CBL Training Package

Challenge Based Learning Training Package

Desired Learning Outcomes of CBL
21 st 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 21 ST 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 End
CBL Training Package

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CBL Training Package

by ngchoryam on Feb 05, 2010

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