts in isolation. As we move toward interdisciplinary learning , we begin to build bridges between these islands. These bridges represent the intentional linking of knowledge and skills. Here, students see the interconnectedness of subjects, using math to solve a science problem or engineering to apply a physical principle. Finally, transdisciplinary integration transcends the island model entirely. In this stage, disciplines function like member states in a supr...

null https://www.youtube.com/watch?v=Lf8cy6NkFYc Many educators believe that "doing STEM" simply means teaching science and math in the same week. However, true STEM integration exists on a spectrum—what experts call the "Integration Incline Plane." Moving up this incline requires a shift from teaching subjects in silos to creating a seamless, unified experience where boundaries disappear. Understanding these levels is the key to designing effective, high-impact learning. Defining STEM Integration At its core, STEM integration is the seamless "amalgamation of content and concepts from multiple STEM disciplines" (Nadelson & Seifert, 2017). In a fully integrated environment, students don't stop to ask, "Is this a math minute or a science minute?" Instead, they use the knowledge and processes of all disciplines simultaneously to solve a problem or complete a task. 1. Multidisciplinary Integration: The Thematic Approach T...