A collaborative, hands-on way to use technology to solve real world problems.

Challenge Based Learning

A collaborative, hands-on way to use technology to solve real world problems.

The Brains of Successful Vs. Unsuccessful People

An opportunity to use the technology in your daily life to solve real world problems.

Collaborative Hands-on Working with peers, teachers, parents, experts

in your community and around the world. Asking “Good” questions. Developing deeper understandings. Accepting and solving challenges. Taking action. Sharing your experience.

What is it?

A Big Idea An Essential (necessary, important) Question A Challenge Guiding Questions Activities Resources A Solution A way to put your plan into action. A way to judge if your plan worked. Reflection on the process. Assessment. Publishing your results for others to read.

The Nuts and Bolts

Resilience Separation Creativity Health Sustainability Democracy

The Big Idea (This should be engaging and important to you)

You will probably think of many questions, eventually narrowing in on one.

This should reflect your interests and the needs of those around you.

Essential Question

Challenge Based Learning Website Challenge Based Learning Video

Once you have identified a Big Idea, then what?

Here you are to develop a specific solution that will result in concrete, meaningful action.

The ChallengeI think if I do “this,” the

result will be “this.”

What are some smaller, guiding questions that come to mind?

Now identify lessons, activities, and resources to answer your smaller, guiding questions from above.

Guiding Questions, Activities, and Resources

There might be many solutions at first. Once you choose yours, it should be

thoughtful, concrete, clear, and able to be carried out.

Solutions

Test your solution out. This can be a full on implementation, or even in a test group.

Implementation

Was your solution successful? How can you test it? Surveys, interviews, videos. What are the next steps?

Evaluation

Document each step of the challenge in a journal, or online blog, or video journal.

Create a portfolio along the way. All of this information will make your

publishing easier. Without it, you will forget much of what you

did.

Publishing and Sharing

Think about what worked, what didn’t.

Think about what problems you had.

Think about the interactions you had with others.

Think about your learning.

Reflection

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Through out your process of CBL you will be keeping a journal. It can be audio, video, written, drawn, a combination of several or all mediums. I will guide you on your entries. You will need your journal to help you record your thoughts and findings and keep you on track for your final stage of CBL-Publishing your results and reflections. Your journal’s will be graded, however they are informal pieces of documentations-not essays!

Journaling:

Written/visual: (can use graphs, Charts, etc)

Video:

Audio: http://www.youtube.com/watch?v=N98HpNPOCI0

What makes a good journal?

What part of the process are you working on this week?

What new knowledge or skills have you acquired this week?

What has been your biggest challenge/success this week?

How is your group doing as a team? What are your top priorities for next week? Each group member should chose at least one

prompt to answer each week. (in addition to any teacher given prompt assigned)

Prompts for Journaling the process of your CBL:

After watching the two videos from slide 6, brainstorm a big idea that you want to work with, two essential questions and a basic description of the challenge. It could be a challenge that effects your community, changes the world, a new invention or an idea that “makes a buck”!

1st Journal entry:

Sustainability - Water

Big Idea - Example

How does my water consumption impact my world?

Essential Question - Example

I want to improve my home, school, or community’s use of water.

Challenge - Example

How do we use water? How much do we use? How is water wasted?

Guiding Questions - Example

Brainstorm everything you know about water. Google water. Determine how much water you and your

families use with the H2O water calculator available from the USGS.

Use the Surf Your Watershed site provided by the U.S. Environmental Protection Agency to locate my communities watershed. If possible, interview local groups or experts about the watershed.

Guiding Activities - Example

EPA Statistical information about water use.http://www.epa.gov/WaterSense/pubs/indoor.html

U.S. Geological Survey site.http://water.usgs.gov/edu/

USGS water calculator.http://water.usgs.gov/edu/sq3.html

Guiding Resources - Example

We researched and recorded how much water was being used in our school. We looked at student and teacher use, and explored how water was used for landscaping.

After considerable research, we determined that one of the largest sources of water use was the school landscaping. We then went about determining the amount of water necessary to sustain the current landscaping, the source of that water, and alternative landscaping options.

We decided on the solution of making the landscaping more water efficient. A plan for changing the school landscaping that included a plant palette, a forecast for the amount of water saved, and a budget and prediction of the district’s return on their investment.

Solutions - Example

To explain our plan, we created public service announcements as well as brochures. All of this information was then presented to the school board. With board approval and support from the community we worked to implement the solution.

Plant palettes allow us to pair certain plants with our specific climate. It also allows us to provide the exact amount of watering, and to avoid overwatering.

Implementation - Example

We were able to use plants better suited to our climate, plants that are hardy and do not require as much watering as the previous plants.

We compared the amount of water used previously to the amount of water used now, and there was a considerate drop in usage.

In saving water, we also saved the School District money, although it was not significant.

For our next step, we would like to attempt to harvest water from the water spouts of the school buildings, to use for future watering.

Evaluation - Example

Prompts

Reflections - Example

Sustainability – Food, Energy, Air Climate Change Public Health Economy Conflict Personal, group, or cultural identity Health and wellness What about Business opportunities? What else can we add? Let’s look in the

major news stories.

Other Big Ideas

So what do you think?