Challenge based learning
Published on Nov 27, 2015
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Challenge based learning
classroom guide
Download from https://www.challengebasedlearning.org/view-resource/73
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introduction
- progression beyond consumers
- engaging students
- motivating to achieve
- real world context
- publishing solutions
Students today have instant access to information, and many have moved from consumers to producers of content. Traditional methods of learning are becoming less effective at engaging and motivating them.
CBL is a collaborative learning experience in which real world challenges are explored, and solutions published to the world
CBL is a collaborative learning experience in which real world challenges are explored, and solutions published to the world
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the framework
- big idea
- essential question
- the challenge
- guiding questions, activities
- and guiding resources
Challenge based learning begins with a big idea. This is one that is important on a global scale. A good place to start is the news of the day. The essential question serves as a link between your lives and the big idea. The challenge turns the essential question into a 'call for action' by charging participants with developing a local solution to a global problem. During the next stage the students identify the guiding questions to identify what they need to know. They should use many sources of information including interviewing experts in the field.
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framework cont'd
- solution : implementation
- evaluation /assessment
- publishing;
- student solutions
- student reflections
After having thoroughly researched their questions, students may identify an variety of solutions. They should select one solution, and move towards implementation. There should be ample opportunity to evaluate and assess their progress during the challenge. The last phase is publishing their solutions, along with reflections on what they learnt and the process.
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stage 1 idea /challenge
- brainstorming
- time management
- technology trouble
- research skills
- form working groups
If your students are not familiar with brainstorming, hold a short session on how to do this. The students might need help managing their time during the challenge. Set realistic goals and expectations, provide tools, and suggestions. If the technology is new, set aside time for learning how to use it. Review research skills necessary for finding quality information. Students should consider forming groups of four or five. Each group is responsible for its own research, solution, and implementation.
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2 foundation for solution
- guiding questions
- guiding activities
- guiding resources
- pre-select resources
- provide structure
Make sure the students develop an extensive list of guiding questions as this will guide their learning. Next the students identify and engage in simulations, research, games, calculations, expert interviews, surveys and other activities. You can support your student's work by offering guiding resources, a focused set of relevant and credible resources that you have chosen that might include podcasts, websites, videos, databases, contact information for experts. The amount of structure that you provide depends on the maturity of the students.
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3 finding a solution
- brainstorm solutions
- select best candidate
- [within time & resources]
- document solutions
- permission forms for filming
Although the exploration of the challenge will lend itself to multiple solutions, each group must select a single solution to implement. Use prototypes descriptions or sketches to develop the solution. They should list the steps, needed materials and source, responsibilities of team members, time needed, and measures of success. The process should be documented so that it can be presented at the end. You may need to obtain permission to film students.
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4 outcome / evaluation
- measures made - what?
- and how often?
- surveys? questionnaires?
- comparison over time
- begin analysis of data
In their research plan, the students decide what they will measure and how often. This will help them collect similar data that can be analysed over time. After the trial period is over, collect final measurements. In addition to comparing the beginning and ending data, the students can look for trends. Was there measurable change? Using this information, they can determine and explain whether the solution had the desired effect.
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5 publishing results
- using media diary
- record of reflections
- 3-5 minute solution video
- hold public event
- thank all participants
Throughout the project students document their experience using various media. The solution video should include a description of the challenge, the learning process, the solution, and results of the implementation. A video of students reflections on the subject and the process can be added to the solution video and any other documentation to be published online. It is good practice to have a public event to celebrate their efforts and thank those who have assisted.
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classroom guide
- FAQs, checklist
- sample rubric, ideas
- technology guide
- reflection prompts
- storyboard template
Challenge based learning ; a classroom guide is a comprehensive guide to the process. It clearly gives a step by step guide, with examples to clarify each step. It has answers to frequently asked questions, a preparation checklist, a timeline template, a sample rubric, and assessment ideas. The resources section at the end has numerous ideas and prompts for the management of the challenge process.
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