Exemplar%20Projects

__Annotated Exemplar Projects__

Digital Divas-- Rock'n Respect //Big Idea//: Respect & Tolerance //Essential Question//: What is tolerance, and how do we promote it? //The Challenge//: Increase community awareness about and practice of tolerance //Guiding Questions//: What is respect? What is tolerance? To what level do others in the community practice tolerance? How do others view tolerance? //Guiding Activities & Resources//: Research tolerance-related issues with magazines, video chats, and email buddies; conduct interviews about the issue; brainstorm solutions to teach tolerance //Solution:// Send message about tolerance through several channels (publishing) to reach as many community members as possible //Publishing:// Multimedia production, podcasts, website, public service announcement, radio station broadcast

Recycling //Big Idea//: Apathy //Essential Question//: How can we reduce apathy in our school towards recycling and other environmental issues? //The Challenge//: Increase school awareness of and concern for environmental issues //Guiding Questions//: What does our school currently do for the environment? Does our school recycle? Is there more they could do? What do students in the school do to "go green"? How do our peers feel about recycling? //Guiding Activities & Resources//: Research to find out more about the school's awareness of environmental issues, conduct interviews with students and staff, send out a survey in school and through Facebook, look at what is already being done and find a way to have more of an impact //Solution//s: Start a school recycling club to increase awareness and effect change, recycle old TVs and printers at the school, place recycling bins around the school, promote the club //Publishing//: Group video on teacher's CBL website

Apathy Annihilators //Big Idea//: Apathy //Essential Question//: How can we change apathy to engagement in the school community? //The Challenge//: Increase student involvement and sense of school spirit //Guiding Questions//: Why does apathy exist in our school? To what degree does it exist? How do students feel about apathy? //Guiding Activities & Resources//: Propose idea to principal, raise money through raffle tickets and music performances, encourage others to help and get involved, conduct a survey to get kids' opinions on their idea, advertise survey with poster, conduct interviews //Solution//: Transform student lounge into a place where students want to gather and become a part of the school community //Publishing//: Group video on teacher's CBL website

Polar Bears in a Changing Climate //Big Idea//: Climate Change //Essential Question//: How are polar bears affected by climate change? //The Challenge//: Raise awareness about the effects of climate change on polar bears //Guiding Questions//: How is the climate changing? Why is it changing? How are polar bears affected? What changes have been observed? //Guiding Activities/ Resources//: Research, experiments, interviews //Solution & Publishing//: Public service announcement, Keynote presentation, school newspaper article, podcasts, documentary using iMovie

__Content Standards__: All of these projects meet several standards for reading, writing, and speaking--
 * Learning to read independently and setting a purpose for reading
 * Reading critically by analyzing and evaluating material
 * Writing informational and persuasive pieces
 * Writing pieces that have a clear focus, strong content, logical organization, sophisticated style, and proper conventions
 * Speaking to small and large groups
 * Engaging in discussions and presentations
 * Listening to others
 * Conducting research by selecting topics, locating information, and organizing that information

In addition to these critical literacy skills, "Recycling" and "Polar Bears" also address the Academic Standards for Science--
 * Understanding systems, patterns, and change
 * Conducting inquiry using the scientific method and problem solving
 * Understanding biological sciences, including living forms and structure and function of those forms
 * Understanding Earth sciences, including the issue of resources
 * Investigating science, technology, and human endeavors, including the consequences and impacts of our actions on the world

__21st Century Skills__: Each of the examples of the CBL approach address several 21st century skills--
 * //Creativity and Innovation//: Students must think creatively to identify issues of importance that can be solved, locate sources of information to research the issue, brainstorm original solutions, and find ways to make a real impact. Since the project is student-directed, they must be innovative in developing an original approach to their selected issue.
 * //Critical Thinking & Problem Solving//: Critical thinking is a must throughout the entire CBL process, since students must analyze and evaluate the information gathered through research. Then, they must synthesize original solutions to the problem. Also, students are dealing with a real issue, so they must solve real problems along the way. These problems might relate to the group's ability to collaborate effectively, or they might need to overcome obstacles standing in the way to enacting their solution-- i.e., getting approval, raising money, persuading others.
 * //Communication & Collaboration//: In the CBL approach, students must learn to communicate effectively not only with others within their group, but also with others in their school and larger community. Students must utilize appropriate speaking and listening skills as they collaborate in an effort to achieve a common goal-- that means asking questions, suggesting ideas, and making compromises. As students work to enact their solution, they may also need to collaborate with other people beyond the classroom, such as school administrators or community members. In this approach, students quickly learn that communication and collaboration are essential for a successful project.
 * //Information, Media, & Technology Skills//: As these groups demonstrated, research is essential in a CBL project. Students must learn to use the wealth of information available through technology-- not only searching on the internet, but also retrieving information through video chats, online surveys, and emails. In addition to the initial research stage, students also learn to use technology to support their solution and publish their work with the world.
 * //Life & Career Skills//: The CBL approach encourages many life and career skills, including flexibility, initiative and self-direction, productivity and accountability, and leadership and responsibility. Students learn to work with a team, make decisions, and take action when needed-- valuable skills in the workforce. Also, since the project is student-led, students learn valuable leadership skills.

__Alternatives to Traditional Test Preparation Activities__: Rather than approaching reading, writing, and science standards in a traditional way to prepare students for standardized tests, these examples of CBL offer alternative approaches that will prepare students for the tests, but accomplish much more. In each example, students develop reading skills assessed on all standardized tests as they research the issue and possible solutions. They learn to read with a purpose and think critically about what they read. Additionally, they create written pieces for real audiences, allowing them to develop writing skills such as focus, organization, and conventions assessed on the tests. Most importantly, the relevant, student-centered nature of the CBL approach leads to higher levels of student engagement. If students are engaged in the learning process, they are more likely to internalize the basic skills on the standardized tests while also developing critical 21st century skills that will bring them success in the future.