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Stimulating critical thinking using technology has the potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources. Technology tools support stimulation of both inquiry-based and critical thinking skills by engaging students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world outside their classroom. This is accomplished through learning content through the lens of video to multimedia to the internet (Using Technology to Improve Student Achievement, NCREL, 2005).

Bottom line the assessments need to be a tool to measure learning and growth and not as a way that set students up for failure. Assessments need to be used by the teacher as well as the student to guide student learning. Assessments are a tool and   not an end to themselves

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.

A podcast with two students driving a "Basketball Without Borders" blog and podcast with college and pro basketball stars.

This is my own digital, real-world project-based learning elective class. These students gave a golden interview!

Problem-Based Learning (PBL) seeks to produce learners who not only remember the theory, they know how and when to apply it. However, providing a problem to a group of students is not a guarantee that they will be able to solve it. Even more uncertain is whether the solution the students offer and the journey they undertook to arrive at it resulted in them learning the intended underlying concepts and theories. As students become increasingly time poor, they are less inclined towards a learning approach which requires them to be self-directed and motivated. This paper reports on a learning design which seeks to scaffold and accelerate the PBL process by providing a balance of facts and concepts to be remembered and tested via an online quiz, followed by an activity-based tutorial session that focussed on the application of those concepts to new problems in conjunction with the use of resource material and memory aids

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An algebra project focusing on a theme which interests students is more likely to engage them in the project, so lets take a look at sports. Many students participate in sports at some level, whether as part of a school team or a community team. For the most part these same students do not understand the costs involved to host the sport. Also, they do not understand how much money is needed to ensure a profitable season so the sport can continue from year to year.

"When they are directly involved in planning and steering projects, students are more invested in their learning. Get ideas for empowering your students to work independently."

Project Based Learning has made a splash in the secular education world, and it can be a powerful tool for Jewish classrooms, too. In fact, project based learning can be a dynamic technique for teaching a wide range of Judaic topics, especially Jewish values. Why? Because we want students to live Jewish values, not just study them, and PBL is all about learning in the context of real life: Project based learning is hands-on, student-driven, and involves projects designed around real-world activities. Students build life skills while researching and tackling issues that are meaningful to them, resulting in learning that can be deeper and more lasting.

In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking.

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Driving Question: How can student voice and choice enrich language learning? Recent articles in publications like The Atlantic and The Hill highlight what many describe as a dismal state of language learning in the United States. Both pieces speak to the largely ineffective outcomes of language study, since so few language learners achieve a meaningful level of proficiency, even after years of study. Contributing to the state of language discussion, a recent ACTFL study shows that fewer students are pursuing language study. What seems like a lack of serious commitment to improve outcomes in the U.S. also reflects a long-standing cultural attitude that language learning isn't a worthwhile endeavor.

PBL does not focus on stale memorization of boring textbooks, but motivates students to investigate from a multitude of sources just like historians, writers, and scientists do. On top of these skills though PBL is also about DOING. It is not enough for students to be passive about learning but to be actively involved taking it much deeper. PBL is much more like actual jobs than the traditional classroom is.

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ARC Guide for Educators and Students The guide introduces educators and students to the National Archives' Archival Research Catalog (ARC). Searching in ARC to learn more about National Archives' historical documents could enrich a classroom activity, a homework assignment, or a research project. - Methodology I might follow with 8th graders who may serve as research experts to younger kids.

Strategy Tutor is a web-based tool designed to support students (esp. middle school level) and teachers doing reading and research on the internet. Strategy Tutor helps students read, research, collect and understand information better and more efficiently. For teachers, Strategy Tutor provides a way to easily create web-based lessons embedded with research-based, highly effective learning strategy and vocabulary supports

Industrial training is the key to getting job in the top companies and MNC's. The students willing to gain technical knowledge on their respective domain and the live project based training give students chance to learn technology on the industry norms.

The framework for building Global Competency in our WL courses. Developed through an extensive process of consultation, the Department has established its first-ever fully articulated international strategy for 2012-2016. The strategy is designed to simultaneously advance two strategic goals: strengthening U.S. education and advancing our nation's international priorities. The strategy reflects the value and necessity of: A world-class education for all students; Global competencies for all students; International benchmarking and applying lessons learned from other countries; and Education diplomacy and engagement with other countries.

The Goals of this Website The primary goal of the Educational Uses of Digital Storytelling website is to serve as a useful resource for educators and students who are interested in how digital storytelling can be integrated into a variety of educational activities. The site was originally created in 2004 and faculty members and graduate students in the Instructional Technology Program at the University of Houston College of Education continue to maintain the site and add new content. 

When students create a movie or interactive slide show to tell their story, learning becomes personal. Students can improve their writing, show creativity, and have a voice.

Digital Storytelling can transform your students' writing into a visual masterpiece that is filled with voice and emotion, while enhancing critical thinking skills.  The iPad takes digital storytelling to a new level by making the process easier, and even more engaging for students of all grade levels as well as for their teachers.   This site will help guide you in what you need for success in the iPad Digital Storytelling classroom.

"caffolding Culture How are you building a culture of collaboration in your classroom? Teachers should not forget the importance of scaffolding the skills needed for students to work in groups. Paired with a good collaboration rubric, where students know what is expected of them in terms of behavior, teachers need to scaffold skills such consensus building, effective communication, and the ability to critique. Educators need to explicitly teach and assess collaboration, a critical 21st century skill, if they want their group work to be productive."