challenge based learning report from the implementation project
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Challenge Based LearningThe Report from the Implementation Project
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i Challenge-Based Learning | The Report from the Implementation Project
ISBN978-0-9846601-0-0
Challenge Based LearningThe Report from the Implementation Project
is a publication o
The New Media Consortium
2011,TheNewMediaConsortium.
The authors acknowledge the contributions o the CBL Research Advisory Board, whose careul review o the initial
research design and the fnal prepublication drat made the work behind this report, and the report itsel, much better.
Many thanks go to each o the members o the Advisory Board: Larry Baker, Dr. David Dwyer, Dr. Holly Ludgate,
Dr. Mark Nichols, Katie Morrow, Dr. Helen Padgett, Dr. Ruben Puentedura, and Jessica Sheley.
C Cmms Lcs
PermissionisgrantedunderaCreativeCommonsAttributionLicensetoreplicate,copy,distribute,transmit,
oradaptthisreportfreelyprovidedthatattributionisprovidedasillustratedinthecitationbelow.
Toviewacopyofthislicense,visithttp://creativecommons.org/licenses/by/3.0/orsendaletterto
CreativeCommons,559NathanAbbottWay,Stanford,California94305,USA.
C
Johnson,L.andAdams,S.,(2011).Challenge Based Learning: The Report rom the Implementation Project.
Austin,Texas:TheNewMediaConsortium.
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ii Challenge-Based Learning | The Report from the Implementation Project
Table of ContentsExecutiveSummary..................................................................................1
TheCaseforNewIdeas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ChallengeBasedLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
TheChallengeBasedLearningImplementationStudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
TheSchools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Demographics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
MajorFindings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
SummativeOutcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
TheStudentExperience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
GroupAssignmentandStudentOutcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
TheTeacherExperience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
RequiredSkillsandResources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
TrainingandSupport. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
TimeandPlaceChangesinStudentLearningPractices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
CaseStudies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
RingwoodNorthPrimarySchool..............................................................20
OcoeeMiddleSchool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
WestsideHighSchool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
MiamiUniversity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
SummativeAssessmentModel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
FormativeAssessmentModel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
ResearchComponent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
InstrumentationandDataCollection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
WorksCited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
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1 Challenge-Based Learning | The Report from the Implementation Project
Challenge Based LearningThe Report from the Implementation Project
The frst major study o challenge based learning (CBL1) took place in the all o 2009, when 321 students and 29
teachers in six US high schools embarked on a set o projects that spanned some 17 disciplines. The outcomes
o that study, conducted by the New Media Consortium, were signifcant on a number o levels, not the least o
which was the clear ecacy o the approach.2
Based on these results, in 2011 a second more in-depth study was conducted by the NMC that involved 19
institutions that collectively range rom primary to graduate education, 65 teachers, and 1,239 students. This
report details specifcs about the study o those institutions.
Executive SummaryWeknowwehaveworktodotoaddresstheproblemsthatfaceAmericanpubliceducation.
Weveknownthisfornearlythreedecades,sincethepublicationofA Nation at Riskin1983,3which
powerfullydocumentedthattheUnitedStateshadlosttheadvantageitbrieyheldintheworldin
science,commerce,technology,andindustry;thatascustodiansoftheeducationoftheyoung,wewere
failing;thatwithoutimmediate,conscious,andfocusedeort,thatfailurewouldonlycompounditself;
andthatincountriesallaroundtheglobe,studentswerebeingbetterpreparedtotakepartinarapidly
atteningmarketplacethanourownstudentswere.
Nosuchimmediate,conscious,andfocusedeorthastakenplace.Untilnow.
Aftertwomajorstudiesinvolving24schoolsinthreecountriesand15states,over1,500students,and
90teachers,itisclearthatchallengebasedlearning(CBL)isoneofthefreshestideasthathasemerged
overthattime,withreplicable,scalableresultsforstudentsatnearlyeverygradelevel.Theapproachis
consistentwithstandards-basedcurricula,anddoesnotrequireamassivereinventionofschools,nor
thekindoftop-to-bottomoverhaulthatsomesayisneeded.Itisbasedonasimplebutpowerfulidea
makelearningrelevant.
1 Apple Education wrote a concept piece on the topic in 2009 that describes the method in considerable detail. See http://
challengebasedlearning.org/cbl/global/les/CBL_Paper.pdf
2 Thisreportcanbedownloadedathttp://www.nmc.org/pdf/Challenge-Based-Learning.pdf.
3 NationalCommissiononExcellencein Education.(1983).A Nation at Ri sk: The Imperative or Educational Reorm.Retrievedfromhttp://
www.ed.gov/pubs/NatAtRisk/index.htmlAsubsequentstudy25yearslaterfoundthatyearsofdocumentingresultsonlyunderscoredthe
issues.SeeA Nation Accountable: Twenty-fve Years Ater A Nation at Risk.Retrievedfromhttp://www2.ed.gov/rschstat/research/pubs/risk25.
html
http://challengebasedlearning.org/cbl/global/files/CBL_Paper.pdfhttp://challengebasedlearning.org/cbl/global/files/CBL_Paper.pdfhttp://www2.ed.gov/rschstat/research/pubs/risk25.htmlhttp://www2.ed.gov/rschstat/research/pubs/risk25.htmlhttp://www2.ed.gov/rschstat/research/pubs/risk25.htmlhttp://www2.ed.gov/rschstat/research/pubs/risk25.htmlhttp://challengebasedlearning.org/cbl/global/files/CBL_Paper.pdfhttp://challengebasedlearning.org/cbl/global/files/CBL_Paper.pdf -
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2 Challenge-Based Learning | The Report from the Implementation Project
CBLmakeslearningrelevantbygivingkidsproblemsbigenoughsothattheyhavetolearnnewideas
andtoolstosolvethem,butimmediateenoughsothattheycaredeeplythatsolutionsarefound.Young
peoplewanttosolverealproblems,andthatisexactlywhatchallengebasedlearningisdesignedto
dogivestudentsandteachersaframeworkthatmakeslearningrelevant,andthenletthemdivein.
CBLisanideathatissimpleandpowerfulandevenbetter,itworks.Overthecourseoftwoextensive,
eld-basedstudies,theecacyoftheapproachhasbeendemonstratedbystudentworkandthesharedperspectivesofteachersandstudents.ConsiderthesefouroverarchingndingsfromtheChallenge
BasedLearningImplementation(CBLi)Study:
CBL builds 21st Century Skills.Ninetypercentofteachersreportedthat12keyskillareasimproved
signicantly, including Leadership, Creativity, Media Literacy, Problem Solving, Critical Thinking,
Flexibility,andAdaptability.Seventypercentofteachersreportedsomeimprovementineveryareaof
the21stCenturySkills.
CBL engages students in learning.Overthree-quartersofstudents,acrosseveryagegroup,feltthat
theyhadlearnedmorethanwhatwasrequiredofthem,werepartofsolvingabigproblem,and
workedharderthantheynormallydo.
Teachers nd CBL efective in engaging students and helping them master the material and a
good use o their limited time.Over90%ofteachers,acrosseverygradelevel,feltthatCBLwasagood
useoftheirlimitedtimeandwoulduseitagain.Overthree-quartersofteachers,againacrossevery
gradelevel,feltthattheirstudentsmasteredtheexpectedmaterialandthattheiroverallengagement
increased.
While broadly applicable across the range o learning environments, CBL is ideally suited to
teaching in a technologically rich environment.CBLworksinavarietyofsettings,fromthosewith
sharedaccesstocomputersandtheInternet,tothosewith24/7Internetaccessviaacombinationof
schoolandhome-baseddevices,tofullyone-to-one24/7classrooms.Thestudyfoundthattodaysteachersand students alreadyhave thecomputerand Internetskillsneededtoengage withCBL
eectively.
The Case for New IdeasTherealityremainsthat28yearsafterA Nation at Risk,highschoolachievementforAmericanstudents
hasnotimproved.4EvenintherstveyearsunderNoChildLeftBehind(NCLB),Americanstudents
showednogainswhatsoeverinreading,andverysmallonesinmath.5Whilestudentsinothernations
enjoyrisingscoresandbetterpreparationforaglobalworkforce,ourstudentssuerunderasystemthat
isknowntonotsupporttheirneeds,stiedbyacripplinginertiathatlimitsnewideas.Further,Americanstudentshavealowergraduationratecomparedtostudentsinotherindustrialized
nations.6 Any benet that wouldbe gleaned byremaining inschool islostto thosewhodropout.
4 StrongAmericanSchools.(2008).A Stagnant Nation: Why American Students Are Still at Risk.Retrievedfromhttp://www.strongamericanschools.
org/a-stagnant-nation-why-american-students-are-still-risk
5 Sanchez,C.(2007).U.S.TestResultsShowGrowthinMath,NotReading.All Things Considered,NationalPublicRadio.Seehttp://www.npr.
org/templates/story/story.php?storyId=14698611
6 Op.cit. A Stagnant Nation.
http://www.strongamericanschools.org/a-stagnant-nation-why-american-students-are-still-riskhttp://www.strongamericanschools.org/a-stagnant-nation-why-american-students-are-still-riskhttp://www.npr.org/templates/story/story.php?storyId=14698611http://www.npr.org/templates/story/story.php?storyId=14698611http://www.npr.org/templates/story/story.php?storyId=14698611http://www.npr.org/templates/story/story.php?storyId=14698611http://www.strongamericanschools.org/a-stagnant-nation-why-american-students-are-still-riskhttp://www.strongamericanschools.org/a-stagnant-nation-why-american-students-are-still-risk -
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3 Challenge-Based Learning | The Report from the Implementation Project
AccordingtotheNationalCenterforEducationStatistics(NCES),theproportionofAmericanstudents
wholeaveschoolbeforecompletingtheirdegreesisincreasingandinrecentyears,researchershave
reportedthattheguresmayhavebeenevenhigherthansuspectedduetoinconsistentmeasurements.
Werefailingourstudentsbecausewearefailingtoengagethem,andtheresultsofthisaredire.7In
One Third o a Nation,PaulBartondescribesthesituationasanunderreportedproblem. 8Althoughthe
situationhasdrawnconsiderableattentionfrompoliticalleadersintheUnitedStates,wearestilllosing30%ofourstudents;itwasonlyrecentlythatwecouldevenagreehowtocountdropouts.Studentsare
alsoleavingschoolearlier;themajorityofdropoutsleavehighschoolbetweengrades9and10.9
Theevidenceshowsthatoneofthemainreasonsstudentsareleavingisbecausetheyaredisengaging
fromschool.10Whilesomefactorsleadingtodisengagementarerelatedtotheirhomelifeandfamily
issues,itisbecomingclearthatanimportantfactoristhatstudentsfeelverystronglythatwhattheyare
learninginschoolisnotrelevanttotheirlives.11Surveysofstudentswhohaveleftschoolhaverevealed
thatalackofperceivedconnectionbetweenthecurriculumandtheireverydaylifeorfutureworkwas
akeyfactor,andmanyformerstudentsfeltthatmorecouldhavebeendonetokeepthemengaged
throughthetypeofschoolworktheywereaskedtodo.12
Weneednewideas.
Weneedideasthatwillengagestudentsandkeepthemlearning.Weneedideasthatwillencourage
studentstowanttounderstandtheworldaroundthem,andtohelpthemseetherelevanceofmath
andsciencetotheirownlives.
Relevanceiskey,buttoooftenitisallbutabsentfromeducationalcurricula.Atthesametime,genuine
challengesareeasytond,andyoungpeopleseetheworldasaplacerifewithproblemstheywillneed
tosolveintheirlifetimes.Theywantandexpecttheirschoolingtopreparethemforit,andwhenitdoes,
engagementhasshowntoincreasedramatically. 13Evenyoungchildrenaredeeplyawarethattheworld
economy,forexample,isinafragilestate,andtheyhaveaclearsenseofwhatacollapsewouldmeantothemselves,theirfamiliesandfriends,andtopeopleacrossthecountryandaroundtheglobe.
Theyrealizethattheplanetstemperatureisclimbing,slowlybutperceptibly,andthattheymayseethe
eectsofthatchangeintheirlifetime.Theyunderstandthattheirlifestylesarebuiltuponnonrenewable
energysourcesandtheyknowsomeofwhatthatimplies.And,theyseedesperatehungerandpoverty,
sometimesnotevenveryfarfromhome.
7 Op.Cit.(Barton,2005),(NCES,2008).
8 Barton,Paul.(2005).Bartonalsonotesthatthislikelyresultsininatedgraduationnumbersaswellasunderreporteddropoutrates.
9 SeeHaney(2004).Haneyandothersinterpretthesendingstobean indicationthatmorestudentsarebeingunkedtorepeatgrade9,
possiblyinaneorttoavoidpassingstudentswhoarenotlikelytoscorewellon10thgradeaccountabilitytestsandtokeepreported
passingnumbershigher.
10 SeeAlspaugh(1998);HernandezJozefowicz-Simbeni(2008);Neildetal.(2008).
11 UnitedStatesGeneralAccountingOce(2002).
12 SeeBridgeland,etal.(2006),inwhich71%ofrespondentsreportedlosinginterestintheirfreshmanorsophomoreyear;47%reportedthat
theyleftschoolbecausetheclassworkwasuninteresting.
13 Op.Cit.Challenge Based Learning: An Approach or Our Time (2009).Thisstudyofsixschoolsproducedself-reportedengagementratesfrom
studentsof90%andhigheramong9thgraders.
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4 Challenge-Based Learning | The Report from the Implementation Project
There are real problems that need solving, and young people understand that no less than adults
do.Theyseetheseimportantissuestakingtheinternationalstageandtheyknowthatschoolisnot
preparingthemtoaddressthem.Oneinthreemakesthechoicetoleave.
Whatisneededisanewidea,onethatengagesstudentscuriosityanddesiretolearn.Itmustmake
thesolvingofrealproblemsthecenterofthecurriculum,givestudentsaccesstodigitalagetools,and
requirethemtoworkcollaborativelyandmanagetheirowntime.And,itmustallowstudentstodirectthecourseoftheirlearningandengageteachersinasupportive,verynecessaryroleasguides.
Thatnewideaischallengebasedlearning.
Challenge Based LearningChallenge basedlearningis a multidisciplinaryapproachto educationthatencourages students to
leveragethetechnologytheyuseintheirdailylivestosolverealworldproblems.Bygivingstudentsthe
opportunitytofocuson achallengeof globalsignicanceandapplythemselvestodevelopinglocal
solutions,CBLcreatesaspacewherestudentscandirecttheirownresearchandthinkcriticallyabout
howtoapplywhattheylearn.
Theresult,asevidencedinthepilotandthiscurrentstudy,isincreasedengagement,extratimespent
working on the challenge, creative application of technology, and more student satisfaction with
schoolwork.Studentsmasteredthesubject-areacontentandtheirengagementwiththematerialand
withlearningimproved.14TheconceptisdetailedinawhitepaperproducedbyApple,Inc.:
Challenge based learning is a collaborative learning experience in which teachers and
students work together to learn about compelling issues, propose solutions to real
problems, and take action. The approach asks students to reect on their learning and
the impact o their actions, and publish their solutions to a worldwide audience.15
Challengebasedlearningbuildsonthepracticeofproblem-basedlearning,inwhichstudentsworkon
realworldproblemsincollaborativeteams,butwithkeydistinctionsthataddagreatdealofrelevancy
for students. At the center of challenge based learning is a call to action that inherently requires
studentstomakesomethinghappen.Theyarecompelledtoresearchtheirtopic,brainstormstrategies
andsolutionsthatarebothcredibleandrealisticinlightoftimeandresources,andthendevelopand
executeoneofthosesolutionsthataddressesthechallengeinwaysboththeythemselvesandothers
canseeandmeasure.
Thechallengebasedlearningmodelisadirectresponsetothegrowingconcernswithintheeducation
andbusinesscommunitiesthatmosthighschoolgraduateslackabstractthinking,problemsolving,self-
directedlearning,theabilitytoworkingroups.16Challengebasedlearningwasdesignedtopromotecreativityandrisk-takingwithinaframeworkthatassuresthestudentshavebothafertiletopictoexplore
thoseskills,aswellasthefreedomtodoso.
14 Inboththepilotandtheimplementationstudies,morethanthreequartersofteachers,acrosseverygradelevelrepresented,reportedthat
theirstudentsmasteredtheexpectedmaterialandthattheiroverallengagementincreased.
15 Op.Cit.AppleEducation(2009).Challenge based learning.
16 SeeWardandLee,TeachingStrategiesforFCS:StudentAchievementinProblem-BasedLearningVersusLecture-BasedInstruction.
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5 Challenge-Based Learning | The Report from the Implementation Project
Theessentialelementsarelaidoutintheaccompanyinggure.Abigideaisaconceptwithfar-reaching
signicance,suchasbiodiversity,strife,sustainability,orresilience.Theessentialquestioncreatesamore
specicfocusforthebigideaandguidesthestudentstowardmanageableaspects
ofthelargerconcept.Thechallengeisframedtobringthebigideaand
essentialquestionhomewithalocalcalltoaction.Oncestudents
haveengagedwiththechallenge,guidingquestions,activities,and resources help them to craft a solution, implement,
evaluate, and ultimately publish their results via the web
andvideo.
Accesstotechnologyisanintegralpartofchallengebased
learning, and not only provides a means for students
to explore as they begin to think more imaginatively,
but also gives them tools to communicate their work.
Challengebasedlearningishighlyadaptable,andworks
ina widevarietyof learningenvironmentsandsituations.
Itisidealinone-to-onesettings,as24/7accesstotoolsand
theInternetonlyencouragesstudentstoextendtheschool
dayastheytacklethechallenge.
Teamwork is another key ingredient of challenge based learning;
working in groups allows students to hone many 21st Century Skills.17
Workingtogether,studentsareabletocorrelateresearchontheirchallengetoeventstakingplacein
theircommunities,ultimatelystrengtheningtheconnectionbetweenwhattheylearnin schooland
whattheyexperienceoutsideofit.
Whatwasconveyedinthepilotstudyisnowevenmoreclearintheresearchandcasestudiesfromyear
two:theevidenceindicatesthatchallengebasedlearningmotivatesstudentstocometoclassanddo
well18especiallythosestudentswhomaybeseenasat-risk.Thisisadirectresultoftheincreasedlevel
ofengagementthatCBLaords.Studentscanlearnmoreexibly,inanatmospherewhereitisclearthat
aproblemoftenhasmorethanonesolution,ormorethanonepathtotheoptimalsolution.Theyhave
moreopportunitiestoshowcasetheirpersonalskillsandtalents,andtoact ontheirownideas.Allof
thesefactorswereshowntobepositivelyrelatedtoengagement.
WhilethecommonthreadofthechallengesinthisstudyremainedthesameasthatofallCBLchallenges
thinkglobally,actlocally19 therangeofthemesexpandedconsiderably intheimplementation
project,fromsavingmoneytoprovidingrelieftonaturaldisastervictimstondingwaystoreducewaste
inthecommunity.Fourcasestudiesarepresentedasanappendixtothisreporttodemonstratethat
spectrum.Thechoiceofschoolsforthecasesreectsthediversityoftheagegroupsandthechallenges,
andeachincludesadiscussionoflocalstudentandteacheroutcomes.
17 Seehttp://www.21stcenturyskills.org/forboththe21stCenturySkillsFrameworkandanexcellentsetofresources.
18 Morethanthreequartersofteachers,acrosseverygradelevel,feltthattheirstudentsmasteredtheexpectedmaterialandthattheiroverall
engagementincreased.SeethesectiononMajorFindingsforconsiderablymoredetail.
19 Awiderangeofchallengescanbefoundathttp://challengebasedlearning.org
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6 Challenge-Based Learning | The Report from the Implementation Project
The Challenge Based Learning Implementation StudyThepurposesoftheChallengeBasedLearningImplementationStudy(CBLi)weretwo-fold,andblended
insomewaysthelong-standingboundariesbetweenoutcomes-andprocess-focusedevaluationand
moretraditionaleducationalresearch.
Therstpurposewas todetermineiftheoutcomesand
ndings ofthe pilotcouldbe replicatedand extended
beyondthepurelyhighschoolfocusofthepilottoother
educationallevelsandsettings,especiallyastheyfallinto
four areas: the overall student experience; the overall
teacherexperience;thematchofCBLlearningoutcomes
(particularlyinformallearningoutcomes) withkey skills
describedinFrameworkfor21stCenturyLearning; 20and
thelearninggoalsforthetimedevotedtothework.
The second was to add additional understanding of
severalaspectsoftheschoolecosystemthatmayinuencethesuccessof challengebasedlearning.
AmongthesearetheimportanceoftrainingandsupportintheimplementationofCBL;theimpactof
20 TheFrameworkdescribes21stcent urystudentoutcomesastheknowledge,skillsandexper tisestudentsshouldmastertosucceedinwork
andlifeinthe21stcentury.Thenine-pagereportcanbedownloadedat:http://www.p21.org/documents/P21_Framework_Denitions.pdf
SCooL/Unive rSit LoCation CaLLenge
elmy Schls (s 3-5; s 8-11)
Echo Horizon School Culver City, CA Improve quality or consumption of water in your community.
Jamestown Elementary School Arlington, VA Use creativity to solve a problem.
Startzville Elementary School Canyon Lake, TX Help me nd my place.
Wildwood World Magnet Chicago, IL Feed the hungry.
Ml Schls (s 6-8; s 11-14)
Culbreth Middle School Chapel Hill, NC Increase sensitivity!Kamehameha Middle School Honolulu, HI Take care of the land.
LaGrange Highlands Middle School LaGrange, IL Reduce waste in your school or community.
Ocoee Middle School Ocoee, FL Actively participate in the political process.
h Schls (s 9-12; s 14-18)
Arizona School for the Arts Phoenix, AZ Connect people.
Mercy High School Farmington Hills, MI Design a better cafeteria experience.
San Bernardino High School San Bernardino, CA Improve your wellness.
Toledo Central Catholic High School Toledo, OH Improve nutrition in your school and community.
Westside High School Omaha, NE Improve family dynamics.
Clls/Uss (uu; ul ls 18 b)
Full Sail University Winter Park, FL Foster community.
Houston Community College Houston, TX Find ways to save!Ball State University Muncie, IN Inform and engage your community about fuel ethanol
production.
Miami University Oxford, OH Make undergraduate education relevant!
il Schls (s 5-8; s 10-14)
Calgary Science School Calgary, Alberta Canada Make more environmentally ethical food choices!
Ringwood North Primary School Melbourne, Victoria Australia Help a community recover from a disaster.
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7 Challenge-Based Learning | The Report from the Implementation Project
studentgroupsonoutcomes;agreaterunderstandingoftheskillsandresourcesneededforateacherto
successfullyimplementCBL;andasenseofif(andhow)aCBLapproachmightextendlearningtotimes
andplacesoutsidethetraditionalclassroom.
Withthesegoalsinmind,theCBLiprojectwaslaunchedinJanuary2011,withameetingofthe56
teachers participating in the eort. The primary goal of the two-day workshop was to ensure the
participantsunderstoodCBLwellenoughtoimplementittoabaselinestandard,withthesecondarygoalofgivingthemdedicatedtimetoidentifyabigideafortheirschool,teaseoutessentialquestions,
andframetheirchallenges.The19schoolsanduniversitiesinvolvedthenworkedtoimplementthose
challengesthroughlateMay2011.
The SchoolsThe participating schools were chosen against several criteria. The
researchers were looking forschools thatgenuinely were interested in
challenge based learning, and that would have sucientsupport and
resourcestosuccessfullyimplementtheapproach.
Inaddition,thegroupwasselectedsothatawiderangeofgradelevels
couldbeincluded.Thus,fourelementaryschools,fourmiddleschools,ve
highschools,andfourcollegesanduniversitieswereselected,alongwith
twointernationalschools,oneinCanadaandoneinAustralia.Inaddition,
amixofpublic,private,andparochialschoolswasintended.
DemographicsThe CBLi study included 1,239 students and
65 teachers and administrators. In terms of
ethnicity and gender, the sample was less
diverse and more female than the general
populationofschoolagepersons.
Teachers in the study were generally older,
with the mean at about 37 years of age,
and experience levels to match at about 8 years in the classroom. The teachers in the study were
disproportionatelymale;just30%ofteachersacrossalllevelsaremaleintheUS.
grade LeveL StUdentS ProPortion
3rd Grade 23 2%
4th Grade 22 2%
5th Grade 134 11%
6th Grade 215 17%
7th Grade 242 20%
8th Grade 107 9%
9th Grade 144 12%
10th Grade 72 6%
11th Grade 108 9%
12th Grade 77 6%
Community College 40 3%
University 55 4%
StUdent raCe/etniCi t/gender aLL US ProjeCt SCooLS
White 51% 61%
Black 14% 6%
Hispanic 26% 9%
Asian/Pacic Islander 5% 10%
American Indian/ Alaska Native 1% 0%
Multi-Ethnic 7%
Unreported 6%
Male 52% 45%
Female 48% 55%
teaCer gender/age ProPortion teaCer exPerienCe ProPortion
Male 67% Less than 1 year 2%
Female 33% 1-3 years 13%Younger than 25 years old 5% 4-6 years 12%
26-35 years old 30% 7-10 years 29%
36-45 years old 37% More than 10 years 44%
46-55 years old 16%
Older than 55 years old 13%
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8 Challenge-Based Learning | The Report from the Implementation Project
Major FindingsThe study included four major areas of principle focus, with the summative assessment of the
eectivenessofCBLatthetopofthatlist,followedbyexpandingtheunderstandingoftheteacherand
studentexperience,and,nally,acloserlookatfourgeneralareasthoughttobemitigatingfactorsin
thesuccessofaCBLimplementation.Theseincludedteachertrainingandsupport;theimpactofthe
compositionofstudentgroupsonoutcomes;neededskillsandresources;andtimeandplacechanges
instudentlearningpractice.21
Themajorndingsofthestudyaredetailedbelow.Subsequentsectionsprovideadditionalsupporting
informationfortheseoverarchingndings,aswellasotherndingsrelatedtothestudentandteacher
experienceandthefourmitigatingfactorsthatwereexamined.
1. CBL s fc bul 21s Cuy Sklls
90% o teachers reported these 12 key skill areas improved signicantly (in rank order)
Leadership Creativity
MediaLiteracy ProblemSolving
Collaboration CriticalThinking
Flexibility Communication Adaptability Innovation
Responsibility Initiative
80% o teachers reported that these additional six key skill areas improved as well (in rank order)
Productivity SocialSkills
Accountability SelfDirection
InformationLiteracy GlobalAwareness
70% o teachers reported some improvement in every area o the 21st Century Skills
21Thenotionoftimeandplacechangesinthewayslearninghappenedissignicant.Wewerespecicallyinterestedinwhetherornotthe
teacherandstudentswereabletoextendtheclassroomtemporallyorvirtuallyinwaysthathavestudentsworkingbeyondtheschoolday
and/orinteractingwithexpertsinrelevantelds.
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9 Challenge-Based Learning | The Report from the Implementation Project
2. CBL s sus l.
Over three-quarters o students, across every age group, elt that they had learned more than
expected, were part o solving a big problem, and worked harder than they normally do.
StUdent SUCCeSS oUtCoMe StateMentS ProPortion o StUdentS in agreeMent
I learned a lot 79%
I helped to solve part of a big problem 76%
I worked harder on the CBL project than 75%I normally work on my schoolwork
I felt like I was doing something important 75%
I realized I could be a leader 73%
I eel everyone partaking in this study is making a diference. The way we make a
diference is by giving solutions to problems and xing them. Even a kid can make a
diference somehow.
ELEMENTR SCL STDENT
3. tchs CBL fc sus hlp hm ms h ml
us h lm m. Over 90% o teachers, across every grade level, elt that CBL was a good use o their limited time
and would use it again.
Even the ailed solutions or the solutions lacking creativity still took students through
a problem solving, dynamic, group task where setting a schedule, being innovative,
researching, amassing new knowledge and sharing it with others, and implementing an
idea to pass on inormation to others ended up giving them useul real world experience.
I SCL TECER
Over three-quarters o teachers, across every grade level, elt that their students mastered the
expected material and that their overall engagement increased.inStrUCtion aL SUCCeSS oUtCoMe StateMentS ProPortion o teaCerS in agreeMent
CBL was a good use of my class time and resources 93%
I intend to use CBL again 91%
My students mastered the expected material 79%
Overall engagement of my students increased 75%during the project
Overall, teachers elt that CBL was a rereshing change. After just a single implementation
cycle,94%ofteachersfelttheyunderstoodCBL;73%felttheyunderstooditwell,andtheyfelt
theapproachmadetheirrolemoreresponsive,coach-like,andindividualized.Teachersreported
deeperconversationswiththestudentsabouttheirprojectsandwhatlearningapproacheswere/werenotworkingforthem.
4. CBL s lly su ch chlclly ch m.
While CBL is benecial in many kinds o learning environments, it is particularly efective in
classrooms where every student has 24/7 access to computing resources at home and at school.
CBLcreatesanexpectationfromtherststepsthatstudentswillusetechnologytoresearchtheir
topic,tocollaborateamongtheirgroup,capturereections,presentandpublishtheirwork,and
more.Alongtheway,theyreinforcedigitalmediaskillstheymayalreadyhave,andextendthose
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10 Challenge-Based Learning | The Report from the Implementation Project
skillsinareassuchasmusic,video,andmore.Arelatedaspectisthatstudentsareexpectedtothink
criticallyabouttheirmessageandthemediausedtoconveyit.
Todays teachers and students already have the technical skills needed to engage with CBL
efectively. Both students and teachers felt their computer, Internet, and digital media skills
weresucienttothedemandsofCBL.Teacherstechnicalskillsdidnotrankamongtheirtopve
concernsaftertheproject,andtechnicalskillsimprovedforbothteachersandstudentsasaresultofCBL.Videoskillsaresomewhatofanexception:asignicantnumberofteachers(34%)reported
thattheyunderestimatedtheimportanceofvideoskillsinparticularfortheirownneedsandfor
thoseofstudentstoadegreethatittooktimeawayfromothertasks.
Summative utcomesFortheCBListudy,successwasdefinedonthreelevels,eachprogressivelymoreimportantintheoverall
picture.ThefirstwasImplementation Success,whichfocusedontheprocessofusingCBL,howwellthat
wentforteachersandstudents,whetherornotthechallengewascompleted,andhowteachersand
studentsperceivedtheimpactofthesolutions.ThesecondwasInstructional Success,whichprimarilyfocused on howwell theapproach worked withthe required curricula, theteachers ownteaching
goals,andhowwellCBLmeshedwiththeebbandflowoftheclassroom.Thekeyoutcomeforthis
componentisthatthestudentslearnwhattheyneedto,andatthelevelstheyneedto.
Ultimately,however,thesuccessof challengebasedlearningisdeterminedbyhowitspursstudents
tolearn,andsothethirdandmostcriticalcomponentofthemodelisStudent Success.Studentsuccess
looksbeyondthebasicinstructionalgoalstoseewhatotherthingsstudentslearned.Didtheydevelop
orimprovekey21stcenturyskillssuchasmedialiteracy,creativity,innovation,teamwork,collaboration,
and critical thinking? Were they flexible and adaptable? Did they show leadership and assume
responsibility?Didtheyeffectivelyutilizetechnology?Didtheylearnmorethanwasrequired?Didthe
solutionimpacttheircommunity?
implm Succss. Operationally, CBL is a process, and the degree towhich CBL was well
implemented constitutes one level of success in our three-tiered model. Were all the components
included?Diditpresentworkablesolutions?Didtheeffortreachitslogicalending?Diditaccomplish
itsstatedgoals?Understandingtheanswerstothesequestionsrevealedhowtheprocessworked,with
implications for future implementations. For thisstudy, implementation success wasdefined as the
degreetowhichtheCBLprocesswasunderstoodandimplemented.Inparticular,thiscomponentof
successincludedthesequestions:
HowwelldidtheCBLprocessgoforteachersandstudents?
Wasthechallengecompleted?
Whatwastheperceivedimpactofthesolutionforteachersandstudents?
Eighty-eightpercentofteachersintheCBLiprojectcharacterizedtheirimplementationassuccessful.
Studentsechoedthisperception;76%alsoratedtheireffortassuccessful.Ananalysisofthe270comments
leftbythosestudentswhodidnotratetheirprojectassuccessful,however,clearlyshowsthatforthem,
operationalsuccesswasassociatedwiththeirperceptionoftheprojectsimpact,soitislikelythatfurther
analysiswouldindicatestrongeragreementbetweenteachersandstudentsonthisdimension.
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11 Challenge-Based Learning | The Report from the Implementation Project
TherewererecurringreferencestohurdlesintheimplementationofCBL,and20%ofteachersdescribed
their implementation experience asvery hard. In almost all cases, this was related to issues with
producingvideo,whichisamajorcomponentofCBL.Students,ontheotherhand,tendedtoreferto
groupprocessissuesasthebiggestobstacleforthem.
isucl Succss.Themiddletierofoursuccessmodellookedattheteacherexperienceclosely
toseehowtheapproachworkedforstudentsingradesthreethrough16.Teachersacrossallgradelevels
reportedstrongoutcomesinthisdimension.Theaspectsofinstructionalsuccessthatmostinterested
uswere:
Howwelldidtheapproachworkwiththerequiredcurricula?
Howwelldidtheapproachworkwiththeteachersownteachinggoals?
HowwelldidCBLmeshwiththeebbandflowoftheclassroom?
Didthestudentslearnwhattheyneededto,andatthelevelstheyneededto?
Mostoftheteachersinthestudywellover90%werenewtoCBL.Thefactthatratingsabouttheir
intentionsrelatedtousingCBLagainwereover90%,andhowitworkedwithtimeandresourceseven
higher,indicatesanoptimismfortheprocessthatissignificant.
inStrUCtion aL SUCCeSS oUtCoMe StateMentS ProPortion o teaCerS in agreeMent
CBL was a good use of my class time and resources 93%
I intend to use CBL again 91%
My students mastered the expected material 79%
Overall engagement of my students increased 75%during the project
Instead o being teacher-centered in ront o the classroom, this is much more o a
student-centered approach Im in teaching because student education should be
ocused on the students. So in that regard you have to remove yoursel to some extent
and help students nd the resources they need. We like to call it responsive teachingbecause thats really what youre doing.
I SCL TECER
Su Succss.Ultimately,anymeasureofsuccessinteachingandlearningmustdocumentwhat
actuallyhappensforstudents,andsothethirdcomponentofthethree-tieredmodel,studentsuccess,has
beenconsideredthemostimportantfromtheearliestdesign,andthedimensionthathasreceivedthe
mostfocusintheanalysiscomponentsofthestudytodate.Amongthekeyquestionsofinterestwere:
Didindividualstudentsdeveloporimprovekey21stCenturySkillssuchasmedialiteracy,creativity,
innovation,teamwork,collaboration,andcriticalthinking?
Didstudentsdemonstrateflexibilityandadaptability? Didstudentsshowleadershipandassumeresponsibility?
Didstudentseffectivelyutilizetechnology?
Didstudentslearnmorethanwasrequired?
Didthestudentssolutionsimpacttheircommunity?
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12 Challenge-Based Learning | The Report from the Implementation Project
My joy comes rom their joy, and now that they are on board as much as they are, I will
say Im just very grateul to be part o this process. Specically because the learning is all
being generated by the kids and they have a tremendous amount o ownership, which
is the way it should be.
MIDDLE SCL TECER
Astrongcorrelationemergedbetweentwoaspectsofthestudentexperienceandstudentsuccesswhenstudentsperceivedtheproblemas important,ahostofothermeasureswentup,including
timeontask,howmuchtheylearned,andmore.Additionally,if theyfeltliketheirownworkmadea
significantcontribution,thesamefactorsincreased.
Overall,thefollowingstatementsfoundstrongstudentagreementamongthosewhofeltthattheir
projectwasimportant,andforthosewhofeltthattheirownworkmadeadifferenceitwasespecially
strong:
inStrUCtion aL SUCCeSS oUtCoMe StateMentS ProPortion o StUdentS in agreeMent
I learned a lot 79%
I helped to solve part of a big problem 76%
I worked harder on the CBL project than 75%
I normally work on my schoolwork
I felt like I was doing something important 75%
I realized I could be a leader 73%
Eightypercentormoreofteachersratedallbutfive21stCenturyskillsasimprovedduringtheCBL
project;ifthebarwereloweredtotwo-thirdsofteachers,allofthe21stCenturySkillsimprovedas
aresultofCBL.Twelveofthekeyskills,includingleadership,responsibility,creativity,communication,
critical thinking,innovation, andothers widely correlated withsuccess in theworkplacewere rated
highlybyover90%ofteachers.
Studentsechoedthisfinding,althoughtheirratingswereingeneralsomewhatlowerthanteachers.Themostimprovedskillsinthestudentsestimationwereleadership,responsibility,productivity,flexibility
andadaptability.
I eel really good and it is a big experience or me because we are doing a lot to help our
school and world It is un in a good way.
ELEMENTR SCL TECER
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13 Challenge-Based Learning | The Report from the Implementation Project
The Student ExperienceProbablythemostunanticipatedfindingofthestudywasthattherewerenostrikingdifferencesinthe
studentexperiencebetweenstudentsatdifferentgradelevelsandages,otherthanthoseattributable
tothe dynamicsof the student working groups within the classroom. (This particular dimension is
coveredindepthinasubsequentsection.)Onaverage,studentsdevotedabout90minutesadayto
CBLatschool;workoutsideofclassoccurredprimarilyathomeandservedtoextendthelearningday
byanaverageofonehour.Bothstudentsandteacherscommentedonthenoticeableincreaseinoverall
engagementofstudentsinthework.
Probably the biggest thing that weve noticed is just how much more engaged the
students are with the work that theyre doing.
I SCL TECER
Interestingly,80%ofstudentsfeltthattheydidmostoftheworkintheirgroup,supportingthefinding
ofstrongengagementamongthestudentsaroundthegroupactivities.
Themost compellingfinding relatedto thestudent experiencewas thestrongshift thatoccurredin
studentsperceptionsofhowtheymightcontributetoagroupprojectoverthetermoftheproject.
Fewerthan15%sawthemselvesinarolesuchas leader,creativecontributor,orstrategistbeforethe
project began, but bytheend, most studentslisted all theseandseveralother ways inwhich they
contributedtotheworkoftheirgroups.
StUdent exPerienCe: Woring in groUPS ProPortion o StUdentS in agreeMent
Iusuallycontributebysharingideasandstrategies 95%
Iliketobesurethegroupturnsingoodwork 94%
Iliketobethecreativepersoninthegroup 88%
Iamtheonewhousuallydoesmostofthework 80%
Iliketobethegroupleader 79%
iMProved aS aSSeSSed B iMProved aS aSSeSSed B21St CentUr SiLLS rated aS iMProved 80% or More o teaCerS 80% or More o StUdentS
Leadership 98% 86%
Media Literacy 96% 82%
Collaboration 95% 81%
Flexibility 94% 84%
Adaptability 94% 84%
Responsibility 94% 85%
Creativity 93% 83%
Problem Solving 93% 83%
Critical Thinking 92% 76%
Communication 91% 77%
Innovation 90% 81%
Initiative 90% 80%
Productivity 89% 85%
Accountability 89% 82%
Information Literacy 88% 81%
Social Skills 88% 82%
Self Direction 84% 82%
Global Awareness 83% 75%
Civic Literacy 77% 82%
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14 Challenge-Based Learning | The Report from the Implementation Project
The tendency of students to increasingly see themselves as leaders was especially strong among
minoritygroupsinmiddleschools,whichisanespeciallyappropriatetimetoallowayoungpersonto
seethemselvesinrolestheyperceiveaspositive.
Eighty-fourpercentfeltthattheirprojectwaslikelytoimpacttheoverallproblem;nearlyhalffeltthat
itdefinitelywould.Atthesametime,studentconfidenceintheirabilitytoimpacttheoverallproblem
diminishedslightly,althoughsignificantly.Studentsprovedtobegoodjudgesoftheirowncontributions;therewasvirtuallynodifferenceintheirassessmentofwhetherthethingstheywoulddo(pre-project)
anddiddo(post-project)wouldmakeadifferenceintheirgroupsefforts.
CBL has been a very dierent type o learning experience. It has required me to problem
solve and think outside the box, which is both a challenge and a relie rom the usual
mundane subjects in school. CBL is a class in which I can learn more about what truly
interests me and what will urther me as not only a student in America, but a student in
the world.
I SCL STDENT
Studentsclearlyenjoyedthefeelingthattheyweremakingadifference.Ananalysisofcommentsfrom
178studentsinmidterminterviewsstronglyunderscoredthis;majorthemesthatemergedfromthose
commentswere:
Overall,therewasanoverwhelmingsentimentfromstudentsthattheyweremakingadifference
attheirschoolsandintheircommunities,whichaddedtotheirownengagementwiththeproject.
Theyoungerstudents,especially,wereverypleasantlysurprisedthattheywereabletomakeacommunity
impacteventhough,asoneelementarystudentputit,theywerejustchildren,stillinschool.
Studentsfeelmoreconnectedbothtotheirschoolsandtotheircommunities.
ManystudentswanttocontinuetohelptheircommunitiesafterCBL.
I eel I am making a dierence because o this project in our community. We are going
through with our solution [no matter the outcome]
I SCL STDENT
Before theproject began, students overall rated their owncomputerand Internet skillsvery highly
(strongorverystrong)andeventheirvideoproductionskillsat3.84onafive-pointscale.Nonetheless,
morethantwo-thirdsreportedtheseskillsasimprovingoverthetermoftheeffort.
A lot o people have stepped up in other ways, too, not just with the projects theyre
working on but also by sharing skills. People who are good at computers help people
who arent. People who are good at ilming help people who arent. So we had a buncho little sessions [where] the students actually taught other students needed skills.
I SCL TECER
Its been a chance [or the students] to use all the skills theyve learned throughout their
entire education and apply them in a real world setting.
I SCL TECER
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15 Challenge-Based Learning | The Report from the Implementation Project
roup ssignments and Student utcomesTeachersby andlarge becameattunedtothe notionof theeffects ofgroup assignmentsonstudent
outcomes through the CBLi project; only 48% described themselves as attuned to the impact of
groupassignmentsonstudentoutcomesinitially,butbytheendoftheproject,96%describedthe
groupinteractionsamongandbetweentheirstudentsasimportanttotheoveralloutcomes.Students
concurred,andagreatdealofthestudentcommentarywasdevotedtotheassignmentofstudentsto
groups.
I am an independent person, so I usually eel that working in groups wastes a lot o time
and sometimes its not air. I can complete a lot by mysel. CBL has changed that because
when I get to choose my group members, I choose ones that I know will work hard. I am
happy that we got to work in groups because it gets things done aster.
MIDDLE SCL STDENT
The sentimentabovewas echoed throughout the student comments,both by those who felt their
groupswereappropriateandbythosewhodidnot.Concernaboutthecompositionofgroupswas
strongestingradesseventhrough10formativeyearswhenconcernsaboutgroupandindividual
identityareparamount.Tobetterunderstandthisphenomenon,studentswererandomlyselectedfor
interviewsattheapproximatemidpointoftheprocessand178studentssubmittedwrittencomments.
Fivekeythemesemergedfromthoseinterviewsrelatedtogroupdynamics,includinganumberrelated
tothewaysstudentsworktogetherinaCBLproject;thewaystheyprefertheirgroupstobechosen,and
howgroupshandledconflict:
Manystudentsopinionsaboutworkingingroupschangedoverthecourseoftheprojectenough
forthemtocommentonthechange;CBLwasperceivedtohavebroughtaboutaheightened
levelofcollaborationandpositivegroupdynamics.
Commentsaboutgroupdynamicstendedtobemorepositivewhenstudentswereinchargeof
choosingtheirownCBLteammates
Themostpositivecommentscamewhentheworkloadinthegroupwasdistributedaccordingto
thekindsofactivitieseachstudentexcelledat.Somehandleddigitalmediaverysmoothly,while
othersdemonstratedtalentsforplanningandpresenting.Becauseofthis,therewasamarked
increaseinpeer-to-peerlearningastheytaughteachothernewskills.
Manystudentscommentedthattheyformedgoodrelationshipswiththeirteammatesthatthey
wouldneverhaveformedotherwise.
Conflictcausedsetbacks,butwhengroupswereabletopullthroughthat,itbecameasourceof
pride.Despitethesepositivecomments,onaverage,studentsreportedthattheylikedworkingingroupsless
aftertheCBLprojectcompleted.Ananalysisofstudentcommentssuggestedthatthedynamicswithin
theirgroupswasamajorfactorinthissmallbutsignificantdecline.Themeanforstudentresponses
(onafive-pointscalefromreallydisliketoreallylike)toaquestionofhowmuchtheylikedordisliked
workingingroupswas3.93(liked)beforetheproject,and3.72aftertheproject.
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16 Challenge-Based Learning | The Report from the Implementation Project
Incontrast,largenumbersofstudentsseemedtoviewgroupworkpost-projectingenerallypositiveterms:
I usually despise working in groups but CBL has changed the way I approach group
work. Through CBL I have ound some new orms o compromise. But the most important
thing that Ive realized is that any eective and signiicant, challenging work you hope
to do, 98% o the time cannot be done alone.
I SCL STDENT
Thisperspectivewasechoedstronglyinthestudentpost-survey:
Woring in groUPS PoSt ProjeCt PerCePtionS ProPortion o StUdentS in agreeMent
Whenagroupworkswelltogether,theyhelpeach 95%
otherdotheirbestwork
Workingingroupsletspeopledevelopnewskills 94%
Groupworkismorefunbecauseitismoresocial 88%
Groupsaremoreexcitingthanthemoreindividualkindsofschoolwork 80%
Inmostgroups,oneortwopeopleendupdoingmostofthework 79%
Whenstudentswereaskedtomakeaforcedchoiceamongthedimensionsinthetableabove,53%
chosethefirstitem,Whenagroupworkswelltogether,theyhelpeachotherdotheirbestwork,while
thenexthighestchoicewasjust17%,whoselectedInmostgroups,oneortwopeopleendupdoingall
thework.Thelastresultinthetableabovecontrastswiththefindingnotedabovethat80%ofstudents
werethepersondoingthemostworkinagroup.Moreresearchisneededtounderstandthisdisparity.
Overall,theseresultstendtosupporttheimportanceofthesocialdimensionsoftheclassroom,especially
asitrelatestotheassignmentofgroups.Itseemsclear,especiallyfromthestudentcomments,thatwho
theyareaskedtoworkwithisaveryimportantfactorinhowstudentsfeeltheirgroupwillwork.Atthe
sametime,beyondthatobservation,itisclearthatthereisroomforconsiderablymorestudyofthisarea.
The Teacher ExperienceTeachersoverwhelminglyfoundCBLeasy to learnand understandafter a single implementation
cycle,94%ofteachersfelttheyunderstoodCBL;nearlythree-quartersfelttheyunderstooditwell,while
one-fourthfelttheywereexpertenoughatittoteachothers.
Ive taught or 22 years. I ind it very stimulating to do something new with my students.
I SCL TECER
Nonetheless,teacherstendedtounderestimatethetimethatCBLwouldtaketoimplementasaportion
oftheirnormalworkday.Mostteachers(98%)estimatedthatCBLwouldtakeonlyamodestamountof
timeawayfromothertasks.Bytheendoftheproject,56%reportedthatitdid,infact,taketimeawayfromotherimportanttasks.Theprimaryreason,culledfromalistofcommentsfromarandomsample
ofteachers,wasthatteachersunderestimatedtheimportanceofvideoskillstoboththemselvesand
tostudents.Timepressurerelatedtoprojectdeadlinestooktimeawayfromothertaskstowhichthey
wouldnormallyhavedevotedthemselves.
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17 Challenge-Based Learning | The Report from the Implementation Project
Inotherareasinwhichteachersanticipatedissues,theirperceptionswerefairlyaccurate:
toP ive ConCernS antiCiPated aCtUaL
Timeawayfromothertasks 52% 56%
Studentskills 40% 38%
Timeoutsideofschool 40% 25%
MasteringCBLquicklyenough 37% 25%
Adequatetraining/professionaldevelopmentinCBL 31% 12%
Accesstoneededequipment 19% 21%
I tend to be very organized, like I know what Im teaching today and I know X,Y, and Z and
thats where my comort level is, or so I thought. But I am inding I am very comortable
letting the children decide the direction were going in, which is kind o new or me.
6T RDE TECER
Fifteenofthe62teacherswereselectedformid-projectinterviews,whichwereconductedviatelephone,
andthentranscribedandanalyzedforrecurringthemes.Fivethemesemerged:
Overall,teachersfounditrefreshingtostepintoadifferentrolewithCBL.
Teachersfelttheirrolewasmoreresponsive,coach-like,andindividualized.
Teachersbeganinstigatingdeeperconversationswiththestudentsabouttheirprojectsandwhat
learningapproacheswere/werenotworkingforthem.
Manyteacherstookawhiletofeelsure-footedaboutleadingtheCBLprojectsbecauseitfeltlikea
fairlybigdepartureatfirst.Theyhadtochangetheirmindsetsandbecomemoretrustingoftheir
students,whichwasinitiallydifficult.
FindingwaystoeffectivelycommunicateandpresenttheCBLmodelandessentialquestionto
thestudentsprovedchallenging;someteachershadtotakeastepbackmid-processandre-
presenttheprojecttotheirstudentsinadifferentway.Teachersreportedalotoflearn-as-you-go
experiences.
Required Skills and ResourcesTeachersidentifiedfiveessentialskillsthatfoundvirtuallyuniversalagreement.Toppingthelistwerethe
teachersowndigitalskills,reflectingthestrongconnectionofCBLto21stCenturySkillssuchascreativity
andmedialiteracy.EquallyimportantweresubjectmatterexpertiseandfacilitywithCBL.Whilenoneof
theteachersorstudentsreportedbehavioralorotherissuesduringtheproject,itissignificantthat94%
ofteacherslistedclassroommanagementasanessentialskill.
Theabilitytomakestudentsfeelcomfortablewiththeprocessandtoworkwiththemastheygothrough
theopenprocessesof brainstormingandworkingthroughthestepsofchallengebasedlearningareverymuchdependentontheatmospheretheteacherisabletocreateandmaintain.Donewell,itmay
notbeobvious,butteachersagreethatitisveryimportant.
teaCer PerCePtion o eSSentiaL SiLLS teaCerS in agreeMent
Digitalmediaskills 99%
Internetskills 98%
Subjectknowledge 98%
UnderstandingofCBL 98%
Classroommanagementskills 94%
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18 Challenge-Based Learning | The Report from the Implementation Project
Training and SupportAclearfindingwasthatwhileteachersareabletolearnCBLandimplementit,theskillsitrequiresare
newtomanyofthem.Aftertheprojectended,only13%ofteachersreportedthattheyhadalltheskills
andtrainingtheyneededatthebeginningoftheeffort.Atthetopofthelistofrecommendationsthey
hadforotherteachersorschoolswastoprovidetrainingintheapproach;86%reportedthattheCBL
trainingtheyreceivedinDallasattheprojectkick-offhelpedthemtobesuccessful.Three-quartersfelt
theonlineCBLcommunityspacewasimportanttotheirabilitytocraftsuccessfulimplementations.
Unsurprisingly,giventhewaytheschoolswereselected,98%felttheyhadsufficientadministrative
support;94%felttheyhadsufficienttechnicalsupport,aswell.
While theteachers self-assessed their generalcomputerskills at 4.02out of five(strong) andtheir
generalInternetskillsat4.17(alsostrong),manyofthemfoundtheirdigitalmediaskillsposedissues.
Althoughalmostallofthemwereabletolearnthetoolsandtechniquestheyneeded,ittooktimeaway
fromothertaskstodoso.Videoandeditingskillstoppedthelistofactivitiesinwhichtheywishedthey
hadastrongerfootingafindingwithclearimplicationsforpre-serviceeducation.
Wat do oU WiS oUr PaSt ProeSSionaL deveLoPMent ProPortion oad inCLUded Beore oU Began oUr CBL ProjeCt? teaCerS in agreeMent
Videoediting 50%
Audioediting 37%
FormalCBLtraining 33%
Imageediting 19%
Time and Place Changes in Student Learning PracticesTheresearcherswereabletodocumentthatCBLdideffecttimeandplacechangesinthewaysstudents
learned,bothinsideandoutsideofclass.Onaverage,studentsdevotedabout90minutesadaytoCBL
atschool;teacherandstudentcommentsindicatethatthisworkinvolvedmorefreedomandstudent
choiceinthemannertheywereabletoapproachtheirtasksandtheresourcestheyused.Workoutside
ofclass occurredprimarilyat home(64%of students) and servedtoextendthelearning day byan
averageofonehour.Thisfindingwastrueacrossallgradelevels.
Relatedtothisdimensionwerechangesintheadultsfromwhomstudentswerelearning.Whilethevast
majorityofstudents(88%)stilllistedtheirteacherasakeyresourcetothem,47%ofstudentsreported
localexpertsassignificantcontributorstotheirlearning;36%calleduponparents,and32%notedthat
otherfamilymemberswereasignificanthelp.
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19 Challenge-Based Learning | The Report from the Implementation Project
TechnologyThestudentsandteachersperceptionsoftechnology,andtheircomfort withboththetoolsandtheir
ownskillsetswereakeyfocusoftheresearch,astheverynatureofCBLpresumesextensiveaccessto
technology.Indeed,CBLisapedagogythatseemsideallysuitedtoteachinginone-to-oneclassrooms,
andespeciallywhereeverystudenthasaccesstoan Internet-capabledeviceathomeandin school.
Havingsuchaccessallowsstudentstocontinuetomuseandreflectontheirchallenges,andasthe
previoussectiondemonstrated,extendstheschooldayandexpandstheclassroom.
Teacherswereaskedtoprovideagreatdealofspecificityaboutthetechnologicalresourcestheyused
intheirCBLprojects,andof specialinterestwerethoseinwhichteachersshareda broadagreement
ontheirimportance.Thiswasexploredbothintermsoftechnologyfortheirownuseandforstudents.
teaCer PerSPeCtive o te iMPortanCe o e reSoUrCeS or teaCer USe or StUdent USe
Internetaccessinclass 98% 100%
Personallaptop 94% 96%
Videocamera - 96%
Videoeditingtools 82% 94%
Audiocaptureandeditingtools - 94%
Digitalstillcamera - 94%
Internetaccessoutsideofclass 98% 92%
Microphone - 86%
Imageeditingtools - 86%
Dataprojector 80% -
Resources with less than 80% agreement on their importance are omitted.
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20 Challenge-Based Learning | The Report from the Implementation Project
Four Case StudiesFour representative schools, one rom each level o institution primary, middle school, high school, and
university were selected by the researchers or additional in-depth study. These case studies provide more
inormation about how the schools actually approached their implementations, how educators worked with
students, and what they accomplished.
Ringwood North PrimaryMelbourne, AustraliaBig Idea: Resilience
Question: How can we better support each other during times o hardship?
Challenge: Help a community recover rom a disaster.
Overview: Throughout history, the human race has continually been challenged by disasters. During
these times o great adversity, communities need to come together and support one another.
Australias Ringwood North Primary School challenges you to make a dierence or a
community aected by a disaster.
Technology: Ringwood is a one-to-one iPad school
Ringwood North Primary chose a very timely subject for their challenge based learningproject.In
themidstof their challenge,Helpa communityrecover froma disaster, Christchurch,New Zealand
experiencedatragicearthquakeandJapanwasrockedbyagianttsunami.Whiletheprojectwasinitially
focusedonhelpingcommunitiesinAustraliaaffectedbyfloodsandcyclones,thechallengetookona
moreglobalperspectiveasgraphicimagesofthedevastationmovedtheirstudentsintotakingaction.
Theparticipatingstudentswerefifthandsixthgraders,ages10to12asignificantlyyoungeragegroup
thanthechallengebasedlearningpilothighschools.Oneofthemissionsunderscoringtheirroleinthis
studywastoexplorehowCBLtranslatestotheelementaryschoolset.Thechildrencreatedachallenge
withoutaconcreteend,developingsolutionsthatarehighlytransferrabletodifferentscenarios.The
highlightofthisprojecthasbeentoseethestudentsbecomeawarethattheyareactuallymakingareal
differencetosomeoneelse,anothercommunity,sharedAdamBrice,AssistantPrincipaloftheschool.
Inordertoeffectchangeinanothercommunity,RingwoodNorthPrimaryorganizedthestudentsinto
groups,whererolesweredividedupandsolutionsimplemented.Thecollaborativenatureoftheproject
providedtheopportunityforeachstudenttosharehisorherparticulartalentsandskills.Thisgroup
dynamic,enhancedbyreadilyavailabletechnology,includingiPaddevices,helpeddriveforwardthe
challengewhilekeepingitexcitingforthestudents.Intraditionalclassroomsituations,studentsdonot
getthesameopportunitiestoswitchgearsandexperimentwithnewroles.
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21 Challenge-Based Learning | The Report from the Implementation Project
Weareseeinganimprovementinself-esteemandconfidence,asourlearnersbegintoexperience
moresuccesswithamediumwhichmakessensetothemsaidBrice.Wehavepromotedthenotion
thatteachersarealsolearners,andasa result,wehaveourstudentswillingtocollaborateandshare
notonlywithoneanother,buttheirteachers.Newideasorlearningarespreadlikewildfireandare
celebratedduringreflection.
WhatisalsouniqueaboutRingwoodNorthPrimaryisthattheyembarkedonaone-to-onelearningtrialinconjunctionwiththeirchallengebasedlearningprojectthegroupof138studentshad24/7access
toiPaddevices.Studentstookfulladvantageofthisresource,settinguptheirowniTunesaccountsand
emailaccounts,aswellasdownloadinghelpfulappsandvideos.Assuch,iPaddevicesprovedtobe
thekeytoolintheirCBLactivities,usedforeverythingfromresearchto communicationtorecording
projectreflections,whichgenerallyincludedcreatingmoviesandsoundtracks.AcombinationofiMovie,
Garageband,andReelDirectormadethesemoviescomealive.Learningtousethisvastassortmentof
toolsandtechnologiesaffordedmoreopportunitiesforgenuinecriticalthinking.
Thestudentsarechallengedtoreflectupontheirlearningandrevisitwhatworked,whatdidntand
why,Bricenoted.Thenotionthatthingsdontalwaysgoaccordingtoplanhasbeencelebratedandhighlightsthefactthatthereisalwayssomethingwecanlearnfromit.
Throughtheseinvestigations,conceptshaveemergedwhichhaveallowedtheteacherstoseizenew
learning opportunities. From the ongoing development of news from newspapers to apps, to the
explorationofhardshipanditsabilitytobemeasured,studentsatRingwoodNorthPrimaryaredirecting
andcontributingtotheirownlearning.
Wehavestudentsmovinginandoutofspacesandutilizingdifferentlearningareasastheyneedto,
saidBrice.Wejustfoundthattheyvebecomemoreindependent.Theyrereallyarticulate.Solutions
thatthestudentsbroughttolifeincludedabakesaletoraisemoneytosendstacksofbookstoaschool
libraryinQueenslandtoreplacethosedamagedintheflood.Otherstudentshavechanneledtheirnaturalcreativitytowritea Book O Hope,acollectionofartwork
andmessagesofsupportforthedisastervictims.Treeplantings,concertsanddonationstoaRoyal
SocietyforthePreventionof CrueltytoAnimalsinQueenslandwerejustsomeoftheothersolutions
implementedbyRingwoodNorthstudents.Theoverallsentimentoftheparticipatingstudentswasa
newfoundfeelingofmakingareal-worldimpact.Itsgoinggreat,onestudentshared.Itsalotoffun,
andwithoutreallyknowing,wearelearning!
TheeducatorsatRingwoodNorthPrimaryhavenotedanimprovementinstudentengagement,andnot
justinthosechildrenwhotypicallyperformbestonstandardtestsormosteasilycomprehendlessons.
Therearealotofstudentswhohavereallysteppedupanddemonstratedoutstandingleadershipskills,Bricerevealed.
InadditiontothestudentspositiveresponsestoCBLforgroupinteractions,theteachersareexperiencing
firsthandhownewapproachestolearningcantransformstudent-teacherrelationships.Therearealot
morequalityopportunitiesforgivingexplicitfeedback,whetherthatbeindividuallyorinsmallgroups,
saidBrice.Werefindingthatwevegotthechancetoreallysitdownwiththemandquestionwhat
theyredoing,haveourstudentsjustifythedecisionstheyremakingandtoelaborateonwhattheyve
alreadydone.
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22 Challenge-Based Learning | The Report from the Implementation Project
coee Middle SchoolOcoee, Florida
Big Idea: Politics
Question: What role do politicians play in everyday lie?
Challenge: Actively participate in the political process
Overview: 43.2 percent o Americans o voting age did not vote in the last election. With approximately
hal o US citizens not engaging in the political process, how then, can we not expect students
to do the same? This challenge is designed to open students eyes to the workings o state and
local government and to show them that they can make a dierence in society, even i they are
not old enough to vote.
Technology: Ocoee is a one-to-one MacBook school during the school day; kids also used iPad and iPod
touch devices
ThechallengethatOcoeeMiddleSchoolundertookActivelyparticipateinthepoliticalprocess
isinherentlycomplexbecausetheparticipatingstudentsareallunderthevotingage.However,the
exerciseitselfhasprovidedthechildrenawindowintoaprocesstowhichtheywillultimatelyhavethedemocraticrightandsocialresponsibilitytocontribute.Toaddanotherdimension,Ocoeeisoneofthe
firstmiddleschoolstojointhechallengebasedlearningstudy,offeringasnapshotofhowthislearning
approachworksinadifferentagegroup,specifically12to14year-olds.
Among the goals the school set out to accomplish was strengthening group dynamics and
communication skills.We are absolutely thrilled with exactly the point of [CBL], which is the kids
areworkingingroups,saidSharynC.Gabriel,theprincipalatOcoeeMiddleSchool.Theyredoing
authentic research. Theyre pushing themselves. Theyre coming up with creative solutions. Its an
amazingprocesstowatch.Thecombinationofworkinginteamsandutilizingemergingtechnologies
providesthestudents withmore real-world experience a well-received departure from previouslessonplansfocusedonthesamesubject.Ihave12and13 year-oldsinteractingwithsenatorsand
congressmenandgoingtocommissionmeetings,whereasitusedtobewhatarethethreebranches
ofgovernment?Gabrieladded.
Thestudentsareequallyinterestedinthis changeinpace andteaching.[CBL]explainsit clearerthan
doingworksheetsandotherthings,sharedonestudent.Whiletherewasadefiniteenthusiasmfortrying
somethingnew,stayingontaskprovedtobeanobstaclefortheparticipants,inmostcasesdueto
conflictsthataroseamidstthesmall,teacher-selectedgroups.
Feelings of success varied from group to group, revealingthat challenge based learning mayhave
asignificantlydifferentimpactwhenthegroupslikethechallengesandsolutionsthemselvesareentirelystudent-directed.Pre-setgroupsmaybe moreappropriatefortheelementaryschoolset,
whostillrelyheavilyonteacherstohelpdevelopandnavigatethesocialinteractionsoftheclassroom.
Middleschoolisgenerallyatimewhenkidsaremoreassertiveinbuildingtheirsocialidentities,and
morecliquesemerge.
Itshardtokeeptrackofwhateveryoneisdoingandpeoplealwaysdowhatotherpeopledo.said
astudentdescribingachallenge.
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23 Challenge-Based Learning | The Report from the Implementation Project
Studentsweremixedonthevalueofgroupwork.Iwouldpreferifwegottochooseourowngroups,
one student offered. Others took the opposite view,Challenge based learning is a great way to
communicatewitheachother.Fourbrainsworkbettertogetherthanone.Itslikeawayto show/tell
youropinionaboutthatspecificproject,saidanotherstudent.
TeachersatOcoeealsoencounteredsomeinitialissueswithstudentsnotfullygraspingthemeaningofthe
challenge.Theelectionprocessandpoliticalprocessarevirtuallysynonymouswitheachother,saidoneteacher.Idontthinkour7thgradershavebeenpickinguponthat.Inordertocircumventthisroadblock,
theteachersworkedtogethertocreatevisualactivitiestoconnectbothprocesses.Afterthat,thestudents
seemtobemoreclearontheconcept,theteacherconfirmed.Thoughchallengebasedlearningisstudent-
centered,ithasprovedcriticalforteacherstoselectivelyinterveneandguidethestudents.
Whenitcametostudentengagementatanindividuallevel,therewasamoreevenlydispersedsenseof
accomplishmentthatstrucktheeducatorsatOcoee.Youdbesurprisedatthosekidsthataretraditionally
notsuccessful,howgoodtheyareatpresentingandhowcreativetheyare,Gabrielsaid.Wevehadkids
andthesearenotyourstraight-Akindofkidswhoarebustingouttheroofwithtestscores.This
observationechoestheresultsofthechallengebasedlearningpilotstudy,whichconveyedstrongerperformancesamongmoreat-riskstudents.
The technology deployed in Ocoees CBL project contributed to this student engagement. While
facilitatingone-to-onelearningisnotthenormfortheschool,theyusedaone-to-oneapproachfor
theirprojecttocreatewhatGabrielcalledflexibledigitallearningenvironments.Eachteamofstudents
hadaccessduringtheschooldayto30desktopcomputersandacartofMacBookcomputers,andiPod
andiPadtouchdevices.JournalingandpodcastingtookplaceprimarilyonMacBookcomputers,and
studentsusediPaddevicestoresearcheverythingtheycouldabouttheirlocalgovernment,current
laws,andcommissionersmeetings.Thegamutranfromactivitiesassimpleasletterwritingtocreating
Facebookpagesforsocialawareness,Gabrielshared.
Accompaniedbyexploringnewwaystousetheavailabletechnologies,thestudentsdidworkthat
isinherentlydifficultfortheirages.Inadditiontoattendinggovernmentcommissionmeetings,the
studentsresearchedrecentlyintroducedlocalandstatebills.Torelatemoreauthenticallytothematerial,
thechallengeemphasizedchildrenhavingavoiceinspecificareasinwhichtheyarefamiliar,suchas
parksandlibraries.Perhapsmostimportantly,thestudentsfoundthatthenewfoundknowledgeand
skillsmaystickwiththemastheycontinuetheireducationafterOcoeeMiddleSchool.TheCBLthing
isverychallenging,onestudentadmitted.But,Igotthehangofitandlearnedalotaboutit.Challenge
basedlearningcanalsohelpyouwhenyougettohighschool.
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Westside igh SchoolOmaha, Nebraska
Big Idea: Family
Question: What are the actors that aect amilies and impact their day-to-day activities?
Challenge: Improve Family Dynamics
Overview: Students at Westside High School in Omaha, Nebraska eel that amilies are the oundation o
all societies. However, we eel that amily relationships have deteriorated over time and are in a
crisis. We challenge you to improve amily dynamics.
Technology: Westside is a one-to-one MacBook school, and used GarageBand and iMovie extensively
Challenge based learning provides students with opportunities to make positive impacts on their
surrounding communities. Westside High Schools challenge Improve Family Dynamics
incorporateda differentkind ofcommunitythanotherschools,but familyrelationshipsarearguably
themostimportantdrivingfactorinshapingpeoplesoutlooksandactions.Exploringtheirexperiences
withthistypeofprojectshedslightonhowwellchallengebasedlearningtranslatestomoreimmediate,
personalcommunities.
AtWestside, the students assumed a lot of control over the project, which proved surprising and
refreshingfortheparticipatingfaculty.Ithinkthebiggestchangeoverthelastcoupleyearshasjust
beenthemindsetoftrustingthekidsandgivingthemthefreedomtotaketheprojecthowtheywant
toacertainextent,sharedNathanMoseley,a10thgradeteacher.Theresalotmorefreedominvolved
forthemandtheyreinchargeoftheirownlearninginalotofways.So,thebiggestchangeformeasa
teacherisjustlettinggoandlettingthemtakecontrolofthat.
With this increase in freedom camemore personal accountability for thestudents, and thegroups
theyformedembodiedthisnewsenseofresponsibility.Iusuallydonotlikeworkingingroupsatall;I
usuallyendupdoingalloftheworkandgetfrustrated,revealedonestudent.CBLwasthebestgroupexperiencethatIveeverhad.Mygroupmembersweremyfriendsandweallcancountoneachother.
Theworkgotdoneandpeoplecompletedtheirportionoftheproject,whichwasverynice.
Manystudentsechoedthissentiment,emphasizinghowthepositivegroupdynamicscontributedto
theoverallsuccessofthesolutionstheyimplementedtogethereventhoughsomeoftheworkwas
accomplishedindividually.Weallattendedthesupportgroup,obviously,todoatestrunofthesupport
group,saidanotherstudent.Wealsoallattendedtheinterviewsweconducted.Eachofuswantedto
bethereforimportantpartsofthisproject.
Together,students brainstormed and executedon solutions that they felt made a direct impact on
familyrelationshipsinOmaha,includingconductingsupportgroupsforchildrenwithdivorcedparents.Somestudentsevensteppedup tocreatekeynotespeechesforpresentationsabouttheirchallenge
tootherstudents,teachers,andajudgingboard,whichisnotsomethingstudentstypicallyexperience
beforeenteringhighereducationinstitutions.IfeelIammakingadifferencebecauseofthisprojectin
ourcommunity,onestudentshared.Wearegoingthroughwithoursolutionnomatterifwewinornot,
sothekidsinourgroupatLovelandwillbenefitfromoursolution.Thefeelingofmakingadifference
provedtobethemosteffectivemotivationfortheWestsidestudents.
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25 Challenge-Based Learning | The Report from the Implementation Project
Moseleycitedtheuseoftechnologyasalargefactorintheoutcome.Weareaone-to-oneschool,he
explained.Students[were]allowedtotaketheircomputershomewiththemeachdayandthishelped
withtheimplementationoftheproject.Withtheschool-issuedMacBooks,studentsdevelopedwebsites,
edited photos, designed informative flyers, and created keynote presentations about their project.
Studentsalsouseddigitalcamerasandcamcorderstoshootmovies,returningbackto theMacBook
computerstoeditthevideosandsoundtracksiniMovieandcreatesoundtracksinGarageBand.Thedeparturefrommoreconventionalhighschoolcurriculumalsoincitedenthusiasticresponsesand
evenfosteredatransformationinmanyofthestudentsambitions.CBLisadefinitecontrastfromthe
typicalclassroomatmosphere,butIlikeit,saidonestudent.Itsmuchmorelaidback,makingiteasierto
concentrateandwork,andIlikethatitallowsmetomanagemyowntimeandmakemyowndecisions
onwhatIwillaccomplishfortheday.Therealworldskillofeffectivetimemanagementisanincreasingly
invaluableoutcomeofchallengebasedlearning.
Teachersfelt thattheimpact studentsmade onfamily dynamicsin theircommunity and ontheir
ownpersonalgrowthhappenedbecausetheyweregiventhechance.Moseleynoted,Ithinkthe
biggestthingisseeingexamplesofwhatstudentshavedoneandtheprocesstheywentthrough,aswellasgettingtheopportunitytocarryitoutbythemselves.
Miami niversityOxord, Ohio
Big Idea: Learning
Question: How can undergraduate education be more relevant?
Challenge: Make undergraduate education relevant!
Overview: Design a more relevant undergraduate learning experience. Is the current structure o university
education eective in creating active citizens prepared to solve the challenges o the 21st century?
How can a university education, both inside and outside o the classroom, become more
innovative, adaptive and transormative to develop student portolios that contribute to society?
Technology: Miami University is a one-to-one student owned laptop school, with MacBook and MacBook
Pro computers. Garage Band and iMovie were used extensively, along with Adobe InDesign
and Illustrator.
ThechallengethatMiamiUniversitychose Makeundergraduateeducationrelevant!correlates
with the overarching philosophy of challenge based learning to create learning experiences that
transcendtheboundariesofcurrent,traditionaleducation.Theopportunitytoseehowstudentsclosest
toenteringtherealworldembracedtheprojectisextremelyvaluableinsightforadvancingCBL.At
thesametime,theparticipatingstudentsherecanbeperceivedasatadisadvantagecomparedto
othercases;theK-12yearsaremuchmoreformative,whereasstudentsinhighereducationmaybetoo
accustomedtospecificmethodsoflearning.
Atfirstthestudentsseemedtobefloatingalittle,sharedProfessorPegFaimonatthebeginningofCBL
implementation.Ithinksomeofthestudentsinthisclassthatwereteachingareusedtoalittlebitmore
ofafreeformapproach,alittlelessstructure,alittlemoreself-initiative,butsomeofthemarent.So,I
thinktheyrestartingtogettheirlegsunderthemintermsoffeelingliketheyhavealittlemorepersonal
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26 Challenge-Based Learning | The Report from the Implementation Project
directionandownershipoftheproblem.Astheprojectprogressed,itbecameincreasinglyclearthat
positivegroupdynamicsmotivatedeveryonetosucceed.
Ifeelthateachofusarepositivelybenefitingtheproject,saidonestudent.Thereisnosinglestrong
leaderatthispoint,andweswitchoffinthatrole.Iammakingadifferenceinthegroupbasedonmy
technologicalskillsandideas.
Asanaddeddimensiontothechallenge,theparticipatingstudentswereahybridofbothregularand
honorstudentsfromdifferentdisciplinesandbackgrounds,thoughthatdidnotprovetobeahindrance.
Everyoneisparticipatingintheirownway,astudentasserted.Weeachbringsomethingdifferentto
thetablewithourdifferentbackgroundandtalents.Ingeneral,thestudentstookaresearch-intensive
approachtosolvingthechallenge,interviewingcollegegraduatesatvariousstagesintheircareers,
deployingstudentandfacultysurveys,andfindingengagingactivitiesatotheruniversitieseventhose
online.Theunderstandingwasthatthenecessarychangecouldonlytakeplaceoncethestudentswere
trulyengagedinlearningotherpeoplesandinstitutionseducationalgoals,aswellastheirperceptions
oftheirlearningexperiences.
Layingthegroundworkforimplementingsolutionsmaynothaveposedtoomanyroadblocksforthestudents,butimplementingsolutionsprovedtobemorechallenging.Wehavegeneratedalotofgood
ideas,saidastudent.However,itisdifficulttofeasiblyimplementmanyofthesegoodideas.
Perhapsoneofthemostimportantbenefitswasthattheexperienceofchallengebasedlearningitself
counteredsomeofthedisenchantmentoftraditionallearning.Idoenjoyworkingonprojectsbecause
theyareextremelyfulfillingwhenyouhaveafinishedprojectorhaveaccomplishedagoal,onestudent
opined.Thefactthattheyrequireadeliberateeffortoveramoreextendedperiodoftimethanstudying
afewdaysinadvancefora test,I feelmuchmoreaccomplishedafterputtinginthelargeamountof
effort.Workingforanendresultissomethingthatreallymotivatesme.
Theuseof21stcenturytoolshelpedmaintainthislevelofengagementthroughouttheproject.StudentslearnedandutilizedawidevarietyoftoolsonMacBookandMacBookProcomputers,includingiMovie,
GarageBand, InDesign, and Illustrator. In using this technology, students experimented in creative
ways.Severaloftheteamscreatedprintedmaterialsaspartofthesolutionstothechallenge,Faimon
recounted.Oneteamcreatedavisualmappingsystemtoshowhow liberaleducationclassesrelate
tooneanother.Anotherteamcreatedabrochurethatidentifieddifferentaspectsofthemanystudent
organizationsoncampus.AnotherteamcreatedapromopiecefortheCareerServicesOffice.
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27 Challenge-Based Learning | The Report from the Implementation Project
RecommendationsWehavelearnedalotaboutchallengebasedlearningaftertwomajorstudies.Dozensofschools,nearly
100teachers,andthousandsofstudentshavetriedtheapproachsuccessfully. Alongtheway,weve
documentedtheecacyofchallengebasedlearninginawidevarietyofsettingsandweveseen
bestpracticesemergethatarealreadybeginningtoinformnewimplementationsofCBL.Thissectionof
ourreportextendstheresearchndingsintoeightrecommendationsforpractitioners.
Pp chs by uc hm chll bs l pssllpm wkshp s.Usethistimetoanswerquestionsabouttheprocess,share
examples fromthis implementationand similar projects,andhelpteachers understand their role,
whichmaybeverydierentfromwhattheyareusedtodoing.Setexpectationsaboutwhatteachers
will do and what students will beaskedto doso that students hear a clear, consistent message
throughouttheprojectfromeveryoneinvolved.A full-scaleositeretreatisnot necessary;thekey
componentsareadedicatedtimeandplace,someonetoexplaintheprocessandanswerquestions,a
chanceforteacherstoexpresstheirconcernsandbeheard,andanopportunityforthemtocollaborate
ondesigningthechallenges.ThisworkshopshouldnotonlyfocusontheconceptualaspectsofCBL,
butalsogiveparticipantsthechancetopracticethebasicskillsandtoolstheywillneedtohelptheir
studentsgetthemostfromtheexperience.
P chs wh bsc , u, m .Communicationin
todaysworldtakesmanyforms,anditisincreasinglyclearthatteachersneedtobeuentindigital
media.Astrongcasecanbemadefortheinclusionofbasicskillstrainingevenwhileteachersarein
pre-servicetraining.Anevenstrongercasecanbemadeforongoingprofessionaldevelopmentfor
teachersaroundnewtoolsandtechniqueswithdigitalmedia,butthereisnoquestionthatteachers
contemplatingusingCBLwillneedsolidbasicunderstandingofhowvideo,audioandimagesare
captured,edited,andusedtoconveyinformation.HalfoftheteachersinvolvedintheCBListudylisted
videoastheirtopprofessionaldevelopmentneed,abovechallengebasedlearningitself.
m h chll wys h ply l h sus, mk l.Theprocess
inwhichthechallengeisframediscriticalinengagingstudents.Itmustbemeaningful,relevantto
theirlives,allowforawiderangeofsolutions,andperceivedbystudentsascapable(andworthy)
ofgeneratingpositiveactionsinresponse.Itiscrucialforthechallengetoactuallyrelatetothereal
worldandforittohaveanimpactonthestudentsfamilies,localcommunities,orschool.Student
commentsindicateexcitementandengagementaroundtheideaofbeingabletopersonallyhavean
impact,andamajorityofstudentsbothanticipatedthattheywouldbeabletomakeadierenceand
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28 Challenge-Based Learning | The Report from the Implementation Project
feltthattheyhadafterward.Itisalsoimportantthatthesizeofthechallengeisinlinewiththetime
andresourcesavailablefortheproject;ifthechallengeistoobig,kidsdonotknowwheretostart.The
teachersguidanceisextremelyimportantbothinselectingappropriatechallengesand inframing
theminsuchawaythatstudentscangettheirarmsaroundwhatisbeingaskedofthem.
allw chs pl pp m, su sus h uh m
cmpl mul slu.Thecriticalissuesaroundtimearetoallocateitinproportiontothescopeofthechallenge,andtohelpstudentsbreakdowntheoverallprojectintoreasonable
segments.Enoughtimemustbeallowedforstudentstoworkthroughthebigideaandbrainstorm
researchquestions,butthereisapointofdiminishingreturnswhenbrainstormingmustendand
research must begin. Likewise, students need plenty of time to do the research and brainstorm
solutions,butthentheymuststopbrainstormingandselectonesolutiontodevelop.Finally,they
needtimetoactualizetheirsolutionandtoputitintopractice.Thesepointsintheprojectaredicult
forstudents to recognize,particularly if theyare newto challengebased learning.Teachers must
designtheexperiencesothatstudentsunderstandhowtomoveonattherightpoints.
esu sus h h ppuy c h slus. The kind of learning thattakesplaceinchallengebasedprojectsisreinforcedbyaction,andstudentswilllearnmuchfrom
the implementation oftheir own ideas. Part ofthe attraction ofthe projectsto the students was
theopportunitytopersuadetheirpeersandtheadultsintheirlifetotakepartintheactivitiesthey
designed.Inorderforstudentstoseethattheycanmakeadierence,theymustbeallowedtocarry
theirsolutionsthroughtoaction.Implementationisaccompaniedbymajoroutcomesintermsof
the acquisition of 21stCentury Skillssuch as communication, leadership, civicliteracy, and social
responsibilityamongmanyothers.
m wkups wh y w h ls up ymcs.Thenumberoneissue
withkidsrelatedtoCBL,especiallyingradessevento10,isthecompositionofworkgroups.Students
wanttobeingroupsthattheyperceivewillbeabletodoagoodjob.Anaspectofthisisrelatedtoa
corestrengthofchallengebasedlearningitprovidesawayforyoungpeopletoengagewithan
ideatheyseeasimportanttotheirlives.Anaturalanddesiredresultisthattheywillbemotivatedto
dotheirbestwork,andthatmotivationplaysintowhymanystudentswantahandingroupselection.
Atthesametime,teachersshouldnotgiveawaytheprocessofgroupformation.Thekeyistoensure
thattheassignmentofstudentstogroupsisalignedinsupportofthegroupactivities.Someconict
isagoodthingwhenstudentsareabletoworkpastit,butmoreresearchisneededintoeectiveways
toreducefrictionwithinstudentworkgroups.
Bul 21s Cuy Sklls h pc h m h s.Whilenearlyeveryskillidentied
bythe Partnership for 21st Century Skillsemerged naturally from the types of activities students
engagedinastheyworkedonthechallenges,itwouldbeveryeasytoincludethemall.Teachers
who are aware ofthe list ofskills can incorporatespecic project components tobuild onthem.
Skillssuchasnancialandeconomicliteracyareanaturaltforchallengesrelatedtotheeconomy,
butalmostanytopiccouldhaveanancialcomponent.Teacherscanplannalprojectrequirements
thatincorporatesubsetsofthe21stCenturySkills,orencourageexplorationandresearchthathelps
studentsdevelopcertainskills.
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29 Challenge-Based Learning | The Report from the Implementation Project
Pcc, , mp h pcss.Itisanaturalandpredicableresponseforteachersto
havesomeuncertaintyattheoutsetoftheirrstCBLproject,butasthisstudyshows,thevastmajority
ofteachersareeasilyabletolearnandimplementCBL.Commonsensewouldsupportthenotion
thatthesecondandthirdtimestheyimplementaCBLprojectwillbemuchsmootherthantherst
one,andthatskillsdevelopedalongthewaywillnottaketimeawayfromothertasksoncelearned.A
c