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This first post in the series of Community Responsibillity vs "The tragedy of the commons" is an attempt to lay the groundwork for the weeks to come and to start to tune the antanae to the idea of community. Where does it start and end? How do I know that I'm in a community? What should I do now that I've come to terms that I'm in one? These questions are at the heart of the community explorer's mind as they wander through the internets…

Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the science or math classroom.

Design 3.0 curriculum by originating with challenges, opportunities, essential questions, and deep learning curiosities. Then, tag them with subject-area marks to help with the categorization of learning outcomes for those who need to "see the subjects." As opposed to starting with the subject siloes and looking for projects that will connect our disciplines. #Amen

t's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers. Without curiosity, Sir Isaac Newton would have never formulated the laws of physics, Alexander Fleming probably wouldn't have discovered penicillin, and Marie Curie's pioneering research on radioactivity may not exist.

In 1968, two researchers conducted a fascinating study that proved the extent to which teacher expectations influence student performance. Positive expectations influence performance positively, and negative expectations influence performance negatively. In educational circles, this has been termed the Pygmalion Effect, or more colloquially, a self-fulfilling prophecy. What has always intrigued me about this study is specifically what the teachers did to communicate that they believed a certain set of students had "unusual potential for academic growth." The research isn't overly explicit about this, but it indicates that the teachers "may have paid closer attention to the students, and treated them differently in times of difficulty." This begs the following questions: Why can't teachers treat all of their students like this? How do we communicate to students whether we believe in them or not?

Prayer has become more meaningful, intentional, and personal for fourth graders at Temple Beth Shalom in Needham, Massachusetts, thanks to Project Based Learning (PBL). The fourth graders created a siddur all their own that is now used by their fellow students in K-5 classes. Guided by questions about why people pray and the importance of the siddur, the fourth graders worked in groups based on their interests. One group was in charge of siddur design and layout, a second group focused on kavanah, a third group worked on the siddur's illustrations and graphics, and another group decided on the siddur's content and the order of the prayers. Students combed through a library of siddurim as research, interviewed people about what's important to include in a siddur, and reflected on their own prayer in the process. The project culminated in a dedication ceremony for the new siddur.

"Last month we released Projects for all our education wikis. Our intention was to give you a better tool for group work, but, as many of you have pointed out, they're also great for project-based learning. Project-based learning, or PBL, grew out of early 20th century education reform, like the works of John Dewey. It generally involves directed, open-ended questions, real-life problem solving, and presentation to an authentic audience. And, of course, it's a great way for students to build collaboration and 21st-century skills while mastering content. We're really looking forward to hearing how you use PBL and the Projects feature in your classrooms. We're so excited, in fact, that we rounded up a few resources from around the web to help you out:"

When a teacher, school, or district tells parents and community members, "We're going to do Project Based Learning!" the response may vary. You're lucky if some say, "Great news! Students need to be taught differently these days!" but a more typical response might be: What's Project Based Learning?  That's not how I was taught. Why do we need PBL, if (a) our school is already doing well, or (b) what we really need is a better literacy/math program to raise test scores?  Isn't that just a trendy new thing that doesn't really work?  How is this going to affect my child (and me)?  Basically, they're asking for the what, why, and how. Here are some successful strategies we've seen to answer these questions.

The new law also erases from Qanun e Shahadat the facility relating to questioning the character of ...

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The report focuses over the questions being raised over Woolworth's quality management resulting in poor quality of milk supplied by the Supermarkets of Australia.

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