21CLD Learning Activity Rubrics
Real-World Problem Solving
and Innovation
2nd Workshop on Telecollaboration and Project-based Learning to
Reorient Teacher Education towards EFA and ESD
2-4 October 2013, Holiday Inn, Bangkok, Thailand
Providing a solution to an
authentic, REAL problem;
solutions are not obvious
Delivering value for other
people, output is usable in
the actual context and
presented to a real audience
Main
is problem-solving?
Click requirement
to edit Master
title style
• Problem-solving  task with a defined
challenge:
1. Develop a solution to a problem that is NEW to
them (they generate ideas, alternatives,
solution)
2. Complete a task that they have not been
specifically instructed how to do (they develop
or explore possible procedures)
3. Design a complex product that meets a set of
requirements
Is thistoProblem-Solving?
Click
edit Master title style
A
• Students identify
appropriate situations for
using mean, median, and
mode by exploring several
sample datasets in MS
Excel.
B
• Students use MS Excel to
calculate the mean, median,
and mode of several sample
datasets, as required in a
drill exercise.
Option 1
A - Yes, B - No
Option 2
A - No, B - Yes
YES
Students read the first half of a short
story and write their own ending to the
story that is in keeping with the
development and plot constraints
introduced thus far.
tudents measure angles on different
riangles and come up with a theory
bout the sum of the angles in a triangle.
nts explore different ways to alter
ng objects so that they will sink and
hypothesize about what makes
ts float or sink.
Students select a symbol/ icon that they
believe most represents globalization, and
write an essay about why that symbol /
icon represents globalization.
NO
Students read a story and complete som
short-answer questions about the
characters and plot.
Students who have learned that the sum
of the angles in a triangle is always 180,
solve problems where two angle
measures are given and they must find
the measure of the third angle.
Students weigh different objects and
write down each object and its weight i
order from lightest to heaviest.
Students create a timeline listing the
dates and key events related to
international free trade in the 20th
century.
Are students working on
Click
to
edit
Master
title
style
a real-world problem?
Experienced by real people
Have solutions for a specific, plausible audience other than
the teacher (as grader)
Have specific, explicit contexts
Use actual data (from real events)
Are these
problems?
Click
to editreal-world
Master title
style
A
• Students investigate the
causes of flu.
B
• Students investigate why
students in their school are
getting sick lately.
Option 1
A - Yes, B - No
Option 2
A - No, B - Yes
Are these
real-world
problems?
Click
to edit
Master title
style
A
• Students analyze data about
the basketball team and use
MS Excel to graph
performance patterns for
the overall team and
individual players.
B
• Students identify
appropriate situations for
using mean, median, and
mode by exploring several
sample datasets in MS
Excel.
Option 1
A - Yes, B - No
Option 2
A - No, B - Yes
Requires
innovation?
Click to edit
Master title style
Putting students’ ideas or solutions into practice in
the real world, either to
• implement their ideas OR
• convey to people who can implement them
Interests/Benefits people other than the students –
has value beyond meeting the requirements of a
classroom exercise
Is thistoinnovation?
Click
edit Master title style
A
B
• Students analyze data about
basketball team’s past
performance and use MS
Excel to graph performance
patterns for the overall
team and individual players.
They present the findings to
the class as an academic
exercise.
• Students analyze data about
the basketball team’s past
performance and use MS
Excel to graph performance
patterns for the overall
team and individual players.
They present the
mathematical models to the
team to illustrate targeted
improvements.
Option 1
A - Yes, B - No
Option 2
A - No, B - Yes
Real-World Problem Solving
Click
to
edit
Master
title
style
and Innovation
• go over the other “Yes”/”No” samples in the
Guide
• spend time to clarify definitions and samples
a challenge is defined for the students;
solution is not obvious
experienced by REAL people, has
specific audience, has explicit context,
use actual data
Ideas or solutions are put into practice
in the real world and benefits people
other than the students
• implement the solution/output or
convey to people who can
implement / benefit from it
Sample Case 1
Click to edit Master title style
School Change
39%
26%
#3
AN
D
re
qu
io
n
nn
ov
at
ire
si
ar
e
w
or
. ..
ro
.. .
st
ud
en
ts
sp
en
ti
AN
D
re
m
#2
ai
n
re
qu
i
No
to
bs
er
ve
d
17% 17%
M
1. Not observed
2. Main requirement is
problem solving
3. #2 AND students are
working on a realworld problem
4. #3 AND requires
innovation
Sample Case 2
Click to edit Master title style
Munting Munggo
52%
24%
#3
AN
D
re
qu
io
n
nn
ov
at
ire
si
ar
e
w
or
. ..
ro
.. .
10%
st
ud
en
ts
sp
en
ti
AN
D
re
m
#2
ai
n
re
qu
i
No
to
bs
er
ve
d
14%
M
1. Not observed
2. Main requirement is
problem solving
3. #2 AND students are
working on a realworld problem
4. #3 AND requires
innovation
Sample Case 3
Click to edit Master title style
House on Mango Street
io
n
ire
si
re
qu
AN
D
#3
0%
nn
ov
at
w
ar
e
nt
s
st
ud
e
AN
D
#2
0%
or
. ..
ro
.. .
sp
re
qu
i
re
n
ai
0%
m
en
ti
No
to
bs
er
ve
d
0%
M
1. Not observed
2. Main requirement is
problem solving
3. #2 AND students are
working on a realworld problem
4. #3 AND requires
innovation
Suggested
Click
to editimprovements
Master title style
• Munting Munggo
• Type your group’s suggestion on the Google
spreadsheet
Project
Click to Improvements
edit Master title style
• Review your own project to see how it scores
against the rubric.
End of Session
Mel Tan
mm.tan@unesco.org