innovation matters 2010 -...

Problem-Based Learning

Innovation Matters

ii IMSA’s Problem-Based Learning Network

Innovation Matters

The internationally-recognized Illinois Mathematics and Science Academy® (IMSA) develops creative,

ethical leaders in science, technology, engineering and mathematics. As a teaching and learning

laboratory created by the State of Illinois, IMSA enrolls academically talented Illinois students (grades

10-12) in its advanced, residential college preparatory program, and it serves thousands of educators

and students in Illinois and beyond through innovative instructional programs that foster imagination

and inquiry. IMSA also advances education through research, groundbreaking ventures and strategic

partnerships. (www.imsa.edu)

Illinois Mathematics and Science Academy®

1500 West Sullivan Road, Aurora, IL 60506-1000

(630) 907-5000

http://www.imsa.edu

PBLNetwork Collaborative Inquiry in Action

The Problem-Based Learning Network at the Illinois Mathematics and Science Academy® serves

teachers as they learn how to use the PBL model developed at IMSA. Opportunities include summer

institutes and seminars to learn the model; classroom observations, consultations and research to ensure

positive effects in classrooms; and collaboration with other PBL practitioners through an interactive

online network.

PBLNetwork

Illinois Mathematics and Science Academy®

1500 W. Sullivan Road, Aurora, IL 60506-1000

http://pbln.imsa.edu

[email protected]

Phone: (630) 907-5957

Fax: (630) 907-5946

2010 Illinois Mathematics and Science Academy® iii

Innovation Matters

History and Overview 1

What Do We Mean by Innovation? 3

Where Can We Learn More about Innovation? 4

Illinois Career Competencies and Indicators 5

Outcomes for Student Learners 7

How Does PBL Relate to the NETS for Students (2007)? 8

Where Are Opportunities for Assessment in the Illinois Innovation Talent Pilot Project?

9

What Issues Might Engage Learners in PBL? 15

How Do Teachers Respond to Innovation Talent Project? 22

Illinois Professional Teaching Standards

23

What Are Some Indicators of a Constructivist Learning Environment? 26

How Can Technology Enhance a Constructivist Learning Environment? 27

How Does PBL Connect with the Illinois Professional Teaching Standards? 24

Problem-Based Learning Matters: Table of Contents

Acknowledgements

Professional development in problem-based learning at IMSA is grounded in the work of our former colleagues in their book:

Torp, L. & Sage, S. (2002). Problems as Possibilities: Problem-Based Learning for K-16 Education. Alexandria, VA: The Association for Supervision and Curriculum Development.

Innovation Matters

1 IMSA’s Problem-Based Learning Network

The Illinois Innovation Talent Project emerged as a response to the need identified by the 2007

National Governors Association Policy Academy for more students to become collaborative and

globally competitive innovators. In order to position Illinois to meet these challenges, a unique team of

business and industry associations, government agencies and educational institutions coalesced to work

with high schools and business, government and community partners to explore how schools and their

partners can produce the next generation of innovation talent in Illinois. This public-private

partnership determined that the best way to increase both Illinois’ competitiveness and student

achievement was to connect Illinois schools to their surrounding community and engage them in

interdisciplinary problems that better prepare them for an innovation-based economy. Specifically,

students must be prepared to critically examine and solve complex problems as members of diverse,

interdisciplinary teams utilizing leading-edge information technology tools and platforms.

An advisory board of key business and education entities strategically designed the Illinois Innovation

Talent Pilot Project to stimulate innovation and creativity. The intent was to demonstrate how

implementing the updated National Education Technology Standards (NETS) using Problem-Based Learning

can focus Illinois high schools on developing innovation talent. This design creates a new framework for

connecting the Illinois Learning Standards and Applications of Learning with innovation-related initiatives

including STEM, ITEA-TIDE, Project Lead the Way and the Partnership for 21st Century Skills. This project’s

design also explores how innovation-centered education can increase student achievement in all core subject

areas by deepening student engagement in learning through real world, interdisciplinary problem-solving within

collaborative networks.

Innovation Matters: History of the Illinois Innovation Talent Project

Illinois Innovation Talent Project 2008-2009 Founding Advisory Board:

Illinois Department of Commerce and Economic Opportunity

Illinois Mathematics and Science Academy

Illinois State Board of Education

Illinois Board of Higher Education

Illinois Community College Board

Chicgoland Chamber of Commerce

University of Illinois

DePaul University

Illinois Biotechnology Industry Organization and iBIO Institute

Golden Apple Foundation

Illinois Business Roundtable

Motorola Foundation

Innovation Matters

2010 Illinois Mathematics and Science Academy® 2

The Illinois Innovation Talent Project piloted this effective educational paradigm during the 2008-2009

school year. The Illinois Department of Commerce and Economic Opportunity (DCEO) and the Illi-

nois State Board of Education selected thirty high schools to work a real problem for a business,

government, or community partner identified by DCEO and the Illinois Biotechnology Industry

Organization. The Illinois Mathematics and Science Academy’s Problem-Based Learning (PBL)

Network worked with each school/partner team to develop the partner's problem into a PBL unit that

was unique for each school.

As a statewide effort, this project provided the opportunity for teachers to interact with professional

peers from different geographic and socioeconomic cultures throughout the state. Webinars connected

the teachers with each other as they developed their units, practiced coaching skills, and implemented

their units. The PBL Network team provided mentoring in design, coaching, assessment, collaboration,

and digital strategies, tools and resources to enable the teachers to implement a constructivist approach.

Each school determined the best way to meet the needs of their learners and curriculum within their

context, so problems were run in multiple formats: within a single classroom, across several classes, or

integrated across departments.

The PBL paradigm places the students at the center of a learning environment with teachers in the role

of facilitators, coaching toward skills called for in the Illinois Learning Standards Applications of

Learning and the National Educational Technology Standards Project. The resulting learning

experiences enact the vision in which students fluidly use digital tools and resources to communicate,

collaborate, conduct rigorous research, and analyze data to solve real-world problems with peers and

with a larger community of students and career professionals.

The Illinois Innovation Talent Project incorporates the Illinois Career Competencies and Indicators

through authentic collaborations within the school/partner team of teachers, learners and career profes-

sionals, bringing the workplace and the classroom together into an integrated learning environment.

As demonstrated through the learning experiences, problem-based learning is a powerful model for en-

gaging learners and developing habits of mind along with curricular content. Education/business/

community partnerships enrich students’ learning experiences and career awareness. Combining them

with ongoing coaching and resources creates the powerful synergy inherent in the Illinois Innovation

Talent Project.

The following pages further explore the key elements of the Illinois Innovation Talent Project.

• Innovation,

• National Educational Technology Standards for Students (2007),

• Illinois Learning Standards,

• Illinois Career Competencies and Indicators, and

• Problem-Based Learning.

Innovation Matters: Overview of the Illinois Innovation Talent Project

Innovation Matters


What Do We Mean by Innovation?

For the purposes of this project, innovation is defined as the development and application of new ideas to create

solutions to complex real-world problems.

How Does the Corporate World Describe Innovation?

The term innovation may refer to both radical and incremental changes in thinking, in things, in processes or in

services.—Max McKeown, The Truth About Innovation.

Innovation distinguishes between being a leader and a follower.—Steven Jobs, Apple

An innovation is an idea that has been transformed into practical reality. Therefore, something is an innovation

not simply because it is new to that company, but because it is simply new.—Dr. Makarand “Chips”

Chipalkatti, Osram Slyvania

Innovation is creating new value and/or capturing value in a new way. Value is the keyword, stressing the

difference between innovation and invention.—Victor Fernandes, Natura

I define innovation as anything new—or different—that changes YOUR company. Just ask yourself, “Will it

make a positive difference?” If the answer is “yes.” Then go with it.—David Silverstein, Breakthrough

Management Group

Innovation is not the product of logical thought, although the result is tied to logical structure.—Albert Einstein

I tell new employees, “At Google, there are rocks and a stream. You either become a rock, and the stream goes

around you, or you get in the stream and move things along and start adding value.” People here don't start with

conclusions. They start with questions. If you're open-platform, respectful of others, and really driven to execute,

you'll be successful.—Tim Armstrong

I’ll ask candidates who aren’t engineers how to build a Web crawler. The right answer doesn’t matter. I want to

hear you think the problem through, because the odds are good that since we’re an innovative company, you’re

not going to know how to do what you’re going to be asked to do. You’re going to have to figure it out. I want to

know that you’re okay with ambiguity.—Douglas Merrill, Charles Schwab

Creativity loves constraints. This is one of my favorites. People think of creativity as an unbridled thing, but

engineers thrive on constraints. They love to think their way out of that little box: “We know you said it was

impossible, but we’re going to do this, this and that to get us there.”—Marissa Mayers

Nothing fosters innovation better than challenge and trust. You innovate the best when you are trusted to do the

impossible, yesterday.—Jayakumar Hariharan

Just as energy is the basis of life itself, and ideas the source of innovation, so is innovation the vital spark of all

human change, improvement and progress.—Ted Levitt

The good news is that more and more strategy departments and CEOs have already selected innovation as one of

their strategic pillars of growth. The bad news is that there are other pillars that are easier to implement and the

innovation pillar is being neglected.—Hitendra Patel/Chuck Frey

Innovation is the ability to see change as an opportunity—not a threat.—Steven Jobs

Innovation Matters


How Does the Illinois Innovation Talent Project Foster Innovation?

Innovative roles and relationships:

• Learners become empowered as change agents; they are motivated by having a real audience with a real

need to hear the results.

• Teachers as coach/facilitators help students find their pathway without predefining the answers or

handing information to their students.

• Partners join with the school not just as a provider of funds but as someone who receives potential

solutions to their problems. They serve as resources for information/expertise and provide guidance

during labs and other investigations.

Innovative collaboration:

• Schools integrate students and teachers from different academic areas for cross-curricular exploration.

• Schools combine students and teachers from multiple classes and/or multiple levels of ability.

• Teachers from different schools support each other online and during project events.

Innovative solutions:

• Learners establish criteria for a good fit solution, which yields a better solution.

• Learners generate a large number of viable ideas.

• Learners offer valuable and unexpected suggestions.

• Learners use their unique perspective as adolescents to address issues in ways that surprise their partners.

Innovative impact:

• Learners from several schools develop solutions that may become products.

• Learners develop habits of mind that do not disappear when the project ends.

• Self-perceptions of teachers and learners evolve; participants report a greater sense of self-efficacy and

satisfaction in the work.

• Learners enjoy a new degree of freedom and take responsibility for that freedom.

• Learners experience career awareness in a meaningful context, seeing professionals at work and having

conversations with those professionals about their work.

• Learners consider real factors like cost and viability as conditions for their solutions.

Innovative delivery system:

• The Illinois Innovation Talent Project forges new partnerships between interested schools and business,

government or community agencies based on topics of common need or interest.

• Teachers engage with each other and the professional development team through online collaborative

problem-solving meetings.

• PBL is iterative instead of linear, encouraging students to explore possibilities, take risks and be

innovative yet rigorous in their solutions.

• Partners work with multiple school teams, providing support, resources and expertise.

Innovative use of technology:

• Authentic and purposeful uses connect with a real need.

• Learners drive the use of technologies, both familiar and new to them.

• PBL empowers learners and coaches; partnerships provide meaningful and relevant work. The

combination of PBL and partnerships fosters innovation in a synergistic way.

Innovation Matters


How Do Participants Describe the Innovation Talent Project?

I saw student innovation everywhere I looked during the course of our project. As the students bought into

the problem, you could see them thinking more and more deeply about the ways to overcome it. What they

came up with was fantastic. Once they really saw the problem and discussed it, they were motivated to seek

out information and apply it creatively to our problem.—teacher

I liked that this project called for a lot of thinking and creativity...this project made us use all parts of our

brain and then mix it together to find solutions.—student

They couldn’t find prior answers to these questions even if they tried! This encourages more creative

thinking, especially since the corporate partners already have AN answer, just not the one we are asking them

to develop.—teacher

I liked that we got a chance to go out and experience what it is like to be in the environment while a house is

being built. We got a chance to see exactly how different materials can change a house.—student

Because our business partner admittedly wanted the students to propose a better solution to the problem than

what is being done currently, and there are no existing better solutions that anyone involved knows about, this

problem inherently demands innovation.—teacher

I loved how we were able to bring the information that we learn in class to the real world. It made us think

outside of the box and it was something that none of my teachers have ever done before.—student

Since I do not have “the answer” to the “problem,” they must be innovative and be able to justify and explain

their solution to the problem.—teacher

Once they realized that we wanted them to view robotics techniques as a possible solution, they really started

to spew creative thoughts. We didn’t have to tell them to think out of the box as they were doing that from

the start. Nothing was too crazy to mention and discuss.—IDOT partner

They want our kids to be better problem solvers. They want them to be prepared for the global economy.

That kind of experience can only take place if the schools are willing to work with a business partner and the

businesses are willing to work with the schools.—teacher

I liked how it was a real world situation/challenge. It was logical problem solving for a worthwhile cause.—

student

The Tate & Lyle scientists pushed my students gently to consider the possible ramifications of any decision

made on the GMO issue. Having the Tate & Lyle scientists visit and interact with my students was a

tremendous benefit of this project.—teacher

This project helped us all to have open minds. It taught us that no idea is too crazy because it could spark a

great idea. It also really made us think of how important it is to work together to accomplish your goals.—

student

Throughout the journey, our students experienced more biotechnology than many university students ever

experience. For example, the opportunity to isolate their own DNA and amplify it using a thermal cycler

(PCR) and analyze the results using gel electrophoresis is something few high school students have the

opportunity to do. Without the help of the Abbott scientists or the special funding provided by iBIO, we

could not have worked our way through this lab.—teacher

Innovation Matters


Where Can We Learn More About Innovation?

A manual on how to teach innovation more directly: http://www.ibsa.org.au/Portals/ibsa.org.au/docs/

Resources/CP-INNO1%20Developing%20Innovation%20Skills.pdf

Brown, T. (2005). A laboratory for insights. Business Week (September 19).

Chesbrough, H. (2006). Open business models: How to thrive in the new innovation landscape. Boston,

MA: Harvard Business School Press.

Christensen, C., & Raynor, M. (2003). The innovator’s solution: Creating and sustaining successful

growth. Boston, MA: Harvard Business School Press.

Drucker, P. (1985). Creativity: The discipline of innovation. Harvard Business Review.

Davila, T., Epstein, M.J., & Shelton, R. (2006). Making innovation work: How to manage it, measure

it, and profit from it. University of Pennsylvania: Wharton School Publishing.

Innovation award winners: http://www.dowjones.com/innovation/ei_winners_2009.html

Innovation tools: A systems approach to building an innovation organization: http://

www.innovationtools.com/PDF/Innovation_Infrastructure_Heindl.pdf

Kao, J. (2007). Innovation nation. New York, NY: The Free Press.

Kelley, T. (1999). Designing for business, consulting for innovation. Design Management Journal

(Summer).

Kelley, T. & Littman, J. (2005). The 10 faces of innovation. Fast Company (October).

Lafley, A.G., & Charan, R. (2008). The game-changer: How you can drive revenue and profit growth

with innovation. Crown Books

McKeown, M. (2008). The truth about innovation. Pearson/Financial Times.

Rodriguez, D. (2006). Happiness and the art of innovation. Business Week (March 6).

Schramm, Carl J. (2006). The entrepreneurial imperative: How America’s economic miracle will

reshape the world (and change your life). New York, NY: Harper Collins.

Skarzynski, P. & Gibson, R. (2008). Innovation to the core: A blueprint for transforming the way your

company innovates. Boston, MA: Harvard Business Press.

Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new sur-

vival skills our children need—and what we can do about it. NY: Basic Books.

YouTube video by Google CIO: http://www.youtube.com/watch?v=2GtgSkmDnbQ

Innovation Matters


Illinois Career Competencies and Indictors

Learning about career options and the attributes essential for success in the workplace is a purposeful component

of the Illinois Innovation Talent Project. The problems were designed to incorporate the career competencies

identified by the Illinois State Board of Education for all Illinois high school students. http://www.isbe.net/

career/pdf/career_competencies.pdf

Self-knowledge Competency I: Understanding the influence of a positive self-concept.

Competency II: Skills to interact positively with others.

Competency III: Understanding the impact of growth and development.

Educational and Occupational Exploration Competency IV: Understanding the relationship between educational achievement and career planning.

Competency V: Understanding the need for positive attitudes toward work and learning.

Competency VI: Skills to locate, evaluate and interpret career information.

Competency VII: Skills to prepare to seek, obtain, maintain and change jobs.

Competency VIII: Understanding how societal needs and functions influence the nature and structure of

work.

Career Planning

Competency IX: Skills to make decisions.

Competency X: Understanding the interrelationship of life roles.

Competency XI: Understanding the continuous changes in male/female roles.

Competency XII: Skills in career planning.

In the Innovation Talent Project, participants learn about specific career opportunities firsthand.

It gives me a good idea of what it is like to be an architect.—student

I want to be an engineer, so it [the project] prepared me for the future.—student

Throughout the project, students were reminded that people really do these things for a living: plant and animal

identification, wildlife management, photography, journalism, publishing, marketing, etc. As the year went on,

the list just got longer.—teacher

Often students are not afforded hands-on experiences and real life problem solving with business partners in the

high school setting, and this project afforded them those opportunities as they relate to the manufacturing and

engineering fields.—teacher

The project exposed students to the world of green jobs. Many of our students lack a concept of exactly what

kinds of careers are out there. They aren’t exposed to a wide variety of jobs in their daily lives. Visiting green

restaurants, making found art and traveling to the green technology center all exposed the students to a new

world of possibilities in employment. The students were continually amazed by the types of environmentally

related things you can “get money” by doing.—teacher

We talked career potential and awareness in every aspect of our IDOT presentations to the kids, making sure

they understood how bridge inspections work today—how labor intensive and personally dangerous they can be,

but also how critical to public safety such inspections are. We talked about how maintenance and inspection

teams would operate if the scenario they developed became a reality, and we talked about time efficiencies and

safety improvements as a factor.—IDOT partner

Students learned about the pharmaceutical research opportunities and biotech labs that are used at the pharma

laboratories. They learned about techniques used in the industry. Without the umbrella of this problem, students

would not have learned about this field or about careers in the related science fields.—teacher

Innovation Matters


Participants also learned about the nature of the workplace and recognized the need for team-

work and flexibility.

A particular turning point came when students heard the representative from Allstate share one of her own real-

world experiences. She told the students that her boss had asked her to “put something together” about an

Allstate service for a meeting in two days. She said she had no idea what she was supposed to “put together,”

and she knew that she could not ask because executives don’t want to be bothered; they hire people who take

action and know how to “figure things out.” Hearing this forced a number of students to reexamine their as-

sumption about how things work in “real life.”—teacher

This was a great opportunity for my students to get involved in making changes in their school and city. They

gained an understanding of the policies of the city and that it takes months to make changes. At school we were

able to implement our recycling efforts immediately. The students found out that doing a real world project

takes a lot more time and they cannot do a partial job or project. Someone besides their teacher is looking at this

project.—teacher

It was a wonderful experience for my students and myself. They had a great time, and they learned so very

much. Not only did they have the opportunity to learn how they can reduce energy at home and at school, but

they learned so much more about why it was important to learn of these things, how they can make a difference,

and how teamwork and leadership skills can be attained and incorporated when applied correctly to a particular

task.—teacher

The project was a group effort that required all team members to contribute. As part of the project, students

worked with an actual company as well as the school to see the interactions of the workplace.—teacher

The students got a good mix of classroom and hands-on fabricating. Their motivation seems to grow stronger

when they achieve success in making their plan work. We teach our Deere version of Root Cause Analysis,

Mistake Proofing and quality tools to the students also.—John Deere Harvester partner

The partnerships leveraged the power of the career component and gave it authenticity.

As a vocational high school, we use real world problems to teach our students. It is my hope that programs like

this will show the value of not only PBL practices but also the value of vocational and technical instruction.—

teacher

Teachers can teach the students the materials and even discuss real-world applications. But they can only

simulate real problems for the students to solve. Excel Foundry gave them the real deal.—teacher

The participation of Abbot Laboratories was beyond what we could have anticipated at the start of this project.

They invited us to their facility and organized a full day of tours, lunch and presentations. Student left Abbott

having met individuals and toured facilities that many employees at Abbott have not had the opportunity to ex-

perience.—teacher

Innovation Matters


How Do Learners Demonstrate 21st Century Skills in the Illinois Innovation Talent Project?

Teachers in the Illinois Innovation Talent Project clearly express the gains made by students:

Engagement and Ownership

� My students have taken to this project with extreme passion. They are aware that they have a stake in

this project and they have taken ownership in it with very little coaching from me. � Students sometimes find out that the direction they were going would not work out, and they would have

to search out a new path. It put students in control of their project. � Being able to help make the decisions made them feel more involved and naturally more motivated. � The learners seemed very motivated as they realized this wasn’t just another word problem but a chance

to fix something that needs fixing.

Gaining Confidence

� This type of experience adds to their confidence that they can encounter something new, research it,

combine it with pre-existing knowledge and come out with a new product. The students also were

comfortable presenting to other people, which is a skill in and of itself. � As the project materialized, unlikely students started to step up and show the talents that they have.

Those students were able to gain a memorable experience.

Learning Project Management Skills

� Students seemed to be engaged throughout, the solutions were viable and well-reasoned, and the

different teams all worked in a collaborative fashion to complete the challenge in a timely fashion. � We worked on project management skills, which carried over into our robotics season. Our team had a

distinct advantage over other teams because we had more and better information.

Learning Content and Problem Solving Skills

� By their hard work, students gained knowledge about infectious diseases, their harm to society, and what

can and cannot be done to solve a problem of potential harm to mankind. � Students learned a great deal about how to solve problems. We were amazed at the students’ ability to

comprehend and synthesize this very complex issue and to see it from all angles and perspectives.

Learning about Themselves and about Teamwork

� Because of the use of Google Docs, students were able to see and experience that problems are not

solved by individuals but rather an array of people in multiple groups. � The lessons they learned went far beyond the science. They learned about themselves and how they fit

into a working group. They learned the expectations and benefits of working in a group. � I want to do this project at the beginning of the year to teach how to think, make your own decisions and

work in a group. Up until this unit, group work meant one person did the work and the others copied.

Learning to Think Creatively

� This will encourage students to think for themselves and take action. I want students to break free from

being told what to do.

Making a Difference

� This recycling project has long range expectations that extend to our town and outreach communities.

The students really felt connected knowing they were working on a true life project and not just some-

thing out of the textbook. They interacted with city council, school board members, and the community

to work on this project. They will remember this for a lifetime, not just until the next test.

Innovation Matters


PBL engages students in learning experiences that prepare them more fully than traditional learning experiences

to meet the National Educational Technology Standards for Students. The NETS for Students are based on both

research and experience regarding how technology can be used most effectively to advance student learning.

The kind of learning strategies most likely to enhance student learning with the technologies essential to the 21st

century workplace are summarized in the following chart from ISTE’s NETS for Students document.

Technology-enabled Strategies for Student Learning

How Does PBL Relate to the NETS for Students (2007)?

Traditional Environments Emerging Learning Landscape

Teacher-directed, memory-focused instruction

Student-centered, performance-focused learning

Lockstep, prescribed-path progression

Flexible progression with multipath options

Limited media, single-sense stimulation

Media-rich, multisensory stimulation

Knowledge from limited, authoritative sources Learner-constructed knowledge from multiple

information sources and experiences

Isolated work on invented exercises Learner-constructed knowledge from multiple

information sources and experiences

Mastery of specified content and fixed processes Student engagement in definition, design and

management of projects

Factual, literal thinking for competence Creative thinking for innovation and original

solutions

In-school expertise, content and activities Global expertise, information and learning

experiences

Stand-alone communication and information tools Converging information and communication systems

Traditional literacy and communication skills Digital literacies and communication skills

Primary focus on school and local community Expanded focus including digital global citizenship

Isolated assessment of learning

Integrated assessment for learning

How Do Learners Demonstrate 21st Century Skills

Innovation Matters


Where are Opportunities for Assessment in the

Illinois Innovation Talent Project?

NETS-S Standard (What to assess)

Illinois Learning Standards Applications of Learning

(What to assess)

Stage of the PBL Process

(When to assess)

Tools for Assessment (How to assess)

1. Creativity and Innovation Using Technology

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

a. apply existing knowledge to generate new ideas, products or processes.

Eng. LA: Audio and visual media are used for both creative and practical forms of communication.

Determine Best Fit Solution(s)

SWOT Analysis for Best Fit Solution(s)

Learning Log Metacognitive Journal

b. create original works as a means of personal or group expression.

FA: Computers, synthesizers, film and video provide opportuni-ties to create and record sound composition, animated images, montages and other works.

Present the Solution

Presentation Observation Tool

Performance Assessment Rubric

Digital Portfolio & Rubric

c. use models and simulations to explore complex systems and issues.

Math: Students must be able to use the technology of calculators and computers including spread-sheets, dynamical geometry systems computer algebra systems, and data analysis and graphing software to represent information, form conjectures, solve problems and communicate results.

Gather Information

Digital Portfolio & Rubric Coach’s observations

d. identify trends and forecast possibilities.

SS: Technology today provides a channel through which students can gather knowledge of the past, search information about today and make hypotheses regarding the future.

Share Information

Information Sharing Tool Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal

The Emerging Learning Landscape is closely aligned with the PBL process. The relationship between the NETS

for Students, the Illinois Learning Standards Applications for Learning, the Stages of the PBL Process and

related opportunities and tools for assessment are detailed in the chart below.

Innovation Matters




(What to assess)


(When to assess)

Tools for Assessment

(How to assess)

2. Communication and

Collaboration Communicating

Working on Teams

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

Communicating: Express and interpret information and ideas. Teams: Learn and contribute productively as individuals and as members of groups.

a.

interact, collaborate and publish with peers, experts, or others employing a variety of digital environments and media.

Math: The ability to shift between verbal, graphical, numerical and symbolic modes of representing a problem helps people formulate, understand, solve and communicate technical information. Eng. LA: In researching and bringing outside information to a team, individuals must be able to search, select and understand a variety of sources.

Gather Information Share Information Present the Solution(s)

Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal

b.

communicate information and ideas effectively to multiple audiences using a variety of media and formats.

SS: To study and draw conclusions about social science issues, students need to read and interpret textual and visual information, be able to listen carefully to others and be able to organize and explain their own ideas using various media. FA: These [teamwork] activities give students experience in communicating ideas, considering the ideas of others and reaching consensus.

Share Information Present the Solution(s)

Performance Assessment Rubric Coach’s observations Learning Log Metacognitive Journal

c.

develop cultural under-standing and global awareness by engaging with learners of other cultures.

For. Lang.: The four basic skills essential for oral and written communication are enhanced by an understanding of non-verbal gestures, cultural symbols and rituals, global trends, regional varieties of language, and local traditions and contexts. Math: Students must have opportunities to develop the skills and processes provided by team problem-solving experiences to be prepared to function as members of society and productive participants in the workforce.

Team-building activities

OPV Chart Coach’s observations

d.

contribute to project teams to produce original works or solve problems.

Sci.: Science students have the opportunity to work both ways—as individuals and as members of teams organized to conduct complex investigations and solve problems.

Know/Need to Know Define the Problem Gather Information Share Information Generate Possible Solutions Determine Best Fit Solution(s) Present the Solution(s)

Know/Need to Know Charts Problem Statement Information Sharing tool PMI Chart SWOT Analysis for Best Fit Solution(s) Digital Portfolio & Rubric Coach’s observations

Innovation Matters




(What to assess)

Stage of the PBL Process (When to assess)


3. Research and

Information Fluency Using Technology

Students apply digital tools to gather, evaluate and use information. Students:


a. plan strategies to guide inquiry.

Sci.: Scientists depend on technology in performing experiments, analyzing data and communicating the results.

Know/Need to Know Define the Problem Develop Action Plan

Know/Need to Know charts Problem Statement Project Action Plan Learning Log Metacognitive Journal

b.

locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.

SS: This technology includes databases, computer programs, on-line services and interactive telecommunications. It allows students to gather and process data from a variety of sources, from archives in the Library of Congress to historical art works from around the world.

Gather Information

Information Gathering tool Information Sharing tool Coach’s observations

c.

evaluate and select information sources and digital tools based on the appropriate-ness to specific tasks.

Math: Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge.

Gather Information Share Information

Information Gathering tool Information Sharing tool Coach’s observations Debriefing

d. process data and report results.

Phys. Dev. & H: Students monitor fitness and analyze movement skills with monitoring instruments, video and computer software. These tools allow students to keep records, graph progress, create simulations and compare performance to national statistics.

Share Information

Digital Portfolio & Rubric Information Sharing tool Coach’s observations Learning Log Metacognitive Journal

Innovation Matters




(What to assess)

Stage of the PBL Process (When to assess)

4. Critical Thinking, Problem

Solving, and Decision Making Solving Problems

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.

a.

identify and define authentic problems and significant questions for investigation.

Eng. LA: The ability to locate, acquire and organize information from various sources, print and electronic, is essential to solving problems involving research.

Know/Need to Know Define the Problem

Know/Need to Know charts Problem Statement Learning Log Metacognitive Journal

b. plan and manage activities to develop a solution or complete a project.

SS: Students of social science are asked to analyze information from a variety of sources and to solve problems through a rational process based on goals and criteria.

Develop Action Plan Gather Information

Project Action Plan Critical Path Analysis, Information Gathering tool Learning Log Metacognitive Journal

c. collect and analyze data to identify solutions and/or make informed decisions.

Math: The ability to link the problem-solving methods learned in mathematics with a knowledge of objects and concepts from other academic areas is a fundamental survival skill for life.

Develop Action Plan Gather Information Determine Best Fit Solution(s)

Information Sharing tool Project Action Plan Information Gathering tool SWOT Analysis for Best Fit Solution(s) Coach’s observations Learning Log Metacognitive Journal

d. use multiple processes and diverse perspectives to explore alternative solutions.

Sci.: Following the steps of scientific inquiry, students learn how to gather evidence, review and understand their findings, and compare their solutions with those of others. They learn that there can be differing solutions to the same problem, some more useful than others

Gather Information Generate

Possible Solutions

Information Gathering tool OPV Chart PMI Chart SWOT Analysis for Best Fit Solution(s) Coach’s observations Learning Log Metacognitive Journal Concept Map


Innovation Matters




(What to assess)


(When to assess)


5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a.

advocate and practice safe, legal, and responsible use of information and technology.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Coach’s observations Debriefing

b.

exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Coach’s observations Learning Log Metacognitive Journal

c. demonstrate personal responsibility for lifelong learning.

Develop Action Plan Reflective Log

Digital Portfolio & Rubric Project Action Plan Reflective Log Debriefing

d. exhibit leadership for digital citizenship.

Gather Information Share Information Generate Possible

Solutions

Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal Concept Map

Innovation Matters


6. Technology Operations

and Concepts Using Technology

Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

a. understand and use technology systems.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Performance Assessment Rubric Coach’s observations Learning Log Metacognitive Journal Debriefing

b. select and use applications effectively and productively.


Digital Portfolio & Rubric Information Gathering tool Information Sharing tool Performance Assessment Rubric Coach’s observations Learning Log Metacognitive Journal Debriefing

c. troubleshoot systems and applications.

Gather Information Prepare for

Presentations

Digital Portfolio & Rubric Coach’s observations Learning Log Metacognitive Journal Debriefing

d. transfer current knowledge to learning of new technologies.

Gather Information Share Information Determine Best Fit

Solution(s) Present the

Solution

Digital Portfolio & Rubric Coach’s observations SWOT Analysis for Best Fit Solution(s) Learning Log Metacognitive Journal Debriefing


Math: Technology provides a means to carry out operations with speed and accuracy; to display, store and retrieve information and results; and to explore and extend knowledge. Sci.: Scientists depend on technology in performing experiments, analyzing data and communicating the results.



(What to assess)


(When to assess)


Innovation Matters


What Problems Engaged Learners in Innovation?

The thirty problems described in these pages were completed in the Illinois Innovation Pilot Project in the school year 2008-2009. Photos and more complete information on these problems can be found at http://pbln.mrooms.org by clicking on Public Documents and Resources then selecting ILIT Summary Report. The unit plans for these problems can be accessed from the same web page by clicking on Learning Experience Designs (LEDs). School: After School Matters Partner: Chicago Public Schools, Problem: Students at Mirta Ramirez wanted to reduce the amount of waste that their school produces in the kitchen and cafeteria. Experts: City of Chicago Chicago Park District Chicago Public Library Coach’s Notes: The students learned that switching to reusable plates and tableware was not feasible, so they recommended switching to biodegradable plates that can be shredded and added to a compost pile in a new garden they plan to create on a nearby abandoned lot. The garden will also provide some vegetables for the school lunches. School: Alton High School Partner: Great Rivers Land Trust Problem: How can we develop a commercial site in such a way that it adapts to geography, hydrol-ogy and climate of the region? Experts: Lewis and Clark Community College Coach’s Notes: Students formed five committee groups that each organized their thoughts and came up with lists of questions and concept maps to tie everything in to their topic. They used the Internet to learn how other communities have reacted to new commercial development and found that a partnership between local government and community organizations can find compromises through mitigation projects. School: Astoria High School Partner: Chautauqua National Wildlife Refuge Problem: The Chautauqua Wildlife Refuge at Meredosia is primarily used for hunting and fishing, but its staff would like to see greater and more diverse use. The current staff is limited in how much time they can spend on publicity and, as a result, have never created a trail brochure, which is required by the U.S. Fish and Wildlife Service. Experts: Assistant Refuge Manager Coach’s Notes: The students expanded the reach of their solution beyond the requested brochure to multiple audiences by developing a series of webisodes and by creating a video to post on YouTube. Students explored a variety of skills involving technology—digital photography and manipulation, word processing, and video and audio editing—as well as presentation and leadership skills, which can be transferred to a wide range of occupations.

Innovation Matters


School: Casey-Westfield High School Partner: City of Casey Problem: The City of Casey and Casey-Westfield High School do not recycle. We want to initiate a recycling program in our school and community. Experts: Casey Community Project Coordinator Illinois Environmental Protection Agency Casey-Westfield Junior High School Indiana State Recycling Center Coach’s Notes: Realizing the need to educate teachers and younger children, students used project management skills to develop, produce and distribute educational tubs for elementary students, keeping track of what they spent on recycled items from eBay. The City of Casey now offers a new garbage service that will include curbside pick up for recycled items, a direct result of the students’ work. School: Chicago High School for Agricultural Sciences Partner: Valent BioSciences Problem: Mt. Greenwood has a mosquito problem because standing water on local farms, cemeteries and natural areas provides breeding grounds. How can mosquitoes be controlled to reduce levels of disease, especially West Nile virus and malaria? Experts: Abbott Laboaratories Coach’s Notes: Valent BioSciences and Abbott Labs provided presentations at their facilities along with the equipment and expertise for experiments raising mosquito larvae in rearing containers. Students determined that an integrated pest management system would be best for controlling disease-bearing mosquito populations. This requires determining populations and implementing treatment with both preventative habitat control and prescriptive (chemical or biological) control.

School: Christopher High School Partners: Mulkeytown Area Historical Society Illinois Historical Preservation Agency Problem: Franklin County is within the top 10% of unemployment rates in the state. How can we boost our local economy and reduce unemployment without a huge expenditure of resources? Experts: Carbondale Convention and Tourism Bureau Southern Illinois University and John A. Logan College Coach’s Notes: Students learned about history, businesses and services in their community as they used the Internet to research Silkwood Inn, the only original structure remaining on the Shawnee-town-St. Louis Trail. They used Microsoft Photsynth 3D Imagery and GPS technology to plot points on GoogleMaps to identify their current context. They created brochures, radio ads and TV commercials, using the green screen technology of Visual Communicator, to attract tourists . School: Eisenhower High School, Decatur Partners: Tate & Lyle iBIO Institute Problem: Should Tate & Lyle, which produces corn-based ethanol as well as food products, continue to invest research time and money to develop alternative bio-fuel sources or continue to develop etha-nol? Which alternative sources should they consider? Experts: Scientists and engineers Coach’s Notes: Students broke into groups and came up with different solutions. Using mainly .org and .gov web sites for their Internet research, they also interviewed Tate & Lyle scientists and engineers. Students learned about biofuels and explored other types of biomass that have been tried for fuel, along with the benefits and disadvantages of each.

Innovation Matters


School: William Fremd High School Partner: Commonwealth Edison Problem: Over-lighting and lighting of unused areas was costing the school district a significant amount of money. Behavioral suggestions were working to an extent, but lights were still being left on building-wide for many hours when no one was using them. Experts: Senior Engineer and Manager, ComEd Energy Efficiency Services Environmental Education (K-12) Program Manager School District Energy Administrator Coach’s Notes: Researching energy options and canvassing the building systematically, students focused on replacing some continually burning incandescent and fluorescent exit signs with LED signs. To simulate what rewiring to reduce fixtures would accomplish, students removed some of the bulbs from the fixtures, varying the percentage removed from 25-75% depending on the location. They successfully demonstrated that the remaining bulbs provided sufficient light. School: Genoa-Kingston High School Partner: Commonwealth Edison Problem: The industrial technology students concentrated on the lighting systems at the district’s school buildings to create the optimal plan to upgrade all the lighting. The new plan needed to re-duce electrical energy consumption, costs and the carbon footprint by 40-50% through the use of greener technologies, new practices and education of school and community members. Experts: Energy Services Manager, Project Manager, and Auditor, Saeris Lighting KSA Lighting Vice President of Engineering, Custom Aluminum, Inc. Coach’s Notes: Teams of students conducted energy audits at the five schools, collecting foot-candle readings from every classroom, office, hallway, bathroom, cafeteria and gym. The team made recom-mendations to significantly reduce these numbers using the latest lighting technology as well as day-light harvesting strategies. Proposed changes would save the district roughly 40% on energy consumption and approximately 70% on energy costs. They also produced an educational video for all interested parties focusing on saving energy and reducing environmental impact. School: Glenbrook Academy of International Studies Partner: Allstate Insurance Problem: Are there better predictive factors besides grades, age and gender to set more fair auto insurance premiums? How can we consider insurance pricing so that we consider factors related to teens driving safely, appeal to the intended market and reward drivers likely to be safer risks? Coach’s Notes: The students developed a survey using GoogleDocs and circulated it via Facebook. They advised Allstate to look into stress and sleep deprivation as additional factors in teen driving and to offer a price break for students who agree to a license program that gradually reduces restrictions on hours of driving and number/types of passengers in their car. School: Hyde Park Academy High School Partners: Roosevelt University National Louis University Problem: How might we establish a recycling program that has a broad environmental significance? Coach’s Notes: The students investigated the school’s conventional recycling program and found innovative ways of reusing materials to reduce the amount of trash produced. On a trip to shops on Michigan Avenue, they found various products made from “found trash” and created replicas using materials that would otherwise go in the trash. They used video editing software to produce a photo show and soundtrack for their presentations.

Innovation Matters


School: Limestone Community High School Partner: Excel Foundry & Machine, Inc. Problem: Excel has recently experienced replacement part failure in the HP400 line of products. After reviewing maintenance records, they determined that the socket liner and head ball combination needs to be examined for possible design flaw, manufacturing error and/or inadequate quality control practices. Experts: HR Director Safety & Training Personnel Engineers Coach’s Notes: Field trips to both Excel and Caterpillar’s Rapid Prototyping facility helped students gain perspective on the actual process needed to examine and present final possible solutions to the problem. Students recommended changes in materials and quality control, using reverse engineering methods to verify accuracy, improving the manual with clear and concise technical drawings, providing additional training in the care and operation of the machine, and attaching noticeable signs or labels to ensure the correct type of lubrication oil is used.

School: Lindblom Math and Science Academy Partner: Baxter Healthcare and iBIO Institute Problem: Can changes in the design of the current HomeChoice Adult Renal Dialysis Machine in-crease the compliance rate of children using home dialysis therapy? What best fits a child and what can be added or taken away but still keep the machine working efficiently? Experts: Scientists and marketing experts from Baxter IDEO Design Experts Coach’s Notes: Market research suggested that Baxter’s adult machine is not well-suited for children since the volume of solution bags is too great and the machine is embarrassing in its clinical appear-ance and complicated to use. IDEO experts shared general principles of design; these principles and unmet needs of the user formed the basis for prototypes designed by the students. Students’ ideas were so compelling that the Head of Renal Sales for Baxter asked to show the prototypes to her staff.

School: MacArthur High School, Decatur Partner: Tate & Lyle Problem: How can we improve the efficiency of their corn processing division, in such away that we address the GMO vs non-GMO debate, explore the European health concerns about GMOs, ensure that Tate & Lyle customers are satisfied, and reduce the costs and time in their corn processing? Experts: Biology teacher Tate & Lyle scientists Local farmer Computer teacher Coach’s Notes: Different classes generated different solutions, including educating the Europeans about GMOs so that Tate & Lyle can concentrate on only making GMO corn products and/or produc-ing only GMO corn products and finding other customers throughout the world. The young entre-preneurs ultimately recommended that Tate & Lyle pursue both markets, using different processing sites for each, and suggested that different states be designated for GMO or non-GMO farming, which would lessen the chances of cross-contamination.

School: Maine East High School Partner: Astellas Pharma International, Inc. Problem/Issue: The students were asked to predict how the infectious disease Methicillin-resistant Staphylococcus aureus.(MRSA) will change in the next ten years and to advise Astellas about whether they should invest in drugs to fight MRSA. Experts: Scientists from Astellas School nurse School librarians Coach’s Notes: The students researched and reported on the current status of the MRSA epidemic: how big the problem is now, how likely it is to change in the coming ten years and what society is do-ing that may make the problem bigger. We were amazed at the students’ ability to comprehend and synthesize this very complex issue and to see it from all angles and perspectives.

Innovation Matters


School: Manteno High School Partners: Commonwealth Edison and City of Manteno Problem: Students were asked to find ways to reduce energy usage for the Village of Manteno in several public buildings, including Public Works, Village Hall, Community Center, and the Waste Water Treatment Plant, which will in turn help the environment. Experts: Senior Engineer Environmental Education [K-12] Program Manager Public Works Superintendent Waste Water Treatment Plant Supervisor Coach’s Notes: Students conducted walk-through audits on the lighting and HVAC (heating, ventilation and air conditioning) systems and included motors, blowers, pumps and control systems at the Waste Water Treatment Plant. The team calculated the cost and payback of replacing the T12 lamps that had inefficient magnetic ballasts. The team created a comparison chart with three scenar-ios of implementation including DCEO incentives, and proposed their choice at a town meeting. School: Marine Military Academy Partner: Argonne National Laboratory Problem: What is the feasibility and practicality of personal air vehicles (PAVs)? What research and development should the National Aeronautics and Space Administration (NASA pursue? Experts: Program Director, Division of Educational Programs Coach’s Notes: Students recommended that NASA fund research and development of personal air vehicles for initial use in law enforcement to patrol civilian airspace and to protect our cities from possible threats of terrorism. Research and development should focus on alternative fuels, using current licensed pilots, adding more Air Traffic Control staff and developing new airway regulations.

School: New Athens High School Partners: Village of New Athens Illinois Lt. Governor’s Office for Broadband Policy Problem: How can the students provide wireless broadband access to a designated area of New Athens as defined by the Village Public Works Director, using resources from the State of Illinois and other grant programs? The plan needs to address security issues and acceptable use issues. Experts: Policy Advisor Norcom 2000 Public Works Director, Village of New Athens Coach’s Notes: Students explored the lack of connectivity in small communities by first developing a way to connect the school’s gymnasiums to the school’s Intranet. Students researched access points and laptops, made a proposal to the technology department, used a portion of the grant money to purchase equipment and assisted with the installation. After field trips to Norcom 2000 and to sites in the city, students identified funding sources, antenna sites, and the site for DS-3 (45MBps) connectivity for the Village.

School: Niles North High School Partner: PCTel Problem: How can we create a plan for implementing Netbooks into our school’s Automotive Lab so that we address storage device protection, theft device tracking, cost, efficiency and effectiveness? Experts: Vice President, Product Realization Assistant Professor of Manufacture, Oakton Community College Coach’s Notes: After attending an RFID forum at Oakton Community College and conducting online research, students determined that radio frequency identification (RFID) was the most efficient, expandable and usable option. They recommended placing the cart near the door so the RFID can detect it easily, and students can get their Netbooks safely and efficiently. They chose an RFID “gun” reader with a passive system that identifies where the Netbooks are. Antennas at each doorway track the Netbooks coming in and out. Clear shield case protectors protect the Netbooks from damage.

Innovation Matters


School: Niles West High School Partner: Abbott Laboratories Problem: Scientists from Abbott Laboratories ask students, as members of the non-scientific community, to help determine if they should pursue developing personalized medicinal treatments for diseases such as cancer and HIV based on the genome of the patient. Experts: Research Scientists Investigator Senior Director, iBIO Institute Coach’s Notes: Students worked with Abbott Laboratories to explore what personalized medicine is and how it is developed, including some of the biotechnology used in diagnosis and treatment (ELISA testing, polymerase chain reaction, restriction enzyme digests, gel electrophoresis and Sanger sequencing). Students recognized ethical issues, utilized research from a variety of sources, became aware of problems with the release of personal genetic information and examined risks, benefits, costs, legal aspects and the role of insurance companies. They presented videos to scientists at Abbott. School: O’Fallon High School Partner: City of O’Fallon Problem: The Planning Director of the City of O’Fallon asks students to serve as a consulting group to advise the city on the creation of a sustainable development. How can we design a house for a pro-posed sustainable development which is eco-friendly, cost effective, appealing and marketable? Experts: City Planning Director Private Developer Engineer and Building CEO Architect Natural Resources Educator, U of I Extension and Watershed Nature Center Coach’s Notes: Teachers and students from four subject areas collaborated to redesign a stalled building project into a marketable green subdivision. Students created house plans with ecologically friendly materials, sun tunnels, energy-saving windows and low-impact eco-scaping. They developed a plan and materials to promote the subdivision itself and the concept of living green. The collaborative team came up with Project DESTIN-E: Designing Energy-efficient Shelters Together In Neighborhoods Everywhere. They held a community open house to share what they had learned. School: Reavis High School Partner: Commonwealth Edison Problem: The school board stated that the district’s cost of fuel, dependence on gasoline, and carbon footprint must all be reduced and asked the students to present to the board any option that does not reduce services to students. How can we also reduce the air and noise pollution from internal com-bustion engines? Experts: Senior Engineer Manager Environmental Education [K-12] Program Manager Coach’s Notes: The students calculated the annual fuel cost for a typical bus route and found that each one produced over 8,000 pounds of air pollution per school year. The students recommended that the school board save fuel and money while reducing noise and air pollution by purchasing an EZ Go electric cart for grounds maintenance. As school buses are replaced, the board should invest in plug-in hybrid buses to utilize electricity as a cheaper, cleaner alternative fuel source.

School: Rochelle Township High School Partner: Nestlé Food Company Problem: Nestlé is one of the largest food distributors in the world with approximately 18 ware-houses in the United States. The students are asked to propose and design a more cost-effective pro-cedure to inventory the thousands of shipping pallets in the DeKalb distribution warehouse. Experts: Manager of Logistics Coach’s Notes: Industrial technology students went on a site visit to the Nestlé warehouse to under-stand the enormity of the problem and then researched various tools available to inventory the pallets. Three possible solutions emerged. When the warehouse supervisor selected the radio frequency iden-tification RFID) idea as the most viable, the students acquired the transmitter, RFID tags and a net-working server to develop a model system to test its effectiveness in the classroom and at Nestlé.

Innovation Matters


School: Rolling Meadows High School Partner: Illinois Department of Transportation Problem: Using robotics, how can inspections of the 8,000 bridges in Illinois be performed that are both safe and cost-effective? Experts: Assistant to the Secretary Office of Planning and Programming Coach’s Notes: Students designed a robot powered by an on-board battery with a light source LED that pivots and several high resolution digital cameras/video cameras that can rotate. It would travel along two small removable cables with a simple hammer attachment to hit the bridge to check for crumbling concrete, rust and other problems, as well as an arm attachment to sweep or blow away dust so that all flaws are visible. The robot would be wireless and water-resistant. An operator off the bridge remotely controls the robot, moving the arm and viewing live video feed.

School: Senn High School Partner: TEC Services Consulting, Inc. Problem: TEC Services Consulting, Inc. is an Information Technology firm in the Chicago area who has been hired to create an online social networking system for a very large school system. They want you to design, create, present, and “sell” a prototype of a social networking site that stu-dents would want to use and that the administration would want them to use. Experts: Technology Design Consultant Coach’s Notes: The students needed to consider several elements: what they like about current social networks such as Facebook and MySpace, what they dislike about those sites, what innova-tive features should be included in a new prototype, and what features would need to be included to meet with the school administration’s approval. Students used Microsoft Word to generate surveys, Excel spreadsheets to record and graph data, and PowerPoint to generate a presentation. School: Thornridge High School Partner: NOW Foods Problem: NOW Foods is looking for a younger consumer group to develop a standard operating procedure to analyze the organoleptic properties of their new alternative sweetener. They want this procedure to get a GRAS (generally recognized as safe) certification, be suitable and unbiased, and be for all consumers. Experts: Quality Control Analytical Lab Supervisor Coach’s Notes: Students prepared each sweetener in solution according to the recommended dosages in products such as coffee, tea, lemonade and Kool-Aid. Each group showed data that supported their conclusions, including data for the taste of each sweetener. One group included all of the senses (sound, taste, touch, smell and sight).

School: Thornton Township High School Partner: Commonwealth Edison Problem: At the time of the problem, the high school did not recycle any goods and wasted electricity by lights being left on in classrooms, offices, etc. when not in use. They wanted to be greener, so students were asked to evaluate ways to reduce electricity usage. Experts: Senior Engineer Environmental Education [K-12] Program Manager Manager Recycling Representative Coach’s Notes: Students enacted two key solutions that would have the highest immediate impact. They initiated a recycling program for the school by placing cardboard boxes in the classrooms of teachers who volunteered. They also determined that motion-activated lighting controls would significantly reduce energy consumption, so they purchased and installed those controls in a few key areas of the building.

Innovation Matters


School: United Township High School Partner: John Deere Harvester Works Problem: Deere needs a device to move small utility or ATV vehicles from ground level to the back of trailers or moving vehicles. The design should allow the device to be easy to store and to be used on a wide variety of vehicles. Safety is a key issue with the design and use. Experts: Trainers Engineering Technicians Coach’s Notes: Students used high-end design software to draw all of the parts. They also used the John Deere Product and Development facilities to test their designs, providing them the oppor-tunity to experience how parts are tested and developed by the engineers and engineering techni-cians. They ran through the different specification tests, figuring out how to make universal ramps that are portable, collapsible and light in weight. Students cut, bent and welded steel to put the ramps together. They programmed and used strain gauges to test the strength of the ramps. School: Waubonsie Valley High School Partner: Indian Prairie School District #204 Problem: How could students enact change at the high school in such a way that it would reduce energy consumption and, by extension, costs in a timely, simple and efficient manner? Experts: Senior Engineer Environmental Education [K-12] Program Manager Manager District Architect School District Energy Administrator Custodial Staff Coach’s Notes: Students used the building plan to create maps and consulted district personnel, the district architect and previously completed energy audits/plans to develop a CADD plan. Students recommended removing existing inefficient lights and replacing them with newer lighting fixtures; they also suggested insulating and weatherizing equipment, doors and windows. School: Daniel Hale Williams Prep. School of Medicine Partner: Ill. Department of Public Health Problem: How can we as teens use the Nudge and the Researched Action Theories to develop in-novative approaches that persuade other teens and preteens to make healthy choices in physical fitness, nutrition and tobacco use in such a way that they are entertained while becoming aware that lifestyle choices can help prevent obesity, diabetes, emphysema and lung cancer? Experts: Office Manager Lunchroom Manager and Staff Physicians and Nurses Weight Room Staff Counseling Department Coach’s Notes: Students researched theories about changing behavior, collaborating across class periods and networking with outside experts. Each team designed interactive activities, a media presentation and an educational component such as a brochure, poster or game and presented their three-prong approach to over 500 students who completed a pre– and post-survey about the health issues. The surveys showed an increased awareness and an intent to make healthier choices.

Innovation Matters


How Do Teachers Respond to the Illinois Innovation Talent Project?

Teachers report student growth and higher levels of engagement. They mention improved decision making and

collaborative work, and they see an increase in creative thinking. Most teacher participants affirm that they

learned the PBL process and strategies and plan to use them as they incorporate more PBL experiences, and

several credit this project with making them more constructivist and student-centered in their classrooms.

Many commented on the value of authentic partnerships. Below is a cross-section of comments from teacher

participants.

This pilot has given us tools for doing a PBL unit; we have developed skills to help students learn on their own.

Interactive learning within a classroom is rewarding because most students are engaged.

It was a great experience, and we look forward to incorporating more PBLs in our lesson planning.

I think that from the students’ perspective, the PBL unit ranks among the best possible learning experiences that

I could provide for them.

I was able to successfully guide my students through the project and improve my PBL strategies. This gave me

incentive and opportunity to include another PBL activity and energy auditing into my curriculum.

I really found it a great motivator and the cooperative part was very helpful to keep students on track—they

encouraged each other. I will definitely be doing this again next year.

At another professional training, I was sharing some of the things I used in this project, like the Know/Need to

Know/How to Find Out and learning logs and shared how successful they were. Next year I want to start out

with a PBL, instead of ending with one. I think it will make them learn to think on their own better.

Genuine interest in the area was exhibited and they learned historical facts that will enable them to relate better

to our locale. Overall, this was a valuable project which I plan to duplicate and improve in the future.

Problem-based learning has been a great educational experience for both my students and myself and has

changed the way I teach for the better. I am confident that the real world experience my students gained during

this unit ranks among the best educational experiences they have received.

I will definitely continue to use constructivism in my classes. The kids were highly engaged and thus highly

motivated. In ten years of teaching, I’ve never seen a student get excited about the meaning I created for him/

her. I have, however, seen genuine excitement from a student constructing his/her own meaning. In addition to

the excitement, constructivism forces participants to create their own connections and thus establish relevance.

Innovation Matters


Illinois Professional Teaching Standards

Available for downloading from http://www.isbe.state.il.us/profprep/pdfs/ipts.pdf

#1 Content Knowledge The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s)

and creates learning experiences that make the content meaningful to all students.

#2 Human Development and Learning The teacher understands how individuals grow, develop, and learn and provides learning opportunities

that support the intellectual, social, and personal development of all students.

#3 Diversity The teacher understands how students differ in their approaches to learning and creates instructional

opportunities that are adapted to diverse learners.

#4 Planning for Instruction The teacher understands instructional planning and designs instruction based upon knowledge of the

discipline, students, the community, and curriculum goals.

#5 Learning Environment The teacher uses an understanding of individual and group motivation and behavior to create a learning

environment that encourages positive social interaction, active engagement in learning, and self-

motivation.

#6 Instructional Delivery The teacher understands and uses a variety of instructional strategies to encourage students’

development of critical thinking, problem solving, and performance skills.

#7 Communication The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication

techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

#8 Assessment The teacher understands various formal and informal assessment strategies and uses them to support

the continuous development of all students.

#9 Collaborative Relationships The teacher understands the role of the community in education and develops and maintains

collaborative relationships with colleagues, parents/guardians, and the community to support student

learning and well-being.

#10 Reflection and Professional Growth The teacher is a reflective practitioner who continually evaluates how choices and actions affect

students, parents, and other professionals in the learning community and actively seeks opportunities to

grow professionally.

#11 Professional Conduct The teacher understands education as a profession, maintains standards of professional conduct, and

provides leadership to improve student learning and well-being.

Innovation Matters


How Does PBL Connect with the Illinois Professional Teaching Standards?

STANDARD 1 - Content Knowledge 1D. Understands the relationship of knowledge within the discipline to other content areas and to life and career

applications.

1H. Engages students in generating and testing knowledge according to the process of inquiry and standards of evidence of

the discipline.

1I. Designs learning experiences to promote student skills in the use of technologies appropriate to the discipline.

1L. Facilitates learning experiences that make connections to other content areas and to life and career experiences.

STANDARD 2 - Human Development and Learning 2A. Understands how students construct knowledge, acquire skills, and develop habits of mind.

2B. Understands that students' physical, social, emotional, ethical, and cognitive development influences learning.

2E. Understands how to include student development factors when making instructional decisions.

2G. Analyzes individual and group performance in order to design instruction that meets learners’ current needs in the

cognitive, social, emotional, ethical, and physical domains at the appropriate level of development.

2H. Stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences.

STANDARD 3 – Diversity 3D. Understands and identifies differences in approaches to learning and performance, including different learning styles,

multiple intelligences, and performance modes.

3E. Understands cultural and community diversity through a well-grounded framework and understands how to learn about

and incorporate students’ experiences, cultures, and community resources into instruction.

3G. Facilitates a learning community in which individual differences are respected.

3H. Makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and

response modes) for individual students who have particular learning differences or needs.

STANDARD 4 - Planning for Instruction 4C. Understands how to take the contextual considerations of instructional materials, individual student interests, and career

needs into account in planning instruction that creates an effective bridge between student experiences and career

and educational goals.

4E. Understands how to integrate technology into classroom instruction.

4G. Understands how to use various technological tools to access and manage information.

4H. Understands the uses of technology to address student needs.

4I. Establishes expectations for student learning.

4J. Applies principles of scope and sequence when planning curriculum and instruction.

4L. Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals,

relevant to the students, and based on students’ prior knowledge and principles of effective instruction.

4M. Creates multiple learning activities that allow for variation in student learning styles and performance modes.

4N. Incorporates experiences into instructional practices that relate to the students' current life experiences and to future

career and work experiences.

4O. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas.

4R. Accesses and uses a wide range of information and instructional technologies to enhance student learning.

STANDARD 5 - Learning Environment 5B. Understands how individuals influence groups and how groups function in society.

5C. Understands how to help students work cooperatively and productively in groups.

5D. Understands factors that influence motivation and engagement and how to help students become self-motivated.

5K. Uses strategies to create a smoothly functioning learning community in which students assume responsibility for

themselves and one another, participate in decision making, work collaboratively and independently, use

appropriate technology, and engage in purposeful learning activities.

5L. Analyzes the classroom environment and makes decisions to enhance social relationships, student motivation and

engagement in productive work through mutual respect, cooperation, and support for one another.

5M. Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of

students in productive tasks.

5N. Engages students in and monitors individual and group learning activities that help them develop the motivation to

achieve.

Innovation Matters


STANDARD 6 - Instructional Delivery 6A. Understands the cognitive processes associated with various kinds of learning and how these processes can be

stimulated.

6B. Understands principles and techniques, along with advantages and limitations, associated with various instructional

strategies.

6C. Knows how to enhance learning through the use of a wide variety of materials as well as human and technological

resources.

6D. Understands the disciplinary and interdisciplinary approaches to learning and how they relate to life and career

experiences.

6F. Evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different

instructional purposes and to meet student needs.

6G. Uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the

development of critical thinking, problem solving, and performance capabilities and that help students assume

responsibility for identifying and using learning resources.

6I. Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content

and purposes of instruction and the needs of students.

6L. Develops curriculum that demonstrates an interconnection between subject areas that will reflect life and career

experiences.

STANDARD 7 – Communication 7D. Understands the importance of audience and purpose when selecting ways to communicate ideas.

7F. Uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.

7G. Creates varied opportunities for all students to use effective written, verbal, nonverbal and visual communication.

7H. Communicates with and challenges students in a supportive manner and provides students with constructive feedback.

7J. Practices effective listening, conflict resolution, and group-facilitation skills as a team member.

STANDARD 8 – Assessment 8A. Understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the

Illinois Academic Standards, and what kinds of experiences will support their further growth and development.

8E. Understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of

learning and instruction.

8J. Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and

performance of the individual student and the class as a whole.

8K. Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages

them to establish goals for learning.

STANDARD 9 - Collaborative Relationships 9A. Understands schools as organizations within the larger community context.

9C. Understands school and work-based learning environments and the need for collaboration with business organizations

in the community.

9D. Understands the collaborative process.

9E. Understands collaborative skills which are necessary to carry out the collaborative process.

9H. Initiates collaboration with others and creates situations where collaboration with others will enhance student learning.

9I. Works with colleagues to develop an effective learning climate within the school.

9J. Participates in collaborative decision making and problem solving with other professionals to achieve student success.

9M. Identifies and uses community resources to enhance student learning and to provide opportunities for students to

explore career opportunities. STANDARD 10 - Reflection and Professional Growth 10A. Understands that reflection is an integral part of professional growth and improvement of instruction.

10B. Understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for

reflecting on practice.

10E. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active

reflection, evaluation, and revision of practice.

10F. Collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and

seeking and giving feedback.

10G. Participates in professional dialogue and continuous learning to support his/her own development as a learner and a

teacher.

STANDARD 11 - Professional Conduct and Leadership 11L. Initiates and develops educational projects and programs.

Innovation Matters


What Are Some Indicators of a Constructivist Learning Environment?

I design learning experiences that . . .

1. reflect consideration of students’ learning styles and interests.

2. reflect attention to students’ preparedness.

3. expect students to identify gaps in their knowledge.

4. help students develop self-directed learning processes to fill their knowledge gaps.

5. require students to draw on information and resources from other subject areas.

6. require students to keep written accounts about what they are thinking and learning.

7. connect subject areas.

In my coaching interactions with students . . .

8. I allow adequate “think time” before responding.

9. my responses are non-judgmental.

10. my responses support learning by seeking to clarify what students know, what they don’t know and how

they will find information.

11. I ask higher order questions—e.g., asking students to make distinctions, apply ideas, form

generalizations, raise questions, develop arguments and construct explanations.

12. I model and scaffold the kinds of questions that students need to ask themselves to be self-directed

learners—e.g., Why did you request that information? What do you specifically hope to learn? What

more do you need to know?

13. I challenge students to assess the relevance of what they are learning as well as their success in learning

—e.g., students evaluate the relevance of resources they have selected, check for bias and find multiple

resources.

14. I give information as a response to the students’ stated Need to Know.

15. I encourage my students to consider the implications of their conclusions.

I establish a classroom culture in which . . .

16. I encourage and value active participation of all students.

17. I create a climate of respect for students’ ideas, questions and contributions.

18. I promote collegial working relationships among students—e.g., students work together, talk with each

other about the lesson and stay on task.

19. I engage in collaborative working relationships with students.

20. my remarks and student remarks demonstrate intellectual rigor, constructive criticism and challenging

of ideas, instead of people.

21. my students and I demonstrate a respect for others, regardless of gender, race/ethnicity, culture,

language, age or intellect.

22. my students develop their own ways to solve challenging problems.

I assess my learners . . . 23. through performance-based examination that is authentic, student-centered and focused on problem

solving.

24. in varied and multiple ways.

25. so that the assessments themselves promote continued learning.

26. on their knowledge, processes of thinking and collaboration.

27. on their ability to apply what they learn to new situations.

For my own professional growth . . .

28. I reflect on classroom experiences (what worked well, what didn’t, what needs to happen next, etc.)

29. I establish goals for my role in the professional community.

30. I evaluate areas for improvement and continued learning.

Innovation Matters


How Can Technology Enhance a Constructivist Learning Environment?

The use of a variety of technologies can be embedded throughout the process to build learners’ content,

collaboration and metacognitive skills.

• digital portfolio and (nearly) paperless classroom

• use of email as a major communications conduit

• polished writing using text analysis and word processing

• Internet for research

• desktop publishing of materials for clients

• presentation software for presentation to clients

• spreadsheets to calculate budgets and track other data

• handhelds and web target

• videoconferencing for communication between learners and their partners

• virtual learning community

• productivity tools: calendar, address book, memo pad

• shared files for collaboration

• collaborative note taking

• students trouble shooting for themselves and each other

• blogs and other social networking tools

• CADD (Computer Aided Drafting and Design)

• digital cameras and video cameras

• iMovie/Windows Movie Maker

• GPS

• GoogleMaps and GoogleEarth

• web-based sharing tools, such as GoogleDocs

• web-based collaborative communities, such as Moodle and Wikispaces

• infrared imaging/scanning and detection tools

• light meters and kilowatt meters

• Microsoft Photosynth 3D imagery