This was a Challenge Based Learning preso for Apple at CUE 2009 in Palm Springs, CA. The Digital Arts Technology Academy 10th graders and teachers worked with The Palm Springs Air Museum to learn about communication during WWII.
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
CBL @ PS Air Museum
1. Challenge Based Learning -
Big Idea
Essential Question
The Challenge
Guiding Questions Guiding Activities Guiding Resources
Solution - Action
Assessment
Publishing - Student Samples Publishing - Student Reflection/documentation
2. The Palm Springs Air Museum | DATA
Communication
What was the human impact of WWII ?
Collect | Create | Publish -Relevant Media
The use of technology & communication Web Research Palm Springs Air Museum
The role of Life Magazine Media Skill Building Web and iTunes U
The role of comic books Docent Interviews 10th grade World History
The meaning behind nose art Reflections on DAE Ning Standards
Human experiences Image & Audio editing for stories
Create and Publish Audio Slideshows
‘Industry’ Standards
Publishing > DATA Websites Publishing > Team Reflections on DAE Ning
3. The Palm Springs Air Museum | DATA
(Big Idea)
Communication
(Essential Question)
What was the human impact of WWII ?
(The Challenge)
Collect | Create | Publish -Relevant Media
4. The Palm Springs Air Museum | DATA
(Guiding Questions)
The use of technology &
communication
The role of Life Magazine
The role of comic books
The meaning behind nose art
Human experiences
5. The Palm Springs Air Museum | DATA
(Guiding Activities)
Web Research
Media Skill Building
Science of Flight lab
Docent Interviews
Reflections on DAE Ning
Image & Audio editing > story
6. The Palm Springs Air Museum | DATA
(Guiding Resources)
Palm Springs Air Museum
Web and iTunes U
10th grade World History
Standards
The Teachers
7. The Palm Springs Air Museum | DATA
(Guiding Resources)
Palm Springs Air Museum
Web and iTunes U
10th grade World History
Standards
The Teachers
iTune
s
8. The Palm Springs Air Museum | DATA
(Publishing - Student Samples) (Publishing - Student Reflection/documentation)
DATA Websites | Air on local media Team Reflection Videos on DAE
9. The Palm Springs Air Museum | DATA
Communication
What was the human impact of WWII ?
Collect | Create | Publish -Relevant Media
The use of technology & communication Web Research Palm Springs Air Museum
The role of Life Magazine Media Skill Building Web and iTunes U
The role of comic books Docent Interviews 10th grade World History
The meaning behind nose art Reflections on DAE Ning Standards
Human experiences Image & Audio editing for stories
Create and Publish Audio Slideshows
‘Industry’ Standards
Publishing > DATA Websites Publishing > Team Reflections on DAE Ning
10. -Started off as a collaborative opportunity to
interview local
veterans using still photography and audio
recorders
Hinweis der Redaktion
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.
Can start with 33, then 34 then 32.
And it turns out that after some work, we were able to develop a simple framework for Challenge Based Learning. It looks like this:
You start with a big idea – water, energy, self-identity, justice, voting.
Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.
Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.
A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”
So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?
They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.
Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge
We’re creating a lot of video to bring these ideas to life. Here is one on what it means to accept a challenge.