Book 50 blazek project based learning by TransformTeaching.org

Project-Based Learning: Making Education Personal Matthew Blazek

Project Based Learning

ISBN-13: 978-1490464800 ISBN-10: 1490464808 Send inquires to VisualAndActive@gmail.com Published by TransformTeaching.org VisualandActive.com This book displays a sample of the projects that Matt Blazek has assembled. For the interactive experience and to get full benefit from the collection, order the CD: +1 (954) 646 8246 More than 25 full pages were mostly blank in this book. There are five pages with half the page lef blank. To give some added use to these pages, some screenshots from videos and some “poster quotes” have been inserted. These insertions are labeled “TransformTeaching.org” to indicate that the photos are NOT part of Matt Blazek's work. The campaign called “Your Net Impact” points out that many students don't realize the impact that one LIKE, one FOLLOW, one Tweet, and one COMMENT can have on a marketing campaign. A small school in Northwest France (ELSLeaders.com) needs students (bookings), so the hope is that some students will discover the program and help it go viral. What might happen if more teachers and parents could read the messages of Dan Pink, Ken Robinson and Sugata Mitra (TED TALKS)? Or see “A School in the Remaking” by Erik Friedl (Youtube.com/aigln27), an interview with Enrique Gonzalez (a principal in Los Angeles)? What might happen if the free ebook from Abe Fischler could be distributed and read (Transform-Education.com? What can we do to improve our schools? (that's the title of a free ebook)... the campaign YourNetImpact.com waits for your support. The pages that Matt lef blank are highlighted with posters from the St. Malo school, screenshots from the Grasshopper “Entrepreneur” video and suggestions for visits by YourNetImpact.com.

Project Based Learning

Table of Contents Introduction................................................................................................................................................. 3 What is a Project-Based Learning?.......................................................................................................... 3 Project Structure...................................................................................................................................... 3 Grading Rubric......................................................................................................................................... 3 Research Process..................................................................................................................................... 3 Evaluation................................................................................................................................................ 3 Reflection................................................................................................................................................. 3 Presentation................................................................................................................................................ 4 Research Paper............................................................................................................................................ 5 Poster.......................................................................................................................................................... 6 Timeline....................................................................................................................................................... 7 Video........................................................................................................................................................... 8 Documentary........................................................................................................................................... 8 Music Video............................................................................................................................................. 8 Interview...................................................................................................................................................... 9 Web-based Options................................................................................................................................... 10 Website.................................................................................................................................................. 10 Blog........................................................................................................................................................ 10 Wikipedia............................................................................................................................................... 10 Classroom Wiki...................................................................................................................................... 10 On-line Lesson/Course........................................................................................................................... 10 Biography................................................................................................................................................... 11 Journal................................................................................................................................................... 11 Autobiography........................................................................................................................................... 12 Genealogy.............................................................................................................................................. 12 Article/Editorial......................................................................................................................................... 13 Facebook Profile ....................................................................................................................................... 14 Resume...................................................................................................................................................... 15

Project Based Learning LinkedIn Profile ......................................................................................................................................... 17 Twitter....................................................................................................................................................... 18 Feed....................................................................................................................................................... 18 Synopsis................................................................................................................................................. 18 not perish frm earth!Poetry....................................................................................................................... 19 Song........................................................................................................................................................... 20 Performance Art........................................................................................................................................ 21 Dance..................................................................................................................................................... 21 Musical Composition............................................................................................................................. 21 Theater.................................................................................................................................................. 21 Visual Art................................................................................................................................................... 22 Comic or Graphic Novel............................................................................................................................. 23 Create a Country........................................................................................................................................ 24 Create a Business....................................................................................................................................... 25 Write a Bill................................................................................................................................................. 26 Experiment................................................................................................................................................ 27 Stock Market............................................................................................................................................. 28 Personal Finance........................................................................................................................................ 29 Fairs........................................................................................................................................................... 30 Resources.................................................................................................................................................. 31 Glossary..................................................................................................................................................... 32 Index.......................................................................................................................................................... 33 References................................................................................................................................................. 34

Learn about Global Skills at Tony Wagner's â&#x20AC;&#x153;Seven Survival Skillsâ&#x20AC;? http://www.tonywagner.com/7-survival-skills Visit YourNetImpact.com Find penpals at www.BIBPenpals.com

Project Based Learning

Introduction There are many approaches to teaching and learning that are used within our classrooms. Some methods are more effective than others overall and others are ofen disparaged. Project based learning happens to be a style that comes under intense scrutiny and ridicule at times, ofen being thought of as the lazy way out for teachers because the student is expected to complete the project to learn instead of the teaching preparing and delivering lessons. This is where this guide comes. By using this guide, the aim is to eliminate the ‘easy way out’ stereotype that has come to represent project based learning. The intent of projects according to this guide is for students to demonstrate mastery of a topic in a personal way- through an independently researched and personally created project. Hence the title: Project Based Learning: Making it Personal. Traditional models of lecture and test, which have come to dominate education in this age of standardized testing, do not adequately prepare students for life afer school. The workplace does not rely on multiple-choice tests to gauge success. Instead, it measures performance through the ability of the person to complete and master assigned tasks, ofen with little guidance. In this sense, the person must become an expert on the topic of their work (whether it is the menu at McDonald’s or the load calculations for a new bridge) and be prepared to demonstrate that expertise at any time for employers or clients. Essentially, life is one huge project that begins at birth and ends at death. Only at rare occasions outside of educational system will a person ever need to master the five paragraph essay or the testtaking skills necessary for success on multiple-choice tests. Instead, a person will have to repeatedly demonstrate mastery of the skills needed in their field through the completion of projects or tasks in a timely and efficient manner. So let’s get away from the lecture and test mentality and move back into reality. It is time to truly prepare students for life and not merely prepare them to attend educational institutions. Real world skills need to be emphasized and mastered so students are able to move into the next stage of their lives. Let’s put the student first and change education for the better by following through on the purpose of this book: MAKING EDUCATION PERSONAL!

What is a Project-Based Learning? Project-based learning is a constructivist approach to education that emphasizes existing beliefs in personalized education, application of research regarding effective methods for teaching and learning as well as reflection on the learning process. Every subject area, every course and every concept can use a project. Projects are limited only by the imagination. While there are many ideas within this guide, the list is by no means exhaustive, definitive or rigid. Rather it is incomplete, open-minded and malleable- shape these ideas and concepts

Project Based Learning to fulfill the particular needs of the classroom. If we want students to be creative and novel in their applications of knowledge it is only logical that their teachers utilize the same approach.

Project Structure When beginning a project it is important to first identify what the goals are for the project- what ends are going to be achieved the means of this project? Demonstration of concepts and subject-specific knowledge is a given in education, so that should never be the end for a project. Maybe research and documentation is the most important skill that will be demonstrated or maybe the goal is generate effective group cooperation. Whatever is chosen as the key skill or skills to be assessed needs to be determined prior to beginning a project assignment, otherwise the project is once again the ‘easy way out.’ This is where the teacher becomes the most important component of the project because you are the guide. While the project does allow for autonomy from the student in selection of a particular method or topic, the guidance and support of a teacher is vital to successful demonstration of skills. Once key skills have been chosen (I suggest beginning at research and documentation with oral presentations and then adding more skills), it is time to decide how to achieve those ends- backward planning. When backward planning, begin by asking a few questions: >> What prerequisite skills are required? >> Are the skills developmentally appropriate? >> At what level does a student perform these skills? >> What is the progression of levels in the skill? >> What scaffolding is required? When these questions have been answered, determine if the project is even possible for the current students. There is a difference between high expectations (a high school class learning calculus) and unachievable expectations (a sixth grade class learning calculus). If the skills are developmentally appropriate, begin planning and teaching the required lessons for learning the prerequisite skills. Once the skills are achieved, present the project.

Grading Rubric It is important for students to understand the goals of projects before they begin their project. Considering that it is impossible to be successful without having clear expectations established, each project discussed also includes a suggested grading rubric. There are several important features to each rubric.

Project Based Learning The first is that an explanation of each category is provided as well as the performance expectation of the category. Additionally, when students receive their final score they will be able to receive consistent feedback because it is already provided by the rubric. Finally, it decreases bias and allows for several different people to provide grades that are consistent because the standards are clearly stated. A project should never begin without an established rubric. Knowing what is required for differing levels of achievement is motivating to students because they know what demonstrates competence and are also aware of the effort that is required to reach each level, providing some autonomy. Another key aspect of the rubric is to eliminate the ‘filler’ required of the standard 90-80-70-60 grading scales that are used. Ask yourself this question and seriously consider its implications: Why is there more variability in an ‘F’ by percentage than all other grades combined? This philosophy makes little sense. Using a rubric allows for a clear differentiation of levels of performance, from below expectations (a ‘D’) all the way to superior (an ‘A’) in meaningful but small increments. It will be noticed that a scale of 0 – 8 is used in most cases, but a 0 – 4 or even a 0 – 12 could easily be substituted. This allows for differentiation within a markband as well as a simplified grading process that can translate quickly to a standard percentage skill. As an example of the 0 – 8 scale, a score of 0 a rubric equates to an ‘F’ and is basically stating that there was no attempt or no demonstration of the criteria for the skill in question, 1 – 2 is a ‘D’ because an effort is shown that may meet some rudimentary aspects of the criteria, and so on for the remaining markbands within the rubric.

Research Process Evaluation Reflection

Project Based Learning

Presentation The value of a presentation cannot be over stated. Students need to develop oral communication skills to be effective in most work environments. I require every project that is created for me to be presented in front of the class.

This is an example of a digital portfolio by a student at High Tech High School in San Diego, Calif. www.TinyURL.com/exampleDP To learn how to make a digital portfolio: www.tinyURL.com/HowToDP Free ebook: www.TinyURL.com/ShowYourWork . Sample portfolio: www.TinyURL.com/ShowYourWork1

Project Based Learning

Research Paper See the CD for Matt Blazek's procedure

“People who are unable to motivate themselves must be content with mediocrity, no matter how impressive their other talents.” –Andrew Carnegie “The definition of insanity is doing the same thing over and over and expecting different results.” –Benjamin Franklin

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Project Based Learning

Poster

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“One important key to success is selfconfidence. An important key to selfconfidence is preparation.” –Arthur Ashe

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Project Based Learning

Timeline See the CD for Matt Blazek's procedure

http://tinyurl.com/richardclarkexperts

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Project Based Learning

Video Documentary Music Video See the CD for Matt Blazek's procedure

http://tinyurl.com/richardclark TransformTeaching.org

Project Based Learning

Interview See the CD for Matt Blazek's procedure

http://tinyurl.com/grasshoppervideo TransformTeaching.org

Project Based Learning

Web-based Options Website Blog Wikipedia Classroom Wiki On-line Lesson/Course See the CD for Matt Blazek's procedure

YourNetImpact.com TransformTeaching.org

Project Based Learning

Biography Journal See the CD for Matt Blazek's procedure

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Project Based Learning

Autobiography Genealogy See the CD for Matt Blazek's procedure

http://tinyurl.com/loveoflearning TransformTeaching.org

Project Based Learning

Article/Editorial Having an opinion is easy- having a rational argument is hard. However, that is the purpose of these projects is to advance these skills while giving the student a chance to express opinion and personality. Projects involving articles or editorials develop three key skills: research, reasoning and argument. It is important for students to be able to demonstrate knowledge in writing, but an essay or research paper can be used if that is the only purpose for the writing. The article or editorial allows for an opinion to be stated and argued with evidence. Strong projects in this category will require quality research to obtain factual information that supports the argument presented. The following newsletter was created as the culminating assignment of an introductory college mythology course. While the articles are opinionated, there is a demonstration of knowledge throughout that shows mastery of the content that was taught in the course.

Project Based Learning

Facebook Profile A Facebook profile is analogous to having a student write a biography or autobiography. A good Facebook Profile can be created within a Word Document, PowerPoint slides, Publisher, or in various Adobe products. The keys to this type of project are the same as another other project- the consolidation of various sources of information into a coherent whole. Using Facebook allows a student to utilize technology in a more unique way and also be more creative with their presentation of material. Creating a profile means the student will understand the person who is being researched, including: friends, family, travels, home, and the personality of the subject through the use of interests, likes, activities, hobbies, etc. Facebook also contains a timeline, which a student can recreate to identify important activities during the subjects life. This Facebook profile was created by a ninth grade student for a research project on Zeus:

In the picture above, we can see the creation of some of the key components: friends, family, relationship status, a picture of the subject.

Project Based Learning

Here we can see some of the timeline features that a student can add, including references to some favorite activities and the establishment of a relationship (with Hera, in this case).

Project Based Learning

Again, these images show aspects of a Facebook profile that show research and knowledge of the subject that this was created for. Allowing students to utilize Facebook provides an alternative for students who do not like writing papers to display their research skills and knowledge of a subject in a manner that is more enjoyable.

Of course, no product is finished until it is presented. The following PowerPoint slides were used by the same student to preset Zeus to the class, in addition to navigating the Facebook page.

Project Based Learning

Resume A resume works well as a prelude to the LinkedIn profile or as a substitute for a biographical paper. The resume displays student knowledge and understanding of the key aspects of a subject’s life and career. Conducting a “job interview” as the presentation component of a resume will allow the student to demonstrate knowledge of the details of a subject’s life and this knowledge in a unique way. Resumes also teach students a key skill for their own lives. I have found that it is very common for students not to know how to create a resume at the end of college years, much less by the end of high school. The resume on the next two pages was created for the Hindu God Shiva by a ninth grade student.

Search “Tony Wagner Seven Survival Skills”... TransformTeaching.org

Project Based Learning

Shiva Contact information: Just call. I'll be there. Education I invented the schools. After all, I’m a god Experience Hindu’s Heaven India, Tamil Nadu Work as: Destroyer Tamil Nadu is my home-office but I travel a lot Current Professional Background I've worked as the destroyer of bad habits especially ego, for 4000 years. Skill Highlights 

Disease specialization



Treatment of ego



Medical Assisting



Intravenous therapy



Treatment(elimination) of the illusion of individuality



Treatment for bad habits



Shedding of old attachments



Body mechanics



Client relations

Accomplishments I am able to eliminate habits, ego, distractions, and these type of things that can get involved in your life. Also I am very good with my clients, my Client /God relationship is very good and communications in general is excellent.

Project Based Learning Additional Information I am the Destroyer of all bad things in your body; my years of work and special treatment with my clients had made me a very well known God and a very respected one also. Affiliations/Memberships Brahma and Vishnu, together we keep control in Hinduâ&#x20AC;&#x2122;s Heaven

Current

Certifications Worshiped God- Hindu Religion. Destroyer- Hindu Religion Bibliography Johari, Harish. "ShivaIntroduction on Shiva (Shiv), the Hindu God of Destruction." . http://www.sanatansociety.org Hindu God Shiva : Shiva (Shiv). Sanatan Society. Web. 25 Mar. 2012 Pandit, Bansi. "Hindu Deities: Lord Shiva." http://www.koausa.org 302 Found. Kashmiri Overseas Association. Web. 25 Mar. 2012. Tortora, Kyle. "Hindu God Lord Shiva the Destroyer." http://www.lotussculpture.com Shiva, Hindu God Shiva, Lord Shiva, Shiva Hindu God, Shiva Destroyer. The Lotus Sculpture. Web. 25 Mar. 2012.

LinkedIn Profile

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Project Based Learning

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Project Based Learning

Twitter The use of Twitter emphasizes a skill that is ofen neglected in education: brevity. So many projects and assignments require a certain length (e.g., a five page paper or a ten minute presentation), but Twitter requires a student to become concise, emphasizing quality over quantity. The ability to effectively communicate information in 140 characters or less requires skill and knowledge about a topic that may also be displayed through a research paper or presentation. However, the ability to make a strong argument in a short space is a valuable skill that is lacking in many students.

Feed Sample feed (actual feed of Navy Seal raid that killed Osama Bin Laden on May 1st, 2011: @ReallyVirtual SohaibAthar

Helicopter hovering above Abbottabad at 1AM (is a rare event). 19 hours ago

Go away helicopter – before I take out my giant swatter :-/ 19 hours ago

A huge window shaking bang here in Abbottabad Cantt. I hope its not the start of something nasty:-S 19 hours ago

@mohcin all silent afer the blast, but a friend heart it 6 km away too… the helicopter is gone too. 19 hours ago

Since taliban (probably) don’t have helicopters, and since they’re saying it was not “ours”, so must be a complicated situation #abbottabad 19 hours ago

Project Based Learning and now I feel I must apologize to the pilot about the swatter tweets :-/ 17 hours ago

RT @ISuckBigTime: Osama Bin Laden killed in Abbottabad, Pakistan.: ISI has confirmed << Uh oh, there goes the neighborhood :-/ 12 hours ago

I need to sleep, but Osama had to pick this day to die :-/ 12 hours ago

Uh oh, now Iâ&#x20AC;&#x2122;m the guy who liveblogged the Osama raid without knowing it. 11 hours ago

Reference: Twitter @ReallyVirtual, SohaibAthar; www.twitter.com Also The Daily Show with John Stewart; www.thedailyshow.com

Synopsis Sample Speech: Gettysburg Address by Abraham Lincoln Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to

Project Based Learning add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth. @POTUS Abraham Lincoln

4 scor& 7 yrs ago: nu nation, all men =! Now civil war ď &#x152;. But! Not die in vain. Gr8 task b4 us: Gvt of-by4-pplnot perish frm earth!

ELSLEADERS.COM

Project Based Learning

Poetry See the CD for Matt Blazek's procedure

“Nothing in the world can take the place of persistence. Education will not; the world is full of educated derelicts. The slogan “press on” has solved and will always solve the problems of the human race.” –Calvin Coolidge “If you don’t like something, change it. If you can’t change it, change your attitude.” –Maya Angelou

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Project Based Learning

Song

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Performance Art Some students like to put on a show- literally. This project is for the creative and dramatic person because it provides the opportunity to display knowledge, understanding and mastery through the writing and performance of a script. Another advantageous aspect of this project environment is that it easily works for individuals, small groups, and large groups.

Dance Musical Composition Theater

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“Don’t be afraid to fail. If you’re not failing, you’re not growing.” –H. Stanley Judd TransformTeaching.org

Project Based Learning

Visual Art Art may seem like a general category that could apply to many of the other project areas that have been listed. So, in order to avoid a philosophical argument about what constitutes art, the focus for these projects is the visual arts with a specific emphasis on sculpture, drawing, painting, carving, photography and graphic design that emphasizes images over written words.

See the CD for Matt Blazek's procedure

Comic or Graphic Novel

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“Believe in yourself! Have faith in your abilities! Without a humble but reasonable confidence in your own powers you cannot be successful or happy.”–Norman Vincent Peale TransformTeaching.org

Project Based Learning

Create a Country This project covers some of the major topics of government courses. For this project, the student will be creating their own country. Let the creative juices flow- it can be a newly discovered territory on Earth, on another planet, or secession an existing nation. Required Information 1. Name 2. Location 3. Flag 4. Map 5. Geography 6. Resources 7. Style of government a. Create a founding document that establishes how power will be distributed. 8. Culture 9. Funding 10. How will the five purposes of government be fulfilled? a. Protection a.i. Military b. Order b.i. Legal system c. Conflict resolution d. Economic stability e. Public services

Project Based Learning

Create a Business This project fulfills requirements of economics courses. Detailed information about the business is required as part of this project, with few other restrictions. Any type of business, in any location throughout the world, may be created, as long as all the required research and analysis requirements are fulfilled. Required Information: 1. Name 2. Location 3. Type of business, including information about: a. Consumer(s) b. Product(s) c. Producer(s) d. Worker(s) 4. Market conditions 5. Business model 6. Government regulations/taxes/licenses 7. Financing/capital funds 8. Supply and demand of product(s) 9. Cost/benefit analysis of product(s) and pricing 10. Rationale for opening this business 11. Other requirements as specified by instructor

Project Based Learning

Write a Bill This is another project that will teach some of the major concepts of United States government and politics courses. Students will write a bill and follow it through the process of passage and judicial review in the United States government. Required Information: 1. Define government. a. Also include definitions of at least seven styles of government. a.i. Democracy a.ii. Republic a.iii. Monarchy a.iv. Dictatorship a.v. Communist a.vi. Others? 2. Write a bill to submit to the United States Congress. 3. What are the five purposes of government and which purpose(s) is(are) addressed by this bill? 4. How will this bill be funded? 5. Why is this bill necessary? 6. Which amendments are related to this bill? a. Discuss how this bill is related to the specific amendment(s). 7. Which interest groups/PACs/lobbyists may be involved with this bill? a. What aspect of the bill is of interest to these groups? a.i. Include website/contact information of existing groups. b. Define each of the terms: interest group, PAC, lobbyist. 8. Is this bill liberal, conservative, or moderate? 55

Project Based Learning a. Provide an analysis of how it fulfills one of these categories. 9. Passage of bill through Legislative branch: a. Subcommittees involved b. Committees involved c. House d. Senate e. Conference committee 10. Discuss the options of the Executive branch. 11. Define judicial review and explain how this bill may be reviewed. 12. Other requirements as specified by instructor.

Recommended by Gordon Dryden, www.TheLearningWeb.net TransformTeaching.org

Project Based Learning

Experiment See the full-version CD for Matt Blazek's procedure

Stock Market

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Personal Finance See the full-version CD for Matt Blazek's procedure

Fairs See the full-version CD for Matt Blazek's procedure

Project Based Learning

From an interview by Oprah Winfrey with Daniel Pink

Resources The History Teachers YouTube Channel: www.youtube.com/user/historyteachers Excellent examples made by teachers of music videos and the rewriting of songs for history content. Online instructions & collaboration: https://moodle.org Open-source access for creating online course materials and teaching modules. Referencing: www.bibme.org & www.easybib.org

Project Based Learning

Glossary In the full version of this book (available on CD or a download), This page will give a glossary of terms used in the list of projects.

To get started, let's define the following words:

projects: A project can be more than “a poster” or “a three-fold science fair panel.” Projects can include building a web page, collecting material from interviews and publishing the ebook on Createspace and other one-at-a-time printers and editng a video for sharing on Youtube and Vimeo.

portfolio: a presentation of a student's work. Art students ofen carry a portfolo of their drawings to interviews to assist them in showcasing their past work. By presenting their work, they give the audience a chance to predict future achievements.

digital portfolio: a collection of items in digital from (photos, links to videos, essays, repports, powerpoint presentations, audio files) that present evidence of the student's work.

More definitions in the full version of this collection of projects. (This section was added by the editor.)

Project Based Learning

Index Imagine what a complex document this ebook might be? Buy the full-version CD and find out more.

“Success doesn’t come to you, you go to it.” –Marva Collins “It is never too late to be what you might have been.” –George Eliot

YourNetImpact.com

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References

Learn more about Matt Blazek's CD of Projects by visiting the Youtube video.

You are invited to inquire about the availability of the â&#x20AC;&#x153;Projectsâ&#x20AC;? CD by writing to Attention: Matt Blazek VisualandActive@gmail.com (954) 646 8246 TransformTeaching.org This ebook is available at TinyURL.com/BlazekProjects1