Back in the Saddle with CBL

My AP Government students and I have been banging our heads against our Make a Difference CBL project.  As I mentioned in an earlier post, this is the most abstract challenge that I have dished out.  What is more, I put the students on a pretty tight timeline. I knew all this, but what I forgot is how foreign the methodology can be for the kinds of students who have the academic confidence to elect an AP course.  They have experienced success with conventional assignments, and were pretty flummoxed by CBL's open-endedness and lack of teacher-direction.


At first I was pretty disappointed by how slowly they were rolling into action.  During the initial stage of conjuring up questions about the challenge, they explored the topic in a narrow or cursory way.  I snapped back on their shared Google Docs and gave out some low grades (temporary), which got everyone's attention.  However, I have to say that looking back on it, I took much for granted.  I insufficiently communicated the rigor necessary to truly tackling the challenge.


Last week, I "surprised" them with three prompts and asked them to make a spoken reflection (They had a half hour of class).  The prompts:

1) Single out a team member and explain a notable contribution that she has made thus far to the project.
2) When asked, what would your team members say that you have contributed?
3) What fresh knowledge have you gained from this experience to date?

I was blown away by what I heard: great ideas, terrific research, and impressive teamwork. I am reassured that the girls are on the "right track" (whatever that may be!), and I am excited about the solutions that may be in store.

I thought you might like to hear a sample. Christina has given me permission to share Christina's reflection.

Assessment through Reflection

Elaine Wrenn:

I absolutely love having kids do video reflections!  They have been such an authentic way for us to understand our students' thinking, where they are in the process, how they are feeling about the process, and what they are learning.  It's hard to describe the element that is captured in a video reflection that you don't always get in a written reflection.  It's like you can see them thinking as they speak and also hear the emotion and passion in their voices. I've always felt that reflection is an important part of the learning process for both the teacher and the students.  I don't know why it didn't occur to me to use video as one way to reflect but it is definitely in my reflection toolbox going forward.

I agree with Elaine. Audio and video reflections are an extremely effective way at getting at important aspects of learning.  What did the student learn from her mistakes?  What skills did she acquire through her collaboration.  How hard did she work?  In what respects did she show initiative and leadership?  Did she engage in activities that did not show up in the groups' presentation or final solution?

At Mercy, we are engaged in exploring ways to teach Tony Wagner's Seven Survival Skills.  I believe that Challenge Based Learning is an effective vehicle for addressing these.  Consequently, I have shared two of my recent student reflections in a recent slide presentation in order to provoke a discussion on how to effectively assess for these skills.  Here are the slides:

Assessment through Refection

After having required numerous reflections, I have found it critical to invest thought and time into developing good prompts.  Without specificity, the students sometimes drift into superficial commentary.  If the prompts are too specific, the respondents more or less treat them like a check list.  In the audio reflection below, Madison is responding to the following:

1) What concretely did you contribute to your group’s research and solution (I don’t mean suggested and idea . . . . What did you do like conduct an interview or edit a video).

2) Assess your individual contribution to the group’s in class presentation.  Describe your performance and your personal contribution to the slide show.

3) What did you personally learn from your project?

4) To what degree did you offer your best effort and maximize your talents in this project.

Madison's Audio Reflection

The consensus of the teachers who have listened to both reflections, agree that the following video piece is even more personal and authentic than the audio

I believe Elaine Wrenn's enthusiasm for video reflections is borne out by videos like this one.

The Power of Reflection

With 1-1 technology a "surprise" student reflection can produce a plethora of benefits.  Ironically, I was feeling some despair over one of my CBL team's group dynamic.  They were brainstorming guiding activities, but I was getting a bad vibe from the group.  These were seniors and and they were working on a difficult health care challenge.  I spent most of the period with this team and felt as those I was getting a "whatever" kind of attitude from a couple of the kids.

Anyway, a planned "reflection" with surprise prompts took place couple of days later.  First question: "What have you contributed to your team so far" (Kids reassured they would not be 'graded' on answer).  Second question: "Which guiding question has served your team best so far". 

Kids were then dispersed to private locations to their responses with admonition not to consult each other about what they might say.  They were told to email their files and be back within 20 minutes.  (Mission accomplished with time to spare).

Carolyn's reflection floored me.  Unbeknownst to any of us she had missed school and shadowed a hospital social worker as she made her rounds with breast cancer patients.  This included a support group session with stage 3/4 patients.  

I had no idea this plan was in her head when I met with the group.  With her permission I asked her to share the experience with the whole class.  You could have heard a pin drop. Needless, to say, no "whatever" vibe.  It's changed the entire tone of our mission.

I give my ADE friend, Katie Morrow, the last word:


"We all know that hands-on, experiential learning results in a high return rate in learning... But had you assigned every student the task of shadowing someone, I would propose the results would not be as authentic or powerful as Carolyn's... The difference in my mind is that she directed her own research, asked her own questions, sought answers in a more personalized way. This is what happens in CBL that doesn't happen in traditional teaching and this connection makes all the difference."

Carolyn's Reflection