Schooling+for+the+21st+Century-Unleashing+Student+Passion2

= Passion-Based Learning: =

//"Learner-centered, lifelong learning has been the cry of knowledge society visionaries for the last decade. Yet learning continues to be delivered with teacher-centric tools in a twelve week format. Society is changing. Learners needs are changing. The course, as a model for learning, is being challenged by communities and networks, which are better able to attend to the varied characteristics of the learning process by using multiple approaches, orchestrated within a learning ecology.// " George Siemens

//"When we design curriculum that is build around inquiry-driven, project-based learning, where students and teachers work together to create new meaning and deep understandings, then we can use 21st Century tools to allow students to create meaningful, creative and authentic work, using the best available research, while collaborating with and presenting to people from all over the world."// Chris Lehmann

=Definitions Related to Passion-based Learning=


 * [|Passion (emotion)]**, feeling very strongly about a subject or person, usually referring to feelings of intense desire and attraction.
 * [|Inquiry-based learning]** describes a range of philosophical, curricular and pedagogical approaches to teaching. Its core premises include the requirement that learning should be based around student questions. Teachers are viewed as facilitators of learning rather than vessels of knowledge. The teachers job in an inquiry learning environment is therefore not to provide knowledge, but instead to help students along the process of discovering knowledge themselves.
 * [|Project based learning]**, or PBL, is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and relevant to their lives. This strategy is well served since the onset of the read/write Web. Teachers have ready made content easily available via the Web and the tools to allow for creative student directed creation of content related to the problems and questions contained in the project being studied.
 * [|Techno-constructivist] are** teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it.
 * [|Autodidacticism]** (also **autodidactism**) is self-education or [|self-directed learning.] An **autodidact**, also known as an **automath**, is a mostly self-taught person, as opposed to learning in a school setting.
 * School 2.0** goes beyond the practical discussion of applying the read/write and collaborative Web technologies in the classroom. It is, instead, a larger discussions of how education, learning, and our physical school spaces can (or should) change because of the changing nature of our social and economic lives brought on by these technologies.

=Schooling for the 21st Century: Unleashing Student Passion=



Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
media type="youtube" key="EMVbtMrcuPQ&hl=en" height="355" width="425" http://ffh.dare.k12.nc.us/teacher/lisaduke/bridge-project.shtml

To hear directly from her students on how this project impacted them and their learning go to Voicethread.com and search for Bonner Bridge.

[|Working Together to Make a Difference]**
 * Laura Stockman**
 * [|25 Days to Make a Difference]

http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
 * Confronting the Challenges of Participatory Culture:Media Education for the 21st Century**

= =



=="For any given organization, the important questions are 'When will the change happen?" and "What will change?" The only two answers we can rule out are never, and nothing." --[|Clay Shirky]==

Change Brings Opportunity
A world where it is easy to form groups around the things that we are passionate about is a world where //we can learn from and with the smartest people we can find from around the world whenever we need to or are ready to.//

That goes for even our youngest children, who can not only [|change the world] but [|change their own learning worlds] in the process. (Laura Stockman) And it goes for professional learning communities where participatory technologies allow us to [|connect quickly and easily] to receive [|"just in time answers"] and support. The kind of support that changes us for the better.

This is a world of networks. And a world of communities.

Our premise is that for our students to be adequately prepared for their futures, they must not only know how to [|create, navigate and grow their own personal learning networks in safe, effective and ethical ways], but they must also be able to [|exist in, support and grow situated learning communities] where they pursue their passionate, scholarly interests with a group of learners to whom they are committed.

In other words, understanding both networks and communities are crucial to learning in this connected world.

Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other.

[|Communities] are different from networks in that they typically are situated learning communities are where people come together in groupings, build relationships, establish norms, manage knowledge and carry out activities in everyday life, in the workplace, and in education. Relationships are based on the idea of mutual engagement around a common interest or problem. The community is [|co-created by its members and grows and changes over time]. Members develop a shared repertoire of resources and make a commitment to each other to improve. Sharing and co-creation of content is at the heart of a community building. Through the sharing of content and ideas and by working through a "None of us is as good as all of us" perspective a [|thriving community] results that informs classroom practice and results in transformational change through a systemic lens.

How Do We Get There?
According to Shirky, there are four stages to mastering the connected world: **sharing, cooperating, collaborating, collective action**. What we want to talk about is how those for are important in the context of networks and communities.


 * Sharing** is the key to connecting online, and it's a fundamental skill of network literacy. And the tools make sharing easy. But we need to understand sharing, however, in the context of what happens after we share. We share because we want to connect with others around our passions, not simply communicate. Our students future is that they become "clickable," findable by others.

When we think of students sharing, [|we think of Myspace], and of the problems that ensue. These are the early stages of networks. Sharing leads to [|connecting] which is the starting place for community building. Sharing is important within the context of communities as well. It leads to deeper understanding and movement along a [|developmental continuum]of expertise.
 * Cooperation** can take many forms, but it starts with working together toward a common goal. Cooperation can create classrooms that are [|global and not dependent on time or place.]. Teachers come in [|all shapes and sizes]. (Andrew from Perth, Scotland.)


 * Cooperation** in communities allows many schools across an entire state to work together to [|create artifacts] and [|thin walled classrooms.]


 * Collaboration** requires the best effort of those involved to build something together.


 * Collaboration** within a community can result in [|outcomes that impact policy], influence working conditions, or result in a project that displays the [|"wisdom of the crowd"] at its best.


 * Collective action** in a community often results in [|positive global change.]

//Who is the 21st Century Educator?//
=ISTE NETS=

**1. Facilitate and Inspire Student Learning and Creativity**

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
 * a. || promote, support, and model creative and innovative thinking and inventiveness. ||
 * b. || engage students in exploring real-world issues and solving authentic problems using digital tools and resources. ||
 * c. || promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. ||
 * d. || model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. ||


 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||
 * b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. ||
 * c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. ||
 * d. || provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. ||


 * 3. Model Digital-Age Work and Learning**

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
 * a. || demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. ||
 * b. || collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. ||
 * c. || communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. ||
 * d. || model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. ||


 * 4. Promote and Model Digital Citizenship and Responsibility**

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
 * a. || advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. ||
 * b. || address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. ||
 * c. || promote and model digital etiquette and responsible social interactions related to the use of technology and information. ||
 * d. || develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. ||

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
 * 5. Engage in Professional Growth and Leadership**
 * a. || participate in local and global learning communities to explore creative applications of technology to improve student learning. ||
 * b. || exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others. ||
 * c. || evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. ||
 * d. || contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. ||


 * Additonal resources:**
 * **[|NETS for Teachers 2008]** (39 KB pdf)
 * **[|Essential Conditions 2008]** (16 KB pdf)

=Self Assessment Rubric to use with your faculty=

Video- Learning to Change: Changing to Learn
http://21stcenturylearning.wikispaces.com/space/showimage/learning2chg.mov

**Tony Wagner’s Seven Survival Skills as defined in his most recent book, //The Global Achievement Gap.//**
If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most? Give examples and evidence of how you currently incorporate each of these skills into your current classroom practice.

Marzano's http://www.middleweb.com/MWLresources/marzchat1.html
= = http://www.netc.org/focus/ http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/NCmarzanoThink.html
 * Other lists of Essential Instructional Activities**

Marzano's Using Technology with Classroom Instruction that Works
http://gets.gc.k12.va.us/VSTE/2008/
 * Integrating Technology with Marzano**

=**TPCK Model**=
 * This is about getting technology into the classroom. We know from diffusions of innovation literature that this is probably the toughest part. Luckily, there's a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge**

 Last year SIGTE held a webinar featuring Punya Mishra and Matthew Koehler discussing their work with TPACK (Technological, Pedagogical Content Knowledge). Technology Integration in Teaching: The TPACK Framework (webinar archive) [|https://admin.acrobat.com/_ a729309453/p92764644]



[|Technologically Integrated Planning]**-**NECC Webcast **(Judi Harris & Mark Hofler) [|Presentation at NECC with handouts.]**

[| Harris_HoferNECC08Part3.pdf] [| Harris_HoferSSActivityTypes.pdf]

=Web2.0 that Works=

= = Developed by [|Stephanie Sandifer] (author of [|Change Agency])

Web2.0 that Works http://web2thatworks.com/index.php?title=Main_Page NECC Presentation http://web2thatworks.com/index.php?title=NECC

Classroom Instruction That Works is a collection of effective strategies culled from a meta-analysis of decades of research on what works in classrooms to improve student learning and increase student achievement. This meta-analysis was conducted by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. They combined these effective strategies into nine broad categories and Stephanie correlated them with Web 2.0 tools.
 * [|Identifying Similarities and Differences]
 * [|Summarizing and Note-Taking]
 * [|Reinforcing Effort and Providing Recognition]
 * [|Homework and Practice]
 * [|Nonlinguistic Representation]
 * [|Cooperative Learning]
 * [|Setting Objectives and Providing Feedback]
 * [|Generating and Testing Hypotheses]
 * [|Questions, Cues, and Advance Organizers>]

http://www.techlearning.com/shared/printableArticle.php?articleID=196605124 http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf
 * Andrew Churches work on Bloom's Taxonomy

** =**Levels of Technology Integration into the Classroom**= The Technology Integration Matrix Produced by the [|Florida Center for Instructional Technology], College of Education, University of South Florida © 2007.
 * http://fcit.usf.edu/matrix/index.html

Tools and more tools

Tools ** =**Share, Connect, Collaborate, Collective Action**=

Laura Stockman [|25 Days to Make a Difference] [|Working Together to Make a Difference]**
 * [[image:levels1.gif]]

Additional Resources
[|Classroom Instruction That Works] [|Handbook for Classroom Instruction That Works] [|Using Technology With Classroom Instruction That Works] [|The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Robert J. Marzano)] [|Bloom's Taxonomy Blooms Digitally (by Andrew Churches, April 1, 2008, published in techLearning)] [|Technology Integration Matrix] [|Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (Will Richardson)] [|Classroom Blogging: 2nd Edition (David Warlick)] [|Web 2.0: New Tools, New Schools (Gwen Solomon, Lynne Schrum)] [|National Educational Technology Standards (NETS)] Teach Web 2.0 Consortium Jordan District Wiki Page for Web 2.0

TPCK Model
1. Get in groups by discipline. Electives (pick a group to join or work together in a group) 2. What are the Essential Instructional Activities you typically use in your discipline? (explore the resources provided in key elements if needed to create your list) 3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities.
 * 4. Report Out**

Guided Practice
Collaborative SuperBowl Unit

Creating Mini-Units of Inquiry
5. Looking at national and state standards choose possible topics and a couple possible objectives you could cover under this topic (this will be adjusted). 6. Decide on a passion-based theme for your unit. (Skateboarding to teach landforms, simple machines, geometry, bios of skateboarders, geogrpahy of where they live, etc.) 7. Create a topical map and then a subject map (choose one or two areas to develop learning activities)[| Mind Mapping Tools] 8. Decide on a kickoff activity -Arouse students’ curiosity and interest with stimulating introduction. Consider visual display of theme as well as introductory activities. 9. Create 2-3 learning activities that teach the objectives you selected from standards. Use Web 2.0 tools as the participatory medium. How will you evaluate mastery of the objectives? Make sure your activities are cross curricular in nature. 10. Decide on a culminating event. Make sure your event includes others and highlights student created artifacts.

Project Based Learning
media type="custom" key="3837957" MIT distinguished professor Seymour Papert is among a growing group of scholars who support project-based learning, in which students move from hands-on work to abstract thinking by solving real-world problems.

Other videos:http://www.edutopia.org/video?filter0=243&filter1=

Project Based Learning
http://abpc.wikispaces.com/Project+Based+Learning http://abpc.wikispaces.com/ABPC+PBL+%26+More http://abpc.wikispaces.com/Transforming+Learning

Planning for Inquiry-based Learning
=Overview of Inquiry Driven Approach=

= =

= Think: Share, Connect, Collaborate, Collective Action =

=Principles for 21st Century Education= Mark Nichols in New Zealand http://www.ifets.info/journals/5_2/discuss_summary_april2002.html
 * 1) **Individualisation** – adaptability to the learning needs of the individual.
 * 2) **Meaningful Interactivity** – providing opportunities for students to apply what they are learning.
 * 3) **Shared Experience** – enabling students (and encouraging them) to learn from one another.
 * 4) **Flexible and Clear Course Design** – preparing the entire course with a view to maximising student control while still providing clear expectations.
 * 5) **Learner Reflection** – encouraging students to mentally engage with course concepts and to consider their progress.
 * 6) **Quality Information** – providing actual content that is accurate and especially designed to facilitate understanding.

Essential Learning Functions- Essential learning with Digital Tools, the Internet and Web 2.0
[|http://reinventingpbl.pbwiki.com/f/Essential+Learning+Functions2.pdf]
 * 1) [|Ubiquity]
 * 2) [|Deep learning]
 * 3) [|Making things visible and discuss-able]
 * 4) [|Expressing ourselves, sharing ideas, building community]
 * 5) [|Collaboration – Teaching and learning with others]
 * 6) [|Research]
 * 7) [|Project Management]
 * 8) [|Reflection and Iteration]

Research Projects and Articles

 * Confronting the Challenges of Participatory Culture: Media Education for the 21st Century by Jenkins (P.I.) with Ravi Purushotma, Margaret Weigel, and Katie Clinton.
 * Support for Global Project Based Learning: U.S. Teacher Motivation, Online Training, Virtual Teamwork, Trust and Identity by Datta Kaur Khalsa, Ph.D. -- dissertation project which considers in depth how a group of UK teachers implemented global project based learning.
 * Identity Production in a Networked Culture: Why Youth Heart MySpace by danah boyd
 * Kids' Informal Learning With Digital Media MacArthur Foundation sponsored research program
 * Web 2.0: A New Wave of Innovation for Teaching and Learning? by Bryan Alexander
 * Collaboration, Literacy, Practices, and Authorship: Using Social Networking Tools to Explore the Wisdom of Crowds by Joe Moxley and Ryan T. Meehan
 * Wiki Pedagogy
 * Teaching and Learning Online With Wikis by Naomi Augar, Ruth Raitman, and Wanlei Zhou
 * FutureLab, "Creating a new Learning Landscape"
 * Center for Research on Civic Learning and Engagement
 * Digital Natives, Digital Immigrants
 * Tracking The Myspace Generation -- 5 part LA Times series, including survey results
 * Transformations - What Do Net Gen Students Have To Teach Us? Stories from the Connected Classroom
 * The Ultimate Bookshelf for a Youth Media Educator
 * The future of rational-critical debate in online public spheres (PDF)
 * Dossiers Pedagogique(English language bibliography on wiki and other pedagogical resources)
 * Connectivism: A Learning Theory for the Digital Age
 * Project New Media Literacies

Youth-led Programs and Projects

 * Youth Noise -- online community and social network site for youth concerned with creating social change
 * Spank Mag! "Youth culture defined by youth" -- online webzine and forum moderated and maintained by young people
 * Community Access Program Youth Initiative (CAP YI) -- provides Canadian youth with work experience and information/technology training by employing them at CAP's community access centers
 * Plugged In -- community-based organization that provides access to technology for low-income communities, and trains young people to create websites and video for their communities
 * TeenNet Project -- online health network that uses media and technology to engage youth in issues that are relevant to them, emphasizing youth participation
 * HarlemLIVE includes a blog and video productions by Harlem Youth
 * KidLink a website for children and youth that offers educational programs, and fosters collaboration and building social networks
 * Aboriginal Youth Network (AYN) online network for Aboriginal youth in Canada and elsewhere
 * High School Online Collaborative Writing Wiki
 * Philadelphia High School of the Future
 * Listening Across Borders: Creating Virtual Spaces for Youth Global Exchange by Mindy Faber
 * Listen Up!: A youth media network that connects young video producers to resources, support, and projects in order to develop the field and achieve an authentic youth voice in the mass media.

Teaching resources

 * Teaching Social Software With Social Software by Ulises Mejias
 * Uses and potentials of wikis in the classroom by Feris and Wilder
 * Wikis in Education -- comprehensive guide and list of links
 * What is a wiki?
 * A Catalog of CoWeb Uses (PDF) by Collaborative Software Lab, Georgia Tech, 2000
 * International Education and Research Network (iEARN)
 * List of practitioners of civic engagement education / media & technology
 * OurMedia Learning Center
 * Digital Storytelling in Higher Education: Context, Community and Imagination by Barbara Ganley
 * Eduforge Learning Resources
 * Improving Instruction Through The Use of Weblogs Wiki
 * Edublog Insights
 * Bud the Teacher's Blogging Policies and Resources Wiki
 * Teaching RSS
 * Podcasting Resources for Educators & Studentscompiled by Gary S. Stager
 * Fair Use Toolkit
 * Blogs for learning
 * Teaching hacks wiki
 * Teaching and Learning with the Net Generation
 * How to search Google for educational videos
 * Digital video in the classroom
 * Make a free, web conference room with voice, text chat, and slide-sharing -- in minutes.
 * teachers.yahoo.com -- free online service for educators to create, find and share lesson plans, worksheets and ideas.
 * Learning from YouTube Class taught at Pizer college ON and ABOUT YouTube
 * Media Education Foundation: The Media Education Foundation produces and distributes documentary films and other educational resources to inspire critical reflection on the social, political and cultural impact of American mass media.

What is PBL?
According to [|Wikipedia], Project based learning, or PBL, is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and relevant to their lives. This strategy is well served since the onset of the read/write Web. Teachers have ready made content easily available via the Web and the tools to allow for creative student directed creation of content related to the problems and questions contained in the project being studied.

[|Sheryl Nussbaum-Beach's] Guiding Documents for PBL
These documents are licensed under a [|Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License] PowerPoints I have used to explain PBL and techno-constructivism
 * [|Characteristics of Creative People] ||
 * [|Learning Experiences Chart] ||
 * [|Evaluation Critera] ||
 * [|Guidelines for Planning Meaningful Learning Experiences] ||
 * [|Guidelines for Selecting PBL Topics] ||
 * [|Guidelines for Developing PBL Units] ||
 * [|Evaluation Checklist for PBL Units] ||

media type="custom" key="3837959"

media type="custom" key="3837961"

//"The main problem is not the absence of innovation in schools, but rather the presence// //of too many disconnected, episodic, fragmented, superficially adorned projects."// Fullan, M., (2001), The New Meaning of Educational Change, New York: Teachers’ College Press

Examples of Cross Curricular Units
Trace Your Trash Our Lost Children

= =

Ways to Document and Share Your Projects
//Blog to Document// http://newliteracy.globalteacher.org.au/ http://www.sjeds.com/blog/china/

//Wiki to Document// http://www.learningismessy.com/PublicService.htm http://westwood.wikispaces.com/Wildcat+Web+2+Project

//Podcast to Document// [|http://allanah.podomatic.com]

//Reporting// http://www.youthlearn.org/learning/images/illus/1-2-1_2.gif http://www.youthlearn.org/learning/images/illus/1-1-1_5.gif

Project Sites
http://virtual-architecture.wm.edu/ http://www.technospudprojects.com/ http://projectsbyjen.ning.com/ http://www.21stcenturyskills.org/route21/ http://www.bie.org/index.php/site/PBE/pbe_units_overview/ http://school.discoveryeducation.com/schrockguide/edproj.html http://www.ozprojects.edna.edu.au/sibling/go/pid/27 http://www.ozprojects.edna.edu.au/sibling/search?action=Browse http://www.globalclassroom.org/collaboration/globalprojects.html http://www.virtualclassroom.org/ http://www.thirteen.org/edonline/sites/index.html http://www.thirteen.org/edonline/lessons/index.html http://www.ciese.org/currichome.html http://www.coollessons.org/coolunits.htm

**Lesson Plans**
http://www.fallcreek.k12.wi.us/fcelem/GradeLevels/Third/WalkerN/Multimedia_Lesson_Plan.htm http://www3.cesa10.k12.wi.us/clustera/summer/2002/Mondovi_Human_body/lessonplan.htm http://cnets.iste.org/students/pdf/6-8EarthMovement.pdf http://www.k12science.org/curriculum/musicalplates3/en/teacherstory.shtml**
 * http://www.pbs.org/wnet/broadway/teachers/lp1.html

Suggested Readings Around Constructivist Approaches

 * [|Virtual-Arch] || Dr. Judi Harris' Telementoring Project ||
 * [|Inquiry Based Learning resources] || iearn-canada ||
 * [|Edutopia’s tech integration resources] || The Big List ||
 * [|Edutopia Reverse Mentorship] || Kids teach teachers ||
 * [|PBL Checklist] || PBL Checklist ||
 * [|PBL Templates] || Templates ||
 * [|Plan] || Planning Form ||
 * [|Tool] || Implementation Tools ||
 * [| Fine Tune] || Tuning Activity ||
 * [|PBL Rubrics] || Rubrics ||  ||
 * [|PBL Curriculum] || Curriculum ||
 * [|Articles/Tools/More] || Shambles E-Learning ||
 * [|Building Web 2.0 Classrooms] || K12 Online ||

**PBL Suggested Readings**

 * [|Edutopia] || In project-based learning, students work in teams to explore real-world ... New Skills for a New Century ||
 * [|PBLChecklists] || Checklists to support Project Based Learning and evaluation ||
 * [|PBL Module] || The Project-Based Learning (PBL) module is designed for either a two- to three-hour class or session or a one- to two-day workshop, and is divided into two parts. ||
 * [|SRI International Evaluation] || Project-based learning with multimedia ||
 * [|Expeditionary Learning Schools Outward Bound] || Comprehensive K-12 educational design. Our approach combines rigorous academic content and real world projects -- learning expeditions -- with active teaching and community service.Schools using this approach showed significant test score gains ||
 * [|Jamie McKenzie] || questioning, sound intelligence, strategic reading and quality teaching ||
 * [|The Multimedia Project] || Project-Based Learning with Multimedia: "Why Do Project-Based Learning? ||
 * [|The Project Approach] || Sylvia Chard ||
 * [|Project-Based Learning] || Buck Institute for Education ||
 * [|Criteria for Authentic Project-Based Learning] || Star Center ||
 * [|ISTE Research Projects] || The Road Ahead (Project-Based Learning) ||
 * [|PBL Overview] || PBL at EdTech Project Overview ||
 * [|Templates] || PBL Unit and Lesson Plan Templates ||
 * [|PBL.NET] || Design and Invention Center ||
 * [|PBL w/ Tech] || THE CHALLENGE: Can you, using your grade level science material, links given below, any other current information you can find, and your state and national standards, design a fairly comprehensive PBL unit (more details below) that (a) teaches the science you are supposed to be teaching, (b) does so in a PBL framework, and (c) gets your students to answer the driving question: How can my household lower our energy use by 5%? And what will it cost (in comfort, convenience, and money)? ||
 * [|Designing Developing a PBL Unit.] || Illinois Science and Mathematics Academy tutorial & guidelines. ||
 * [|Problem Based Learning] || Technology School Of the Future, Adelaide, Australia. ||