Biomimicry, they developed nature-inspired solutions to real human problems. This project, co-designed with my colleague Tracy Blair , was an experiment in meaningful transfer of learning—moving beyond just understanding concepts to applying them in new, complex contexts. NGSS & Core Concepts   Our unit was anchored in the Next Generation Science Standards (NGSS) for 4th Grade, specifically focusing on: Structure & Function:  How internal/external structures support survival

"I don't have time to teach my students how to use the techology." This is a challenge I face constantly. I work with about 600 students across 28 classes. Because we don't have a designated "tech lesson," it is up to the teachers and me to find pockets of time to integrate digital skills. Recently, our 4th graders were wrapping up a Social Studies unit on Responsibility . They explored the driving question: How do our choices as consumers affect the world?  To move beyond ju

Imagine looking at a local river and seeing the water turn a thick, neon green. That is the image we presented to our 5th graders to kick off their latest science unit. We challenged them to become environmental engineers . In this post, I want to share a STEM project I designed with my colleagues, Jessica Jordon and Courtney Gienapp, where students didn't just study algal blooms—they designed real solutions to stop them. To kick things off, we started with a "provocation." W

I want to share my "Digital Citizenship Integration Model." My goal with this framework is to help you integrate digital citizenship concepts easily and meaningfully into your students’ learning experiences. Ultimately, it’s about developing a culture of compassion, responsibility, and well-being within our digital lives. What is Digital Citizenship?   According to Common Sense Education, digital citizenship is "the responsible use of technology to learn, create, and particip

Want to take your students’ conceptual understanding to the next level? I had the incredible opportunity to join the first cohort of Julie Stern ’s “Learning Transfer Endorsed Educator” course . As someone whose school uses a conceptual approach, I couldn’t pass up the chance to learn directly from the expert herself. Here is a breakdown of the key tool I learned—the Learning Transfer Mental Model —and how I used it to design a 4th-grade STEM project. Why We Need This Model  

In this video I wanted to share with you all a glimpse of what I did as a teacher, specifically as a 4th and 5th grade Design & Innovation Specialist at Singapore American School. Learn more about what I do here: www.lpbeta.org

As a learning designer, I love finding connections between seemingly disparate subjects. Recently, I collaborated with Sean Smith, a 5th-grade teacher, to merge two unlikely partners: NGSS Science standards (Ecosystems & Earth’s Systems) and Fantasy Writing. The result? A project-based learning experience centered on Worldbuilding . The Challenge: Connecting Middle-Earth to Science  We needed to integrate standards about matter, energy flow in ecosystems, and the interaction

What happens when you combine student passion with a framework for deep learning? You get meaningful engagement. This year, the Grade 5 Learning Community embarked on Personalized Inquiry Projects (PIPs)—long-term, transdisciplinary experiences co-designed by students based on their own interests. From Passive to Active   Traditional learning can often feel passive, short-term, and siloed. PIPs flip the script. They are active, open-ended, long-term, and deeply personalized.

If you look at the "About" page of almost any school website, you will likely find a mission statement about nurturing students to be "creative, collaborative problem-solvers." We all agree this is the goal. The Future of Jobs Report  confirms that innovation and interpersonal skills are rising in prominence. However, when I entered the teaching profession, I have to admit I was ill-equipped to teach these skills. My training focused on content, not on how to design authentic

I love living in Singapore. It is usually sunny and beautiful, but even on rainy days, there is always something to do indoors. I recently spent an exhausting but fun ninety minutes just chasing my kids around—a stark contrast to how I used to spend my time. Before moving here, I was living in Korea. In my late 20s and early 30s, my life was glued to a laptop. I would start at 5:00 AM, work until school started, teach, and then jump back on the computer until 10:00 PM. I did

Korea was where my teaching journey started. Being here reminds me of Neil Gaiman’s concept of "the Mountain" —that distant goal that guides every decision we make. Korea was the start of my path toward my mountain. Looking back, I realize two things defined my early 20s. First, luck plays a huge role . I came to South Korea at 23 to teach English. By pure chance, the academy I chose was in the same building as an international school. I walked upstairs, asked about positions

Deion Sanders famously said, “If you look good, you feel good. If you feel good, you play good.” I felt that extra boost after getting a fresh cut, but as I sat in the chair, I realized I was walking away with more than just a haircut—I was witnessing a masterclass in design. The place was K-Cuts here in Singapore. At first glance, it’s a budget option: 10 to 15 minutes, cost-effective ($12 SGD), and no-frills. But when I looked closer, I saw that everything was designed with

Too often in schools, valuable data sits in silos — locked in spreadsheets or isolated within specific departments. But what happens when we use that information to fuel collaboration rather than just reporting? That is the focus of the Data in Schools Conference . We are gathering educators to explore how we can move from “data-rich but information-poor” to truly actionable, team-based decision-making. This isn’t just about complex algorithms. It’s also about: Breaking down

ecently, I had the chance to do exactly that when my colleague, Gabe Haydu, introduced me to a team of 5th graders who wanted to build a hexacopter drone. Here is the catch: I had never built a drone in my life. But I realized this was the perfect opportunity to show students that you don’t need to be an expert to tackle a complex challenge—you just need passion, persistence, and a growth mindset. The Reality Check   We bought a QWinOut F550 Drone Kit and started the build. H

"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  expe

In this conversation, Joyce Pereira and I dive into the innovative KoLAB program —a unique STEM and project-based learning (PBL) initiative that blends transdisciplinary pedagogy with real-world challenges. I share insights into the program's foundational principles, including its focus on authentic contexts and applied learning practices, while we explore its impact on students and educators alike. We also discuss thoughtful strategies to breathe new life into the program, f

This pair of sneakers is one of the favorites in my collection. It’s not just the fit or the look; it’s the story behind them. This New Balance collaboration was designed by Jeff Staple, the founder of Staple Pigeon and a creative force I have admired for years. Jeff is legendary for the 2005 Nike Pigeon Dunk, a release that effectively birthed modern sneaker culture and the "campout" phenomenon. But beyond the hype, Jeff is a master communicator. Recently, I had the incredib

I was honored to learn that a Design & Technology Book Club selected my book as their featured read for the month. It is always a privilege to engage with fellow educators who are passionate about innovation, and the members sent over some truly thought-provoking questions regarding the text and how my perspective has evolved since its publication. I wanted to share those questions and my responses with you here, as they sparked some deep reflection on my own journey with Des

Project-Based Learning (PBL) has a unique power: it makes learning come alive. It transforms abstract standards into essential tools for solving real problems. I recently experienced this firsthand while collaborating with educators Mary Kate Burke, Matt Kish, and Sean Smith on a Grade 5 science unit rooted in the Next Generation Science Standards (NGSS). The Challenge: Hand Sanitizer Shortages   We started with a real-world problem. During a time of panic buying and empty sh

One of the essential elements of Project-Based Learning (PBL) is Sustained Inquiry . According to PBLworks.org , this implies an active, in-depth process where students “seek information or investigate,” rather than just looking things up online. A powerful way to facilitate this is by tapping into real-world experts. I saw the value of this during a 1st-grade STEM project led by Ms. Gillian Lait. The students were tasked with designing their own instruments to create music f