Middle Level. High School. College Level. Supervisors Representative. District 1. District 2. District 3. District 4. District 5. District 6. District 7. District 8. District 9. District Board Elections. Strategic Plan Strategic Goals. Privacy Policy. Phenomenal Resources What makes a good phenomenon? A secondary, or lesson-level, phenomenon should fully address a single element.
Attention getting, thought provoking and requires some explanation so that it is likely to engage all students and motivate them to focus on the GSE element s A phenomenon can engages students by connecting to their interests, identities, backgrounds, and prior experiences.
Drives students to ask questions, engage in science and engineering practices, and apply crosscutting concepts as they make sense of and explain the phenomenon or develop a solution to an engineering problem A specific, contextualized instance that occurs in the real world and that allows students to generalize their learning across multiple, specific phenomena Comprehensible to students but too complex for students to explain or design a solution for after a single lesson.
The explanation is just beyond the reach of what students can figure out without instruction. The complexity of a student explanation should be appropriate to the learning progression at the grade span. Phenomena do not have to be phenomenal. Often simple events, when looking at them through a scientific eye, can elicit curiosity and questions in students and adults.
Such wonderment is the beginning of engagement in which answers to questions are sought. When choosing useful phenomenon for classroom use, the scale or size of phenomena is important. Determining the grain size of a phenomenon involves considering the length of instructional time required to teach it, the depth of student explanation possible, and the complexity of the phenomenon itself.
In the same way a jigsaw puzzle can be broken down into individual pieces, larger phenomena can be broken down into smaller phenomena. By having students observe and explain smaller related phenomena first, they can then be challenged to explain the larger and more complicated phenomenon. We call the larger phenomena anchoring phenomena and the smaller phenomena investigative phenomena which are defined below. Quite often learners are taught the theories and concepts of different subjects but then cannot make the connections between them and how they relate to real life.
In other words, learning lacks meaning and context. On the other hand, engaging employees to solve real life problems, scenarios and events in the workplace encourages connected learning. The employee can discover how the knowledge from different areas are connected and apply to real life.
Phenomenon-based learning provides a more meaningful learning experience by actively engaging learners to solve problems that have a real-world context.
It also helps learners to make connections across different disciplines. With one of our customers, Riveria, we compare the study results of students from fall to fall , after the adoption of phenomenon-based learning pedagogy.
Below are the 2 most remarkable improvements in study results enabled by phenomenon-based learning. In fall a total of 49 percent of students successfully passed their online studies provided to Riveria students. In January , the pass-through rate of online studies was already over 70 percent. Compared to fall , approximately 70 percent of students gained better grades in their studies during fall In fall , a total of 81 percent of those who passed their courses gained level T1 satisfactory in their studies.
In fall , the increase in grades was notable as 78 percent of students gained either level H2 good or K3 excellent. The revised education system asks that students take one module each year with the phenomenon-based learning approach. The purpose is to better prepare students for real life. With this instructional approach, students engage in learning that has more context to real life issues, apply knowledge and skills from different subjects, and develop important skills like communication, critical thinking, problem solving, and teamwork.
Phenomenon-based learning is not an entirely new idea; it has its roots in constructivist learning theory and socio-constructivist learning theory , as well as sociocultural learning theory. These theories propose that learning is best achieved by the learner actively constructing their own knowledge and experience, instead of by passive instruction.
When learners work in a group, learning is seen as also being socially constructed. Sharing a similar theoretical framework, phenomenon-based learning has a lot in common with problem-based learning and inquiry-based learning.
Phenomenon-based learning goes beyond the traditional classroom or digital learning module by not having a specific set of learning objectives or topics. So how can it fit in with organizational learning needs?
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