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Apple Training Project Based Learning
November 26, 2012
Great web site for examples: www.challengebasedlearning.org
● If you cannot see the scrolling dots, to go from screen to screen, then click on “Challenges” at the top.
Striving for transformation. From the lowest to the highest:
1. Substitution-Using Tech as a substitute for the old way of doing
things (text book before now ereader - they do the same things)
2. Augmentation-Some functional improvement (now the ereader reads a word to the student - simple changes)
3. Modification-Tech allows for significant task redesign
4. Redefinition-Tech allows for the creation of new tasks, previously
inconceivable.
Big Idea - A broad concept - something that’s important to everyone or society as a whole - identity, creativity, peace, power, violence, weather, etc.
Challenge Based Learning will always connect to real world problems and solutions.
Essential question-Must be able to be answered by doing research.
The question may be broad, large, abstract concepts. This will enable the students to explore in a different way, in that there will be many possibilities.
Challenge-It is broad-based and is self directed by the students.
The more leeway the more engaged the students become.
Learners are at the center of everything. The learning community are those around me. The community can be anywhere.
21st Century Skills and Content Area Knowledge-These are the skills that employers want to see. They need to be able to solve real world problems. Several content areas may be connected, rather than teaching in isolation.
Order is:
1 Big Idea
2 Essential Question
3 Challenge-Most important part of the design. This is where research occurs, and where a lot of the learning occurs. If the challenge is too narrow, they will be bored. If it is too broad, there will not be enough time to complete the challenge.
4 Guiding Questions, Activities and Resources
5 Solution
6 Implementation-To be success, the students need to implement the project. This is how it is different from project based.
7 Evaluation
○ Informative Assessment-Use the information during formative assessment to guide where to shape next.
8 Documentation and Publishing
9 Reflection and Dialogue
6 Design Principles
1 21st Century Skills
2 Relevant and Applied Curriculum
3 Informative Assessments
4 Culture of Creativity and Innovation
5 Social and Emotional Connection
6 24/7 Access to Tools and Resources
Teachers Role:
● Facilitator
● Interacting with the students
● Giving students more control over their learning
Student Role:
● May be “kicked of the island” and has to either start a new group, try to get into another group, etc.
● Delegate tasks
● Take on more responiblity
● Instruct each other by being “active” learners
● Some kids will struggle with this because they want the rules and direction from the teacher
● For those kids in the middle, they might enjoy being an active part of the process, they can make a difference, and there is more buy-in.
● Kids get to choose their own groups based with on their own interests:
○ Interest survey to get the data to place them into the groups
○ Keeps the groups from forming based on friendship rather than interest
○ If kids change groups, then they must give a relevant reason
○ Interesting to watch the group dynamics
The Challenge:
● Concrete, meaningful action
● This not a solution
● The results should offer a variety of solutions
● It is written as a statement rather than a questions
Challenge Video
● Create a video that encourages others to join
○ Watched a video called, “Help Me Find My Place” by Laura Salazar
For reflecting: Create a reflection booth, where the students go into the booth and reflect on their work.
To share with parents, drop items in the dropbox, and then, email the parents the URL.
Recommendations from research:
● Use PD to prepare the teachers.
● They need to understand the process.
● Can’t summarize it in one sentence.
● Provide teachers with basic training in video, audio, and image editing.
● Frame the challenge in ways that deeply involve the students, and make it real.
● Allow time. Teachers need planning and preparation time; student need enough time to complete a meaningful solution.
● Ensure students have the opportunity to act on their solutions. This is the most rewarding part.
● Form workgroups with an eye toward the realities of group dynamics.
● Build 21st Century Skills into the project right from the start.
● Practice, iterate, and improve the process.
Guiding process:
What knowledge do we need to begin the challenge?
What I Know About the Big Idea
What I Need to Know
This column will keep growing as the research happens.
Create a table with 6 columns:
Guiding Questions
Guiding Activities
Guiding Resources
Outcome or
Standard Alignment
SAMR
Assessment
Each ? goes here.
What activities will help the students gather information.
Here is a place where the teachers can put in essential content area activities.
Where are the students going to find the resources to answer the guiding questions.
Here is a place where the teachers can put in content area resources
Substi-
tution
Aumenta-tion
Modifica-
tion
or
Redistri-
bution
Solutions and Implementation:
This is the most important part of the plan because the students will want to see if their solution works and they will refine the process as they work through the solution.
When thinking about the groups, you may need to do some surveys for interests, strengths, and weaknesses.
Evaluation/Assessment of CBL:
Assess the process as well as the product:
Valuing
Knowledge
Communication
Evaluation
Organizing
Comprehension
Critical thinking
Synthesis
Research
Content Standards
Problem Solving
Collaboration
Awareness
Analysis
Planning
Different Types of Assessment
Traditional and Alternative:
Self Evaluation
Solution Videos
Business Plans
Funding Proposals
Portfolios
Peer Evaluation
Research Papers
Proposals
Rubrics
Observations
Video Reflections
Presentations
Tests
Policy Briefs
Journals/Blogs
Checklists
Essays
Quizzes
Resources:
To share dropbox items (must have a dropbox account to do this!):
Open<www.dropbox.com> and share the link.
Copy the link and go to <www.tinyURL.com>.
Customize the link and then share it with others.
November 26, 2012
Great web site for examples: www.challengebasedlearning.org
● If you cannot see the scrolling dots, to go from screen to screen, then click on “Challenges” at the top.
Striving for transformation. From the lowest to the highest:
1. Substitution-Using Tech as a substitute for the old way of doing
things (text book before now ereader - they do the same things)
2. Augmentation-Some functional improvement (now the ereader reads a word to the student - simple changes)
3. Modification-Tech allows for significant task redesign
4. Redefinition-Tech allows for the creation of new tasks, previously
inconceivable.
Big Idea - A broad concept - something that’s important to everyone or society as a whole - identity, creativity, peace, power, violence, weather, etc.
Challenge Based Learning will always connect to real world problems and solutions.
Essential question-Must be able to be answered by doing research.
The question may be broad, large, abstract concepts. This will enable the students to explore in a different way, in that there will be many possibilities.
Challenge-It is broad-based and is self directed by the students.
The more leeway the more engaged the students become.
Learners are at the center of everything. The learning community are those around me. The community can be anywhere.
21st Century Skills and Content Area Knowledge-These are the skills that employers want to see. They need to be able to solve real world problems. Several content areas may be connected, rather than teaching in isolation.
Order is:
1 Big Idea
2 Essential Question
3 Challenge-Most important part of the design. This is where research occurs, and where a lot of the learning occurs. If the challenge is too narrow, they will be bored. If it is too broad, there will not be enough time to complete the challenge.
4 Guiding Questions, Activities and Resources
5 Solution
6 Implementation-To be success, the students need to implement the project. This is how it is different from project based.
7 Evaluation
○ Informative Assessment-Use the information during formative assessment to guide where to shape next.
8 Documentation and Publishing
9 Reflection and Dialogue
6 Design Principles
1 21st Century Skills
2 Relevant and Applied Curriculum
3 Informative Assessments
4 Culture of Creativity and Innovation
5 Social and Emotional Connection
6 24/7 Access to Tools and Resources
Teachers Role:
● Facilitator
● Interacting with the students
● Giving students more control over their learning
Student Role:
● May be “kicked of the island” and has to either start a new group, try to get into another group, etc.
● Delegate tasks
● Take on more responiblity
● Instruct each other by being “active” learners
● Some kids will struggle with this because they want the rules and direction from the teacher
● For those kids in the middle, they might enjoy being an active part of the process, they can make a difference, and there is more buy-in.
● Kids get to choose their own groups based with on their own interests:
○ Interest survey to get the data to place them into the groups
○ Keeps the groups from forming based on friendship rather than interest
○ If kids change groups, then they must give a relevant reason
○ Interesting to watch the group dynamics
The Challenge:
● Concrete, meaningful action
● This not a solution
● The results should offer a variety of solutions
● It is written as a statement rather than a questions
Challenge Video
● Create a video that encourages others to join
○ Watched a video called, “Help Me Find My Place” by Laura Salazar
For reflecting: Create a reflection booth, where the students go into the booth and reflect on their work.
To share with parents, drop items in the dropbox, and then, email the parents the URL.
Recommendations from research:
● Use PD to prepare the teachers.
● They need to understand the process.
● Can’t summarize it in one sentence.
● Provide teachers with basic training in video, audio, and image editing.
● Frame the challenge in ways that deeply involve the students, and make it real.
● Allow time. Teachers need planning and preparation time; student need enough time to complete a meaningful solution.
● Ensure students have the opportunity to act on their solutions. This is the most rewarding part.
● Form workgroups with an eye toward the realities of group dynamics.
● Build 21st Century Skills into the project right from the start.
● Practice, iterate, and improve the process.
Guiding process:
What knowledge do we need to begin the challenge?
What I Know About the Big Idea
What I Need to Know
This column will keep growing as the research happens.
Create a table with 6 columns:
Guiding Questions
Guiding Activities
Guiding Resources
Outcome or
Standard Alignment
SAMR
Assessment
Each ? goes here.
What activities will help the students gather information.
Here is a place where the teachers can put in essential content area activities.
Where are the students going to find the resources to answer the guiding questions.
Here is a place where the teachers can put in content area resources
Substi-
tution
Aumenta-tion
Modifica-
tion
or
Redistri-
bution
Solutions and Implementation:
This is the most important part of the plan because the students will want to see if their solution works and they will refine the process as they work through the solution.
When thinking about the groups, you may need to do some surveys for interests, strengths, and weaknesses.
Evaluation/Assessment of CBL:
Assess the process as well as the product:
Valuing
Knowledge
Communication
Evaluation
Organizing
Comprehension
Critical thinking
Synthesis
Research
Content Standards
Problem Solving
Collaboration
Awareness
Analysis
Planning
Different Types of Assessment
Traditional and Alternative:
Self Evaluation
Solution Videos
Business Plans
Funding Proposals
Portfolios
Peer Evaluation
Research Papers
Proposals
Rubrics
Observations
Video Reflections
Presentations
Tests
Policy Briefs
Journals/Blogs
Checklists
Essays
Quizzes
Resources:
To share dropbox items (must have a dropbox account to do this!):
Open<www.dropbox.com> and share the link.
Copy the link and go to <www.tinyURL.com>.
Customize the link and then share it with others.