This document discusses promoting collaboration in 1:1 classrooms. It provides examples of digital tools that can be used to facilitate collaboration, such as VoiceThread, Google Docs, iChat/Skype, blogs, and wikis. Challenge-based learning is presented as a framework for collaborative projects, with essential elements including real-world topics, challenges, student teams, and teachers as co-collaborators. Potential benefits of collaboration include improved attendance, engagement, empowerment, and skills in communication and community connections.
4. ISTE NETS*S
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of
other cultures.
d. contribute to project teams to produce original works or solve problems.
32. Apple Learning Interchange - Polar Bears in a Changing Climate http://edcommunity.apple.com/ali/story.php?itemID=19605&ve...
Polar Bears in a Changing Climate
Home
Polar Bears in a Changing Climate
Member Directory
Group Directory
Home > Apple Distinguished Educators Showcase
Climate Change Lessons from the Arctic
1.Raise awareness about the effects
Polar Bears, Climate Change, and Challenge Based Learning
of climate change on polar bear
habitat (and the polar bears).
2.Reduce your carbon footprint
Big Idea - "The Changing Climate" either at home, at school, or in
your community.
In Challenge Based Learning, the "Big Idea" is a broad concept that can be explored in multiple ways, is engaging,
and has importance to students and the larger society. In this unit of study, the "Big Idea" is "The Changing
Climate."
3.Find a disappearing habitat in
Essential Questions
The "Big Idea" allows for the generation of a wide variety of essential questions that should reflect the interests of
the students and the needs of their community. Essential questions identify what is important to know about the
your community and work to
big idea and refine and contextualize that idea.
Below are two such possible essential questions relevant to "The Changing Climate," the "Big Idea" above.
Alternative or additional essential questions can be formulated to meet one's curricular goals.
protect it.
"How does climate change impact animal habitats and people?"
"How do our actions impact the world?"
The Challenge - Three Exemplary Models
From each essential question, a "Challenge" is articulated that asks students to create a specific answer or solution
that can result in concrete, meaningful action. Taking action as part of the process and solution is an important
aspect of Challenge Based Learning.
While a variety of challenges can be developed that are unique to different learning environments, curricular goals,
student interests, and community needs, three exemplary models are presented in relation to the "Big Idea" and
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33. Rock Our World
http://
rockourworld.org
http://www.youtube.com/watch?
v=AvhPv5mNzmU&playnext_fr
om=TL&videos=A1fNeS9aP4E
43. Essential Elements
• Real-world topic (relevance)
• Actionable Challenges
44. Essential Elements
• Real-world topic (relevance)
• Actionable Challenges
• Students collaborating on teams
45. Essential Elements
• Real-world topic (relevance)
• Actionable Challenges
• Students collaborating on teams
• Students asking good questions
46. Essential Elements
• Real-world topic (relevance)
• Actionable Challenges
• Students collaborating on teams
• Students asking good questions
• Teachers as Co-Collaborator
47. Essential Elements
• Real-world topic (relevance)
• Actionable Challenges
• Students collaborating on teams
• Students asking good questions
• Teachers as Co-Collaborator
• Leverage existing technologies
48. Project Based Learning Challenge Based Learning
Interdisciplinary Interdisciplinary
Collaborative Collaborative
Learning Focused Learning Focused on Student–Designed
on Expected Outcomes Questions and Solutions
Problem Oriented Authentic, Real–World Problems
Sometimes Simulated
Teacher Directed Student Directed
Teacher as Co–Collaborator
Limited Access to Information 24/7 Access to Tools, Experts, and
with Technology Resources with Technology
Activities and Solutions Creative and Open–Ended
may be Somewhat Scripted Activities and Solutions
Concept–Oriented Action–Oriented
Not Easily Scalable Easily Scalable
Solution Shared Locally Solution Published Online (Global
Access) and Put Into Action
53. Challenge Based Learning - Framework
Big Idea
Essential Question
The Challenge
Guiding Questions
54. Challenge Based Learning - Framework
Big Idea
Essential Question
The Challenge
Guiding Questions Guiding Activities
55. Challenge Based Learning - Framework
Big Idea
Essential Question
The Challenge
Guiding Resources
Guiding Questions Guiding Activities
Web and iTunes U
56. Challenge Based Learning - Framework
Big Idea
Essential Question
The Challenge
Guiding Resources
Guiding Questions Guiding Activities
Web and iTunes U
Solution - Action
57. Challenge Based Learning - Framework
Big Idea
Essential Question
The Challenge
Guiding Resources
Guiding Questions Guiding Activities
Web and iTunes U
Solution - Action
Assessment
58. Challenge Based Learning - Framework
Big Idea
Essential Question
The Challenge
Guiding Resources
Guiding Questions Guiding Activities
Web and iTunes U
Solution - Action
Assessment
Publishing - Student Samples
59. Challenge Based Learning - Framework
Big Idea
Essential Question
The Challenge
Guiding Resources
Guiding Questions Guiding Activities
Web and iTunes U
Solution - Action
Assessment
Publishing - Student Samples Publishing - Student Reflection
64. Challenges
• Reduce Your School’s Paper
Waste
• Increase recycling in your
community
• Improve the online behaviors of
38
65. Challenges
• Reduce Your School’s Paper • Make your town more energy
Waste efficient
• Increase recycling in your
community
• Improve the online behaviors of
38
66. Challenges
• Reduce Your School’s Paper • Make your town more energy
Waste efficient
• Increase recycling in your • Tell the story of War
community
• Improve the online behaviors of
38
67. Challenges
• Reduce Your School’s Paper • Make your town more energy
Waste efficient
• Increase recycling in your • Tell the story of War
community • Cultural Shift: Disprove a
• Improve the online behaviors of misconception about your
38
68. Democracy
Create an authentic
medium for
strengthening
Student Created Challenge Solution: Gov Love Ning
Student Created Challenge Solution: Operation iVote Demo
Student Created Challenge Solution: The Ideal Voter Site
Student Created Challenge Solution: The Democracy of Tomorrow Site
Student Created Challenge Solution: What Up, Gov! Facebook Group
69. Fitness
• Big Idea: Fitness
• Essential Question: How can kids lead a healthier lifestyle and be more
physically fit?
• Challenge: Change the fitness behaviors of youth to help them be more
physically fit. http://tinyurl.com/pepcorocks
73. Positive Effects
• Attendance
• Engagement - (especially with traditionally less successful
students)
74. Positive Effects
• Attendance
• Engagement - (especially with traditionally less successful
students)
• Empowerment - Giving students a voice
75. Positive Effects
• Attendance
• Engagement - (especially with traditionally less successful
students)
• Empowerment - Giving students a voice
• Communication and Collaboration skills
76. Positive Effects
• Attendance
• Engagement - (especially with traditionally less successful
students)
• Empowerment - Giving students a voice
• Communication and Collaboration skills
• Community Connections
92. Additional Resources
• 50 Free Collaboration Tools that are Awesome for Education:
http://www.accreditedonlinecolleges.com/blog/2010/50-free-
collaboration-tools/
• Authentic Assessment with Google Forms: http://
teach42morrow.blogspot.com/2010/04/google-forms-for-
authentic-assessment.html
• Katie’s Delicious Links for Collaboration: http://delicious.com/
kmorrow/collaboration
• Katie’s iWeb site for iCollaborate Workshop: http://
web.me.com/mrsmorrow/iCollaborate/Home.html
Editor's Notes
Does it promote learning in isolation
or networked learning?
Ability to do multiple video chats
Screen Share
Ability to record
Blog examples: http://ops.esu8.org/users/
Wiki examples: http://ops.esu8.org/groups/teach42morrow/
can collaborate:
as teams in class
with students from another class
with classes from other schools
with experts in the field
and all develop skills of:
communication
time management & division of skills
adds meaning and relevance to learning
TODAY
What do schools need to make 21st century learning happen right now?
Phase 3 - “For Example” curriculum project -
ACOT2 Curriculum Dvpmnt Team - our challenge was to simplify that relevant and applied curriculum, make it relevant, create a model that teachers could easily implement.
PBL statements are generalizations, and that some PBL projects may have pieces more similar to CBL than indicated by the chart.
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
The framework for Challenge Based Learning 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
Marco’s CBL Overview video (Miguel - voting)
AP
Guiding activities = Pedometers and Nike+ iPods and Google Maps
Student Solutions = Video podcast of exercises and fitness facts,
Before-school exercise club for kids
Skit for an all-school assembly on being fit
Digital Divas Solution to Tolerance Challenge
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.
Quotes from Kids
I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.