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The goal of Clutter is to allow users to collaborate by linking Scratch projects. On the Scratch site it is possible to add projects to galleries, however, this is only one way to bring Scratch projects together. In Clutter there are three ways to bring projects together: Story Clutters allow you order projects sequentially. Secret Word Clutters requires users to type in a secret word to move to the next project in a sequence. Link Clutters allow you to go to any project inside a Clutter if you know the link word that is associated with the project.

"A Clutter is a collection of Scratch projects that are linked together."

The projects profiled here are full-figured creations by teams of teachers at schools whose cultures and schedules support grand ideas. Take a deep breath -- it didn't happen in one big swoop. Article on how to plan the PBL process in a classroom/school/district. I think this article is useful for any educator hesitant about the project-based learning approach. It's a lot of time and work, and then a struggle with how it is assessed. In my personal experience, project-based learning makes for an amazing classroom, but there is a lot of work done on the front-end to get students to buy-in to this model, and then to work within this model.

The basic principle of The Flat Stanley Project is to connect your child, student or classroom with other children or classrooms participating in the Project by sending out "flat" visitors, created by the children, through the mail (or digitally, with The Flat Stanley app). Kids then talk about, track, and write about their flat character's journey and adventures. Although similar to a pen-pal activity, Flat Stanley is actually much more enriching-students don't have to wonder where to begin or what to write about. The sender and the recipient already have a mutual friend, Flat Stanley. Writing and learning becomes easier, flows naturally, and tends to be more creative. This is what teachers call an "authentic" literacy project, in that kids are inspired to write of their own passion and excitement about the project, and given the freedom to write about many things through the rubric of the Flat Stanley character.

At the core of FreshBrain is an open and free web site freshbrain.org that provides teens with the opportunity to explore, engage, and create through activities and projects. FreshBrain takes advantage of the latest technologies, such as web conferencing and social networking, to provide a very progressive environment where teens can complete activities and work together on projects. This experience is enhanced with Advisors, available to support and mentor teens who are working on projects, with the intention of increasing the likelihood of success. In addition, FreshBrain provides teens with tools and training in the latest technologies to complete these projects. Providing the latest tools in technology, and a social interactive networking environment, has enabled teens to explore, create, and share with others. A result of pulling these two key online arenas together into one solution has enabled FreshBrain to attract teens comfortable with technology and communicating online. Creations from FreshBrain users range from music videos to logo designs.

How projects and tech can go together.

Fortunately, these two targets -- technology and project learning -- go hand in hand, says Tom Hickey, the Classrooms for the Future coach at Freedom Area High School, outside Pittsburgh.

At kitZu, you will find a collection of free, educational, copyright-friendly media resources. Students and teachers around the world can access pre-made collections, or "kits," of various digital assets - still images, background music, narratives, video and text. Each kit is built around a common theme, or curricular topic. For students, this becomes the construction paper of the 21st century --allowing them to create reports and projects filled with rich, immersive media for communicating their vision of whatever subjects they chose. AS they master the technology, they will progress from building projects with supplied materials to projects where they find or create their own resources -- a strategy that results in truly authentic assessment as measured by the projects produced.

The Genographic Project is a five-year effort to understand the human journey-where we came from and how we got to where we live today. This unprecedented effort will map humanity's genetic journey through the ages. If you choose to participate and add your data to the global research database, you'll help to delineate our common genetic tree, giving detailed shape to its many twigs and branches. Teachers can order Genographic Project Participation Kits at a special educator's discount, get free lesson plans related to the Genographic Project, and (coming soon) access other resources and discuss topics in forum boards.

Students at SLA are assessed through a variety of means with a focus on project-based learning and our five core values of inquiry, research, collaboration, presentation, and reflection. Our students do not take the School District of Philadelphia benchmark exams; rather, they complete projects in every subject that are assessed based on the SLA rubric (see below). The descriptions in the empty boxes are filled in according to the subject and project nature. We are working with the School District of Philadelphia to ensure that grades from the SLA Benchmark projects will be entered into SchoolNet at the end of every marking period.

The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

"Project Global Inform (PGI) is an in-school project where students use media to spread awareness about human rights violations. "

"We're calling this new feature Projects. Whenever you have a particular assignment or activity, you can create a project for it, then define teams of members, each with its own unique pages, files, and permissions. Team content (that is, pages and files) are grouped together, separate from the main area of the wiki. That way, students in teams can do their group work completely independently from other teams."

The Clean Watersheds Project is an interdisciplinary collaboartive watershed monitoring project that uses Google Earth Pro to store and share watershed data. Our main goal is to empower our community of parents, teachers, students and environmental experts to collect, post, and analyze data about our changing watersheds in an effort to improve the health of our national watersheds.

* 87 projects. * 10 further resources. * 52 applications. * 94 contributors. * The benefits of using Web 2.0 applications. * The challenges of using Web 2.0 applications. * How the folk who ran these projects handled the issues... * ... And what they recommend you do if you run them. * What were the learning outcomes? * And did I mention that this is free?!

"BeatPick is a specialized online music licensing agent that provides pre-cleared music for both commercial and non commercial multimedia projects. Approximately 250 independent artists have joined the service, from over 40 different countries. Commercial music licenses have been arranged for hundreds of small to mid-sized clients. Music licenses were issued for major brands such as 20th Century Fox, Ralph Lauren, Toyota, Dodge, Scott Wintersport, The Travel Channel, Chevrolet. The company is also proud to have helped students, developing professionals and open source projects in finding free quality music to use for their non commercial projects. "

"n Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and..."

Three designers show compilations for the period of New York Fashion Week at Lincoln Center. But just one of them obtains to be "in" when all is shown and umpired.So who triumphed on the eighth period of Project Runway?

Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age

Projects by Vicki Davis and Julie Lindsay including Flat Classroom, the Horizon Project, and Digiteen.

The Pew Internet Project is an initiative of the Pew Research Center, a nonprofit "fact tank" that provides information on the issues, attitudes and trends shaping America and the world. Pew Internet explores the impact of the internet on children, families, communities, the work place, schools, health care and civic/political life. The Project is nonpartisan and takes no position on policy issues.

TWICE = Two Way Interactive Connections in Education. This is a Michigan project, so the resources may localized.