David Lee EdTech

The purpose of this blog is to provide teachers and administrators ideas for effective technology integration into curriculum and instruction. It is also a resource for implementing transdisciplinary STEM learning into schools and classrooms.

[davidleeedtech]

What is Authentic Context in PBL? The 5 Building Blocks of Real-World Learning

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

Authenticity is often described as the heartbeat of project-based learning (PBL), but what does it look like when we zoom in? To move beyond a simple classroom activity, we must build an "Authentic Context." This is not just a scenario; it is a coherent structure that mirrors the complexities of real life. An authentic context provides students with opportunities to engage in tasks that are meaningful and applicable outside the classroom walls.

High-quality authentic contexts are built upon five key pillars: Real-World Challenges, Professional Methods, Authentic Tasks, Authentic Tools, and Authentic Artifacts. When these elements align, the learning experience shifts from theoretical to experiential. For example, consider a project centered on architecture. Instead of just learning about shapes, students engage in the "design of space, materials, environment, and human experience." They aren't just students; they are junior architects.

By grounding projects in these building blocks, we bridge the gap between academic standards and real-world application. Students begin to see that the knowledge they acquire in school is the same knowledge used by professionals to solve community problems and drive innovation. This approach addresses the common perception of schoolwork as irrelevant by directly connecting learning to the world around us.

References

Horikoshi, K. (2023). The positive psychology of challenge: Towards interdisciplinary studies of activities and processes involving challenges. Frontiers in Psychology, 13.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Se

[davidleeedtech]

Introducing The Learning Hub: Free Modules for Educators

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 volatility and complexity. I realized that schools need to build permanent infrastructure for growth, and that can’t happen with the 'drive-by' consulting model. I built the Learning Hub to serve as a permanent, accessible infrastructure where teachers, leaders, coordinators, and coaches can return at any time—for free—to progress and implement their learnings at their own pace. The Hub empowers participants to implement innovation slowly and effectively, turning the overwhelming complexity of modern education into a series of manageable, impactful iterations.

The Learning Hub helps with the critical implementation gap. By moving through the Hub at their own pace, educators and leaders gain the clarity needed to plan, prepare, and execute innovation in a realistic way. It’s about ending the culture of 'rushing to implement' and replacing it with a strategic, effective process that actually sticks within your school’s unique reality.

The Architecture of the Hub: See, Investigate, Reflect

Every course in the Learning Hub—from STEM Education to Authentic PBL—follows a specific pedagogical architecture:

1. See & Learn (The Spark)

We are visual and auditory creatures. Most of the modules contain lessons centered around videos I’ve made to help educators see the "how" and "why" of a concept. 

2. Investigate (The Exercise)

You can’t grow muscles by watching someone else lift weights. In the "Investigate" phase, we move beyond the screen. You are prompted to deconstruct complex ideas, audit your current classroom environment, and analyze real-world examples. This is where the theory meets your specific reality.

3. Reflect (The Anchor)

Real growth happens in the pause. Through intentional reflection questions, the Hub helps you connect the content to your students, your curriculum, and your school’s unique culture. This ensures that the "inspiration" from the video turns into a "sustainable strategy" for your classroom.

Why Is This Free?

The courses are free because I am a product of the community. I have spent my career learning from free resources like Edutopia and PBLworks, and the collective wisdom shared online. Sharing my experiences for free on YouTube has given me more energy and inspiration than any consulting contract ever could. Seeing a comment from a teacher in a different part of the world explaining how a PBL strategy transformed their student's engagement is my "Success Metric."

The Learning Hub is my way of giving back. It’s a decentralized gift to the education community. While there is a link for those who wish to donate to non-profit organizations, my primary goal is to lower the barrier to innovation for every teacher, regardless of their school's budget.Because the Learning Hub is a labor of love rooted in a desire to give back to the community that raised me, access will always remain free. However, if participants want to support the work and the hours of production that go into these resources, feel value in the content, and feel moved to contribute, I invite them to turn that generosity outward. I encourage you to make a donation to one of the non-profit organizations linked within the Hub. This support can help other people around the world. 

Closing

Ultimately, the Learning Hub is more than just a collection of courses; it is a manifestation of the Learning in Perpetual Beta philosophy. As you dive into these modules, I ask only one thing: share your journey. I want to hear about your breakthroughs, your 'beta' tests, and even the moments where things didn't go as planned. Your feedback is what fuels this project and helps it evolve. Let’s stop rushing to keep up and start building a foundation that lasts. Welcome to the Hub—let’s begin.

[davidleeedtech]

The "Kendrick Lamar" Guide to High-Quality Project-Based Learning

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 anchored by a theme that aligns with standards while providing real-world context. For example, when looking at geography standards regarding human-environment interaction, I developed the theme: Understanding Global Interconnections through Mapping and Cultural Perspectives. This isn’t just a topic; it is the “concept” of the album. It takes abstract standards and makes them tangible and relatable for the student (Lamar, 2012).

The Learning Narrative

A theme alone, however, is not enough. As Heather Wolpert-Gawron (2015) notes, traditional lessons can be thematic but still feel disconnected. High-quality PBL requires a “learning story.” In good kid, m.A.A.d city album, the tracks move from exposition to a climax and eventual resolution.

I apply this same arc to the classroom using a framework I call the Learning Narrative. It mirrors Freytag’s Pyramid but is tailored for the classroom:

Entry Event (Exposition): Sparking curiosity.

Investigation (Rising Action): Researching the global issue.

The Challenge (Climax): The pivotal moment where students choose their focus.

Creation & Test (Falling Action): Developing the solution.

Final Product (Resolution): Presenting to an authentic audience.

In a recent unit, students took on the role of video journalists. Inspired by the visual storytelling of Johnny Harris, they didn’t just “do a project”—they navigated a story where they were the heroes solving a communication challenge.

The Three Essentials

To create a “classic” unit, we must focus on three pillars:

Purposeful Theme: The “hook” that drives the creative process.

Interconnected Elements: Every activity must build toward the final challenge—no “filler” tracks.

Coherent Structure: A sequence that builds tension and resolves it through student agency.

Designing PBL is a deeply creative act. When we move away from isolated lessons and toward cohesive narratives, we invite our students into an experience they will remember long after the final bell rings.

References

Lamar, K. (2012). Good kid, m.A.A.d city [Album]. Top Dawg; Aftermath; Interscope.

Wolpert-Gawron, H. (2015, August 13). What the heck is project-based learning? Edutopia. https://www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron

[davidleeedtech]

Designing Classrooms and School Spaces with Design Thinking Practices

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 identify potential challenges before finalizing the design or spending any money. Without this step, it is incredibly easy to overlook how everyday movement and interactions might be hindered by a poor layout.

Bringing Ideas to Life with Low-Fidelity Models

Our team knew we needed a tangible way to explore the space. That’s when my colleague, Shaun Kirkwood, stepped in with a creative approach. Shaun built a low-fidelity prototype—a scale model made entirely out of cardboard—to test our initial ideas.

He even laser-cut small student figures and tables to represent how people and objects would move. Having this simple, flexible model physically in front of us sparked conversations that simply wouldn’t have happened if we had only relied on digital sketches.

Collaborative Prototyping

Once the model was ready, our STEM team gathered around it to simulate different activities and learning scenarios. We moved pieces around, testing multiple setups. This collaborative process gave everyone a chance to visualize the flow of the room and provide valuable input.

Refining the Design

With the insights gathered from our hands-on session, we moved forward to create a detailed plan. Our team lead, Kelli Buxton, translated our collaborative ideas into a digital layout using Google Drawings.

This visual representation made it incredibly easy to communicate our final ideas with architects and other stakeholders, ensuring everyone was aligned before construction began.

Prototyping is where creativity meets practicality. By making your ideas tangible and testing them collaboratively, you can ensure your new learning spaces truly support the educators and students who use them.

[davidleeedtech]

How to Lead Transformative Change in Schools - Climbing Your School's 'Mount Everests'

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 transformation. Acknowledging the daunting, unknown challenges ahead helps validate the anxiety and fear educators might feel, securing crucial initial buy-in.

2. Craft a Vision and Plan for Change: Climbers do not reach the summit in a single leap; they establish base camps. Educational leaders must break down strategic goals into manageable milestones. School leaders serve as the "Sherpas," guiding the institution, while tools and curriculum act as vital equipment. This scaffolded approach allows for progress tracking and reduces feelings of being overwhelmed.

3. Implement the Changes: Just as climbers execute their ascent with the help of simulated high-altitude training, schools must provide robust, continuous professional development. As we execute this multi-year plan, it is critical to empower educators, celebrate short-term wins, and consistently communicate the vision.

4. Embed Changes Within Culture and Practices: To prevent reverting to the "old way," changes must stick. This involves fostering a culture of adaptive changes—small, iterative adjustments. Just as a climber might alter their acclimatization schedule to deal with altitude sickness, schools must continuously adjust to keep transformational changes relevant and ingrained.

5. Review Progress and Analyze Results: Reaching the summit is only half the journey; the descent is equally critical and often more perilous. In schools, the descent represents sustainability. We must conduct a "project post-mortem" to assess success, learn from mistakes, and replicate wins. Continuous evaluation ensures our transformational efforts take deep root.

Transformative change is a monumental climb. However, with preparation, a strategic plan, and a dedicated community, schools can successfully conquer their educational Everests.

References Miller, K. (2020, March 19). 5 critical steps in the change management process. Harvard Business School Online. https://online.hbs.edu/blog/post/change-management-process

[davidleeedtech]

Design Thinking Standards for K-12 Education

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 Stanford University) and its K12 Lab Network. I also integrated practices from Liberatory Design—specifically the "Notice and Reflect" modes. These practices help designers recognize their own biases, identities, and values, ensuring that the resulting designs are truly equity-centered.

How the Standards are Structured The Design Thinking Standards (DTS) provide a foundation for what students should learn and do when utilizing this methodology. Modeled after the NGSS, the DTS are built around Performance Expectations—actionable learning goals.

For example, let’s look at the Empathize phase:

DTS-E-1: Observe the behaviors, feelings, and patterns of the user in the context of their lives and design challenges.

DTS-E-2: Engage with users through conversations and interviews that incorporate open-ended questions to dig deeper for stories, feelings, emotion, and what is important to the user.

These expectations are composed of three dimensions: Design Skills (what students can do), Core Design Ideas (what students understand), and Design Mindsets (the attitudes essential for effective application). While mindsets overlap across the process, specific ones are highlighted in the phases where they are most critical.

By using these guidelines, educators can confidently develop students' creativity, competence, and collaborative problem-solving abilities.

(Special thanks to David Clifford, Senior Learning Experience Designer of K12LAB, for his valuable feedback during the development of these standards.)

References

Hasso Plattner Institute of Design at Stanford (d.school). (n.d.). K12 Lab Network. Stanford University.

National Equity Project & Stanford d.school. (n.d.). Liberatory Design.

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

[davidleeedtech]

PBL Deep Dive: The 6 Pillars of Authentic Learning

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 nature of professional environments.

Reflection: Throughout the process, students think critically about what they are learning and how they are growing as learners.

By focusing on these elements, we help students move from being passive recipients to active creators.

[davidleeedtech]

The 6 Pillars of Authentic Learning: The Heartbeat of Project-Based Learning (PBL)

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 Inquiry

Authentic learning begins with a catalyst, usually in the form of a "Driving Question." In our architectural example, that question might be: “How might we as architects design a physical structure for a specific client?”

This question acts as a springboard for focused inquiry. It prompts a chain of secondary questions: What is a client? Who is our specific client? What is their budget? What are their aesthetic preferences? Once these questions are asked, exploration takes center stage. Students move from being passive recipients of information to active seekers.

This loop of inquiry is continuous. In science, for instance, a student might ask, "How might we make our building's energy use more efficient?" This leads to researching solar panels or testing the insulation properties of various materials through experiments. By formulating their own questions, students develop a sense of ownership that significantly boosts engagement (Edutopia).

2. Creative Problem-Solving and Innovation

In a real-world challenge, the path to a solution is rarely linear. This is where Creative Problem-Solving (CPS) becomes essential. As Michael Boyles notes in the Harvard Business School blog, CPS allows students to explore potential solutions even before a problem is fully defined.

In PBL, CPS provides three critical benefits:

Solving Complex Problems: Many real-world issues have incomplete or overwhelming information. CPS helps students brainstorm unconventional ideas to navigate this ambiguity.

Adapting to Change: Projects often hit roadblocks—limited resources or conflicting data. Students learn to be flexible and adjust their goals.

Fueling Innovation: Instead of just replicating existing designs, students are encouraged to think "outside the box," mirroring the mindsets professionals use to create new services or products.

3. Voice and Choice

Autonomy is a powerful driver of motivation. Student "voice and choice" is the practice of allowing learners to make meaningful decisions about their learning journey (Hanover Research).

In an architecture project, this might look like:

Choosing which specific inquiry questions to investigate.

Deciding how to conduct research (surveys vs. expert interviews).

Selecting the final medium for their artifact (a physical model, a digital walkthrough, or a blueprint).

Research indicates that when students feel a sense of competence and autonomy through choice, their academic performance and school engagement increase significantly (Hanover Research; Larmer, Mergendoller, & Boss, 2015).

4. Critique and Revision

In the professional world, nothing is perfect in the first draft. In architecture, a primary method of learning is the "Critique Session." Here, students present their designs to receive feedback from peers and instructors. This isn't a private grade; it’s a collaborative, interactive activity.

A study on architecture design studios found that these sessions help students develop their abilities gradually and continuously (Pauwels et al., 2015). By critiquing others, students also sharpen their own evaluative and critical thinking skills.

Revision follows critique. It is a cyclical process where students test ideas, identify gaps, and refine solutions. This mirrors the iterative cycles in STEM:

5. Collaboration

Real-world challenges are often too complex for one person to solve alone. Collaboration in PBL involves students working with peers, mentors, and experts. Effective teams leverage individual strengths—assigning tasks based on specific skills—and practice both leadership and supporting roles.

The business world reflects the necessity of this skill. A study by The Institute for Corporate Productivity found that companies that treat collaboration as a skill are five times more likely to be high-performing (Forbes).

Furthermore, diversity within collaboration yields better results. A report by McKinsey & Company titled "Diversity Matters" highlighted the following:

Gender Diversity: Companies in the top quartile for gender diversity are 15% more likely to outperform their industry median.

Racial/Ethnic Diversity: Companies in the top quartile for racial/ethnic diversity are 35% more likely to have financial returns above the median.

As task complexity increases, groups consistently outperform even the best individuals in terms of solution quality (Almaatouq, 2021).

6. Reflection

Finally, reflection is the "awareness of the learning process itself." It is the moment where students pause to ask: What worked? What didn't? How does this connect to what I already know?

As John Dewey (1938) famously stated, "We do not learn from experience. We learn from reflecting on experience." Reflection moves a learner from one experience to the next with a deeper understanding of relationships and connections. It is a disciplined, rigorous way of thinking that ensures the project remains focused on the learning outcomes rather than just the final "product."

Conclusion

Authentic learning does not happen by accident. It is an intentional design that empowers students to act within the world rather than just observing it. When we combine inquiry, creativity, choice, critique, collaboration, and reflection, students stop seeing school as a series of tasks. Instead, they see it as purposeful work with lasting value.

References

Almaatouq, A. (2021). Groups perform better than individuals on complex tasks. MIT Sloan School of Management.

Boyles, M. (2022). What is creative problem-solving & why is it important? Harvard Business School Online.

Dewey, J. (1938). Experience and education. Kappa Delta Pi.

Edutopia. (n.d.). Inquiry-based learning empowers students. George Lucas Educational Foundation.

Hanover Research. (n.d.). The impact of student choice on engagement.

Hunt, V., Layton, D., & Prince, S. (2015). Why diversity matters. McKinsey & Company.

Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project based learning. ASCD.

Larmer, J. (n.d.). Using critique and revision in PBL. Edutopia.

Laughlin, P., Hatch, E., Silver, J., & Boh, L. (2006). Groups perform better than the best individuals on letters-to-numbers problems: Effects of group size. Journal of Personality and Social Psychology, 90(4), 644–651.

Murphy, J. J. (2010). Pulling together: 10 rules for high-performance teamwork. Simple Truths.

Pauwels, P., Strobbe, T., Derboven, J., & De Meyer, R. (2015). Conversation and critique within the architectural design process. In J. Gero & S. Hanna (Eds.), Design Computing and Cognition '14. Springer.

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.

Sato, E., & Linn, M. C. (2014). Designing critique to improve conceptual understanding. International Society of the Learning Sciences.

[davidleeedtech]

The Interconnected Model of Project-Based Learning

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 apply an Authentic Method—a discipline-specific process that guides the work. This isn't just "school work"; it is the application of professional workflows. From this method emerge Authentic Tasks. These are realistic actions, such as conducting interviews, collecting raw data, or developing prototypes, that mirror the actual work of professionals.

The Equipment: Authentic Tools

To complete these tasks effectively, students must use Authentic Tools. Using industry-aligned software, instruments, or materials signals to students that their work is respected and relevant. For example, in an energy audit project, students might use energy meters and data visualization software rather than just reading from a textbook. These tools are functional, but they also elevate the quality of the final output.

The Impact: Authentic Artifacts

Finally, these elements converge in the Authentic Artifact. This is a deliverable that demonstrates learning and has real value to an audience beyond the classroom. It is a product shaped by the challenge, informed by professional methods, and enhanced by the right tools.

Case Study: Energy Audit & Solutions

Consider a project where students ask: “How might we reduce our school’s energy use?” * Method: Students use sustainability consulting and data analysis.

Tasks: They collect and analyze energy usage data.

Tools: They employ energy meters and proposal templates.

Artifact: The project culminates in a cost-saving proposal presented to school administrators.

When all elements align—challenge, method, task, tools, and artifact—learning moves beyond the academic. Students stop simply learning about the world and begin taking action within it. That is when the magic of authentic learning truly happens.

References

Horikoshi, K. (2023). The positive psychology of challenge: Towards interdisciplinary studies of activities and processes involving challenges. Frontiers in Psychology, 13, 1090069.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. ASCD.

[davidleeedtech]

The 5 Secrets to Authentic Project-Based Learning: Why "Authenticity" is the Key to Student Engagement

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 into their "Zone of Proximal Development"—the space between comfort and frustration where growth happens.

These challenges can be grounded in professional contexts, such as acting as an architect to design a physical structure, or in personal authenticity, such as a student creating a personal finance app that addresses a real concern in their own life. Regardless of the spark, these challenges are intentionally mapped to standards-based learning outcomes, proving to students that the skills they are acquiring are genuinely relevant outside of school.

The Workflow: Professional Methods and Processes

Authenticity is deepened when students adopt the actual workflows used by experts. Scientists use the scientific method; engineers use engineering design. To bring this to life, consider the architectural process. Professional architects don't just "build"; they move through systematic phases:

Pre-Design: Understanding the client’s values and mission.

Schematic Design: Developing conceptual representations and 3-D models.

Design Development: Refining the design into detailed specifications.

When educators embed these phases, they create opportunities for integrated assessments. Instead of a final test, students are evaluated on artifacts like blueprints or site plans, revealing their mastery of math and science within a meaningful flow of work.

The Action: Authentic Tasks and Tools

Within professional methods, students engage in Authentic Tasks—the specific actions professionals take to achieve goals. For an architect, this might involve interviewing a client or conducting "precedent research" by analyzing existing structures. These tasks foster "creative authentic skill development," ensuring students gain transferable skills in realistic settings.

To perform these tasks, students must have access to Authentic Tools. In our architecture example, this includes:

Drafting Tools: Rulers and precision cutting tools for technical drawings.

Modeling Tools: 3D printers or craft materials for physical models.

Digital Tools: Industry-aligned CAD or BIM software.

The Result: Authentic Artifacts

The final piece of the puzzle is the Authentic Artifact. This is a tangible outcome that brings value to an audience beyond the teacher. Examples of these results include:

Energy Audit: A data-driven proposal presented to school administrators to reduce energy use.

Mental Health Campaign: Infographics and videos designed to reduce stigma within the student body.

School Garden: A detailed horticultural plan presented to the school board for funding.

The Power of Alignment

Each of these elements is interconnected. The Challenge provides the anchor; the Method guides the approach; the Tasks drive progress; the Tools elevate the work; and the Artifact demonstrates the impact. When these elements align, students move from simply learning about the world to taking action within it. That is where the real magic of learning happens.

References:

HowToRhino. (n.d.). Drafting Tools for Architecture Students.

Horikoshi, K. (2023). The positive psychology of challenge. Frontiers in Psychology.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the Standard for Project Based Learning.

Nelson Miller. (n.d.). The Complete Guide to the Architectural Process.

Toral, I., & Montano, S. (2023). An Experiential Learning Framework for Retail: Creative Authentic Skill Development.

[davidleeedtech]

Why Authenticity is the "Secret Sauce" of PBL: Making Learning as "Real" as Possible

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 and use skills for specific purposes in real life.

These two pillars work in a cycle: the context initiates the process by sparking curiosity, which then drives the inquiry and investigation that defines authentic learning.

Case Study: Science Meets Fantasy

In a fifth-grade project I designed, students combined science concepts with fantasy writing through worldbuilding—the professional process used by authors like J.R.R. Tolkien.

Guided by the question, "How might we create a fantasy story that includes its own unique fantasy world?", students explored ecosystems, energy flow, and Earth’s spheres.

The Context: Students acted as authors and game designers, mirroring the professional task of constructing believable environments with internal logic.

The Learning: Students used MinecraftEdu to model these systems visually, ensuring their fictional worlds followed scientific principles of matter and energy flow.

Through this fusion of content mastery and creative expression, the learning became both rigorous and personally meaningful. When we design for authenticity, we invite students to create with purpose. That is the true power of PBL.

References

Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., & The Cognition and Technology Group at Vanderbilt. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7(3-4), 271–311.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. ASCD.

[davidleeedtech]

Project-Based Learning or Problem-Based? Solving the Acronym Confusion

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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, it is vital to recognize the deep commonalities that make both approaches so effective. Both strategies prioritize:

Real-World Tasks: Engaging students in authentic, messy, and "ill-structured" challenges that mirror the real world.

Student-Centered Collaboration: Assembling small groups where students take the lead through inquiry and reflection.

The Teacher as Facilitator: Shifting the educator’s role from the "sage on the stage" to a resource guide and tutor.

Performance-Based Assessment: Focusing on the learning process, peer evaluation, and formative feedback rather than just a final exam.

Key Distinctions

Finding the Balance

Ultimately, neither approach is "better" than the other. In Problem-Based Learning, the setting is often loosely predefined to allow for maximum autonomy when exploring "wicked" problems—complex issues without simple solutions. Project-Based Learning provides a slightly more structured frame that establishes clear objectives to facilitate self-directed learning.

The beauty of these models is that they exist on a spectrum. You can design a project that threads in the deep, systemic inquiry of a problem-based tutorial, or a problem-based experience that culminates in a professional project execution. By understanding these unique qualities, we can move away from "knowledge-first" instruction and toward a model where students are the driving force of their own discovery.

References

Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem- and project-based learning courses in sustainability. Sustainability, 5(4), 1725–1746. https://doi.org/10.3390/su5041725

Larmer, J. (2014). Project-based learning vs. problem-based learning vs. X-BL. PBLWorks.

Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project based learning: A proven approach to rigorous classroom instruction. ASCD.

[davidleeedtech]

What is PBL? Principles for Effective Project-Based Learning

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 & Yang, 2019). Most importantly, PBL serves as a lever for equity, providing rigorous and meaningful experiences for students who have historically been underserved (Lucas Education Research, 2022).

The Core of Authenticity

Authenticity is the "north star" of effective PBL. It is divided into two key areas:

Authentic Context: Replicating real-world scenarios that professional practitioners face.

Authentic Learning: The actual process of acquiring knowledge by solving these realistic challenges.

When students take on roles—like architects designing sustainable housing or scientists analyzing local water quality—their persistence increases because the work is purposeful (Barron et al., 1998).

The Evidence of Success

The momentum behind PBL is backed by rigorous data. The research brief "The Evidence is Clear" outlines significant gains across various demographics:

2nd Grade: Students in low-income schools saw 5-6 months of additional learning gains in social studies.

3rd Grade Science: PBL students outperformed peers on NGSS-aligned assessments, a result that held true across all racial and ethnic groups.

Middle School: In high-poverty schools, PBL students outperformed traditional classrooms in science, math, and English.

High School: PBL students achieved higher pass rates on AP US Government and Environmental Science exams, despite the study including a higher proportion of low-income students than average (Lucas Education Research, 2022).

Moving Forward

Transitioning to PBL can feel like a significant leap, but you don't have to navigate it alone. By utilizing frameworks like the Gold Standard PBL model, we can make learning manageable and transformative (Larmer et al., 2015). In the coming weeks, we will explore the step-by-step process of designing these experiences together.

References

Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311.

Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81.

Duke, N. K., Halvorsen, A. L., Strachan, S. L., Kim, J., & Konstantopoulos, S. (2020). Putting PjBL to the test: The impact of project-based learning on second graders’ social studies and literacy learning and motivation in low-SES school settings. American Educational Research Journal.

Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project based learning: A proven approach to rigorous classroom instruction. ASCD.

Lathram, B., Lenz, B., & Vander Ark, T. (2016). Preparing students for a project-based world. Getting Smart & Buck Institute for Education.

Lucas Education Research. (2022). Key principles for project-based learning: An inquiry-based educational approach. George Lucas Educational Foundation.

[davidleeedtech]

Why STEM & PBL are a "Natural Fit": PBL is the Secret to High-Quality STEM

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 real-world challenges. This ensures that the integration of disciplines isn't forced, but rather supported by the needs of the project itself.

The Evidence: Impact Beyond Engagement

The momentum behind PBL isn't just based on anecdotes of "engaged students." The research is clear: Rigorous PBL is a powerful lever for academic achievement and equity. Data from Lucas Education Research (2021) shows significant gains across diverse groups:

2nd Grade Social Studies: +5-6 months learning gains in Social Studies.

3rd Grade Science: Outperformed peers in NGSS-aligned assessments across all racial/ethnic groups.

Middle School Science: PBL students in high-poverty schools outperformed peers in Science, Math, and English.

High School AP Exams: Higher pass rates in AP Gov & Environmental Science, regardless of income level.

Empowering the "Why"

One of the most transformative aspects of PBL in STEM is the shift in agency. Instead of teachers explaining why a topic is relevant, they partner with students to discover the "why" (Miller, 2016). When student voice and choice drive the learning, students stop being subjects of instruction and start being practitioners of innovation. By embedding PBL into STEM, we aren't just building knowledge—we are empowering future-ready problem solvers.

References

Jumaat, N. F. (2018). Project-Based Learning from Constructivism Point of View. Academia.edu.

Johnson, C. C., et al. (2021). STEM Road Map 2.0: A Framework for Integrated STEM Education. Routledge.

Lucas Education Research. (2021). The Evidence is Clear: Rigorous Project-Based Learning is an Effective Lever for Student Success.

Miller, A. (2016). PBL and STEAM Education: A Natural Fit. Edutopia.

Skinner, R., et al. (2017). Students’ engagement in different STEM learning environments. International Journal of Science Education, 39(17), 2433-2445.

[davidleeedtech]

The STEM Integration Analogy You Need to Know

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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 supranational union, such as the United Nations. Each "state" brings unique expertise, but they collaborate fluidly on real-world projects where subject boundaries virtually disappear (Vasquez et al., 2013).

Choosing Your Path

Is there a "best" approach? Not necessarily. The choice depends on your specific learning goals and resources. Multidisciplinary work provides a broad, accessible overview. Interdisciplinary work deepens understanding through connections. Transdisciplinary work fosters the critical thinking needed for complex, real-world problems.

As the authors of STEM Lesson Essentials suggest, these methods exist on a continuum. A "mixture of methods" is often the most effective way to help students navigate the complexities of our world.

References

Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM lesson essentials, grades 3-8: Integrating science, technology, engineering, and mathematics. Heinemann.

[davidleeedtech]

The 3 Levels of STEM Integration (Which One Are You Using?)

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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

This is often the entry point for many schools. In a multidisciplinary approach, students learn concepts and skills separately in each discipline, but they are all linked to a common theme like "Oceans" or "The Solar System."

For example, in a Solar System unit:

While this provides a coherent experience and shows students that a single topic can be viewed through many lenses, the learning goals remain discipline-specific. The connection is the theme, rather than a combined cognitive skill.

2. Interdisciplinary Integration: Fusing the Disciplines

As we move up the incline, we reach Interdisciplinary Integration. Here, the boundaries begin to blur. Learning goals from two or more disciplines are "fused" to form a single key concept (Clark & Ernst, 2007).

Using the Solar System example again, an interdisciplinary approach might involve students building a scale model. To succeed, they must simultaneously use Science (understanding planetary sizes) and Math (applying ratios and scale factors). These skills are now interdependent; you cannot accurately build the model without both. The learning process threads these subjects together throughout the experience.

3. Transdisciplinary Integration: Real-World Authenticity

At the top of the incline sits Transdisciplinary Integration. This approach moves beyond school-based themes and into the realm of real-world problems. Subject boundaries essentially disappear as students engage in "student-centered learning" to answer a driving "Essential Question."

A transdisciplinary question might be: "How would a meteorologist forecast the weather on Planet X?"

To answer this, students don't just "do math" or "do science." They:

In this level, the teacher’s role shifts from a director to a consultant (McCarthy, 2015). Students have a voice in how the learning experience takes shape, and the process mirrors how actual STEM professionals work: by using every tool at their disposal to solve a complex challenge.

By understanding this continuum, we can move our students past simple "themes" and toward the authentic, transdisciplinary experiences that prepare them for a "perpetual beta" world.

References

Clark, A. C., & Ernst, J. V. (2007). A model for the integration of science, technology, engineering, and mathematics. The Technology Teacher, 66(4), 24–26.

Larsen, L. (n.d.). Constructivism. http://leannlarsen.com/Portfolio/Chapter%2011%20Constructivism.pdf

McCarthy, J. (2015, September 9). Student-centered learning: It starts with the teacher. Edutopia. https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined. Educational Research Review, 10(6), 221-223.

Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM lesson essentials, grades 3-8: Integrating science, technology, engineering, and mathematics. Heinemann.

[davidleeedtech]

Innovation at the Intersection: Why Your Students Need Interdisciplinary Problem-Solving

Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

How do we prepare students to create truly groundbreaking innovations? While specialized knowledge is important, history and modern industry suggest that the most revolutionary ideas often occur at the "intersection"—the space where diverse disciplines and fields converge.

The Power of the Intersection

In his influential book, The Medici Effect, Frans Johansson (2004) introduces us to this concept of the intersection. The term is inspired by the Medici family of the Renaissance, who brought together artists, scientists, and philosophers. This collision of disparate ideas sparked an intellectual revolution that changed the world.

Today, this same principle is visible in high-performing teams. Johansson highlights IDEO, a design firm that purposefully builds teams with engineers, linguists, psychologists, and MBAs. It is this diversity of thought that allows them to make unexpected connections that a more homogenous group might miss.

Breaking Associative Barriers

The primary challenge to achieving this "Medici Effect" in education is what Johansson calls "associative barriers." These are subconscious shortcuts our brains take based on previous experience. For instance, most people immediately associate a paintbrush with art, not healthcare. These automatic associations can limit our problem-solving capabilities.

To foster innovation, we must help students lower these barriers. By encouraging divergent thinking and seeking connections between unconventional concepts, we open the door to breakthroughs.

Why STEM and PBL Matter

This is precisely why transdisciplinary approaches like integrated STEM and Project-Based Learning (PBL) are so vital. They are designed to break down the silos between subjects. When we encourage students to draw connections between science, technology, engineering, and mathematics, we are creating an environment where intersectional thinking can flourish.

By breaking free from fixed patterns and promoting a holistic approach to problem-solving, we aren't just teaching subjects; we are teaching students how to innovate at the intersection of a complex world.

References

Johansson, F. (2004). The Medici Effect: Breakthrough insights at the intersection of ideas, concepts, and cultures. Harvard Business School Press.

Busillo, M. (n.d.). Medici family tour. Guida Turistica Michele Busillo. https://guidaturistica-michelebusillo.com/tourist-guide-of-florence/medici-family-tour/