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"What if a project mattered outside the classroom? What if we did something real?" An important example of how project-based learning can create something "real" and useful to others. Very fully described so that it could be a model for similar types of real projects.

"What if a project mattered outside the classroom? What if we did something real?" An important example of how project-based learning can create something "real" and useful to others. Very fully described so that it could be a model for similar types of real projects.

A beautiful ode to the earth, our blue marble in the midst of vast nothingness. A group of young men set up the orbits of the planet s in the solar system on a Nevada desert. Unmentioned: students in Aroostook Co. Maine set up a scale model in the countryside there as a school project.

"Rich classroom experiences in complex questions, problems, or challenges that promote deep learning." Makerspaces -- ideas for projects and creations by actual students and classes.

R. Stannard talks about how to use Wix.com, which allows free website and free domain name as well. Website creation is a useful class or individual project and allows students an arena to create something beyond social media.

"I love genius hour, I love Innovation Day, I love the idea of learning and creating something. But I felt we were starting to focus too much on the creation part rather than just the learning part. That too much time was spent creating the imagery of their learning rather than the learning itself. So instead I asked the kids to do what we have called project time, 30 minutes once a week where they just get to learn. Sure, they can create, sure they can make things, but they can also use the entire time to just read, study, ask questions, whatever they want to do. I decided on a big category to help them focus their curiosity, geography, and with held breath I sat back. "The last two weeks have been incredible. Students have read library books on countries, they have studied maps, they have created impromptu map quizzes, and yes, they have even created presentations. The learning that has happened has been tangible as kids ask questions about the broader world, about their place in it. When I asked them what they thought, the response was overwhelming; "We love it, Mrs. Ripp. Please don't change it. What will we focus on next?" (History for those who wonder)." T/h P. Ripp