1. Challenge Based
Learning 101
Cynthia Treichler
Prince William County Schools
Wilkes University
@cbrown426
cynthia.treichler@gmail.com
2. CBL in a Nutshell
“…a collaborative learning experience in
which teachers and students work
together to learn about compelling
issues, propose solutions to real
problems, and take action.”
Challenge Based Learning: A Classroom Guide
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3. Why
CBL?
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5. CBL Provides…
• A flexible framework with multiple entry points
and varied solutions
• A focus on global challenges with local solutions
• An authentic connection to multiple disciplines
• An opportunity to work collaboratively and hone
21st century skills and habits of mind
Johnson, Laurence F Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009).
.;
Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium.
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6. CBL Provides…
• The opportunity for students to guide learning and
take action
• The documentation of the learning experience from
challenge to solution
• 24/7 access to up-to-date technology tools and
resources so students can do their work
• The opportunity for the teacher to act as facilitator
Johnson, Laurence F Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009).
.;
Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium.
Image courtesy of ddpavumba at FreeDigitalPhotos.net
7. Five Minds for the Future
Synthesizing
Disciplined arraying information to
mastery of key subjects make sense to self and
others
Respectful
seeking to understand Ethical
differences striving toward good
work and good
Creating citizenship
beyond existing knowledge and
syntheses to pose new questions
Gardner, Howard. (2007). Five minds for the future. Boston: Harvard Business School Press.
8. 21st Century Skills
• Teaches 21st century
skills discretely in the
context of core subjects
and 21st century
interdisciplinary
themes
• Encourages the
integration of
community resources
beyond school walls
Partnership for 21st Century Skills (2011). Framework for 21st century learning.
Retrieved from http://www.p21.org
9. ACOT2 has identified six
design principles for the
21st century high school
http://education.apple.com/acot2/principles/
10. “Educators must become more than
information experts; they must also
be collaborators in learning…
seeking new knowledge alongside
students, and modeling positive
habits of mind and new ways of
thinking and learning.”
Apple Classrooms of Tomorrow - Today
11. The Shift
Consuming Producing
Authority Transparency
Expert Facilitator
Access to Information Access to People
Passive Passionate
Presentation Participation
Formal Schooling Lifelong Learning
Hargadon, S. (2008, March 4). Web 2.0 is the future of education [Web log message].
Retrieved from http://www.stevehargadon.com/2008/03/web-20-is-future-of-education.html
12. CBL From the
Lens of a Teacher
Johnson, L. and Adams, S., (2011). Challenge Based Learning: The Report from the Implementation
Project. Austin, Texas: The New Media Consortium.
13. CBL From the
Lens of a Student
Johnson, L. and Adams, S., (2011). Challenge Based Learning: The Report from the Implementation
Project. Austin, Texas: The New Media Consortium.
14. WHERE
CAN I
LEARN
ABOUT
CBL?
Image courtesy of Discovery Education
17. How
does
CBL
work?
Image courtesy of Apple Inc.
18. CBL Framework
BIG IDEA
• A broad concept that can be explored in
multiple ways, is engaging, and has
importance to learners, and the larger
society
Creativity Democracy Sustainability
19. CBL Framework
ESSENTIAL QUESTION
• Refine and contextualize the big idea into
one essential question
• Many possible pathways for
investigation
• Examples –
• How does my water consumption
impact my world?
• How do my actions impact the
air we breathe?
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21. CBL Framework
CHALLENGE
• Asks learners to create a specific
solution that can result in concrete,
meaningful action.
22. Involve citizens in democracy
Increase your community’s fitness
Reduce waste in the school cafeteria
Transform apathy into engagement
Increase cultural identify and awareness
in our community
Improve your wellness
Reduce paper use in your school
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23. CBL Framework
Guiding Guiding Guiding
Questions Activities Resources
ŸHelp students
ŸGenerated by the answer the
students and guiding questions ŸFocused set of
represent the and develop resources that
knowledge/skills innovative, support the
needed to insightful, and activities and
successfully realistic solutions assist students
develop a solution ŸDesigned to with developing a
ŸDirect the provide guidance solution
research on the path to a
solution
24. How do we use water? Calculate Your
How much do we use? Individual Water
How is water wasted? Footprint
Water Sense Quiz
from the
Environmental
Protection
Agency:
www.epa.gov/
watersense/
water/text.htm
• CBL Classroom
Guide, p. 29
25. CBL Framework
SOLUTIONS
• Each solution should be thoughtful, concrete,
actionable, clearly articulated, and
presented in a publishable format.
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26. How It Ties Together
Guiding
Challenge Guiding Solution
Activities &
Questions
Resources
Standards and Curriculum
Credit: Katie Morrow – ICE 2012 Presentation, slide 67
28. CBL Framework
ASSESSMENT
• How will the process be assessed?
• Assessing the individual and team process helps
capture the development of 21st century skills
• How will the solution be assessed?
• Assess solutions for: connection to the challenge;
accuracy of the content; clarity of communication;
applicability for implementation; and efficacy of the
idea
29. CBL Framework
PUBLISHING
• Students are
encouraged to
publish their
results online
and solicit
feedback
30. CBL Exemplar
Big Idea: Democracy
• Essential Question:
• How do we foster participation by
all citizens in democracy?
• The Challenge:
• Increase the involvement of all citizens in democracy.
• Guiding Questions:
• What are the responsibilities of a citizen?
• What are the key elements of a democracy?
• What does it mean to be involved in democracy?
31. CBL Exemplar
Big Idea: Democracy
• Guiding Activities:
• Research the various definitions of citizenship
throughout history.
• Develop a matrix of citizenship responsibilities.
• Interview local and state officials on their definitions of
democracy.
• Guiding Resources:
• Lynn University 2012 Debate iTunesU Curriculum
(all grade levels targeted)
• http://www.challengebasedlearning.org/download-file/k-12-debate-curriculum.pdf/
ffae6a41.pdf
32. CBL Exemplar
Big Idea: Democracy
• Learn more about the challenge here:
http://www.challengebasedlearning.org/challenge/view/166
33. Issue Project
Student Examples
• Big Idea:
• Civic Engagement
• Essential Question:
• How do our systems of government balance
competing interests to create public policy?
• Challenge:
• Increase awareness of a contemporary
issue in the local community.
35. For more exemplars, visit Apple’s
Challenge Based Learning website.
https://www.challengebasedlearning.org/challenges
36. • Grade Levels:
• K – 5 | 6 – 8 | 9 – 12
• Timeline:
• September 15, 2012 – March 5, 2013
• Prizes Can Include: $5,000 school grants, assemblies
with Discovery Channel talent, green prize packs, and
more!
• How to Enter: Register online and access free resources,
lesson plans, videos, interactive labs and more.
• http://wecanchange.discoveryeducation.com/registration/
www.WeCanChange.com
37. There are multiple entry points within
CBL, and this provides YOU with the
flexibility to create a challenge that
meets the needs of your students.
38. Share Your Ideas
http://goo.gl/jV7lh
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39. DIGITAL TOOLS FOR ORGANZING,
IMPLEMENTING and MANAGING
CBL IN YOUR CLASSROOM
40. Implementing CBL
Apple’s CBL
website offers
some terrific
tools and
resources for
supporting the
process.
Check out the
Classroom Guide
for many
reproducible that
students and
YOU can use.
41. Technology Exposure
Generation M2: Media in the Lives of 8- to 18-Year-Olds.
Kaiser Family Foundation. January 2010. http://www.kff.org/entmedia/mh012010pkg.cfm
42. Communication
Platforms
Digital
Tools
Collaboration Publishing
Platforms Platforms
45. Create Groups | Highlight,
Annotate, and Share
http://www.diigo.com/
46. • Students and teachers can engage in collaborative
creation of word processing documents, spreadsheets,
and presentations.
• Students can use the forms feature in spreadsheets to
gather data, conduct surveys, and share resources.
• Teachers can use the commenting feature to provide
timely feedback to students.
Richard Byrne’s Guide to Google Drive and Google Docs: http://goo.gl/qmzR5
47. • Aggregate student
research
• Embed group
calendars
(i.e., Google Calendar)
• Embed individual and
group
responsibilities charts
(i.e., Bubbl.us)
• Publish solution
http://www.wikispaces.com
