Shelley+and+Barb


 * What is project-based learning? What are the components of a well-planned project?
 * How might you go about planning and implementing a good project?
 * In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking). http://www.bie.org/about/what_is_pbl http://www.bie.org/diy
 * [[image:Screen shot 2012-06-05 at 7.32.13 PM.png]]


 * What is the role of assessment in project-based learning? How should we assess student understanding in project-based learning?

//**What is the function of assessment in PBL?**//
 * Assessment helps teachers develop more complex relationships with their students...
 * Assessment helps students answer the questions "Am I getting it?" and "How am I doing?"...
 * Assessment can help make content connections clear...
 * Assessment engages students directly in the evaluation of their own work...
 * Assessment helps teachers plan their next steps...
 * Assessment helps students plan their projects...


 * How can PBL support NCLB? Does it have to be one or the other? Why should teachers use PBL as an approach to learning?


 * How can you use multimedia and social networks to strengthen a PBL project
 * http://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=395540445

CBL


 * What is challenge-based learning? What are the components of a well-planned challenge-based learning project? How might you go about planning and implementing a good challenge-based project?
 * What is the role of assessment in project-based learning? How should we assess student understanding in challenge-based learning?
 * How can CBL support NCLB? Does it have to be one or the other? Why should teachers consider using CBL as an approach to learning?
 * Technology is obviously a huge component of CBL. In what ways can you incorporate technology, multimedia and social networks in a CBL project?

Challenge Based Learning is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. Challenge Based Learning is collaborative and hands- on, asking students to work with peers, teachers, and experts in their communities and around the world to ask good questions, develop deeper subject area knowledge, accept and solve challenges, take action, and share their experience.


 * http://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=441132506
 * Challenged Based Learning on iTunes U - components

Opportunities to Participate Challenge Based Learning is built with the participatory nature of the Web 2.0 world in mind, and there are multiple opportunities for participants to share. By promoting participation and sharing, Challenge Based Learning can develop organically and leverage the interests of students and teachers across the globe. As the world changes, new big ideas, essential questions, and challenges can be posed. The level of participation will vary based on time constraints, interest, and so on. Within the Challenge Based Learning process, teachers and students can participate at many different levels. We hope that you will leverage the wide variety of social networking resources currently available to share your solutions and new challenges. Tag your contributions with ACOT2 and Challenge Based Learning so they can be readily found. Engage your students in a challenge. Implement one of the challenges with your students. Publish. Once you have taken on a challenge, have your students document their solutions through video and publish them within freely available online repositories such as the Apple Learning Interchange (ALI), iTunes podcast directory, iTunes U, YouTube, TeacherTube, Ning, and Facebook. Create new challenges. Students and teachers will be invited to create a new challenge using the standard template. Perhaps you have a different sustainability issue that impacts your community or an entirely new big idea, essential questions, and challenge. As you publish new challenges, others can engage with you.

tools are performance based in that students are not only expected to know the information but apply it in real-world situations. They also provide a longitudinal source of rich data that can be used to assess depth of knowledge and change over time.

Learning logs, journals, and blogs

Peer presentations.

Project prospectus/business plan

Evaluations

Rubrics for products and process.

Self-evaluations

CBL is an educational paradigm closely related to the more common PBL. This PBL approach is andragogical (adult teaching/learning), posing contextualised questions that are based upon “real life” problems that may be clinical or non-clinical. 2

CBL’s main traits derived from PBL are that a case, problem, or inquiry is used to stimulate and underpin the acquisition of knowledge, skills, and attitudes. Cases place events in a context or situation that promote authentic learning.

The fundamental difference is that PBL requires no prior experience or understanding in the subject matter, whereas CBL requires the students to have a degree of prior knowledge that can then assist in solving the problem

Mooresville High School, located in Mooresville, North Carolina, enrolls 1,400 students in grades 9-12. The student body is fairly homogeneous, with about 78% identifying themselves as white, non-Hispanic. Located about 25 miles north of Charlotte, Mooresville has a population of about 20,000, and is the home to the corporate headquarters of Lowe’s Home Improvement Warehouse. It is perhaps best known as the home of many NASCAR racing teams, which have earned the city the nickname “Race City USA.” http://www.mcsc.k12.in.us/mhs/ **Mooresville Graded School** **Pratt High School** Big Idea Question Challenge War What is war and how does it affect society? Using WWI as a reference point, tell the story of war and its impact on society.

The 49 students who participated in this project researched World War I and created a multimedia website, including movies and podcasts, to tell the story of war. The site includes a Webquest to help visitors learn more on their own as they complete activities designed by the students. The students also created a video to promote the website. The site can be found at http://www5.mgsd.k12.nc.us/staffsites/worldwarone