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A great site on Project Based Learning 

Integrating digital storytelling with instruction becomes a creative opportunity for both novice and technologically experienced educators when using Jason Ohler's Digital Storytelling in the Classroom. Ohler links digital storytelling to improving traditional, digital, and media literacy, and guides teachers on how to empower students to tell stories in their own native language: new media and multimedia. Aligned with NCTE standards and covering important copyright and fair use information, this text provides information on integrating storytelling into curriculum design and using the principles of storytelling as a measurement of learning and literacies. Implementation tips and visual aids abound, giving teachers an exciting new resource.

Storytelling is an age-old art form. With Web 2.0 and the tools already available on most computers, students can use text, music, sound effects, videos, and more to create a multimedia presentation that links them to the world beyond the classroom. Storytelling has the potential to unleash creativity, engage, and motivate. Applicable across the curriculum, digital storytelling teaches students to work collaboratively and use new technologies, skills they will be required to have in the workforce of the future. This book offers an overview of digital storytelling as well as its variations, including e-portfolios, digital photo essays, and scrapblogs. The many recommendations, overviews, and explanations of digital storytelling tools, along with lists of additional digital storytelling resources, will help educators to apply this exciting technology in their classrooms. Educators will also discover the ways digital storytelling can be used for their own professional development. Digital Storytelling Guide for Educators provides detailed directions to preparation, production, and presentation, and rounds out with a discussion on creating rubrics and evaluating student work. Readers will come away with an understanding of digital stories and the tools needed to create them.

The school's approach to reengaging students in learning has an important twist: Downtown's curriculum is entirely project based. Its alternative format allows students to choose a thematic, integrated pathway of subjects each semester, find connections among these subjects in real-world settings, and, hopefully, discover their passions along the way.

Most Hebrew programs in congregational schools are directed toward language learning rather than language acquisition. In other words, students learn Hebrew as a skill (and often as a prayer skill) rather than for communication. That's a choice education directors make based on the time available, teacher ability, practical needs such as preparing students to become bar or bat mitzvah, and other factors such as the education director's own level of comfort speaking Hebrew or the Rabbi's preference.

Technology High curriculum in USA where students propose a project that they introduce to the community and teachers ask what do students need to know to accomplish this? What skills? Steps used by real world.

"I travel with a heavy suitcase. Over my 35-year career as a public school teacher and educator at Expeditionary Learning, I have been obsessed with collecting student work of remarkable quality and value. I bring this work with me whenever I visit schools or present at conferences and workshops, because otherwise no one would believe me when I describe it."