David Lee EdTech

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=A3ityFx7rjk Have you ever walked into a massive education conference, looked at a room full of hundreds of strangers, and felt more isolated than inspired? We spend significant time and resources traveling to these events, yet we often spend the whole day sitting in rooms struggling to make genuine connections. I’ve realized that the most impactful networking doesn’t always happen in a breakout room; sometimes, it happens on the pavement. My Reluctant Journey to the Starting Line If you had told me three years ago that I would be leading a running community for educators, I would have told you that you were crazy. I was probably the last person on earth who thought they would ever enjoy running. I didn’t understand why people chose an activity where their lungs burned and their brain constantly screamed to stop. My entry into the sport was accidental. I volunteered as an assistant coach for middle school cross country at my school. I didn’t have a b...

  https://www.youtube.com/watch?v=1dPwynLRQMo "Cheeseburger Kid." Known for his agility and daring aerial maneuvers, his performance was a masterclass in athleticism, theatrics, and storytelling. As I watched the spectacle unfold—from the high-flying moves to the intense rivalries—I had a thought: What if a group of students decided to create their own wrestling entertainment event? If safety and student well-being were the top priority, I believe this would be the ultimate Project-Based, Transdisciplinary Learning experience. Authenticity in Design : I love designing learning experiences that are as authentic as possible. To hone this skill, I often examine real-world projects to see how academic knowledge is applied to produce a tangible outcome. A wrestling event is the perfect case study. It all starts with a Challenging Question: “How might we produce a wrestling entertainment event for the community?” This central focus motivates students to engage in sustained inquiry...

  https://www.youtube.com/watch?v=uAbl4c6z4-E I recently spent a morning at Tombalek, a traditional craft workshop, with my friend Shaun. We are both makers at heart, but this was a new challenge: forging a knife. It was an incredible experience—taking raw steel, heating it to high temperatures, hammering it into shape, and carefully grinding the blade. But as I stood there covered in dust and sweat, I wasn't just thinking about the knife. I was thinking about our responsibility as educators. Our job is to connect what students learn in school to the real world. We need to show them that the knowledge they acquire is actually used by professionals. The Hidden Connection: PBL and Standards In my new video series, I examine real-world projects alongside Project-Based Learning (PBL) elements and student content standards. By looking at my knife-making experience through an academic lens, we can see how to design truly authentic learning experiences—even using 2nd Grade Science standa...

The fabulous 5th grade teachers, Erin Curtiss and Erin Hutchins, designed a science project-based learning (PBL) unit based on the beloved TV show, Star Trek.  [youtube=http://www.youtube.com/watch?v=AYy8o4nXZEY] Here is the driving question of the PBL unit: How can you, as Starfleet Academy Cadets, arrange the items on the ship’s manifest for teleportation using the physical and chemical properties of matter, and knowledge of compounds and changes in matter? The students will have to organize items into specific shipments based on physical or chemical properties. If the items are not placed in correct shipment containers, the teleportation of the items will not occur.  I decided to create a Google Slides template for the students to use to organize their items into correct shipments.  The "Shipment" slides contain an image of a "teleport" room, a  shape  designated for the items, a text box for the name of the shipment, and a text b...