The Elements

The Big Picture is the central concept, and the reason for the challenge. It's expansive enough to be considered from many angles. Within its context, many questions can be raised. These are usually issues that have a profound and widespread impact on a society or community. Most importantly, they have relevance for the learner.

These are the questions that are narrowed down from the Big Picture and link to curricular objectives. They are derived from what is relevant to the student, and what is important to the community involved. They are the key parts of the Big Picture and demonstrate what is most vital about it's consideration as a focus for learning.

A scenario is developed to point learners in a direction that will help them discover answers to the essential question. In many cases, these are real-world scenarios, designed to simulate a real-life applcation of the learning outcome in a creative and engaging project. Learners determine a solution that uses both the resources they already have and ones they'll need to find in the learning process. Learners take on the responsibility for learning, asking questions, defining the issues and collaboratively developing strategies for solutions.

Taking time to explore assumptions at the beginning of the learning process provides a frame of reference during the Reflection phase. With this comparison, the learner is able to appreciate the value of the Learning Process by identifying what has been learned and the relevance of that learning to real-life scenarios.

To make the most of the learning process, learners need access to a wide range of resources, and have the ability to access information in a way that is most familiar and comfortable for them. A list of guiding resources to support learners in their process is the starting point.

The Learning Process is a guided series of steps, each with its own criteria for progression to the next combined with a formative assessment model to assist the learner in developing an appropriate solution to the challenge.

In any challenge, there are many possible solutions which express creativity and an understanding of the problem. As each learner is unique, so are the solutions will be the solutions they develop. The assessment criteria allow for a range of solutions, and the Learning Process guides learners through the development of their concept.

A great deal of effort goes into developing a solution, and the discussions and feedback at the classroom level help to propel the project to a higher level. Expanding the learning community to the global level encourages collaboration and provides a logical and meaningful venue for the solution.

Transparent assessment throughout the process starts after the challenge. Learners need to understand the framework by which they will be evaluated. Throughout the Learning Process, formative and summative, as well as quantitative and qualitative assessment is provided to guide the learner. Self, peer and group assessment is utilized after the Solution phase to evaluate the product and the process.

The end of the challenge is really a beginning. There is always a next step in learning, a place to go to explore further, inside or outside of the classroom. The Reflection phase looks back at the original assumptions, the assessment, the solution and the process and asks the questions: What was learned? How was it learned? How could I make this product or this process better the next time?