Phenomenon-based learning: re-thinking from Finland!

PhenomenalEducationPieces of Phenomenon-based Learning:

– “holistic real-world phenomena provide the starting point for learning. The phenomena are studied as complete entities, in their real context, and the information and skills related to them are studied by crossing the boundaries between subjects.”

– “the greatest change in thinking is required of the teachers.”

(entrada traduïda al català aquí)

  • Phenomenon-based Learning key points:
    • “the phenomena are […] studied holistically from different points of view, […] integrating different subjects and themes.”
    • “the theories and information have immediate utility value that is already evident in the learning situation. For absorbing new information and deep learning, it is very important that the learners apply and use the information during the learning situation.”
    • authenticity is a key requirement for the transfer and practical application of information.”
  • Motivational Factors:
    • “understanding real-world phenomena”
    • [to] “see utility value in the theories and information”
    • learner-centred; the learners are active creators and actors”
    • Authentic methods, sources and tools are used”
  • Pedagogical models and techniques behind the phenomenon based learning:
    • constructivism: “in which learners are seen as active knowledge builders and information is seen as being constructed as a result of problem-solving, constructed out of ‘little pieces’ into a whole that suits the situation in which it is used at the time.”
    • socio-*: “information is seen as being formed in a social context. […] not every learner needs to reinvent the wheel, they can use the information and tools transmitted by cultures.”
    • problem-based learning: “the learners build answers together to questions or problems posed concerning a phenomenon that interests them. The problems and questions have been posed by the learners together”
    • anchored learning: “the questions asked and issues to be learned are naturally anchored in real-world phenomena, and the information and skills to be learned can be directly applied across borders between subjects and outside the classroom in situations where the information and skills are used (natural transfer).”
    • others: “inquiry learning, project learning and portfolio learning”.
  • Open learning environment: “the learners can set their own goals, build knowledge collaboratively and create their own content and questions.” […] “[such] environments make different kinds of learning processes possible.”
    • Thinking aids: “concepts, theories, diagrams and drawings, machines, computer software […]”
    • Socially shared cognition: “enabling interaction among the learners and peer learning” […] “
    • Functional learning environment: “it enables […] holistic review of the phenomena to be studied, and it supports authenticity of learning.”
  • The school of the future is not a building, it is a culture of competence development”
    • Leadership: “The key to changing the operational culture is leadership.” […] “Leadership must be future-oriented and systemic.”
    • “Our knowledge of how human beings learn has also greatly increased in the last few decades – but pedagogy, teaching practices and school structures have not developed accordingly.”
    • Learners: “learning and learners should be the ultimate goal at centre stage.” […] “the skills the learners will need in the society and working life of the future have changed.”
    • Teachers: “the greatest change in thinking is required of the teachers.”

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