The TechEd Clubhouse

Dan Thomas

The Tech Ed Clubhouse explores teaching through the lens of STEM, CTE, and hands-on learning—focusing on curiosity, professional judgment, and designing experiences that make learning feel real again. Less compliance. More thinking. Built for real classrooms.

  1. 6d ago

    Stop Drowning Teachers in Data: Making School Data Useful Again - TEC98

    In this episode of The Tech Ed Clubhouse, I sit down with Jessica and Janelle from Symplifyed to talk about something every educator knows too well: data. Not the kind of data that gets buried in binders, spreadsheets, board reports, or compliance meetings — but the kind of simple, daily, human-centered data that actually helps teachers make better decisions for students. Jessica and Janelle share how their work with Symplifyed grew out of real classroom frustration: teachers being asked to collect data, analyze data, report data, and act on data — often with tools and systems that make the work more complicated instead of more useful. We talk about how data does not have to mean another test, another spreadsheet, or another meeting. Sometimes data is a quick note on a napkin. Sometimes it is an exit ticket sorted into three piles. Sometimes it is tracking whether one small support strategy is actually helping one student succeed. At the heart of this conversation is a simple but powerful idea: Teachers have always collected data. We just haven’t always called it that. We discuss: Why schools often overcomplicate dataThe difference between compliance data and classroom-useful dataHow teachers can track one small strategy and see whether it worksWhy “tiny data” can be more useful than large-scale reportsHow data can support students with IEPs, ADHD, autism, behavior needs, and academic gapsWhy AI should grow teacher judgment, not replace itHow micro-skills can help teachers better understand what students actually needWhy teacher-created data matters more than disconnected reports from last yearHow schools can build a healthier data cultureWhat gives Jessica and Janelle hope in education right nowData should not be something done to teachers. It should be something teachers can use to answer one practical question: Is what I’m doing helping this student? When data becomes simple, specific, and connected to real classroom decisions, it stops being a compliance task and becomes a tool for better teaching. Pick one student. Pick one support strategy. Try it consistently for four days. Track it simply: Did I use the strategy?Did it help? That’s it. No massive spreadsheet. No complicated dashboard. Just one strategy, one student, one pattern worth noticing. “Teachers have been collecting data forever. They just maybe haven’t been calling it data.” “Try one thing and see if it works.” “We’re using AI to grow the teacher, not replace the teacher.” “Little things that we do, if we do them consistently, can make a huge impact on students.” Learn more at symplifyed.com You can also connect with Jessica and Janelle directly through their website. As you listen, think about this: Where is data helping teachers make better decisions — and where is it just creating more work?

    41 min

  2. May 25

    Stop Teaching? Jason Kennedy on Designing Learning That Actually Works - TEC97

    What if the biggest problem in education right now…isn’t student motivation? What if it’s assignment design? In this episode of the Tech Ed Clubhouse Podcast, I sit down with curriculum director, author, and learning designer Jason Kennedy to unpack the difference between teaching and designing learning. We dig into: compliance vs real engagementwhy “doing the work” doesn’t always mean learninghow AI can help teachers create better learning experienceswhy some students thrive in art, STEM, shop, and music classeshow success criteria and feedback change everythingwhat teachers can do tomorrow without completely overhauling their classroomJason also shares practical ways teachers can redesign tasks so students do more of the thinking, decision-making, and learning themselves. This conversation connects directly to recent episodes around assignment design, independence, and why AI didn’t break education—it exposed weaknesses that were already there. 🎯 Key Takeaways Engagement is not entertainmentCompliance can hide a lack of learningTasks should be designed, not just assignedFeedback matters more than gradesAI can reduce teacher workload while increasing personalizationStudents need ownership, choice, and opportunities to thinkThe best examples of learning often already exist inside your building🧠 Big Ideas from the Episode “If the teacher is doing most of the talking, questioning, and work… there may be a lot of teaching happening, but not a lot of learning.”“Tasks must be designed for engagement and evidence of learning.”“We don’t need to throw everything out. We need to design better.”🔗 Connect with Jason Kennedy 🌐 Website: Let’s Quit Teaching 🎧 Listen & Connect🎙️ The Tech Ed Clubhouse Podcast🌐 CoachThomasTech Website▶️ Tech Ed Clubhouse on YouTube If this episode challenged your thinking, share it with another educator who’s trying to move beyond compliance and toward real learning.

    40 min

  3. May 18

    What If There Was No Red Tape? Rebuilding Education with the Thinkering Collective - TEC96

    What happens when educators stop waiting for permission… and start building the kind of learning students actually deserve? In this episode of The Tech Ed Clubhouse Podcast, I sit down with Garrett Wilhelm and Evin Schwartz from the Thinkering Collective to talk about humanizing education, supporting innovators inside schools, and creating learning experiences that students remember for life. The conversation dives into why so many educators feel stuck, how traditional systems suppress innovation, and why project-based, community-connected learning matters more now than ever. From outdoor learning labs and bird sanctuaries to statewide innovation fellowships and AI literacy, this episode explores what happens when teachers are trusted to create again. If you've ever felt like schools are missing the point… this conversation is for you. 🎯 Key Takeaways Why the most innovative educators are often isolated inside schoolsHow the Thinkering Collective is building a nationwide network of teacher innovatorsThe real reason students remember projects—but forget worksheetsWhy “soft skills” are actually essential human skillsHow community partnerships can transform learning experiencesThe importance of giving educators agency, mentorship, and follow-throughWhy AI is accelerating the need for more human-centered learningHow project-based learning naturally integrates math, literacy, science, communication, and career readinessWhat “no red tape” education could actually look like 🧠 Big Ideas from the Episode “The project becomes the curriculum.” “Students don’t remember worksheets. They remember what they built.” “Human is the currency.” “We’re not anti-AI. We’re pro-human.” “The innovators in schools are often treated like outsiders.” 🔗 Connect with the Thinkering Collective 🌐 Thinkering Collective Website 📰 Thinkering Media Substack Learn more about their fellowships, educator networks, statewide initiatives, and community-driven innovation projects. 🎧 About The Tech Ed Clubhouse Podcast The Tech Ed Clubhouse Podcast explores STEM, project-based learning, AI, creativity, play, and practical ways to make learning more human. Hosted by veteran educator and consultant Dan Thomas, each episode focuses on ideas educators can actually use—without the hype. 📌 Share This Episode If this episode sparked an idea for your classroom, school, or district: ✅ Share it with another educator ✅ Post it on social media ✅ Start a conversation in your building ✅ Ask: What would we create if there was no red tape?

    44 min

  4. May 11

    Beyond Compliance: Building Curious, Creative Thinkers with Dr. Katie Trowbridge - TEC95

    What happens when schools become more focused on answers than thinking? In this episode of The TechEd Clubhouse Podcast, I sit down with educator, nonprofit leader, and author Katie Trowbridge to unpack one of the biggest challenges facing education today: the slow loss of curiosity, creativity, and human connection in classrooms. From AP students trapped in compliance culture to reluctant learners who thrive when given ownership, we explore what deeper thinking actually looks like in real classrooms—not just in theory. Katie shares insights from her work with Curiosity to Create and explains how curiosity, creative thinking, critical thinking, and connection work together to create meaningful learning experiences. We also dive into: Why “right answer culture” is hurting learning The danger of over-standardized teaching Productive struggle and the fear of failure Why teams matter more than groups What educators can learn from coaches, band directors, and shop teachers How relationship-building changes classroom culture Why AI-resistant assignments start with better design The importance of process over product This episode is packed with practical ideas for teachers, leaders, and anyone trying to create classrooms where students think, connect, and take risks. Key Takeaways Curiosity must be nurtured intentionally as students get older Compliance-driven classrooms often suppress creativity and risk-taking Productive struggle is essential for deeper learning Reflection is the missing piece in many classrooms Teams build stronger collaboration than temporary “groups” The best learning environments often already exist in music, athletics, and hands-on classrooms AI doesn’t expose cheating problems—it exposes weak assignment design Human connection is foundational to meaningful learning Mentioned in This Episode Curiosity to Create Katie Trowbridge Website Lead Boldly, Think Deeply Deeper Thinking in the Classroom Memorable Quotes “We have to stop managing tasks and start mentoring thought.” — Katie Trowbridge “We’ve lost the joy of struggle.” — Katie Trowbridge “Kids don’t come to school to watch us work.” “If a chatbot can complete your assignment, that’s a design problem.” Connect with the Show Follow The TechEd Clubhouse Podcast for conversations around: STEM PBL Creativity AI in education Curiosity-driven learning Practical classroom innovation

    51 min

  5. May 4

    Stop Explaining: Why Your Lesson Starts in the Wrong Place - TEC94

    🔥 Episode Summary Most lessons start the same way: Explain it → practice it → assess it. That sequence feels safe. It’s also the problem. In this episode, I break down why starting with explanation kills thinking—and what to do instead. Across ELA, math, science, and social studies, I show how a simple shift in sequence creates more engagement, better thinking, and real independence… without blowing up your unit plan. This isn’t a new strategy. It’s a different starting point. 🎯 What You’ll Get Why “content first” feels right—but limits thinking How AI exposed the difference between compliance and real learning What actually happens when you put the problem first Simple ways to try this tomorrow (no extra prep) 🧠 The Shift Don’t explain first. Start with the problem. Let students wrestle before you rescue. That discomfort? That’s where thinking starts. 🛠️ What This Looks Like (Real Classrooms) ELA: Start with a flawed argument → let students find what’s wrong Math: Put the problem up cold → delay the steps Science: Run the lab first → explain after Social Studies: Lead with a primary source → add context second Same move. Different subjects. 🔁 The Framework Build → Think → Reflect (BTR) Build: Do the task before the explanation Think: Add content after students attempt it Reflect: Ask what they’d change or do differently Miss the last step, and it never sticks. 🎯 Try It Tuesday Take one assignment and ask: “Can students complete this without making a single decision?” If yes: Put the problem first Hold the vocabulary End with one reflection question That’s the shift. 💬 Keep It Going Try it. See what happens. Even if it gets weird—that’s the point. Share how it goes: 📲 @CoachThomasTech 🎧 About the Podcast The TechEd Clubhouse Podcast — practical, no-fluff ideas you can use tomorrow to make learning more active, meaningful, and real.

    37 min

  6. Apr 27

    Independent Students on a Tuesday - TEC93

    Episode Summary What if the best example of student-centered learning in your building isn’t in a framework or a PD session—but right down the hall? In this episode, Dan builds on last week’s idea that AI didn’t break education—it exposed weak assignment design—and takes it one step further. Even when students are “thinking,” they still may not be developing independence. The difference is decision-making. From the band room to the shop, from athletics to art, this episode breaks down what’s actually working in schools right now—and how to bring those same structures into your classroom on a regular Tuesday, even with a test on Friday. Key Takeaways If a chatbot can complete your assignment, it’s not a tech problem—it’s a design problem. Thinking is not the same as independence. Students need opportunities to make decisions, adjust, and try again. Some of the most effective classrooms already exist in your building—band, art, shop, athletics. Students who struggle in core classes often thrive in environments where they can do before being told, get immediate feedback, and iterate without penalty. You don’t need a full overhaul. You need a small structural shift. The Big Idea Independence isn’t built through better instructions.It’s built through better decisions. Try This Tomorrow (The Tuesday Shift) Start with the problem. Don’t explain it right away. Give students a task and let them try, even if it’s messy. Then teach into their thinking. Use what they did to introduce the concept so the content has context. End with a decision. Ask, “What would you change if you tried this again?” Same class. Same time.Just one added element: student decision-making. What to Look for in Your Building Instead of copying activities, look at how learning works. In band, students try, adjust, and refine.In athletics, they practice reps before the game.In art, mistakes are part of the process.In theater, they run it before explaining it.In shop or CTE, the work provides immediate, honest feedback. If every student’s work looks the same, they probably didn’t make real decisions. The Student to Watch Think about the student who struggles in math, ELA, or social studies. The one who gets redirected constantly and feels disengaged. Then watch what happens when they walk into PE, art, or shop. Same student.Different structure. This Week’s Challenge Visit one teacher down the hall—art, shop, coach, or another colleague. Ask, “Where do your students make decisions?” Bring one idea back to your classroom and try it on your next Tuesday. Connect Have you tried this? Seen a shift? Reach out and share: @CoachThomasTech Final Thought We’ve been chasing tools. But the model we’re looking for has been in our schools the whole time. If this episode connects with you, share it with a colleague and try one small shift this week.

    34 min

  7. Apr 20

    AI Didn’t Break School — It Exposed It - TEC92

    🧠 Episode Summary AI isn’t the problem—it’s the spotlight. In this solo episode, I break down a hard truth: if a chatbot can complete an assignment without thinking, the issue isn’t AI—it’s design. Building off an article by Dustin Rimmey, I connects 30+ years of classroom experience to what’s happening right now and offers a simple, practical shift teachers can use immediately. This isn’t about overhauling your curriculum. It’s about upgrading one assignment at a time—starting tomorrow. 🔑 Key Takeaways If students can complete an assignment without making decisions, it’s a design problem—not an AI problem We’ve seen this before (calculators, Google, YouTube)—and we adapted every time Most traditional assignments prioritize compliance over thinking The real learning happens in the process, not the final product AI makes it impossible to ignore weak task design 🔧 Practical Move (Use Tomorrow) Try this with your next lesson: Ask one question: Can students complete this without making a single decision? If yes → that’s your redesign target Add a 5-minute “do first” moment before instruction Hold vocabulary until after students experience the concept This is the shift: Activity → Content → Vocabulary (ABC → CBV) 🧩 Framework Highlight ABC (Activity Before Content) Students experience the problem before explanation CBV (Content Before Vocabulary) Students understand the concept before naming it This sequence builds thinking into the work—making it naturally resistant to AI shortcuts. 🔄 Big Idea AI didn’t create weak assignments. It exposed them. And that’s not a crisis—it’s a reset. 🏫 Why This Matters Now The Portrait of a Graduate prioritizes thinking, not recall Schools are being pushed to redesign learning Teachers who already design for thinking are now leading the conversation 💬 Quote from the Episode “If a student can complete your assignment without making a single decision, that’s not an AI problem. That’s a design problem.” 🔗 Mentioned in This Episode Article: “We Blamed Google. Now We’re Blaming AI. We Need to Stop.” by Dustin Rimmey teacher's plAIground | AI Teaching Strategies for K–12 Educators 🚀 Call to Action Pick one assignment this week and test it Try a 5-minute “activity first” entry Talk about it with a colleague or PLC If you want help bringing this work to your school or team, reach out. 📢 Connect with Dan Podcast: The TechEd Clubhouse Social: @coachthomastech 🎯 Closing Thought We’ve adapted before. We’ll adapt again. This time—with thinking as the goal.

    35 min

  8. Apr 13

    From Compliance to Ownership with John Spencer - TEC91

    What does real learning actually look like right now? In this episode, I sit down with Dr. John Spencer—former middle school teacher, current professor, and author of Empower, Launch, and Vintage Innovation—to unpack one of the biggest shifts happening in education: ➡️ Moving from compliance to ownership ➡️ Designing learning that actually means something ➡️ Preparing students for an unpredictable future We dig into what’s changing (and what’s not), how AI is reshaping classrooms, and why small shifts—not massive overhauls—are the real path forward. 🔑 Key Takeaways Authentic learning ≠ abandoning structure It’s about matching learning to real-world context and purpose. Students haven’t changed—context has Today’s learners are navigating uncertainty, not a clear path. Range beats specialization The future belongs to students who can think, adapt, and connect ideas across domains.You don’t need a full PBL overhaul. Small moves—warm-ups, mini design challenges, quick builds—create real impact.AI doesn’t replace thinking—it raises the bar for it. The focus shifts to reasoning, process, and decision-making. 🛠️ Try This Tomorrow Swap your warm-upReplace a worksheet with a 5–10 minute open-ended challenge.Renovate, don’t replaceKeep your curriculum—but upgrade one piece (hook, task, or reflection).Make thinking visibleAsk: “Why did you do it this way?” instead of just grading the result. 🔗 Connect with John Spencer 🌐 Website: https://spencereducation.com 📱 Instagram / Facebook: Spencer Education 🎯 Final Thought Students don’t resist work—they resist meaningless work. When learning connects, effort follows. 🎙️ About the Podcast The Tech Ed Clubhouse Podcast is all about practical ideas you can use tomorrow—STEM, PBL, AI, and bringing real thinking back into classrooms.

    47 min
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About

The Tech Ed Clubhouse explores teaching through the lens of STEM, CTE, and hands-on learning—focusing on curiosity, professional judgment, and designing experiences that make learning feel real again. Less compliance. More thinking. Built for real classrooms.

Information

  • Creator
    Dan Thomas
  • Years Active
    2023 - 2026
  • Episodes
    98
  • Rating
    Clean
  • Copyright
    © Dan Thomas
  • Show Website
    The TechEd Clubhouse