This document outlines a faculty in-service on competency-based learning (CBL). It discusses pitching passions to choose teams and challenges. Teams of staff members worked collaboratively, asking tough questions and taking advantage of the expertise in the room. An example challenge for students is presented: creating an action to make teenagers care about politics. The teacher's role in CBL is facilitative. Students would work in teams, directing their own learning on real-world problems, developing solutions for an authentic audience. Presentations and rubrics are suggested for assessment, along with podcast reflections. The goal is for students to gain skills like political efficacy by solving challenges through initiative, collaboration, and becoming policy entrepreneurs.

1. Pitch YOUR PASSION
Flickr CC photo by niiicedave

2. Pitch YOUR PASSION
November
Faculty In-service
“Elevator
Pitch” & Open
House
Flickr CC Photo by superkimbo

3. TeamING
Each Staff
Member
Chose a
Team
Flickr CC Photo by superkimbo
Flickr CC Photo by superkimbo

4. Team Process

5. Facilitators

6. Record Discussion

7. Ask Tough Questions!
* How can we promote intellectual rigor
through the process of this CBL?
* Since CBLs focus on “deep
understanding”, how do we evaluate student
achievement?
* How can we collaborate seriously, yet meet
a March deadline for completion of our
challenge?

8. Take Advantage of the
Brain Power in this Room!
Graphic by jide

9. Student Directed
“Kid at Heart” flickr CC photo by LarimdaMe

10. Curricular

11. Collaborative

12. Promotes Wagner
Skills

13. V. The Teacher’s Role

14. A Real Life Example
Create a call
to action to
make teenagers
care about
politics
Context
Process
Activities/Products
Time Line
----------------------Inspiration
Empowerment
Expectation

15. Launch! (1 Day)

16. First Team Meeting

17. First Team Meeting
Pros & Cons of Assigning
Teams

18. Second Team
Meeting

19. Second Team Meeting
Firm Up Goals
Guiding Questions
Begin Identifying Resources
(As time permits)

20. Continue Collaboration
Online

21. Third Team Meeting

22. Third Team Meeting
Self-Assign Responsibilities
Create Timeline
Continue Guiding Resources
& Activities Discussion.

23. Fourth Team Meeting

24. Fourth Team Meeting
Solution Development
• Presentation Criteria

25. VI. Authentic Audience!

26. What is an Authentic Audience?

27. Fight Apathy Fair!

28. VII. Assessment

29. Presentations as Assessement

30. Presentation “10 Commandments”
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.

31. Group Assessment- Narrative

32. Group Assessment- Rubrics

33. Podcast Reflections

34. The Challenge
Big Idea: Making a Difference
Essential Question: Can a group of
high school students impact their
community by political action?
Challenge: Using the knowledge you have
gleaned from this class, make a difference in
your community.

36. Skills for this CBL
*Students will acquire greater political efficacy.
*Students will solve a difficult challenge.
*Students will learn to develop instruments of
assessment.
*Students will show initiative.
*Students will become policy entrepreneurs.
*Students will acquire greater ability to collaborate.

37. Timeline
My Plan-*8-10 weeks,
*FebruaryApril, 2012.

38. Where We Left It

39. “Challenging the
Challengers”
Slides at
allcbl.com
&
Larry’s Opinion Drive­thru
Larry Baker
Apple Distinguished Educator