Do we need personalized, project, problem, maker, STEM, STEAM, technology, challenge, college ready learning? Maybe yes, maybe no, perhaps sometimes, perhaps a little bit of all these . . . The only way we can find out is to take time to understand our goals, our learners, our community. CBL provides a process for this work.
How can we make the Investigation portion of the Challenge framework more effective? Two TedTalk’s focused on using visuals to simplify complexity provide some clues.
Challenge Based Development (CBLD) is an emerging software development and learning framework that leverages the innovative Challenge Based Learning (CBL) model to experience and learn all facets of the process while creating meaningful and valuable products.
Taking time to fully and collectively understand the “why” not only builds ownership and increases the chance for a meaningful and sustainable solution, but it sustains us through the hard work of change.
If we want individuals who can embrace “quality ignorance” and ask good questions we need a learning framework that supports this. The beauty of CBL is that it provides a scaffolding that celebrates the asking of questions and allows for the application of...
Just because words rhyme and create a catchy phrase does not make them correct. Before they become the basis for decision making and practice they need to be thoroughly unpacked and discussed.
Reflection is a key piece of the CBL framework because it allows the learner to think deeply about the process and become aware of how they make decisions and learn.
CBL facilitates connections — deeper relationships that evolve between classmates and myself as co-collaborator on the learning journey. It is these connections that help kids see that they matter, that help them care.
CBL provides a framework to deal with the challenges that we find and the ones that “find” us. The more we are versed in the framework, have visualized successfully using the process and prepared for the bumps in the road the more successful we will be.