Challenge

Based Learning

Training Package

Desired Learning Outcomes of CBL 21st century content

Global Awareness Financial, Economic and Entrepreneurial Literacy Civic Literacy Health & wellness Awareness

Learning and Thinking Skills Critical Thinking and Problem Solving Skills Communication Skills Creativity & Innovation Skills Collaboration Skills Information and Media Literacy Skills Contextual Learning Skills

Desired Learning Outcomes of CBL

Life Skills Leadership Ethic Accountability Adaptability Personal Productivity Personal Responsibility People Skills Self Direction Social Responsibility

Key Components

BIG IDEAS

ESSENTIAL QUESTIONS

THE CHALLENGE GUIDING QUESTIONS GUIDING ACTIVITIES GUIDING RESOURCES

SOLUTION – ACTION

ASSESSMENT PUBLISHING:

STUDENT SAMPLES STUDENT

OBSERVATIONS

Challenge-Based Learning

BIG IDEAS

Broad concept that can be explore in multiple ways through essential questions

Engaging

Important to the school and students

ESSENTIAL QUESTIONS & CHALLENGE

ESSENTIAL QUESTION

• REFLECT THE INTEREST OF STUDENTS

• REFLECT THE NEEDS OF THE COMMUNITY

THE CHALLENGE

• FROM EACH ESSENTIAL QUESTION A CHALLENGE IS ARTICULATED

• STUDENTS NEED TO CREATE A SPECIFIC ANSWER/SOLUTION THAT CAN RESULT IN CONCRETE, MEANINGFUL ACTION.

GUIDING QUESTIONS, ACTIVITIES & RESOURCES

GUIDING QUESTIONS GENERTAED BY STUDENTS REP[RESENT THE KNOWLEDGE STUDENTS NEED TO

DISCOVER TO MEET THE CHALLENGE

GUIDING ACTIVITIES LESSONS, SIMULATIONS, ACTIVITIES HELP STUDENTS

ANSWER QUESTIONS SET FOUNDATION FOR THEM TO DEVELOP

INNOVATIVE, INSIGHT AND REALISTIC SOLUTIONS

GUIDING QUESTIONS, ACTIVITIES & RESOURCES

GUIDING RESOURCES A FOCUSSED SET OF RESOURCES THAT CAN INCLUDE

PODCASTS, WEBSITE, VIDEO, DATABASES, EXPERTS SUPPORTS THE ACTIVITIES ASSIST STUDENTS WITH DEVELOPING A SOLUTION

ASSESSMENT & SOLUTIONS SOLUTIONS

• EACH CHALLENGE CAN HAVE A VARIETY OF SOLUTIONS

• EACH SOLUTION SHOULD BE THOUGHTFUL, CONCRETE, CLEARLY ARTICULATED

• PRESENTED IN A PUBLISHABLE MULTIMEDIA FORMAT (E.G. ENHANCED PODCAST OR SHORT VIDEO)

ASSESSMENT

• CONNECTION TO THE CHALLENGE,

• ACCURACY OF CONTENT,

• CLARITY OF COMMUNICATION,

• APPLICABILITY FOR IMPLEMENTATION,

• EFFICACY OF IDEA.

• PROCESS UNDERTAKEN BY TEAM/INDIVIDUALS

• DEVELOPMENT OF KEY 21ST CENTURY SKILLS

PUBLISHING PUBLISHING

• STUDENTS ENCOURAGED TO PUBLISH RESULTS ONLINE, SOLICITING FEEDBACK

• TO BROADEN THE LEARNING COMMUNITY AND FOSTER DISCUSSION ABOUT SOLUTIONS TO THE CHALLENGES IMPORTANT TO STUDENTS

Process

• SETTING UP A COLLABORATIVE ENVIRONMENT

• PROJECT INTRODUCTION

• TEAM FORMATION

• ASSESSMENT

• GUIDING QUESTIONS

• GUIDING ACTIVITIES AND GUIDING RESOURCES

• PROTOTYPE/TESTING

• IMPLEMENT

• ASSESS

• REFLECTION/DOCUMENTATION

• PUBLISH

• ONGOING INFORMATIVE ASSESSMENT

Challenge-based learning

SETTING UP A COLLABORATIVE ENVIRONMENT• SHARED WORKING SPACE – FMS@SG GRACE

PLE

• AVAILABLE 24/7

• INCLUDE NEEDED RESOURCES, ACCESS TO ACTIVITIES, A CALENDAR

• COMMUNICATION CHANNEL BETWEEN TEACHER AND STUDENTS

PROJECT INTRODUCTION

• BIG IDEA SELECTED BY SCHOOL

• FACILITATOR TO DEVELOP WITH TEAM AN OVERVIEW OF BIG IDEA AND RELATED QUESTION

• SETS THE BROADER CONTEXT AND FOUNDATION FOR THE WORK

• TEAM IDENTIFIES A SUITABLE CHALLENGE OR IS INTRODUCED TO ONE OF THE EXISTING CHALLENGES

TEAM FORMATION

• CONSIDER ROLES AND RESPONSIBILITIES

• DISCUSS THE DEVELOPMENTAL NATURE OF TEAM

Assessment

• FACILITATOR AND TEAM DISCUSS THE MEASURE OF SUCCESS AND ADOPT, AADAPT OR DEVELOP A PROJECT RUBRIC OR GAUGE THE SUCCESS OF THE SOLUTION

• NEED TO DECIDE HOW MUCH OF GRACE ASSESSMENT RUBRIC TO USE AND WHAT RUBRIC WE WANT THE STUDENTS TO DEVELOP

GUIDING QUESTIONS

STUDENTS BEGIN THE PROCESS OF IDENTIFYING THE QUESTIONS TO GUIDE THEIR ANALYSIS OF CHALLENGE

QUESTIONS OUTLINE WHAT STUDENTS THINK THEY NEED TO KNOW TO FORMULATE A VIABLE SOLUTION

PROCESS REPEATED AS QUESTIONS ANSWERED AND NEW INFORMATION GATHERED

VERY IMPORTANT PHASE – CREATEDS MAP FOR LEARNING AND FOUNDATION FOR DEVELOPING SOLID SOLUTION. DON’T RUSH

GUIDING ACTIVITIES & RESOURCES

• TEAM SEEKS TO FIND ANSWERS TO GUIDING QUESTIONS BY PARTICIPATING IN A VARIETY OF LEARNING ACTIVITIES, CONDUCTING RESEARCH, EXPERIMENTATION, INTERVIEWING, ETC IN CRAFTING BEST SOLUTION

• ACTIVITIES CAN BE TEACHER DIRECTED OR STUDENT DIRECTED

• GOAL OF THIS PHASE – STUDENTS TO GAIN A SOLID FOUNDATION ON WHICH TO DEVELOP THEIR SOLUTION

PROTOTYPE & IMPLEMENTATION

PROTOTYPE/TESTING

• STUDENTS CAN BUILD SOLUTIONS, TRY THEM WITH SMALL USER GROUP, OR PRESENT THEM TO A FOCUS GROUP

• ALLOWS TEAM TO POLISH THEIR SOLUTION

IMPLEMENT (MAY NOT DO IN PILOT RUN DUE TO TIME CONSTRAINT)

• DEVELOP IMPLEMENTATION PLAN FOR THE SOLUTION AND PUT IT INTO ACTION

ASSESS & REFLECT

ASSESS

• TEAM USES PROJECT RUBRIC DEVELOPED AT BEGINNING OF PROCESS TO GAUGE THE SUCCESS OF THEIR IMPLEMENTATION

REFLECTION/DOCUMENTATION

• STUDENTS DOCUMENT THEIR WORK,

• REFLECT ON THE PROCESS

• BLOGS, VIDEO, PODCASTS, DIGITAL STORYTELLING, PHOTOGRAPHS CAN BE USED FOR THIS PROCESS

PUBLISH

STUDENTS ENCOURAGED TO PUBLISH WORK

E.G. 2-TO-3 MINUTE VIDEO ABOUT THEIR SOLUTION

SHARE IT ON SCHOOL INTRANET OR POST IT ONLINE FOR BROADER VISIBILITY

ONGOING ASSESSMENT

• INFORMAL ASSESSMENT, ASSESSMENT FOR LEARNING THROUGHOUT PROJECT

• ALSO INVOLVES THE DEVELOPMENT OF AN ARTICULATION OF WHAT MAKES A COMPELLING SOLUTION,

• ASSESSMENT OF DOCUMENTATION OF PROCESS

• RESULTS OF THE ACTION TAKEN

EXAMPLES OF BIs

BI: WATER

EQ: HOW DOES MY WATER CONSUMPTION IMPACT MY WORLD?

CHALLENGE: IMPROVE YOUR HOME, SCHOOL, OR COMMUNITY USE OF WATER

BI: FOOD

EQ: HOW DOES MY FOOD CONSUMPTION IMPACT MY WORLD?

CHALLENGE: IMPROVE WHAT AND HOW YOU EAT.

EXAMPLES OF BIs

BI: ENERGY

EQ: WHAT IS THE IMPACT OF MY FOSSIL FUEL CONSUMPTION?

CHALLENGE: REDUCE YOUR FAMILY’S USE OF FOSSIL FUELS

BI: AIR

EQ: HOW DO MY ACTIONS IMPACT THE AIR WE BREATHE?

CHALLENGE: IMPROVE THE AIR YOU BREATHER.

EXAMPLES OF BIs

BI: SELF IDENTITY

EQ: WHO AM I AND WHO DO I WANT TO BE?

CHALLENGE: CREATE A VIRTUAL BACKPACK (PORTFOLIO) FOR SUCCESS

DETAILED EXAMPLES CAN BE FOUND AT: http://images.apple.com/education/docs/teachers/Apple-ChallengedBasedLearning.pdf

LESSONS LEARNT IN CBL PILOT PROJECT CONDUCTED BY APPLE

Recommendation 1: Prepare teachers by introducing them to CBL in a retreat or workshop.

Recommendation 2: Bring teachers together in multi-disciplinary teams to plan and carry out the project.

Recommendation 3: Select the challenge carefully and make it a real one.

Recommendation 4: Build 21st century skills into the project right from the start.

Recommendation 5: Whatever the timeframe, teachers need to budget project time wisely.

LESSONS LEARNT IN CBL PILOT PROJECT CONDUCTED BY APPLE

Recommendation 6: Schedule the project at a time when it does not conflict with other demands on student time.

Recommendation 7: Allow dedicated work time during the school day.

Recommendation 8: Give students access to technology, and provide adequate technology support.

Recommendation 9: Give students the opportunity to act on their solutions.

Update of Prototype Project

• CBL APPROACH TO BE USED AS COMMON LANGUAGE FOR PROJECT MANAGEMENT

• INTERNATIONAL PROJECT WORKING GROUP (IPWG) TO SUPPORT TEACHERS

• RECOMMENDATIONS OF IPWG WILL BE PRESENTED TO SCHOOL LEADERS FOR ENDORSEMENT BEFORE IMPLEMENTATION

• 6-STAGE APPROACH WILL BE IMPROVED UPON AND USE AS SCAFFOLDING

• TAKE NOTE OF LESSONS LEARNT IN GRACE AND CBL PILOT RUN

• 6-WEEK PROJECT, STUDENT COMMITMENT: 4 HOURS - 2 HR OF SCHOOL TIMETABLED TIME AND 2 HR OUTSIDE TIMETABLED TIME.

• CBL TRAINING FOR STUDENTS AND TEACHERS

• 16-WEEK GRACE CURRICULUM ADAPTED FOR 6-WEEK IP PILOT RUN

The EndCBL Training Package