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CBL Training Package

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  • 1. Challenge Based Learning Training Package
  • 2. 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
  • 3. Desired Learning Outcomes of CBL
    • Life Skills
      • Leadership
      • Ethic
      • Accountability
      • Adaptability
      • Personal Productivity
      • Personal Responsibility
      • People Skills
      • Self Direction
      • Social Responsibility
  • 4. 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
  • 5. BIG IDEAS
    • Broad concept that can be explore in multiple ways through essential questions
    • Engaging
    • Important to the school and students
  • 6. 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.
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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
  • 14. TEAM FORMATION
      • CONSIDER ROLES AND RESPONSIBILITIES
      • DISCUSS THE DEVELOPMENTAL NATURE OF TEAM
  • 15. 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
  • 16. 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
  • 17. 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
  • 18. 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
  • 19. 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
  • 20. 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
  • 21. 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
  • 22. 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.
  • 23. 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.
  • 24. 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
  • 25. 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.
  • 26. 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.
  • 27. 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
  • 28. The End
    • CBL Training Package