Confidence, self advocacy, motivation, renewed interest in community and learning—these are the side effects of Challenge Based Learning. After using this learning model for the past few years, my classroom climate has truly changed for the better. Challenge Based Learning is a catalyst for student voice and innovation, especially in a time when we observe many youth “passively participating” in community life.
I had been teaching for just over 10 years when my principal approached me with the idea to integrate Challenge Based Learning into my instruction. He was convinced that I was already incorporating this learning model in the way that I incorporated student interests in my classroom learning design. Little did I know, handing over the direction of student learning to the students so that they could engage, investigate, and act on their own interests would actually empower them to become advocates for their education as well as their community.
Students Alex, Feria, Ivan, Michael, Naomi, and Steph entered into an Introductory Business course not knowing that their interest in understanding the factors affecting quality education (one of the United Nations Sustainable Development Goals) would propel them into collaborating with their local United Way to generate funds to make educational opportunities accessible to more students. After researching the organization and learning more from the organization’s leadership team through a series of video calls, students were inspired to launch a “For the Youth” project and create customized hoodies to sell to our school community to raise funds in support of the organization’s mission. The responses I heard from students in our regular project meetings showed that interacting with people outside of the school gave them confidence to step outside of their comfort zones and try new things.
Wondering if Challenge Based Learning could work in other subject areas? Another student, Mary, used the prompt “preserving community stories” in her history class to investigate her family history with an on-camera interview with her mother. The questions and analysis of her family story provided her with a lens into why tradition and heritage are so critical in so many people’s lives. Understanding our community members by learning from their stories is an incredible way to promote sustainable communities. Because of Mary’s initiative in finding out about her family’s story, her mother gifted her their family heirloom as a way of preserving their history.
Another student, Allison, used her interest in marine life to learn more about the invasive species that are impacting the Ottawa River. This led her to communicate with a local organization called the Ottawa Riverkeeper and gain permission to use their corporate branding to create brochures and stickers informing others about the risks of invasive species in our local ecosystems.
Her Invasive Species public service campaign even included a music video showcasing the causes for concern and what we can do to change it. Allison’s call for action empowered her to gain an early experience in applied marketing that will be useful to her far beyond her years in high school.
These experiences are only a sample of the work that students generated through this process. Challenge Based Learning doesn’t have to be implemented entirely by the students themselves. Educators can support as much or as little as students need. By providing a place where students can feel safe to take risks in their education, we are supporting the development of young people who are and can become agents of change in their communities.
