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This issue features a guide to codesigning with students written BY students, the story of a large school district in Kentucky that made student storytelling about their learning into an official part of the school calendar, a story about high school students helping other teenagers who are struggling with mental health, two stories about “C3 Mobility,” a project that paired high school seniors with college students so that the college students could help the high schoolers navigate the application process, a story about the tricky balance between “divergence” (letting people do what they want) and “convergence” (making sure everyone’s doing the same thing so you can compare it) in school improvement, and a piece by Amanda Meyer with specific, usable guidance for subverting the influence of white-dominant culture in school improvement.

The Issue 23 letter from the editor

This issue is packed with student (and teacher) empowerment, from a fourth grade math class in India, to special education in California, to pirates on the high seas!

In this issue we start off with practical advice for the teachers to facilitate learning gatherings: middle school teacher Sean Gilley explains how he "collaborates" with ChatGPT to plan his projects. Mike Cho explains his...

In 2009 I began an internship at the Innovation Unit in London. It being an internship, I was doing a little of everything, but my main project was Learning Futures, whose goal was to make school more engaging for students. 

This issue opens with a piece that David Price wrote in 2023 about school improvement and continues with stories about schools and non-profits taking relationships seriously, professional development where teachers can actually try out their ideas, school lunches, music festival projects of course, fiction-writing during lockdown in India, the cardboard arcade in Minnesota, and the virtual-reality geology.

Poet and activist LeDerick Horne on getting a segregated education... in the 1990s

Our school has an Advisory class twice a week.

Alec Patton talks to PBLWorks Lead National Faculty in Math Bryon Demerson about why led him to shift from being a highly successful "traditional" math teacher to embracing project-based learning.

Allyson Fritz shares what she has learned about conducting empathy interviews from her work on reducing chronic absenteeism in Washington State. The first rule: an empathy interview is about LEARNING, not changing other people's behavior.