innovation matters, 2012 ilit

Innovation Matters

PBLNetwork Collaborative Inquiry in Action

Illinois Mathematics and Science Academy®

Illinois Innovation Talent Project

Problem-Based Learning

Innovation Matters

ii IMSA’s Problem-Based Learning Network

Innovation Matters

The internationally-recognized Illinois Mathematics and Science Academy® (IMSA) develops creative, ethical leaders in science, technology, engineering and mathematics. As a teaching and learning laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades 10-12) in its advanced, residential college preparatory program, and it serves thousands of educators and students in Illinois and beyond through innovative instructional programs that foster imagination and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic partnerships. (www.imsa.edu)

Illinois Mathematics and Science Academy® 1500 Sullivan Road, Aurora, IL 60506-1000 (630) 907-5000 http://www.imsa.edu

PBLNetwork Collaborative Inquiry in Action

The Problem-Based Learning Network at the Illinois Mathematics and Science Academy® serves teachers as they learn how to use the PBL model developed at IMSA. Opportunities include summer institutes and seminars to learn the model; classroom observations, consultations and research to ensure positive effects in classrooms; and collaboration with other PBL practitioners through an interactive online network.

PBLNetwork Illinois Mathematics and Science Academy® 1500 Sullivan Road, Aurora, IL 60506-1000

http://pbln.imsa.edu [email protected]

Phone: (630) 907-5957 Fax: (630) 907-5946

2012 Illinois Mathematics and Science Academy® iii

Innovation Matters

Goal and Background 1

What Do We Mean by Innovation? 3

Where Can We Learn More about Innovation? 6

Illinois Career Competencies and Indicators 7

How Do Learners Develop 21st Century Skills in ILIT? 9

How Does PBL Relate to the NETS for Students (2007)? 10

Where Are Opportunities for Assessment in the Illinois Innovation Talent Pilot Project? 11

What are the STEM Career Clusters? 17

How Do Teachers Respond to ILIT? 25

Illinois Professional Teaching Standards 26

What Are Some Indicators of a Constructivist Learning Environment? 29

How Can Technology Enhance a Constructivist Learning Environment? 30

How Does PBL Connect with the Illinois Professional Teaching Standards? 27

How Does the Illinois Innovation Talent Project Foster Innovation? 4

How Do Participants Describe the Innovation Talent Project? 5

What Problems Engaged Learners in Innovation? 18

Innovation Matters: Table of Contents

Acknowledgements

Professional development in problem-based learning at IMSA is grounded in the work of our former colleagues in their book:

Torp, L. & Sage, S. (2002). Problems as Possibilities: Problem-Based Learning for K-16 Education. Alexandria, VA: The Association for Supervision and Curriculum Development.

Innovation Matters

1 IMSA’s Problem-Based Learning Network

The goal of the Illinois Innovation Talent Project (ILIT) is to demonstrate how industry-sponsored problems can exemplify the Race to the Top STEM Learning Exchange functions at the middle and high school level where interdisciplinary teams of students collaborate on real-world problem-based learning (PBL) challenges designed to improve student achievement and increase college and career readiness. Recognizing the need for students to become globally competitive, a pubic-private partnership formed in 2008 to design an initiative to promote innovation-centered education and increase student achievement in science, technology, engineering and mathematics. The Illinois Innovation Talent Project (ILIT) connected schools with industry, government and community partners to critically examine and solve complex real-world problems as part of a work-based learning experience involving teams of students. ILIT demonstrates one of the work-based learning functions of the STEM Learning Exchanges as described in the State of Illinois’ Race to the Top award. ILIT piloted this effective educational paradigm during the 2008-2009 school year with twenty-five high schools across the state who worked a real problem for a business, government or community partner. The Illinois Mathematics and Science Academy’s PBL Network worked with each school/partner team to develop the partner's problem into a PBL unit that was unique for each school. The 2010-2011 ILIT program emphasized scalability through student-based teams from two to three schools collaborating on a common industry-sponsored challenge. The 2011-2012 ILIT program expands to forty high schools with two to five schools collaborating on a common challenge. As a statewide effort sponsored by the Illinois Department of Commerce and Economic Opportunity, the Illinois State Board of Education and the Illinois Department of Transportation, ILIT provides the opportunity for teachers to interact with professional peers from different geographic and socioeconomic cultures throughout the state. Face-to-face workshops introduce teachers to PBL and to their business, government or community partner. Webinars connect the teachers with each other as they develop their units, practice coaching skills, and implement their units. The PBL Network team provides mentoring in design, coaching, assessment, collaboration and digital strategies, tools and resources to enable the teachers to implement a constructivist approach. Each school determines the best way to meet the needs of their learners and curriculum within their context, so problems are run in multiple formats: within a single classroom, across several classes, or integrated across departments or schools within a district. As a statewide effort sponsored by the Illinois Department of Commerce and Economic Opportunity, the Illinois State Board of Education and the Illinois Department of Transportation, ILIT provides the opportunity for teachers to interact with professional peers from different geographic and socioeconomic cultures throughout the state. Face-to-face workshops introduce teachers to PBL and to their business, government or community partner. Webinars connect the teachers with each other as they develop their units, practice coaching skills, and implement their units. The PBL Network team provides mentoring in design, coaching, assessment, collaboration and digital strategies, tools and resources to enable the teachers to implement a constructivist

Goal and Background of the Illinois Innovation Talent Project

Innovation Matters

2012 Illinois Mathematics and Science Academy® 2

approach. Each school determines the best way to meet the needs of their learners and curriculum within their context, so problems are run in multiple formats: within a single classroom, across several classes, or integrated across departments or schools within a district. The PBL paradigm places the learners at the center of a learning environment with teachers in the role of facilitators, coaching towards skills called for in the New Illinois Learning Standards Based on the Common Core (ILS), and the National Educational Technology Standards Project. The resulting learning experiences enact the vision in which learners fluidly use digital tools and resources to communicate, collaborate, conduct rigorous research and analyze data to solve real-world problems with peers and with a larger community of learners and career professionals. ILIT incorporates the College and Career Readiness Skills in the ILS through authentic collaborations within the school/partner team of teachers, learners and career professionals, bringing the workplace and the classroom together into an integrated learning environment. As demonstrated through the learning experiences, PBL is a powerful model for engaging learners and developing habits of mind along with curricular content. Education/business/community partnerships enrich students’ learning experiences and career awareness. Combining them with ongoing coaching and resources creates the powerful synergy inherent in ILIT. The following pages further explore the key elements of ILIT.

Innovation Matters


What Do We Mean by Innovation?

For the purposes of this project, innovation is defined as the development and application of new ideas to create solutions to complex real-world problems. As described by Illinois Governor Pat Quinn, “Innovation is key to ensuring our state’s long-term economic growth. This program is challenging Illinois businesses to be more innovative, while getting our future workforce ready for college and careers. Through the Innovation Talent Program, we’re helping to enhance the learning environment in Illinois and preparing Illinois students to compete in today’s global economy.”

How Does the Corporate World Describe Innovation?

The term innovation may refer to both radical and incremental changes in thinking, in things, in processes or in services.—Max McKeown, The Truth About Innovation. Innovation distinguishes between being a leader and a follower.—Steven Jobs, Apple An innovation is an idea that has been transformed into practical reality. Therefore, something is an innovation not simply because it is new to that company, but because it is simply new.—Dr. Makarand “Chips” Chipalkatti, Osram Slyvania Innovation is creating new value and/or capturing value in a new way. Value is the keyword, stressing the difference between innovation and invention.—Victor Fernandes, Natura I define innovation as anything new—or different—that changes YOUR company. Just ask yourself, “Will it make a positive difference?” If the answer is “yes.” Then go with it.—David Silverstein, Breakthrough Management Group Innovation is not the product of logical thought, although the result is tied to logical structure.—Albert Einstein I tell new employees, “At Google, there are rocks and a stream. You either become a rock, and the stream goes around you, or you get in the stream and move things along and start adding value.” People here don't start with conclusions. They start with questions. If you're open-platform, respectful of others, and really driven to execute, you'll be successful.—Tim Armstrong, Google I’ll ask candidates who aren’t engineers how to build a Web crawler. The right answer doesn’t matter. I want to hear you think the problem through, because the odds are good that since we’re an innovative company, you’re not going to know how to do what you’re going to be asked to do. You’re going to have to figure it out. I want to know that you’re okay with ambiguity.—Douglas Merrill, Charles Schwab Creativity loves constraints. This is one of my favorites. People think of creativity as an unbridled thing, but engineers thrive on constraints. They love to think their way out of that little box: “We know you said it was impossible, but we’re going to do this, this and that to get us there.”—Marissa Mayer, Google Nothing fosters innovation better than challenge and trust. You innovate the best when you are trusted to do the Impossible, yesterday.—Jayakumar Hariharan, MARCOM Just as energy is the basis of life itself, and ideas the source of innovation, so is innovation the vital spark of all human change, improvement and progress.—Ted Levitt, Harvard Business School The good news is that more and more strategy departments and CEOs have already selected innovation as one of their strategic pillars of growth. The bad news is that there are other pillars that are easier to implement and the innovation pillar is being neglected.—Hitendra Patel/Chuck Frey, Innovation Tools

Innovation is the ability to see change as an opportunity—not a threat.—Steven Jobs, Apple

Innovation Matters


How Does ILIT Foster Innovation?

Innovative collaboration ILIT forges new partnerships between interested schools and business, government or community

agencies based on topics of common need or interest. Schools integrate learners and teachers from different academic areas for cross-curricular exploration. Schools combine learners and teachers from multiple classes and/or multiple levels of ability. Teachers and learners from different schools support each other online and during project events.

Innovative roles and relationships

Learners become empowered as change agents; they are motivated by having a real audience with a real need to hear the results.

Teachers as coaches/facilitators help learners find their pathway without predefining the answers or handing information to their learners.

Partners join with the school not just as a provider of funds but as someone who receives potential solutions to their problems. They serve as resources for information/expertise and provide guidance during labs and other investigations.

Innovative learning environment

Teachers engage with each other and the professional development team through online collaborative problem-solving meetings.

PBL is iterative instead of linear, encouraging students to explore possibilities, take risks and be innovative yet rigorous in their solutions. Partners work with multiple school teams, providing support, resources and expertise.

Innovative use of technology

Authentic and purposeful uses connect with a real need. Learners drive the use of technologies, both familiar and new to them. PBL empowers learners and coaches; partnerships provide meaningful and relevant work. The

combination of PBL and partnerships fosters innovation in a synergistic way. Innovative solutions

Learners establish criteria for a good fit solution, which yields a better solution. Learners generate a large number of viable ideas. Learners offer valuable and needed suggestions. Adolescents use their unique perspective to address issues in ways that surprise their partners.

Innovative impact

Learners from several schools develop solutions that could be marketed. Learners develop habits of mind that do not disappear when the project ends. Self-perceptions of teachers and learners evolve; participants report a greater sense of self-efficacy and

satisfaction in the work. Learners enjoy a new degree of freedom and take responsibility for that freedom. Learners experience career awareness in a meaningful context, seeing professionals at work and having

conversations with those professionals about their work. Learners consider real factors like cost and viability as conditions for their solutions.

Innovation Matters


How Do Participants Describe ILIT?

In the words of previous participants (teachers, learners and industry partners)… I saw learner innovation everywhere I looked during the course of our project. As the learners bought into the problem, you could see them thinking more and more deeply about the ways to overcome it. What they came up with was fantastic. Once they really saw the problem and discussed it, they were motivated to seek out information and apply it creatively to our problem.—teacher I liked that this project called for a lot of thinking and creativity...this project made us use all parts of our brain and then mix it together to find solutions.—learner I was very impressed with the depth of the research, the insights and just the breadth of the number of students who had comments and questions and the variety of responses.—Allstate partner I liked that we got a chance to go out and experience what it is like to be in the environment while a house is being built. We got a chance to see exactly how different materials can change a house.—learner Because our business partner admittedly wanted the learners to propose a better solution to the problem than what is being done currently, and there are no existing better solutions that anyone involved knows about, this problem inherently demands innovation.—teacher I loved how we were able to bring the information that we learn in class to the real world. It made us think outside of the box, and it was something that none of my teachers have ever done before.—learner Skills that have been learned and practiced in English classes were reinforced and practiced in Biology. Students were able to connect their biomarker research to concepts that they have been learning in their Global Studies classes.—teacher Once they realized that we wanted them to view robotics techniques as a possible solution, they really started to spew creative thoughts. We didn’t have to tell them to think out of the box as they were doing that from the start. Nothing was too crazy to mention and discuss.—IDOT partner They want our kids to be better problem solvers. They want them to be prepared for the global economy. That kind of experience can only take place if the schools are willing to work with a business partner and the businesses are willing to work with the schools.—teacher I liked how it was a real world situation/challenge. It was logical problem solving for a worthwhile cause.—learner The Tate & Lyle scientists pushed my students gently to consider the possible ramifications of any decision made on the GMO issue. Having the scientists visit and interact with my students was a tremendous benefit of this project.—teacher This project helped us all to have open minds. It taught us that no idea is too crazy because it could spark a great idea. It also really made us think of how important it is to work together to accomplish your goals.—learner Throughout the journey, our learners experienced more biotechnology than many university students ever experience. For example, the opportunity to isolate their own DNA and amplify it using a thermal cycler and analyze the results using gel electrophoresis is something few high school students have the opportunity to do. Without the help of the Abbott scientists, we could not have worked our way through this lab.—teacher

Innovation Matters


Where Can We Learn More About Innovation?

2009 Technology Innovation award winners: http://www.dowjones.com/innovation/

ei_winners_2010.html A manual on how to teach innovation more directly: http://www.ibsa.org.au/Portals/ibsa.org.au/docs/Resources/CP-INNO1%20Developing%20Innovation%20Skills.pdf Brown, T. (2005). A laboratory for insights. Business Week (September 19). Chesbrough, H. (2006). Open business models: How to thrive in the new innovation landscape. Boston, MA:

Harvard Business School Press.

Christensen, C., & Raynor, M. (2003). The innovator’s solution: Creating and sustaining successful growth. Boston, MA: Harvard Business School Press.

Drucker, P. (1985). Creativity: The discipline of innovation. Harvard Business Review. Davila, T., Epstein, M.J., & Shelton, R. (2006). Making innovation work: How to manage it, measure it, and

profit from it. University of Pennsylvania: Wharton School Publishing.

Innovation tools: A systems approach to building an innovation organization: http://www.innovationtools.com/PDF/Innovation_Infrastructure_Heindl.pdf

Kao, J. (2007). Innovation nation. New York, NY: The Free Press. Kelley, T. (1999). Designing for business, consulting for innovation. Design Management Journal

(Summer). Kelley, T. & Littman, J. (2005). The 10 faces of innovation. Fast Company (October). Lafley, A.G., & Charan, R. (2008). The game-changer: How you can drive revenue and profit growth with

innovation. Crown Books. McKeown, M. (2008). The truth about innovation. Pearson/Financial Times. Rodriguez, D. (2006). Happiness and the art of innovation. Business Week (March 6). Schramm, Carl J. (2006). The entrepreneurial imperative: How America’s economic miracle will reshape the

world (and change your life). New York, NY: Harper Collins.

Skarzynski, P. & Gibson, R. (2008). Innovation to the core: A blueprint for transforming the way your company innovates. Boston, MA: Harvard Business Press. Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills

our children need—and what we can do about it. NY: Basic Books. YouTube video by Google CIO: http://www.youtube.com/watch?v=2GtgSkmDnbQ

Innovation Matters


Illinois Career Competencies

Learning about career options and the attributes essential for success in the workplace is a purposeful component of ILIT. The problems were designed to incorporate the Illinois Career Competencies and Indicators identified by the Illinois State Board of Education for all Illinois high school learners (now embedded in the New Illinois Learning Standards Based on the Common Core). http://www.isbe.net/career/pdf/career_competencies.pdf Self-knowledge Competencies I: Understanding the influence of a positive self-concept II: Skills to interact positively with others III: Understanding the impact of growth and development Educational and Occupational Exploration Competencies IV: Understanding the relationship between educational achievement and career planning V: Understanding the need for positive attitudes toward work and learning VI: Skills to locate, evaluate and interpret career information VII: Skills to prepare to seek, obtain, maintain and change jobs VIII: Understanding how societal needs and functions influence the nature and structure of work Career Planning Competencies IX: Skills to make decisions X: Understanding the interrelationship of life roles XI: Understanding the continuous changes in male/female roles XII: Skills in career planning In ILIT, participants learn about specific career opportunities firsthand. Their comments: It gives me a good idea of what it is like to be an architect.—learner I want to be an engineer, so it prepared me for the future.—learner I learned about how scientists work and what they do in real life.—learner Throughout the project, students were reminded that people really do these things for a living: plant and animal identification, wildlife management, photography, journalism, publishing, marketing, etc. As the year went on, the list just got longer.—teacher Often students are not afforded hands-on experiences and real-life problem solving with business partners in the high school setting; this project afforded them those opportunities as they relate to the manufacturing and engineering fields.—teacher The project exposed students to the world of green jobs. Many of our students lack a concept of exactly what kinds of careers are out there. They aren’t exposed to a wide variety of jobs in their daily lives. Visiting green restaurants, making found art and traveling to the green technology center exposed the learners to a new world of possibilities in employment. The learners were continually amazed by the types of environmentally related things you can “get money” by doing.—teacher The energy conference was an outstanding event that truly gave our students the opportunity to learn about a variety of career options in STEM related areas, ranging from university research, applied technology, and both small– and large– business.—teacher Students learned about the pharmaceutical research opportunities and biotech labs that are used at the pharma laboratories. They learned about techniques used in the industry. Without the umbrella of this problem, learners would not have learned about this field or about careers in the related science fields.—teacher

Innovation Matters


Participants also learned about the nature of the workplace and recognized the need for teamwork and flexibility. Their comments: A particular turning point came when learners heard the representative from Allstate share one of her own real-world experiences. She told the learners that her boss had asked her to “put something together” about an Allstate service for a meeting in two days. She said she had no idea what she was supposed to “put together,” and she knew that she could not ask because executives don’t want to be bothered; they hire people who take action and know how to “figure things out.” Hearing this forced a number of learners to reexamine their assumption about how things work in “real life.”—teacher This was a great opportunity for my learners to get involved in making changes in their school and city. They gained an understanding of the policies of the city and that it takes months to make changes. At school we were able to implement our recycling efforts immediately. The learners found out that doing a real-world project takes a lot more time and they cannot do a partial job or project. Someone besides their teacher is looking at this project.—teacher It was a wonderful experience for my learners and myself. Not only did they have the opportunity to learn how they can reduce energy at home and at school, but they learned so much more about why it was important to learn of these things, how they can make a difference, and how teamwork and leadership skills can be attained and incorporated when applied correctly to a particular task.—teacher The project was a group effort that required all team members to contribute. As part of the project, learners worked with an actual company as well as the school to see the interactions of the workplace.—teacher The learners got a good mix of classroom and hands-on fabricating. Their motivation seems to grow stronger when they achieve success in making their plan work. We teach our Deere version of Root Cause Analysis, Mistake Proofing and quality tools to the students, also.—John Deere Harvester partner Beyond the science content, I learned that teamwork really pays off. When different people come together with different ideas, wonderful things can be created. I also learned that leadership skills are pertinent to the success of a team. I like the idea of being able to integrate others’ ideas with my own.—learner It’s good to work together and to agree on things because throughout life you’re going to have to work with others. Everybody had different ideas, so it was pretty challenging trying to get everyone to agree on one topic.—learner It was interesting and a good experience because we all shared so much information with other students from different schools. We got to receive feedback from our peers which helped me know how to handle improvement.—learner The partnerships leveraged the power of the career component and gave it authenticity. Their comments: As a vocational high school, we use real world problems to teach our learners. It is my hope that programs like this will show not only the value of PBL practices, but also the value of vocational and technical instruction.—teacher Teachers can teach the learners the materials and even discuss real-world applications. But they can only simulate real problems for the learners to solve. Excel Foundry gave them the real deal.—teacher The participation of Abbot Laboratories was beyond what we could have anticipated at the start of this project. They invited us to their facility and organized a full day of tours, lunch and presentations. Learners left Abbott having met individuals and toured facilities that many employees at Abbott have not had the opportunity to experience.—teacher The Astellas project made me feel like what I was working on had a real-life purpose. Most science is abstract, but meeting a transplant recipient and working with a leading biotech corporation gave a real insight into modern science. Adding a human connection like this helped me understand the content and made me work harder.—learner

Innovation Matters


How Do Learners Develop 21st Century Skills in ILIT?

Participants clearly express the gains made by the learners in ILIT: Engagement and Ownership

Whenever a student stays after class to talk about a discussion or enters class and is eager to share a connection to our current unit, I know that a certain level of desired engagement has been achieved. The fact that Alisa was inspired enough to talk about this topic with friends and family is music to my ears.—teacher

I was part of the project from the very beginning. Once the idea was proposed to us I jumped into it head first without a doubt in my mind.—learner

The learners seemed very motivated as they realized this wasn’t just another word problem but a chance to fix something that needs fixing.—teacher

Self-efficacy

This type of experience adds to their confidence that they can encounter something new, research it, combine it with pre-existing knowledge and come out with a new product. The learners also were comfortable presenting to other people, which is a skill in and of itself.—teacher

As the project materialized, unlikely learners started to step up and show the talents that they have. Those learners were able to gain a memorable experience.—teacher

Project Management

Learners seemed to be engaged throughout, the solutions were viable and well-reasoned, and the different teams all worked in a collaborative fashion to complete the challenge in a timely fashion.—teacher

We worked on project management skills, which carried over into our robotics season. Our team had a distinct advantage over other teams because we had more and better information.—teacher

Organization was another big learning process for us. In a project of this size, organization becomes a key factor.—learner

Content and Problem Solving

By their hard work, learners gained knowledge about infectious diseases, their harm to society, and what can and cannot be done to solve a problem of potential harm to mankind.—teacher

Learners learned a great deal about how to solve problems. We were amazed at the learners’ abilities to comprehend and synthesize this very complex issue and to see it from all angles and perspectives.—teacher

In this field there is no way to know everything; the key is knowing how to find the information you need when you need it. If you can do that, then you can achieve anything.—learner

Group Processing

Students communicated with experts using various electronic media, including email and Skype. Students also used iPads to collaborate in groups and then electronically send the results to each other and to their teachers.—learner

The lessons they learned went far beyond the science. They learned about themselves and how they fit into a working group. They learned the expectations and benefits of working in a group.—teacher

I want to do this project at the beginning of the year to teach how to think, make your own decisions and work in a group. Up until this unit, group work meant one person did the work and the others copied.—teacher

Creative Thinking

This will encourage learners to think for themselves and take action. I want learners to break free from being told what to do.—teacher

When it comes to science, you have to think outside your box and exhaust your brain.—learner Social Responsibility

This recycling project has long range expectations that extend to our town and outreach communities. The learners really felt connected knowing they were working on a true life project and not just something out of the textbook. They interacted with city council, school board members and the community to work on this project. They will remember this for a lifetime, not just until the next test.—teacher

Innovation Matters


PBL engages learners in learning experiences that prepare them more fully than traditional learning experiences to meet the National Educational Technology Standards for Students. The NETS for Students are based on both research and experience regarding how technology can be used most effectively to advance student learning. The kind of learning strategies most likely to enhance student learning with the technologies essential to the 21st century workplace are summarized in the following chart from International Society of Technology Educators’ NETS for Students document (see http://www.iste.org/AM/Template.cfm?Section=NETS).

Technology-enabled Strategies for Student Learning

How Does PBL Relate to the NETS for Students (2007)?

Traditional Environments Emerging Learning Landscape

Teacher-directed, memory-focused instruction Learner-centered, performance-focused learning

Lockstep, prescribed-path progression Flexible progression with multipath options

Limited media, single-sense stimulation Media-rich, multisensory stimulation

Knowledge from limited, authoritative sources Learner-constructed knowledge from multiple

information sources and experiences

Isolated work on invented exercises Learner-constructed knowledge from multiple

information sources and experiences

Mastery of specified content and fixed processes Learner engagement in definition, design and

management of projects

Factual, literal thinking for competence Creative thinking for innovation and original

solutions

In-school expertise, content and activities Global expertise, information and learning

experiences

Stand-alone communication and information tools

Converging information and communication systems

Traditional literacy and communication skills Digital literacies and communication skills

Primary focus on school and local community Expanded focus including digital global

citizenship

Isolated assessment of learning Integrated assessment for learning

Innovation Matters


Where are Opportunities for Assessment in ILIT?

NETS-S Standard

(What to assess)

Illinois Learning Standards Applications of Learning

(What to assess)

Stage of the PBL Process

(When to assess)

Tools for Assessment (How to assess)

1. Creativity and Innovation Using Technology

Learners demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Learners:

Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

a. apply existing knowledge to generate new ideas, products or processes.

English/Language Arts: Audio and visual media are used for both creative and practical forms of communication.

Determine Best Fit Solution(s)

SWOT Analysis for Best Fit Solution(s)

Learning Log Metacognitive Journal

b. create original works as a means of personal or group expression.

Fine Arts: Computers, synthesizers, film and video pro-vide opportunities to create and record sound composition, animated images, montages and other works.

Present the Solution

Presentation Observation Tool

Performance Assessment Rubric

Digital Portfolio & Rubric

c. use models and simulations to explore complex systems and issues.

Math: Learners must be able to use the technology of calculators and computers including spreadsheets, dynamical geometry systems computer algebra systems, and data analysis and graphing software to represent information, form conjectures, solve problems and communicate results.

Gather Information

Digital Portfolio & Rubric Coach’s observations

d. identify trends and forecast possibilities.

Social Science: Technology today provides a channel through which Learners can gather knowledge of the past, search information about today and make hypotheses regarding the future.

Share Information

Information Sharing Tool Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal

The Emerging Learning Landscape is closely aligned with the PBL process. The relationship between the NETS for Students the former Illinois Learning Standards Applications for Learning, the Stages of the PBL Process and related opportunities and tools for assessment are detailed in the chart below.

Innovation Matters


NETS-S Standard

(What to assess)


(What to assess)


(When to assess)

Tools for Assessment

(How to assess)

2. Communication and

Collaboration Communicating

Working on Teams

Learners use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Learners:

Communicating: Express and interpret information and ideas. Teams: Learn and contribute productively as individuals and as members of groups.

a.

interact, collaborate and publish with peers, experts, or others employing a variety of digital environments and media.

Math: The ability to shift between verbal, graphical, numerical and symbolic modes of representing a problem helps people formulate, understand, solve and communicate technical information. English/Language Arts: In researching and bringing outside information to a team, individuals must be able to search, select and understand a variety of sources.

Gather Information Share Information Present the Solution(s)

Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal

b.

communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Social Science: To study and draw conclu-sions about social science issues, learners need to read and interpret textual and visual information, be able to listen carefully to oth-ers and be able to organize and explain their own ideas using various media. Fine Arts: These [teamwork] activities give learners experience in communicating ideas, considering the ideas of others and reaching consensus.

Share Information Present the Solution(s)

Performance Assessment Rubric Coach’s observations Learning Log Metacognitive Journal

c.

develop cultural understanding and global awareness by engaging with learners of other cultures.

Foreign Language: The four basic skills essential for oral and written communication are enhanced by an understanding of non-verbal gestures, cultural symbols and rituals, global trends, regional varieties of language, and local traditions and contexts. Math: Learners must have opportunities to develop the skills and processes provided by team problem-solving experiences to be prepared to function as members of society and productive participants in the workforce.

Team-building activities

OPV Chart Coach’s observations

d.

contribute to project teams to produce original works or solve problems.

Science: Science learners have the opportunity to work both ways—as individuals and as members of teams organized to conduct complex investigations and solve problems.

Know/Need to Know Define the Problem Gather Information Share Information Generate Possible Solutions Determine Best Fit Solution(s) Present the Solution(s)

Know/Need to Know Charts Problem Statement Information Sharing tool PMI Chart SWOT Analysis for Best Fit Solution(s) Digital Portfolio & Rubric Coach’s observations

Innovation Matters


NETS-S Standard

(What to assess)


(What to assess)


(When to assess)


3. Research and Information Fluency

Using Technology

Learners apply digital tools to gather, evaluate and use information. Learners:


a. plan strategies to guide inquiry.

Science: Scientists depend on technology in performing experiments, analyzing data and communicating the results.

Know/Need to Know Define the Problem Develop Action Plan

Know/Need to Know charts Problem Statement Project Action Plan Learning Log Metacognitive Journal

b.

locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.

Social Science: This technology includes databases, computer programs, on-line services and interactive telecommunications. It allows students to gather and process data from a variety of sources, from archives in the Library of Congress to historical art works from around the world.

Gather Information

Information Gathering tool Information Sharing tool Coach’s observations

c.

evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Math: Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge.

Gather Information Share Information

Information Gathering tool Information Sharing tool Coach’s observations Debriefing

d. process data and report results.

Physical Development & Health: Learners monitor fitness and analyze movement skills with monitoring instruments, video and computer software. These tools allow students to keep records, graph progress, create simulations and compare performance to national statistics.

Share Information

Digital Portfolio & Rubric Information Sharing tool Coach’s observations Learning Log Metacognitive Journal

Innovation Matters


NETS-S Standard

(What to assess)


(What to assess)


(When to assess)

4. Critical Thinking, Problem Solving, and Decision Making

Solving Problems

Learners use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Learners:

Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.

a.

identify and define authentic problems and significant questions for investigation.

English/Language Arts: The ability to locate, acquire and organize information from various sources, print and electronic, is essential to solving problems involving research.

Know/Need To Know Define the Problem

Know/Need to Know charts Problem Statement Learning Log Metacognitive Journal

b. plan and manage activities to develop a solution or complete a project.

Social Science: Learners of social science are asked to analyze information from a variety of sources and to solve problems through a rational process based on goals and criteria.

Develop Action Plan Gather Information

Project Action Plan Critical Path Analysis Information Gathering tool Learning Log Metacognitive Journal

c. collect and analyze data to identify solutions and/or make informed decisions.

Math: The ability to link the problem-solving methods learned in mathematics with a knowledge of objects and concepts from other academic areas is a fundamental survival skill for life.

Develop Action Plan Gather Information Determine Best Fit Solution(s)

Information Sharing tool Project Action Plan Information Gathering tool SWOT Analysis for Best Fit Solution(s) Coach’s observations Learning Log Metacognitive Journal

d. use multiple processes and diverse perspectives to explore alternative solutions.

Science: Following the steps of scientific inquiry, students learn how to gather evidence, review and understand their findings, and compare their solutions with those of others. They learn that there can be differing solutions to the same problem, some more useful than others.

Gather Information Generate Possible Solutions

Information Gathering tool OPV Chart PMI Chart SWOT Analysis for Best Fit Solution(s) Coach’s observations Learning Log Metacognitive Journal Concept Map


Innovation Matters


NETS-S Standard

(What to assess)


(What to assess)


(When to assess)


5. Digital Citizenship

Learners understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Learners:

a.

advocate and practice safe, legal, and responsible use of information and technology.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Coach’s observations Debriefing

b.

exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Coach’s observations Learning Log Metacognitive Journal

c. demonstrate personal responsibility for lifelong learning.

Develop Action Plan Reflective Log

Digital Portfolio & Rubric Project Action Plan Reflective Log Debriefing

d. exhibit leadership for digital citizenship.

Gather Information Share Information Generate Possible

Solutions

Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal Concept Map

Innovation Matters


6. Technology Operations and Concepts

Using Technology

Learners demonstrate a sound understanding of technology concepts, systems and operations. Learners:

a. understand and use technology systems.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Performance Assessment Rubric Coach’s observations Learning Log Metacognitive Journal Debriefing

b. select and use applications effectively and productively.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Performance Assessment Rubric Coach’s observations Learning Log Metacognitive Journal Debriefing

c. troubleshoot systems and applications.

Gather Information Prepare for

Presentations

Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal Debriefing

d. transfer current knowledge to learning of new technologies.

Gather Information Share Information Determine Best Fit

Solution(s) Present the

Solution

Digital Portfolio & Rubric Coach’s observations SWOT Analysis for Best Fit Solution(s) Learning Log Metacognitive Journal Debriefing


Math: Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. Science: Scientists depend on technology in performing experiments, analyzing data and communicating the results.

NETS-S Standard

(What to assess)


(What to assess)


(When to assess)


Innovation Matters


What Are the STEM Career Clusters?

Illinois Innovation Talent supports projects within nine STEM industry categories. Of the nine areas highlighted below, eight are consistent with the National Career Clusters Framework (http://www.careerclusters.org). Based on the work of the Illinois Energy Sector Partnership, Illinois has added "Energy" as an additional STEM area.

1. Agriculture, Food, and Natural Resources: development, production, processing and distribution of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture and other plant and animal products/resources;

2. Energy: development, planning and management of the production of energy including renewable energy and clean coal technology and its distribution through smart grid technologies;

3. Manufacturing: product and process development and the management of processing of materials into intermediate or final products and related support activities;

4. Information Technology: design, development, management, support and integration of hardware and software systems;

5. Architecture and Construction: design, planning, management, building and maintenance of the built environment including the use of green technologies;

6. Transportation, Distribution, and Logistics: planning for the management and movement of people, materials and goods across all transportation modes as well as maintaining and improving transportation technologies;

7. Research and Development (referred to as “STEM” in the National Career Clusters Framework): scientific research and professional and technical services including laboratory and testing services and research and development services;

8. Health Science: planning, management and provision of therapeutic, diagnostic, health informatics and support services as well as biomedical research and development; and

9. Finance: securities and investments, business finance, accounting, insurance and banking services.

Innovation Matters


What Problems Engaged Learners in Innovation?

The twenty-six problems described in these pages were completed in ILIT in the school year 2010-2011. Photos and more complete information about these problems can be found at http://pbln.mrooms.org.

School: Alton High School Partner: Ameren Problem: Students were asked by Alton School District and Ameren Illinois to create a comprehensive plan to reduce energy consumption at the high school and educate the community. The plan will include recommendations for making the campus more sustainable. Stem Career Cluster: Energy Coach’s Notes: Students gained a thorough understanding of how electricity is produced and how it is charged to residential or commercial customers, and they explored a wide range of conservation options for the high school campus.

School: Chester High School Partner: Astellas Problem: How can we discover the most effective medication for transplant patients and advise a new direction for transplant patients in such a way that the company benefits, we benefit from it, it may build on previous medication, and the patent problem is fixed? Stem Career Cluster: Research and Development Coach’s Notes: Student solutions— make Prograf more affordable to consumers by reducing marketing costs. Re-patent and make improvements to Prograf to make the drug better and more successful than it is now. Invest in research for future technology, particularly in stem cells and cloning. Students thought that this would be a wise investment to look forward and not remain “status quo”.

School: Decatur Area Technical Academy Partner: Ameren Problem: Students worked with the engineering staff of Ameren Illinois at the Meredosia Power plant on two projects. Project one involved using Revit Architecture software to create renderings of the current Meredosia facility. Students redesigned and suggested modifications that represented what the facility will look like once the FutureGen 2.0 project is completed. In project two, the students relocated and redesigned the path of piping that carries activated carbon to the carbon injectors in an effort to increase the efficiency of removing mercury from the exhaust. Stem Career Cluster: Energy Coach’s Notes: High school juniors and seniors enrolled in the CAD program, through working with Ameren in Meredosia, learned many skills that are valuable in everyday engineering firms. They learned how to address a problem and dissect it to better plan the steps they would take to complete their project.

Innovation Matters


School: Dunbar Vocational Career Academy Partner: Baxter Problem: How can we provide a home-based chemotherapy treatment in such a way that it is: safe, efficient, user-friendly, tamper-proof, and economical? Stem Career Cluster: Health Science and Research and Development Coach’s Notes: Students carefully considered the important factors from their problem statement to develop a device that is safe, by isolating the toxic drug from the patient, and by having cellular capabilities to contact 911 and/or the doctor, efficient, user friendly, tamper-proof, and economical. In addition, the device is smart by monitoring key vital signs and conditions such as blood pressure and drug concentration in the blood. School: Fenton High School Partner: WIU/ISU Problem: Students in three courses (Physical Science, Environmental Science, and Industrial Technology) shared responsibilities in the overall problem of determining the feasibility of using wind and solar power to produce 5-10% percent of the current energy used at Fenton High School. Stem Career Cluster: Energy Coach’s Notes: The students recommended a tower-mounted turbine located near an electrical access point that would be minimally invasive to existing structures and athletic fields. The best solar option was to have the solar panels mounted to the side of the building as they would be strong enough to withstand the weight of the solar panels. School: Glenbrook Academy of International Studies Partner: Allstate Problem: Students were confronted with an issue that more than 5,000 teens die from distracted driving every year. One of the major contributors of these distractions is texting and driving. Stem Career Cluster: Finance Coach’s Notes: In addition to presenting their solutions to Allstate, students developed a video-documentary of the PBL process. Throughout the process they captured video in the classroom, interviewed each other, and interviewed the Allstate partners for reflections on the process. They then edited the footage and added voiceovers to create a record of the entire unit . “Almost any situation you deal have as a business whether you’re working on a project or responding to customer service needs, you have to isolate the problem first, research it using all your available resources, then put forth a variety of solutions to address it.”—ILIT Partner School: Instituto del Progresso Latino Partner: MCHC Problem: How can we improve the immunization rates for selective communicable diseases in the City of Chicago in such a way that the public understands the seriousness of not getting immunized for these diseases and makes a healthy choice to get immunized? Stem Career Cluster: Health Science and Research and Development Coach’s Notes: While analyzing the problem, the students discussed the need to use various media to reach the different audiences. They educated more than 80 students using informational Power Point presentations. They educated the public with a brochure, a You Tube video and a Facebook page.

Innovation Matters


School: Kankakee High School Partner: MCHC Problem: Childhood (birth-18 years of age) immunization programs in America are not as efficacious as they are in other developed countries throughout the world. After identifying causes for our country’s deficiencies, what can be done to improve immunization rates in America? Stem Career Cluster: Health Science and Research and Development Coach’s Notes: Students generated a Prezi multimedia presentation to share in high school classrooms, K-8 classrooms, and in other community locations to illustrate how immunization works in the human body to prevent disease. A powerful YouTube video “Protecting Tomorrow Today” for a wider audience is available on the MCHC web site www.mchc.com. School: Maine East High School Partner: Astellas Problem: How can we advise Astellas what direction they should take in research and development to lead to the creation of new techniques, drugs, or therapies for transplant patients? Stem Career Cluster: Health Science and Research and Development Coach’s Notes: Students’ solutions were wide and varied and include some of the following: use of stem cells on biological or artificial scaffolds to create replacement organs, development of more effective immunosuppressants, potassium inhibitors, use of biotechnology for new drug development to target histocompatibility markers, development of xanotransplantation therapies, development of mechanical/artificial organs, genetic engineering of marker proteins, and development of organ-sustaining technologies/chemicals for prolonging organ viability after removal from donor. School: Maine East High School Partner: WIU/ISU Problem: How can we research ways of introducing wind and solar technologies into District 207’s energy plan and generate recommendations for the board and the Center for Renewable Energy? Stem Career Cluster: Energy Coach’s Notes: Students summarized their solution and defended their findings to the superintendent, Dr. Ken Wallace, and his community advisory panel in April 2011. The solution proposed by students was to design, construct and install a solar photovoltaic energy pilot at Maine East High School within the next two years. School: Maine South High School Partner: Astellas Problem: The students were asked to consider the best options for combating the rejection of organ transplants, such as in-house research, the acquisition of intellectual property and/or start-up biotech companies, and collaboration with other pharmaceutical companies. Stem Career Cluster: Health Science and Research and Development Coach’s Notes: The students were able to develop their critical thinking abilities by carefully reviewing current literature, analyzing arguments, listening to the opinions and findings of others, weighing scientific evidence and examining the logic behind proposed solutions.

Innovation Matters


School: Maine Township High Schools Partner: MCHC Problem: The current immunization compliance rates in Illinois are a concern. The students needed to find out why the compliance rates are not as high as they should/could be and what can be done to educate people about the need to immunize so these rates will increase. Stem Career Cluster: Health Science and Research and Development Coach’s Notes: Students generated three videos for their public education campaign; they are available through the MCHC web site www.mchc.com. Maine Township High Schools formed a unique partnership among the three high schools to explore the MCHC challenge. Students from all of the schools collaborated on a single presentation at the April 11th Sharing Event. School: Morgan Park High School Partner: Baxter Problem: How can we maximize the effectiveness and use of infusion devices used to treat chronic diseases such as diabetes and/or sickle-cell anemia and their symptoms...in such a way that: dosage is controlled and monitored, infections and other side effects are limited, and the device is easy to use and portable? Stem Career Cluster: Health Science and Research and Development Coach’s Notes: The students developed a prototype of a chemotherapy device on a wristband which has a cylinder cartridge that administers the pre-saline solution, chemo drug mix and/or saline flush. “It’s good to work together and to agree on things because througout life, you’re going to have to work with others. Everybody had different ideas, so it was pretty challenging trying to get everyone to agree on one topic.”—Freshman Student School: Mother McAuley Liberal Arts High School Partner: ComEd Problem: ComEd requested that the students assist them in identifying ways to reduce energy consumption and increase energy efficiency at our school. ComEd asked students to propose cost-efficient solutions that may qualify for government energy incentive programs currently being offered. Stem Career Cluster: Energy Coach’s Notes: The students developed a systematic approach to conducting an energy audit. They did a preliminary walk-through of the building. They divided the building into five main areas and assigned 3-4 students to each area of the building. They developed a document that they would use during the more focused walk-through. It enabled them to conduct a thorough audit and ensured that they include all aspects of the building in the audit. School: Nequa Valley High School Partner: ComEd Problem: Assist ComEd and ARAMARK in developing a proposal that will reduce energy usage and increase energy efficiency by focusing on lighting options, plug loads and motors at our high school in such a way that it is cost efficient and realistic. Stem Career Cluster: Energy Coach’s Notes: Students identified areas of energy reduction or energy inefficiency then organized themselves into teams of 2 or 3 to attack each area. Students created a statement to reflect what their role was in the process and what they wanted to accomplish. They conducted a survey throughout the building. They used iPads and journals to document how electrical energy was being used in lighting and in motors.

Innovation Matters


School: New Millennium School of Health Partner: Abbott Labs Problem: How can we, as students and representatives of Chicago’s Southside community, profile cancer in the local community to advise Abbott on necessary biomarkers and assays needed for early detection? Stem Career Cluster: Health Science and Research and Development Coach’s Notes: Students developed a profile of cancer on the Southeast side of Chicago. They analyzed cancer-related and community-related statistics and created a presentation for Abbott Labs advising them to research more cancer biomarkers. In addition, students created greater community awareness about cancer prevention and treatment through school-based community events. School: Niles North High School Partner: WIU/ISU Problem: For our project, we needed to research wind and solar energy and how it can be implemented within our school’s power grid. We also needed to determine which of these two energies would be best suited for our school. Stem Career Cluster: Energy Coach’s Notes: Students were asked to discover how the pitch of the wind turbine’s blade affected the overall operation. They created a wind turbine with cardboard and hot glue. After this assignment, students were asked to develop a wind turbine using Autodesk Inventor, a 3D modeling program. School: Niles West High School Partner: IDOT Problem: Niles West students worked with the Illinois Department of Transportation on issues regarding the high-speed rail system that runs from Chicago to St. Louis. Stem Career Cluster: Transportation, Distribution, and Logisitics Coach’s Notes: They were also asked to investigate the feasibility of increasing the speed of the high-speed train from 110 mph to 220 mph in such a way that this increased speed would be environmentally sensitive, economically practical, safe, and marketable to users and those who have the train run through their community. School: North Shore Academy Partner: ComEd Problem: How can we replace an inefficient electrical energy-consuming system in the Highland Park firehouse with an alternative energy source system, such as wind energy in such a way that it will not only supply power to the firehouse, but return energy back to the people of Highland Park? Stem Career Cluster: Energy Coach’s Notes: After careful assessment of the current electrical structure pertaining to the lighting and their basic controls at Highland Park Public Works Building firehouse, students made comparisons to a more recently constructed firehouse and determined that the most cost-effective and environmentally-friendly method for making improvements was through retrofitting the current lighting system with more current and less energy-consuming

Innovation Matters


School: O’Fallon Township High School Partner: Ameren Problem: How can we develop a communication tool for the City of O’Fallon regarding community sustainability in such a way that it reduces energy consumption for the city, its residents and its businesses; decreases the overall carbon footprint of the city; improves city services, infrastructure and green spaces; and increases the general public’s awareness of the benefits and consequences of sustainability and of current energy/living choices? Stem Career Cluster: Energy Coach’s Notes: The students at the OTHS Sustainability Fair met with and attended seminars from local organizations and companies that were energy-reduction, water-quality, or sustainability based. Students grasped the concept of conservation of energy through reduc-tion of use and of waste. School: Palatine High School Partner: Abbott Labs Problem: The students were asked to compare and contrast the different forms of HIV testing and formulate new ideas to improve the outreach of testing and treatment to rural areas of the world. Stem Career Cluster: Health Science Research and Development Coach’s Notes: The students generated a great many solutions. Many of them were not really an engineering type of solution because they were looking at the problem as a whole rather than how we can engineer something that will work. In the end they focused on solutions that they had the most control over, which was the mechanical and design aspect of the problem. The other solutions involved how testing was done and how the logistics of the information being passed around worked. School: Palatine High School Partner: Chicago Botanic Garden Problem: How can we, as the Chemistry of Foods class, increase the amount of organic and locally grown agricultural products used in Palatine High School in such a way that it addresses the barriers of cost, government regulations, health, safety, and nutrition, as well as High School District 211's standard operating procedures? Stem Career Cluster: Agriculture, Food, and Natural Resources Coach’s Notes: Student Recommendations: Have a taste panel to try to gain the consumers’ acceptance of organic foods, gradually switch over to organic in certain key food items (ketchup, apples, milk) in the student cafeteria, slowly introduce organic foods into our restaurant meals, foods classes and preschool snacks, buy more locally grown foods, and make a small student-worked garden on school property. School: Rolling Meadows High School Partner: WIU/ISU Problem: Their overall task was to make recommendations on the feasibility of implementing wind/solar power alternative energies to supplement the energy distribution grid for RMHS and the City of Rolling Meadows. Stem Career Cluster: Energy Coach’s Notes: Students presented their work to a panel. They explained that after investigating wind and solar power, they decided to concentrate their efforts on solar power. They felt that wind power is not reliable enough in the Chicago area, and there are several negatives in producing wind power: the size of the generators needed and the noise and flicker effect of the spinning generator blades.

Innovation Matters


School: Schurz (Carl) High School Partner: IDOT Problem: Schurz High School Automotive Academy was asked to investigate the pros and cons of alternative fuel vehicles vs. gasoline-powered vehicles for use in the IDOT motor pool. Stem Career Cluster: Transportation, Distribution, and Logistics Coach’s Notes: Researching alternative fuels, it appears that a fully electric vehicle can solve IDOT’s concerns. Because of their research on the EV1 electric car, students were inspired to build an electric/solar-powered vehicle. School: Wheeling High School Partner: Abbott Labs Problem: How can we, as outside advisors with fresh perspective, advise Abbott on the future direction of therapeutic and diagnostic biomarker research? How can we, as business students, take the information from the biology research and compile it into a summary presentation that shows Abbott the research that was done? Stem Career Cluster: Health Science and Research and Development Coach’s Notes: Students researched various issues regarding biomarkers in order to understand the current research being done. Student teams made recommendations as to how Abbott should continue researching specific biomarkers as either therapeutic or diagnostic tools. The students looked for the ramifications to public health, considered the financial issues involved with continuing to work with biomarkers, and prepared a presentation that culminated in their recommendation to Abbott. School: Woodstock High School Partner: Chicago Botanic Garden Problem: How can we, as consultants to the USDA, find the advantages of bringing locally sourced food into the public school in such a way that we consider health, public safety, cost, ways to overcome the barriers of environmental impact, and the skill level needed to prepare and bring fresh produce into the school cafeteria? Stem Career Cluster: Agriculture, Food, and Natural Resources Coach’s Notes: Since the problem was addressed by three separate groups in two high schools, the classes and the schools came to slightly different solutions, yet their solutions are also very similar. Some of the differences can be attributed to differences in group focus as some focused on health and safety, others on environmental impact, and others on cost and food preparation training.

Innovation Matters


How Do Teachers Respond to ILIT?

Teachers report learner growth and higher levels of engagement. They mention improved decision making and collaborative work, and they see an increase in creative thinking. Most teacher participants affirm that they learned the PBL process and strategies and plan to use them as they incorporate more PBL experiences, and several credit this project with making them more constructivist and learner-centered in their classrooms. Many commented on the value of authentic partnerships. Below is a cross-section of comments from teacher participants:

I really found it a great motivator and the cooperative part was very helpful to keep learners on track—they encouraged each other. I will definitely be doing this again next year.

At another professional training, I was sharing some of the things I used in this project, like the Know/Need to Know/How to Find Out charts and learning logs and shared how successful they were. Next year I want to start out with a PBL, instead of ending with one. I think it will make them learn to think on their own better.

Genuine interest in the area was exhibited and they learned historical facts that will enable them to relate better to our locale. Overall, this was a valuable project which I plan to duplicate and improve in the future.

Problem-based learning has been a great educational experience for both my learners and myself and has changed the way I teach for the better. I am confident that the real world experience my learners gained during this unit ranks among the best educational experiences they have received.

I will definitely continue to use constructivism in my classes. The kids were highly engaged and thus highly motivated. In ten years of teaching, I’ve never seen a learner get excited about the meaning I created for him/her. I have, however, seen genuine excitement from a learner constructing his/her own meaning. In addition to the excitement, constructivism forces participants to create their own connections and thus establish relevance.

Once this project is over, I don’t know how we’re going to go back to what we were doing. We have to figure out what problem we’re going to have them work on next, because this is the way they’re learning now. We cannot go back. The open-ended approach to the problem allowed for the students to investigate more areas of focus, which ended up providing a more diverse basis of content knowledge without affecting the quality of knowledge/content learned. In the end, it was one of the best experiences that many of us have ever had teaching. Our students surpassed our expectations with their questions and their quest to find the best resolution to the problem. By far the most wonderful thing to bear witness to was young people seeing their value and self-worth...the joy of watching my students find their self-worth and realize what they are capable of, not only academically but to another human being. The amount of interest and enthusiasm the students showed throughout the whole process of the project surprised me. These types of classes are great opportunities for creative students that are itching to learn. I hope to see this project continue.

Innovation Matters


Illinois Professional Teaching Standards (2010) Available for downloading from http://www.isbe.net/PEAC/pdf/IL_prof_teaching_stds.pdf

#1 Teaching Diverse Students The teacher understands the diverse characteristics and abilities of each student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional opportunities that maximize student learning. #2 Content Area and Pedagogical Knowledge The teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice. #3 Planning for Differentiated Instruction The teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement. #4 Learning Environment The teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting. #5 Instructional Delivery The teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student. #6 Reading, Writing, and Oral Communication The teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing and oral communication needs to facilitate the acquisition of content knowledge. #7 Assessment The teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student. #8 Collaborative Relationships The teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members. #9 Professionalism, Leadership, and Advocacy The teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Innovation Matters


How Does PBL Connect with the Illinois Professional Teaching Standards? In a PBL environment, teachers have multiple opportunities to demonstrate their proficiency with many of the knowledge and performance indicators.

STANDARD 1 - Teaching Diverse Students 1B. Understands how each student constructs knowledge, acquires skills, and develops effective and efficient critical

thinking and problem-solving capabilities; 1C. Understands how teaching and student learning are influenced by development (physical, social and emotional,

cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community;

1I. Stimulates prior knowledge and links new ideas to already familiar ideas and experiences; 1J. Differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that

they are meaningful to students at varying levels of development and to students with diverse learning needs; and 1K. Facilitates a learning community in which individual differences are respected. STANDARD 2 - Content Area and Pedagogical Knowledge 2B. Understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to

the disciplines; 2C. Understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking,

problem-structuring and problem-solving, invention, memorization, and recall) and ensures attention to these learning processes so that students can master content standards;

2D. Understands the relationship of knowledge within the disciplines to other content areas and to life applications; 2F. Knows how to access the tools and knowledge related to latest findings (e.g., research, practice, methodologies) and

technologies in the disciplines; 2I. Evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs; 2J. Uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts; 2K. Engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines; 2M. Uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student

develop conceptual understanding and address common misunderstandings; and 2N. Facilitates learning experiences that make connections to other content areas and to life experiences. STANDARD 3 – Planning for Differentiated Instruction 3D. Understands when and how to adjust plans based on outcome data, as well as student needs, goals, and responses; 3E. Understands the appropriate role of technology, including assistive technology, to address student needs, as well as how

to incorporate contemporary tools and resources to maximize student learning; 3F. Understands how to co-plan with other classroom teachers, parents or guardians, paraprofessionals, school specialists,

and community representatives to design learning experiences; 3K. Incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life

experiences; 3L. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas; 3M. Develops plans based on student responses and provides for different pathways based on student needs; and 3Q. Develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for

differentiating instruction. STANDARD 4 - Learning Environment 4B. Understands how individuals influence groups and how groups function in society; 4C. Understands how to help students work cooperatively and productively in groups; 4D. Understands factors (e.g., self-efficacy, positive social interaction) that influence motivation and engagement; 4J. Creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving

classroom goals; 4K. Uses strategies to create a smoothly functioning learning community in which students assume responsibility for

themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities;

4M. Organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities; and

4N. Engages students in and monitors individual and group-learning activities that help them develop the motivation to learn.

Innovation Matters


STANDARD 5 - Instructional Delivery 5C. Knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies,

and resources; 5D. Understands disciplinary and interdisciplinary instructional approaches and how they relate to life and career

experiences; 5F. Knows strategies to maximize student attentiveness and engagement; 5G. Knows how to evaluate and use student performance data to adjust instruction while teaching; 5I. Uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning

opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities;

5K. Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students; and

5O. Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning;.

STANDARD 6 - Reading, Writing, and Oral Communication 6B. Understands that the reading process involves the construction of meaning through the interactions of the reader's

background knowledge and experiences, the information in the text, and the purpose of the reading situation; 6F. Recognizes the relationships among reading, writing, and oral communication and understands how to integrate these

components to increase content learning; 6O. Teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts,

including electronic resources; 6Q. Integrates reading, writing, and oral communication to engage students in content learning; and 6S. Stimulates discussion in the content areas for varied instructional and conversational purposes. STANDARD 7 – Assessment 7E. Understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of

learning and instruction; 7I. Knows assessment and progress monitoring techniques to assess the effectiveness of instruction for each student; 7K. Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and

performance of an individual student and the class as a whole; and 7L. Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages

them to establish goals for learning. STANDARD 8 – Collaborative Relationships 8A. Understands schools as organizations within the larger community context; 8B. Understands the collaborative process and the skills necessary to initiate and carry out that process; 8E. Understands school- and work-based learning environments and the need for collaboration with all organizations (e.g.,

businesses, community agencies, nonprofit organizations) to enhance student learning; 8L. Initiates collaboration with others to create opportunities that enhance student learning; 8M. Uses digital tools and resources to promote collaborative interactions; and 8T. Identifies and utilizes community resources to enhance student learning and to provide opportunities for students to

explore career opportunities. STANDARD 9 - Professionalism, Leadership, and Advocacy 9G. Understands local and global societal issues and responsibilities in an evolving digital culture; 9H. Understands the importance of modeling appropriate dispositions in the classroom. 9K. Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve

student performance, school goals, and professional growth; 9N. Collaborates with other teachers, students, parents or guardians, specialists, administrators, and community partners to

enhance students’ learning and school improvement; 9O. Participates in professional development, professional organizations, and learning communities, and engages in peer

coaching and mentoring activities to enhance personal growth and development; 9S. Models digital etiquette and responsible social actions in the use of digital technology; and 9T. Models and teaches safe, legal, and ethical use of digital information and technology, including respect for copyright,

intellectual property, and the appropriate documentation of sources.

Innovation Matters


What Are Some Indicators of a Constructivist Learning Environment?

In my coaching interactions with students . . . 1. my classroom management strategies and structures are consistent with investigative processes to enhance the quality

of the learning. 2. the pace is appropriate for the needs of the students and purposes of the lesson. 3. I allow adequate “think time” before responding. 4. my responses are non-judgmental. 5. my responses support learning by seeking to clarify what students know, what they don’t know, and how they will find

information. 6. I ask higher order questions–e.g, asking students to make distinctions, apply ideas, form generalizations, raise

questions, develop arguments, and construct explanations. 7. I model and scaffold the kinds of questions that students need to ask themselves to be self-directed learners. Examples:

“Why did you request that information?” “What do you specifically hope to learn?” “What more do you need to know?”

8. I challenge students to assess the relevance of what they are learning as well as their success in learning–e.g., students evaluate the relevance of resources they have selected, check for bias, and find multiple resources.

9. I give information as a response to the students’ stated Need to Know 10. I encourage my students to consider the implications of their conclusions. In my content-focused learning activities … 11. students are intellectually engaged with important ideas relevant to the focus. 12. accurate content information is communicated. 13. content is portrayed as a dynamic body of knowledge continually enriched by conjecture, investigation analysis, and/or

proof/justification. 14. appropriate connections are made to other content areas, disciplines, and/or real-world contexts. 15. degree of “sense-making” of content is appropriate for the students’ developmental levels/needs and the lesson’s

purposes. I establish a classroom culture in which . . . 16. I encourage and value active participation of all students. 17. I create a climate of respect for students’ ideas, questions, and contributions. 18. I promote collegial working relationships among students–e.g., students work together, talk with each other about the

lesson, and stay on task. 19. I engage in collaborative working relationships with students. 20. my students develop their own ways to solve challenging problems. 21. discussions demonstrate intellectual rigor, constructive criticism, and challenging of ideas, instead of people. I evaluate my learners . . . 22. through performance-based examinations that are authentic, student-centered, and focused on problem solving. 23. in varied and multiple ways. 24. so that the assessments themselves promote continued learning. 25. on their knowledge, processes of thinking, and collaboration. 26. on their ability to apply or generalize skills and concepts to other areas of the discipline, other disciplines, and/or real-

life situations. The overall learning experience is likely to have a positive impact on … 27. students’ self-confidence in the discipline. 28. students’ interest in and/or appreciation for the discipline. For my own professional growth . . . 29. I reflect on classroom experiences (what worked well, what didn’t, what needs to happen next, etc.) 30. I evaluate areas for improvement and continued learning.

Innovation Matters


How Can Technology Enhance a Constructivist Learning Environment?

The use of a variety of technologies can be embedded throughout the process to build learners’ content, collaboration and metacognitive skills.

digital portfolio and (nearly) paperless classroom

electronic tools (email, texting, etc.) as a major communications conduit

polished writing using text analysis and word processing

Internet for research

desktop publishing of materials

presentation software

spreadsheets to calculate budgets and track other data

handhelds

videoconferencing for communication between learners and their partners

productivity tools: calendar, address book, memo pad

collaborative note taking

learners trouble shooting for themselves and each other

blogs and other social networking tools

CADD (Computer Aided Drafting and Design)

digital cameras and video cameras

iMovie/Windows Movie Maker

GPS

GoogleMaps and GoogleEarth

web-based sharing files and tools, such as GoogleDocs

web-based collaborative communities, such as Moodle® and Wikispaces®

infrared imaging/scanning and detection tools

light meters and kilowatt meters

Microsoft Photosynth® 3D imagery

probeware

tablets

innovation matters, 2012 ilit

Documents

state of illinois

action illinois mathematics

innovation matters goal

talented illinois students

illinois career competencies

science academy imsa

learning laboratory

pbl model