George Lucas Educational Foundation
Andrew Miller profile

Andrew Miller

Director of Personalized Learning, Singapore American School

Andrew Miller is currently the director of personalized learning at Singapore American School, supporting implementation of competency-based learning, customized pathways, and flexible learning environments. He also serves as a consultant for ASCD and PBLWorks. Previously, he was an instructional coach at the Shanghai American School in China, as well as a secondary teacher in the areas of English, social studies, and technology in the United States.

In his consulting work, Andrew has supported educators in the United States, Canada, Mexico, Australia, Thailand, Vietnam, Singapore, the Philippines, China, Japan, Indonesia, India, Kuwait, the United Arab Emirates, and the Dominican Republic. Andrew has authored articles for many organizations, including Edutopia, ASCD, Learning Forward, the National Council for Social Studies, and the International Literacy Association. He is also the author of Freedom to Fail, which was published by ASCD.

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  • 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.
  • 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.
  • 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.
  • Teaching Strategies

    Avoiding Learned Helplessness

    Some steps teachers can take to empower students to be self-directed learners.
  • 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.