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What is CBL?

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

The CBL process begins with a big idea and cascades to the following: an essential question, a challenge, guiding questions, activities, resources, determining and articulating the solution, taking action by implementing the solution, reflection, assessment, and publishing.


The CBL Framework:

Big Idea: This is a broad concept that can be explored in multiple ways, is engaging, and has importance to high school students and the larger society. Examples of big ideas are Identity, Sustainability, Creativity, Violence, Peace, and Power.

Essential Question: By design, 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 big idea and refine and contextualize that idea.

The Challenge: 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.

Guiding Questions: Generated by the students, these questions represent the knowledge students need to discover to successfully meet the challenge.

Guiding Activities: These lessons, simulations, games, and other types of activities help students answer the guiding questions and set the foundation for them to develop innovative, insightful, and realistic solutions.

Guiding Resources: This focused set of resources can include podcasts, websites, videos, databases, experts, and so on that support the activities and assist students with developing a solution.

Solutions: Each challenge is stated broadly enough to allow for a variety of solutions. Each solution should be thoughtful, concrete, actionable, clearly articulated, and presented in a publishable multimedia format such as an enhanced podcast or short video.

Assessment: The solution can be assessed for its connection to the challenge, accuracy of the content, clarity of communication, applicability for implementation, and efficacy of the idea, among other things. In addition to the solution, the process that the individuals as well as teams went through in getting to a solution can also be assessed, capturing the development of key 21st century skills.

Publishing: The challenge process allows for multiple opportunities to document the experience and publish to a larger audience. Students are encouraged to publish their results online, soliciting feedback. The idea is to broaden the learning community and foster discussion about solutions to the challenges important to students.


Implementation Approach

In Semester One, the Apple Education Programme (AEP, two periods per week) will equip all students with the necessary Digital Literacy (Web 2.0) skills needed for CBL.

To prepare for the CBL implementation, an annual overseas trip to Malacca will be organised in late May for all Year 1 students. All the Year 1 students will be leveraging on this trip to get the ideas from their research and fieldwork to complete their CBL project in term 3 & 4.

In Semester Two, two periods per week will be allocated in the timetable to guide students in their CBL project to develop the creative mind as part of the 21st Century Skills. Teachers teaching CBL will also be guided by the CBL team.



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