cbl training package
Post on 16-Jan-2015
3.111 Views
Preview:
DESCRIPTION
TRANSCRIPT
Challenge
Based Learning
Training Package
Desired Learning Outcomes of CBL 21st 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
Desired Learning Outcomes of CBL
Life Skills Leadership Ethic Accountability Adaptability Personal Productivity Personal Responsibility People Skills Self Direction Social Responsibility
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
BIG IDEAS
Broad concept that can be explore in multiple ways through essential questions
Engaging
Important to the school and students
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.
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
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
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 21ST CENTURY SKILLS
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
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
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
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
TEAM FORMATION
• CONSIDER ROLES AND RESPONSIBILITIES
• DISCUSS THE DEVELOPMENTAL NATURE OF TEAM
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
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
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
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
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
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
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
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.
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.
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
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.
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.
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
The EndCBL Training Package
top related