PBL Simplified for Administrators by Magnify Learning

Magnify Learning
  • 4.7 (28)
  • COURSES
  • UPDATED WEEKLY

WHAT: PBL Podcast for School Administrators FREE RESOURCE: WhatisPBL.com for free PBL Resources for Administrators PBL Simplified for Administrators Helping School Leaders Launch Their PBL Vision Project Based Learning (PBL) isn’t just for classrooms—it’s a transformative school-wide approach that starts with leadership. Hosted by Ryan Steuer, founder of Magnify Learning, this podcast is designed exclusively for school administrators, principals, and district leaders who are ready to implement and sustain PBL in their schools. Each episode breaks down real-world leadership strategies to help you build a thriving PBL culture, from crafting a clear vision to supporting teachers and engaging your community. Tune in for solo episodes with Ryan packed with actionable insights, as well as guest interviews with top educational leaders who share their challenges, wins, and best practices in making PBL a success. If you're ready to shift from traditional instruction to authentic, learner-driven education, this is the podcast for you. 🎧 Subscribe now and start leading the PBL movement in your school!

  1. 2D AGO

    Prevent Random Acts of STEM With Project Based Learning | E243

    In this episode, Ryan Steuer unpacks the concept of “random acts of STEM” and explains how Project Based Learning (PBL) provides the structure, authenticity, and engagement needed to make STEM meaningful. Instead of relying on flashy experiments to capture attention, Ryan shows how PBL connects science, math, and inquiry to real-world problems, community partners, and long-term engagement. What You’ll Learn in This Episode: The difference between “cool experiments” and purposeful STEM learning How PBL prevents random acts of STEM by connecting content to real-world outcomes Why engagement alone isn’t enough—students need critical thinking, inquiry, and authentic application A classroom example: an eighth-grade genetics unit where students educate parents about genetic diseases The role of community partners in helping students see career pathways in STEM Why structure matters: the six-step PBL framework that builds culture and consistency How PBL turns STEM into sustained inquiry instead of a “one-off circus trick” Key Takeaways: Flashy labs like oobleck and elephant toothpaste can be engaging but often lack deeper learning connections. PBL flips the script by giving students authentic problems that require inquiry and critical thinking. Real-world audiences (parents, doctors, community partners) drive authentic motivation. PBL gives teachers a sustainable model so they don’t have to “one-up” themselves with bigger, crazier experiments. Bringing in engineers, scientists, and professionals helps learners see themselves in STEM careers. Resources & Links Mentioned: pbwebinar.com – Free webinars with slides and visuals whatispbl.com – Free PBL vs. project graphic and resources PBL Simplified (book by Ryan Steuer) – Available wherever books are sold

    15 min

  2. SEP 30

    3 Solutions PBL Brings to CTE | E242

    Today's podcast discusses three solutions that Project-Based Learning (PBL) brings to Career and Technical Education (CTE) programs. Key Resources & Connections PBL Networks: Administrators and staff members fired up about PBL should check out pblnetworks.com. This platform investigates issues and expands great ideas around PBL and CTE, PBL and maker spaces, and PBL and STEM, bringing together minds across the country to create solutions for the PBL world. Magnify Learning Approach: Magnify Learning uses a two-pronged approach to train leaders and teachers simultaneously. Their goal is to achieve a fully sustainable PBL model, culture, and trained professionals within three years. Customization is a core value, involving listening to CTE teachers and customizing resources to their work. The Challenge of Projects vs. Project-Based Learning While CTE programs are already rich with real-world application, engagement, and projects (students are welding, wiring, and cooking), simply doing projects does not guarantee learners are experiencing the full benefits of PBL. PBL offers three specific solutions to upgrade any CTE program. The Three Problems and PBL Solutions 1. Problem: Learners Aren't Always Engaged Even with authentic, hands-on work (like laying pipe or designing logos), engagement isn't always automatic because learners often don't know the "why" or the spark of purpose behind the task. PBL Solution: Start with a real problem and give the authentic work a new why and new purpose. Entry Event: A strong entry event is a staple of any PBL unit, creating the emotional hook and launching the unit by focusing on solving a real problem for real people. Example: Instead of just doing brake jobs in auto tech, learners begin the unit by meeting with a local nonprofit serving single mothers, giving the work a purpose beyond the technical standards. This aligns with Daniel Pink's "big three" elements of motivation: purpose, autonomy, and mastery. 2. Problem: CTE Teachers Can Lack a Clear Structure Many CTE professionals (e.g., master electricians, nurses, chefs, engineers) come straight from the industry and are not traditional educators. They may lack training in creating rubrics, connecting lessons to standards, or backwards planning. Without structure, projects can go "off the rails," potentially running far longer than planned (e.g., three weeks turning into nine weeks). PBL Solution: Use the six-step process to simplify planning and maximize learning. The six steps provide a simple, repeatable way to design rigorous, authentic projects and remove the guesswork. The Six Steps: Define the problem. Set the solution criteria. Research possible solutions. Choose a solution. Implement it and inspect it. Reflect on the process. PBL offers scaffolding, and resources (like planning templates and rubrics) can be tailored specifically to fit CTE departments (e.g., welding or HVAC). 3. Problem: The Amazing Work Isn't Being Shared from Your CTE Programs Incredible things are happening in CTE (e.g., rewiring homes, interning at hospitals), but they often happen "behind closed doors," and the community never sees them. This leads the community to misunderstand the current state of CTE (thinking it is "shop class from 50 years ago"). PBL Solution: Make the learning public. Public Presentations of Learning to an authentic audience is a core component of PBL. Authentic Audiences may include a panel of industry professionals, the local school board, or a neighborhood news outlet. Benefits: When work is made public, learners take pride in it, community partners see the advanced work happening, and the district sees the CTE program as a "crown jewel". Example: Culinary students cater a luncheon for a local senior center, researching dietary needs and letting the local newspaper know, resulting in a "splash" of good news. Conclusion PBL is a smooth transition for CTE because the programs already have authentic projects and CTE professionals understand the work. When done right, PBL aligns with what CTE is already good at and helps build citizens, problem solvers, and leaders in addition to the workforce of tomorrow.

    19 min

  3. SEP 23

    Fostering Independent Thinkers in Higher Education With Marsha Enright | E241

    In this conversation, Marsha Enright discusses her journey from Montessori education to founding Reliance College, emphasizing the importance of independent learning and the development of autonomous, self-directed individuals. She shares insights on how Montessori principles can be adapted for higher education, the significance of real-world applications, and the need for effective teacher training. The discussion also highlights the unique approach of Reliance College in preparing students for meaningful careers through experiential learning and research projects. Takeaways Montessori education fosters a love for learning in children. The Montessori method emphasizes developmentally appropriate materials. Creating an environment that maximizes learning is crucial. Self-discipline and autonomy are key outcomes of education. Teachers must be observant and responsive to student interactions. Real-world applications enhance the learning experience. Students should experience the college environment before enrolling. The college's unique approach focuses on practical experience and mentorship. Effective communication of the college's mission is essential for attracting students. Reading 'The Secret of Childhood' provides insight into Montessori principles. Resources and links: reliancecollege.org hello@reliancecollege.org FB: https://www.facebook.com/reliancecollege.org X: https://x.com/RelianceCollOrg, @MarshaEnright LinkedIn: https://www.linkedin.com/company/reliancecollege/?viewAsMember=true https://www.linkedin.com/in/marsha-familaro-enright-8a973b/ Article: Enright, "Teaching for Freedom" The Secret of Childhood by Maria Montessori

    29 min

  4. SEP 15

    5-year Plan for Successfully Implementing Project Based Learning | E240

    In this episode, Ryan Steuer of Magnify Learning details a five-year implementation plan for launching a Project-Based Learning (PBL) movement in a large district, specifically focusing on 13 middle schools. While the example is niche, the process is designed to be customizable and scalable for districts of any size. The episode emphasizes the importance of systematic, structural change, starting with district leadership, and leveraging the "innovation curve" to ensure widespread adoption and sustainability. Key Takeaways & Implementation Steps: Magnify Learning & PBL Networks Magnify Learning has over a decade of experience in PBL, stemming from a grassroots collaboration among educators. We are launching free PBL Networks in October to provide a safe space for educators to process ideas, collaborate, and share best practices across different PBL niches (e.g., PBL and CTE, PBL and STEM, PBL and Maker Spaces, PBL and SEL, PBL and UDL). Find more at pblnetworks.com. Collaboration is key: You should never do PBL alone. Foundation: District Leadership & Goals The implementation must start with district leadership, not a top-down mandate. Involve both secondary and elementary leaders from the outset to align mindsets and processes. Clearly define the goals of PBL for the district and individual middle schools, aligning them with the district's mission, vision, and "profile of a graduate". District leaders must model student-centered practices; principal meetings should be collaborative, not "sit and get". If district leadership isn't ready to collaborate, the initiative needs to pause and address that foundational work. Building the District PBL Team & Plan Establish a district PBL design team of 6-10 central office members. Dedicate two-day design sessions to develop the comprehensive 5-year implementation plan. Go "beyond the why" to articulate the district's collective purpose for this work. Leveraging the Innovation Curve Identify innovators: Map all 13 middle schools onto an innovation curve to identify which are "innovators," "early majority," and "late majority". This is crucial for guiding the timeline. Focus on "crossing the chasm": The biggest challenge is bridging the gap between early adopters/innovators and the early majority. This is why a 5-year plan is essential. Define roles for innovators: The initial 1-2 innovator schools will implement PBL first, transparently, and are tasked with creating resources (like group contracts, planning forms) for subsequent cohorts. This empowers them and provides tangible tools for others. Customized Implementation: While the process is systematic, each school's implementation will be customized based on their readiness (e.g., starting with a specific grade level, subject, or wall-to-wall). The "best way" is what the school's leadership and teachers are most ready for. Planned Supports & Training (Before Launch) Leadership Training: Innovator school leaders will receive training similar to the central office team, focusing on creating school-level leadership teams, structures, and processes for PBL sustainability. Teacher Training: Multi-day training, including coaching, to build a PBL mindset and culture, not just mechanics. This includes: Leadership: Design Days, Deeper Practice, Sustainability Days (over 3 years). Teachers: PBL Jump Start (theoretical unit creation), PBL Advanced (reflection, curriculum mapping), and PBL Certification (by end of Year 3 for sustainability). Pre-planning is paramount: All training, coaching, and support pathways must be planned out before the official launch to avoid "shooting from the hip" and to assure the early/late majority there's a clear plan. The 5-Year Implementation Timeline (Example for 13 Middle Schools): Year 1: District: Share vision and 5-year timeline with building leaders, have 1-on-1 conversations with innovators. Explain the "why" behind the phased approach. Cohort 1 (Innovators - e.g., 2 schools): Establish school leadership teams, build 3-year building-level plans, launch initial PBL units, and make work public through "exposes" (showcases) to invite other schools. Staff attends a PBL "jump start" over the summer. Year 2: District: Form a PBL advisory team, identify "bright spots," train principals on key leadership needs, and begin reviewing administrator evaluations and aspiring leadership pathways to align with PBL. Cohort 1: Leadership teams conduct "roses, buds, thorns" reflections, addressing teacher needs (e.g., schedule, PD, evaluations). Teachers continue public showcases and create district-wide tools (rubrics, contracts). Teachers attend "PBL Advanced" over the summer. Cohort 2 (Early Majority - e.g., 8 schools): Begin with leadership team design days and teacher "jump start" training, then implement and showcase work. Year 3: District: Invest in the PBL advisory team, train principals on evolving needs, continually share the vision, and introduce refined administrative evaluations and aspiring leadership pathways. Cohort 1: Leadership teams focus on "sustainability days" to ensure processes outlive individuals. Teachers collect data, share artifacts, publicize work through news and district channels, and achieve PBL Certification over the summer to train new hires. Cohort 2: In their second year of implementation. Cohort 3 (Late Majority - e.g., 3 schools): Begin with leadership team design days and teacher "jump start" training, having observed 10 other schools and gained insights. Year 4: District: Plan for sustaining the work beyond year five, including establishing PBL district coaches (ideally two for mentorship and continuity). Cohort 1: Lead and collaborate with other schools. Cohort 2: In their final year, getting PBL certified. Cohort 3: In their second year (PBL Advanced). Year 5 (Final Year of Initial Rollout): District: Administrative evaluations and aspiring leadership pathways are fully established. New "normals" are in place. All Middle Schools: Every middle school has a leadership team and PBL certified teachers, ensuring sustainable structures and processes. Schedules, evaluations, and PLCs are synergistic with PBL. Leaders: Continuously invest in their people and lead, rather than just manage. Community Partners: Integrated as a normal part of school, helping shape the school's positive narrative. Outcome: Middle schools become models of innovation, inspiring PBL adoption in elementary and high schools. Overarching Philosophy of Change "Go slow to go fast": Rushing implementation leads to foundational problems. Innovation starts at the top and must be modeled. Leaders must "cross the chasm" by meeting the early majority on their terms, providing clear plans and supports. This is a long game to fundamentally change mindsets, structures, and redefine educational norms, ultimately growing people and systems to achieve desired outcomes for learners. It is challenging but doable and totally worth it. Resources and links: pblnetworks.com

    40 min

  5. SEP 9

    Empowering Future Leaders: The Weight Behind the Spear With Dr. Josh McConkey | E239

    In this conversation, Dr. Josh McConkey discusses the importance of leadership in education, emphasizing the need for accountability, resilience, and mentoring in preparing youth for the future. He shares insights from his experiences in the military and healthcare, highlighting the significance of empowering teachers and students alike. The discussion also covers the challenges of change management in educational settings and the vital role of ordinary actions in mentoring and teaching. Takeaways Empowering youth is essential for future leadership. Resiliency is crucial for overcoming modern challenges. Accountability must be upheld at all levels of leadership. Mentoring can significantly impact youth development. Every action taken by educators influences their students. Change management is necessary for evolving educational practices. Ordinary moments can have profound effects on students. Ownership in learning fosters student engagement. Complacency in leadership can hinder progress. Continuous improvement is vital in education. Resources and links: whatispbl.com Connect with Dr. McConkey: Website: www.weightbehindthespear.com Instagram: https://www.instagram.com/joshmcconkeymd/ Facebook: https://www.facebook.com/joshua.mcconkey LinkedIn: https://www.linkedin.com/in/josh-mcconkey-md/ X (Twitter): https://x.com/mcconkey007 YouTube: https://www.youtube.com/@drjoshmcconkey IMDB: https://www.imdb.me/joshmcconkey

    28 min

  6. SEP 2

    Optimism Is Radical: Leading Change with Jill Reilly | E238

    In this episode, Ryan Steuer sits down with Jill Reilly, author of the book, "10 Permissions." Jill shares her journey and insights on navigating profound change, both personally and within organizations, offering a fresh perspective for school leaders looking to innovate. This conversation is particularly relevant for school and district administrators, coaches, and anyone trying to bring about change in long-standing systems. Key Takeaways from Jill Reilly:  The Power of Self-Permission: Jill's work, including her book "10 Permissions," is born out of experiences witnessing the challenges of big change and the need for individuals to grant themselves permission to act differently. This concept is crucial for school leaders feeling stuck between outdated expectations and 21st-century needs.  The Cost of Not Questioning Inherited Stories: Following prescribed paths, like the "get good grades, go to a good school, get a good job" narrative, can lead to irrelevance. This old logic often fails to equip young people with the self-awareness, self-efficacy, and agency necessary for a fluid world.  Redefining "Good Schools": Traditional metrics like test scores and extracurriculars, while valuable, no longer hold the same currency they once did. Jill emphasizes the need for schools to focus on developing agency, authority, and adaptability in learners, which she sees as critical capabilities for the future.  Permission to Go Astray: Leaders and teams need to feel safe trying new things that may not be "proven" locally. Change doesn't have to be radical; it can start with small, granular experiments that tap into individual agency. Jill encourages leaders to "work out loud" and model adaptive behaviors for their staff and students.  "Forget About the Future" (and Embrace Agility): Instead of rigid five-year plans based on controlling variables, Jill advocates for big intentions with "small attention." This means being present, pattern-spotting opportunities, and adapting to a rapidly changing world, especially with impacts like AI on the horizon. It's about shorter time frames and inductive approaches, allowing for flexibility and continuous learning.  "Traveling Light": Many in institutions carry a "heaviness" of responsibility and perceived expectations. Jill invites leaders to let go of what no longer serves them, including self-judgment and the need to constantly take on more. This creates space for agility and possibility, transforming change from "extra responsibility" to an invitation for conversation about what can be put down.  Building a "Fitness for Change": Instead of framing change as "problems to be solved," Jill suggests focusing on developing core capabilities and a "fitness for change." This involves taking small, iterative steps, earning experience in managing discomfort and fear, and building the "muscle" for making change.  Optimism is Radical: Believing in a better future is revolutionary, especially in times prone to pessimism. Optimism is the "lifeblood of all the best thinking and all the best action". Connect with Jill: LinkedIn:  https://www.linkedin.com/in/jillianreilly/ Website:  https://tenpermissions.com/ TedTalk link: https://www.youtube.com/watch?v=5V8ucQrP0j8 Instagram: https://www.instagram.com/thetenpermissions/?hl=en Pre-order the book: http://bit.ly/44GUoms

    58 min

  7. AUG 26

    A District Wide Project Based Learning Movement With Ashley Curtin | E237

    Today on the PBL Simplified for Administrators podcast we have Ashley Curtin. Ashley is a district coach in Calvert County Maryland working with PBL teachers. The PBL initiative started in social studies to increase engagement and has spread across the district. Ashley is now under Career Technical Education (CTE) funding and is building relationships with CTE instructors. She connects teachers and suggests collaborations. A key to her approach is meeting people where they are at with their mindset and comfort level with PBL. PBL Unit Examples Eighth Grade Science & Culinary Arts: An eighth-grade science teacher developed a project about invasive species, initially thinking about a cookbook. The project shifted to educating the public about invasive fish in the Chesapeake Bay and Puxon River. Students created posters, social media posts, and websites with QR codes to educate the community. Culinary program seniors developed recipes for invasive fish, which were judged in a "Chopped" style competition. The eighth graders then featured these recipes on their websites and in their outreach materials. The project culminated in presentations to community partners, including the Department of Agriculture and local restaurant owners. Third Grade Storybook Project: A third-grade team created storybooks about different regions of the United States. The project integrated science, social studies, and ELA standards. Students recorded themselves reading the books, which were accessed via QR codes in the front covers. They sold the books to families, and the project culminated in an author signing event with over 150 attendees. Roses, Buds, and Thorns Rose (What’s going well): The shift to CTE funding is a big win. CTE programs already have authenticity, so the focus is on infusing pedagogical practices and PBL structures. Bud (Promising practices): PBL is now a strategic goal for the district. There is work with math instructors, and an effort to reimagine education with PBL. The adaptability of the PBL framework is allowing it to take shape in different ways. Thorn (Challenges): Ashley's capacity to support the growing PBL movement is limited. There is a need to convince more decision-makers to invest in PBL and create core leadership positions. Some teachers who signed up for training are reluctant to fully embrace the PBL mindset and implementation. Ashley wants to encourage these teachers without making them feel like they are being dragged along. Addressing the Challenges (Thorns) Capacity: The need for more resources and core leaders in buildings and across grade levels/content areas is a significant challenge. Hesitant Teachers: Invite teachers to observe successful PBL classrooms. Invite teachers to participate in tuning protocols. Provide opportunities for collaborative support and reflection. Share a PBL newsletter to highlight best practices and provide resources. Highlight teachers and their work in a positive way in order to give them affirmation. Getting Administrative Buy-In Track data like student engagement, attendance, and discipline to show the impact of PBL. Share positive stories from PBL classrooms with principals to improve community perception of the school. Promote the idea of training coaches to implement PBL in individual schools. Highlight that educators can learn from their own colleagues and don't necessarily need to travel to conferences. Optimism about Education PBL is re-engaging teachers and showing them the power of their work. It shifts teachers' views of students, moving away from negative assumptions. PBL has the power to transform education and engage students long after the project is over. Conclusion Ashley is bringing hope and joy to the teaching profession through PBL. The podcast encourages teachers to rate and review the show. PBL is helping teachers teach the way they have always wanted to teach. Resources and links: Ask a question or share a win: PBLShare.com Join the PBL Online Community: https://magnifylearningin.com/join-the-online-community/

    41 min

  8. AUG 19

    How to Increase Student Engagement School-Wide | E236

    Key Moves to Increase Student Engagement:  Appreciate Teachers' "Why" and Connect to Your Vision:     ◦ Leaders should share their vision often and loudly, connecting it with teachers' personal "why". Your teachers look to you for vision.  Celebrate Small Wins Loudly and Often:     ◦ Publicly acknowledge positive things you see happening in classrooms.     ◦ Leave positive Post-it notes for teachers; these can serve as powerful reminders that they are on the right track and encourage more of those actions.     ◦ Share wins in faculty meetings (at the beginning and throughout) and in weekly newsletters.     ◦ Celebrating wins tells everyone what is "awesome," aligns with the vision, and helps kids be engaged, implicitly encouraging others to follow suit. "What you focus on grows".  Protect Planning and Collaborative Time:     ◦ Faculty meetings should not be boring updates that could be emails. Teachers often cite meetings as the one thing they would change in education.     ◦ Use this rare collaborative time to model engagement strategies you want to see in the classroom, such as Project-Based Learning (PBL) moves, collaboration, voice, and choice.     ◦ When you model "sit and get" in meetings, you are communicating that this is how teaching and learning are done. Instead, model empowered and engaged learning.  What NOT to Do: Don't Just Launch PBL Ineffectively:     ◦ Avoid sending only one person to a PBL training and expecting them to train the entire staff or for others to instantly become innovators. This often leads to frustration and the abandonment of PBL.     ◦ Effective PBL implementation requires a comprehensive approach, as seen in the Babcock Ranch model school in Florida, where everyone is PBL certified, they use structured processes (like the "PBL Simplified" book), and have PBL-certified coaches.     ◦ PBL is a significant shift, especially for teachers accustomed to traditional teaching. Success comes when PBL becomes ingrained in the school's culture and daily operations. Practical Steps for Implementation:  Start small but be consistent.  Audit current engagement by observing classrooms and identifying teachers who are already doing great things.  Find and "fuel" these teachers by lifting up their PBL-like actions (e.g., great entry events, community partners, voice and choice).  Build time into your schedule for discussing PBL and fostering staff collaboration.  Create engagement for your teachers so they can experience it firsthand and then model it for their students. Once student engagement is achieved, "shout that from the rooftops". Leadership Advice and Resources:  Don't lead alone. Leading is challenging, so build a team. Consider starting a leadership team if you don't have one to help build a common vision. For a full year or three-year plan for PBL implementation, including information on teacher retention and grant funding, visit pblwebinar.com. • If this episode was helpful, please rate and review the show to help other leaders find it.

    22 min
See All (242)

4.7
out of 5
28 Ratings

About

WHAT: PBL Podcast for School Administrators FREE RESOURCE: WhatisPBL.com for free PBL Resources for Administrators PBL Simplified for Administrators Helping School Leaders Launch Their PBL Vision Project Based Learning (PBL) isn’t just for classrooms—it’s a transformative school-wide approach that starts with leadership. Hosted by Ryan Steuer, founder of Magnify Learning, this podcast is designed exclusively for school administrators, principals, and district leaders who are ready to implement and sustain PBL in their schools. Each episode breaks down real-world leadership strategies to help you build a thriving PBL culture, from crafting a clear vision to supporting teachers and engaging your community. Tune in for solo episodes with Ryan packed with actionable insights, as well as guest interviews with top educational leaders who share their challenges, wins, and best practices in making PBL a success. If you're ready to shift from traditional instruction to authentic, learner-driven education, this is the podcast for you. 🎧 Subscribe now and start leading the PBL movement in your school!

Information

You Might Also Like