21CLD Learning Activity RubricsReal-World Problem Solving

and Innovation

2nd Workshop on Telecollaboration and Project-based Learning to Reorient Teacher Education towards EFA and ESD

2-4 October 2013, Holiday Inn, Bangkok, Thailand

Real-world

Problem-Solving

InnovationProviding a solution to an authentic, REAL problem; solutions are not obvious Delivering value for other

people, output is usable in the actual context and presented to a real audience

Click to edit Master title styleMain requirement is problem-solving?

• Problem-solving task with a defined challenge:1. Develop a solution to a problem that is NEW to

them (they generate ideas, alternatives, solution)

2. Complete a task that they have not been specifically instructed how to do (they develop or explore possible procedures)

3. Design a complex product that meets a set of requirements

Click to edit Master title styleIs this Problem-Solving?

A• Students identify

appropriate situations for using mean, median, and mode by exploring several sample datasets in MS Excel.

B• Students use MS Excel to

calculate the mean, median, and mode of several sample datasets, as required in a drill exercise.

Option 1A - Yes, B - No

Option 2A - No, B - Yes

Students select a symbol/ icon that they believe most represents globalization, and write an essay about why that symbol / icon represents globalization.

Students who have learned that the sum of the angles in a triangle is always 180, solve problems where two angle measures are given and they must find the measure of the third angle.

Students read a story and complete some short-answer questions about the characters and plot.

Students explore different ways to alter floating objects so that they will sink and then hypothesize about what makes objects float or sink.

YES NO

Students measure angles on different triangles and come up with a theory about the sum of the angles in a triangle.

Students read the first half of a short story and write their own ending to the story that is in keeping with the development and plot constraints introduced thus far.

Students weigh different objects and write down each object and its weight in order from lightest to heaviest.

Students create a timeline listing the dates and key events related to international free trade in the 20th century.

Click to edit Master title styleAre students working on a real-world problem?

Experienced by real people

Have solutions for a specific, plausible audience other than the teacher (as grader)

Have specific, explicit contexts

Use actual data (from real events)

Click to edit Master title styleAre these real-world problems?

A• Students investigate the

causes of flu.

B• Students investigate why

students in their school are getting sick lately.

Option 1A - Yes, B - No

Option 2A - No, B - Yes

Click to edit Master title styleAre these real-world problems?

A• Students analyze data about

the basketball team and use MS Excel to graph performance patterns for the overall team and individual players.

B• Students identify

appropriate situations for using mean, median, and mode by exploring several sample datasets in MS Excel.

Option 1A - Yes, B - No

Option 2A - No, B - Yes

Click to edit Master title styleRequires innovation?

Putting students’ ideas or solutions into practice in the real world, either to• implement their ideas OR• convey to people who can implement them

Interests/Benefits people other than the students – has value beyond meeting the requirements of a classroom exercise

Click to edit Master title styleIs this innovation?

A• Students analyze data about

basketball team’s past performance and use MS Excel to graph performance patterns for the overall team and individual players. They present the findings to the class as an academic exercise.

B• Students analyze data about

the basketball team’s past performance and use MS Excel to graph performance patterns for the overall team and individual players. They present the mathematical models to the team to illustrate targeted improvements.

Option 1A - Yes, B - No

Option 2A - No, B - Yes

Click to edit Master title styleReal-World Problem Solving and Innovation

• go over the other “Yes”/”No” samples in the Guide

• spend time to clarify definitions and samples

a challenge is defined for the students; solution is not obvious

experienced by REAL people, has specific audience, has explicit context, use actual data

Ideas or solutions are put into practice in the real world and benefits people other than the students • implement the solution/output or

convey to people who can implement / benefit from it

Click to edit Master title styleSample Case 1School Change

1. Not observed2. Main requirement is

problem solving3. #2 AND students are

working on a real-world problem

4. #3 AND requires innovation Not o

bserved

Main require

ment is pro...

#2 AND students

are wor...

#3 AND require

s innova

tion

26%

17%17%

39%

Click to edit Master title styleSample Case 2Munting Munggo

1. Not observed2. Main requirement is

problem solving3. #2 AND students are

working on a real-world problem

4. #3 AND requires innovation Not o

bserved

Main require

ment is pro...

#2 AND students

are wor...

#3 AND require

s innova

tion

14% 10%

52%

24%

Click to edit Master title styleSample Case 3House on Mango Street

1. Not observed2. Main requirement is

problem solving3. #2 AND students are

working on a real-world problem

4. #3 AND requires innovation Not o

bserved

Main require

ment is pro...

#2 AND students

are wor...

#3 AND require

s innova

tion

0% 0%0%0%

Click to edit Master title styleSuggested improvements

• Munting Munggo

• Type your group’s suggestion on the Google spreadsheet

Click to edit Master title styleProject Improvements

• Review your own project to see how it scores against the rubric.

Mel Tanmm.tan@unesco.org

End of Session