Challenge Based Learning:

PETE&C Presentation February 13, 2011

Moving Our World Forward: One Project At a Time

Project Based Learning:

Day of Discovery - Presentation May 7, 2011

The Complete Guide to Project-Based Learning What, Research, How to Design, Resources, Exemplars
The Buck Institute for Education Descriptions, Guides, Videos on PBL
Edutopia 10 minute video overview of PBL
PBL - Online Defines PBL and provides an approach to successful PBL implementation
Educational Leadership: Seven Essentials for Project-Based Learning What makes a project meaningful?

Problem Based Learning:

From Wikipedia:

Characteristics of PBL:
  • Learning is driven by challenging, open-ended, ill-defined and ill-structured problems.
  • Students generally work in collaborative groups.
  • Teachers take on the role as "facilitators" of learning.

See more here.

Guide to PBL Strategies and Research

Challenge Based Learning

Differs from Problem Based Learning in that CBL requires students and teachers to work collaboratively to learn about compelling issues, propose solutions to real problems and take action. CBL also asks participants to reflect on their work and to publish or present their findings to a worldwide audience.

See more here.

Challenge Based Learning -- Resilience -- Adam Brice -- 8:31 video (Vimeo)
CBL - Resilience - Adam Brice

CBL Movie
The video above was made by students in Marco Torres' classroom in Los Angeles, CA.

Challenge Based Learning in a High School Classroom
Apple's Challenge Based Learning

Educational Leadership: Realizing the Promise of Technology: Apple Classrooms of Tomorrow: What We've Learned

21st Century Requirements and Rewards

  • Asking the right questions/solving new problems
  • Working in teams
  • Learning how to find, communicate, and apply information
  • Initiative, leadership, taking responsible risks
  • Time management
  • Interacting in a multimedia, graphics-based environment
  • Working across disciplines
    • Source : Tony Wagner. The Global Achievement Gap. Harvard University. 2008

Always On Podcast -- Katie Morrow & Michelle Bourgeois --- Challenge Based Learning

CBL - teacher is a facilitator/guide -- kids are self-directed --- projects are actionable/ they have to be something the kids can do!
*Change your world!



ACOT 6 Principles for the 21st Century High School


ACOT2 - The Challenge for American Education


Why Challenge Based Learning:

taken from: Apple Presentation at PETE&C 2011
  • Blurs the lines between formal and informal learning
  • 24/7 Access to tools and resources
  • Teams are required to do the best work
  • Working across disciplines is natural, not contrived
  • Students must know how to find communicate and apply information
  • Students can respond to a challenge in a variety of ways
  • Students practice managing time and commitments - prioritization
  • Students publish their solutions communicating with the media
  • CBL can scale - classroom to classroom, school to school

Process Outline:

  • Concept Development
    • Determine curriculum targets
    • Find the "Big Idea" or Essential Question
      • Relevant
      • Requires Deep Content Knowledge
      • Can be developed from local, national, or global news and events
      • School or Community Issues
      • Questions should be answerable and focused
      • Can be developed by the teacher and/or student
    • Define the Challenge
      • "Call-to-Action"
      • Actionable by the students
      • Be sure it is the "right size" for managing
      • Establish a timeframe
      • Ensure it is meaningful
    • Identify a basic set of guiding resources
      • Students should add resources
      • Identify community or outside partnerships
    • Establish the Working Environment
      • Be sure proper tools and resources are available
        • technology, including storage for developed media
        • promote proper time-management
      • Consider the physical workspace
        • where kids will prepare/produce
        • where kids will ultimately present
      • Create the teams - either assigned or student generated
        • Reinforce that each group is responsible for its own research, solution, implementation, analysis, and final product
        • Discuss student roles: leader, technologist, researcher, writers, photographers, videographers, actors, "set" designer
      • Define the requirements for the Final Product
        • Should demonstrate what the students have learned about the topic
        • Documents the process and actions taken to get to the solution
        • Students have clearly demonstrated mastery
        • Digital Assets that are electronically publishable and provide opportunities for feedback
      • Define Assessment Strategies
        • Develop on-going, sustainable rubrics that assess content knowledge, "real world" skills, students' roles
        • Provide formative and summative assessment with rich feedback and reflection
        • Feedback should be from peers, teachers, experts
        • Include a Self-Assessment Component

Essential or Driving Questions:

Tubric Design your own or download Buck Institute's Tubric for designing essential questions


Apple's Challenge Based Learning