George Lucas Educational Foundation
Andrew Miller profile

Andrew Miller

Instructional Coach at Shanghai American School

Andrew has been as a classroom teacher, instructional coach and online teacher. He has taught in many settings, from a comprehensive high school, to a 6th-12th grade Project Based Learning and STEM school. He has taught a variety of subjects from English and Social Studies to Technology and Game design through implementing small-scale to extensive integrated projects. Currently, Andrew is an Instructional Coach at the Shanghai America School in China with has a heavy focus on Understanding By Design®, Assessment and Project Based Learning. He also serves on the faculty for ASCD (formerly the Association for Supervision and Curriculum Development). He has supported educators in the United States, Canada, Mexico, Kuwait, India, China, Australia, and the Dominican Republic. Andrew is also the author of “Freedom to Fail” published with ASCD, and has contributed articles to ILA, ASCD, and Edutopia.

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Website: http://www.andrewkmiller.com
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Posts

  • Formative Assessment

    6 Tips for Managing the Feedback Workload

    Providing feedback is proven to increase student learning, and there are ways to make the work involved more manageable.
  • Teaching Strategies

    Treating Reflection as a Habit, Not an Event

    Regular reflection helps students learn, and some simple strategies can make it a regular and meaningful routine.
  • Education Trends

    3 Myths of Personalized Learning

    In order to implement and improve personalized learning, we first need to reach agreement about what it is—and what it isn’t.
  • Inquiry-Based Learning

    Inquiry-Based Tasks in Social Studies

    Assignments that are bigger than a lesson and smaller than a unit are a good way to experiment with inquiry-based learning.
  • Brain-Based Learning

    The Tyranny of Being On Task

    Students need periodic breaks to ease brain strain, and the perceived demand that they should always be on task is unrealistic.
  • Assessment

    Do No Harm: Flexible and Smart Grading Practices

    Have students take responsibility for their grades and behavior by strategically offering opportunities to redo assignments, retake tests, and reflect on their performance.
  • Project-Based Learning

    Getting Started With Project-Based Learning (Hint: Don’t Go Crazy)

    A handful of tips to help teachers ease into PBL without getting overwhelmed.
  • Project-Based Learning

    6 Strategies for Differentiated Instruction in Project-Based Learning

    Reflecting on learning and student voice and choice are core elements of project-based learning, and they’re also key to differentiation.
  • Assessment

    3 Tips for Using Conversations for Assessment

    Assessing students doesn’t have to mean giving a test—an interview or informal chat is often a better option.
  • Project-Based Learning

    Collaborating on Project-Based Learning

    A school-based professional learning community (PLC) is well structured to enhance all aspects of project-based learning.
  • PBL Assessment

    Resources for Assessment in Project-Based Learning

    Looking for tools and strategies for effective assessment in project-based learning? To support you, we've assembled this guide to helpful resources from Edutopia and beyond.
  • Game-Based Learning

    Ideas for Using Minecraft in the Classroom

    Minecraft is no longer a new tool in the field of game-based learning. Because Minecraft has such open possibilities and potential, teachers have been experimenting with different ways to use it in the classroom for a while now to teach math concepts like ratios and proportions, while others use it to support student creativity and collaboration.
  • Assessment

    When Grading Harms Student Learning

    Instead of issuing zeros, penalizing late work, and grading formative assessments, teachers should make the classroom a place of hope instead of fear.
  • Teaching Strategies

    Avoiding "Learned Helplessness"

    Take responsibility for empowering students, and avoid the schooling habits that train them to seek a single right answer instead of exploring the learning process.
  • Teacher Wellness

    It’s OK to Say No

    Sometimes teachers take on so much work that they lose their sense of purpose. Here are a few steps you can take to avoid that.