This document provides an overview of challenge-based learning (CBL). It discusses key aspects of CBL including that it is agile, remixable, scalable, fosters collaboration, provides authentic audiences, and teaches networking. It provides examples of how CBL can be applied to common core standards and language arts. CBL is described as interdisciplinary, engaging, student-directed, and impactful. The CBL model involves establishing a challenge, guiding questions, activities, resources, solutions/actions, and assessment. Reflection is a key part of CBL. The document concludes with examples of how CBL has been implemented at Mercy High School through a professional development challenge to help students develop survival skills for careers, college, and citizenship.

1. Challenge Based Learning
MASA
22 January 2014
Slide design by Susan Smith

2. Presenter
Associate Principal, Mercy High School
Adj. Asst. Professor, Madonna University
Apple Distinguished Educator
Blog: Larry’s Opinion Drive-thru*
Twitter: @labcbaker
*Slides available at Drive-thru

4. Key Resource
www.challengebasedlearning.org/

5. Resources on iTunes
On iTunes
“iMercy”
On iTunes U
“Resources for Challenge
Based Learning”
“Becoming a Digital
School Administrator”

6. Confessions of a Former Group
Work Hater!

7. A Different Kind of Project

8. CBL is . . .
Agile
Remixable
Scalable (including
access to tech)
Creative Commons Photo by TheAlieness GiselaGiardino²³

9. CBL Fosters Collaboration

10. CBL Provides Authentic Audiences

11. CBL Teaches Networking
Staff
Parents
Alumnae
Community

12. Applying CBL to Common Core Standards
Slide remix from tdlynda slideshare

13. Applying CBL to Common Core Language Arts
College & Career “Portrait”
Students become self-directed learners, effectively
seeking out and using resources to assist them. . . .
Students set and adjust purpose for reading,
writing, speaking, listening, and language use as
warranted by the task.
Students tailor their searches online to acquire
useful information efficiently, and they integrate
what they learn using technology with what they
learn offline.

14. CBL Produces Unanticipated Outcomes
Used with permission

15. CBL is “ACTIONABLE”
Interdisciplinary
Engaging
Student Directed
Important to students and
impacts the larger society.

16. The CBL Model

17. The Challenge

18. My first CBL Challenge:
“Create an
Authentic
Medium for
Improving our
Democracy.”

19. Guiding Questions

20. Establish Shared Doc
I like Google Docs
Distinctive colors
Share with all
members
Share with me
I drop in & out

21. Guiding Activities

22. Guiding Activities
Research contributions
go here (no links
without commentary)
Group self-assigns
roles
Milestones are posted
Specific expectations
are noted (i.e each of
us will bring 3 slides)
Share with me
I drop in & out

23. Guiding Resources

24. Guiding Resources

26. Solution - Action

27. Solution - Action

28. Solution - Action

29. Assessment

30. My Euphemisms
Teams instead of Groups
Challenge instead of assignment
Milestones instead of Goals
Reflection instead of self-assessment

31. Group or Individual Rubric Assessments

32. Group Assessment- Narrative

33. Presentation as Assessment

34. Presentations as Group
Assessement
The presentation shall describe your group’s internal
challenges.
The presentation should indicate what you learned
from your challenge.
The presentation should indicate what you would
have changed if you had a “do over” or more time.

35. Authentic Audiences for
Assessement

36. Assessment by “Experts”

37. Reflection Prompts

38. In Process Prompts
Individual
Individual
✤What kinds of surprises have you encountered in your research?
✤How would your teammates describe your contribution thus far?
✤What can you do to become an effective leader in your group?
✤What skills can you inquire and sharpen through this project?

39. What has your role been in the group’s
quest for a solution?

40. Final Reflection
your learning
your learning

41. Unexpected Outcomes

42. Mercy CBL
Professional Development
“Our” Big Idea
Preparing students for a rapidly
changing global society

43. August 26, 2010
The Essential Question
How can we help our students
develop Tony Wagner's "Seven
Survival Skills" ?

44. The Seven Survival Skills for
Careers College and Citizenship
1. Critical Thinking and Problem-Solving
2. Collaboration and Leading by Influence
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

45. Our Staff Challenge
Collaborate departmentally to
design a challenge based learning
project which develops "Survival
Skills" for at least 15% of the
students that your project team
serves.

46. Document!!!
Project Groups need a
shared resource spot
PG process should be
archived on wiki
We will learn from
each other!

47. 2. Transparency
Flickr CC Photo Courtesy of litopomuschiatio

48. September 27 -October 4
SEE-THROUGH CYCLE
Photo from MorgueFile

49. Sign-Up at Wiki
“SEE-THROUGH
CYCLE”
Photo by Kind Permission of Jud Turner
http://judturner.com/index.html

50. Essential Questions Floating on the Wiki!
9/20/10
• How can we reimagine Detroit?
• What's the value of reading literature?
• How can we gain diverse perspectives on our world?
• How do the teachings of Jesus guide a 21st century
lifestyle?

51. SHARE YOUR PASSION*
*AN INTENSE DESIRE OR ENTHUSIASM FOR SOMETHING.
Flickr CC photo by kristiewells

52. INTENSELY FELT CHALLENGES
Photo from Mlive.com