Filtering by Category: Chemistry

Phenomenon-Based Learning: How to Break Down Phenomena

July 29, 2023 / Oskar Cymerman

The ultimate goal of Phenomenon-Based Learning (PhenBL) is to help students develop skills necessary to solve real-world problems.

To provide meaning and context, PhenBL does away with passive strategies such as lecturing or reading about frequently abstract and difficult-to-relate-to concepts in favor of guiding students in active discoveries of the skills and knowledge required to solve real-world problems.

Phenomenon-Based Learning classroom

In a Phenomenon-Based Learning classroom, teachers look for real-world phenomena that represent the main ideas of the lesson or unit and use these phenomena as starting points lessons or units. Then, students interact with these phenomena to “solve” them - they investigate and find patterns, contrasts, causes, effects etc.

These “phenomena solutions” are achieved when students design their own ways to study and explain the whys and the hows of the phenomenon - they use provided resources (books, articles, the Internet etc.) and create products, such as visual or physical models, simulations, and experiments.

Teachers may choose to use these student-generated products as measures of student learning (performance assessments) instead of traditional tests.

Such a series of lessons is called a storyline and while storylines may vary depending on the topic or discipline, the idea that each part of the storyline should be driven by student questions and investigations makes it crucial for students to have a solid grasp on the phenomenon that starts each storyline. To this end, students must learn how to break down phenomena.

Breaking Down a Phenomenon

In my article Where and How to Begin with Phenomenon-Based Learning, I used a High School Earth Science phenomenon I named How Do Different Minerals Form? to help me create a plan for learning, but I posed this question to students: Each made of carbon; a diamond is forever, but graphite not so much. Why? The reason for showing images of diamond and graphite - two minerals all students should be familiar with and know some facts about - was to start the process of students connecting that while diamond and graphite are made of the same element carbon, they are different due to the conditions they formed in.

I realize that while investigating students could choose to focus on figuring out the processes and conditions related to graphite and diamond only so I might have to add extension lessons to help students learn and understand other ways in which minerals form. However, starting with this phenomenon is advantageous in two ways. For one, students can relate to it easily. Two, it gets the ball rolling on a major concept that temperature and pressure are key factors that affect mineral formation.

However, most students will most likely not know the specifics about diamonds and graphites and learning that they are both made of the same stuff should arise their curiosity and motivation to find out why. This might prompt them to grab their tech and start Googling, and it’s great if they want to do so, but I implore you to stop them, because you do not want superficial learning. You want in-depth, super kick-ass understanding and this requires strategy.

Observe and Ponder Chart is so oP y’all

**Click on the Image for a FREE Google Doc COPY of the Observe and Ponder Chart you can use in your classroom.**

I use the Observe and Ponder (OP) chart to help students break down a phenomenon. In small groups, they compile the two lists. First, they brainstorm and write down all of the the observations they have collected about the phenomenon. I always make the phenomenon image/video available to students in the LMS (learning management system ex. Google Classroom, Schoology etc.) our school uses, so they can review it as they complete the activity.

In the second column, students write down any questions that come to mind about the phenomenon and the observations they’ve made. These questions help direct student investigations.

The goal of the Observe and Ponder activity is to teach students a strategic way of looking at different phenomena and ultimately to help them become better at investigating and solving problems.

Taking it further: Looking at Phenomena as a class

At this point, you may allow students to start their investigations, or, if you feel they’d benefit from peer and teacher feedback, you may want to facilitate a class discussion during which students share their observations and questions they’ve generated. This provides an additional scaffold - especially useful at the beginning of the school year - that allows students to see if they are on track.

Creating a class OP chart allows you to compile and combine observations

SHD (Subtle Hint Dropping) is an additional tool you can use to aid the phenomenon breakdown process. It is extra helpful when you find glaring omissions in the Ponder column or when working with younger students who experience more difficulty in converting observations into questions to investigate. Basically, point to the specific observation in the class OP chart and ask students if anything else comes to mind that may be important to look into. You may also ask them to make an inference, or guess the reason for this observation.

And if all fails, do a think-aloud during which you tell them what you’re looking for but you don’t just give them the answer - you demonstrate your thinking process step by step that got you to it.

Why Your Phenomenon-Based Learning Future is Bright

As students participate in PhenBL activities throughout the school year and become more comfortable with Phenomenon-Based Learning and gain more confidence in their ability to deconstruct phenomena (aka becoming more OP at school and life), you can remove the scaffolds and let students guide themselves and collaborate with others.

Handing control over to the students will require that you “be in the space” with them so you can scrutinize and support their work. Just make sure you’re kind in your guidance, you have fun, and you occasionally strike up a random conversation, because they’ll appreciate the small brain breaks this provides and they’ll find out that you’re human after all. They will also enjoy having you around.

Play your cards right and you’ll become the OG who’s pretty OP. And that’s a dub and a wrap.

Sign up for my Teaching Tips, Resources, & Ideas Newsletter to get the next PhenBL post when it drops. It’ll be about Creating a Common Learning Experience for Difficult Phenomena and is free.

BOOKS & TOOLS

Phenomena Poster

$3.00

Add To Cart

Mistakes Are... Poster

$3.00

Add To Cart

Equity: Bundle of 3 Posters - SAVE 25%

$7.00

Add To Cart

sale

PhenBL 16-Slide Professional Development Interactive Presentation

$10.00 $15.00

Buy on Amazon

sale

Back 2 School Classroom Bundle of 8 Posters

$8.00 $16.00

unisex-basic-softstyle-t-shirt-black-front-6367e80c7aa1c.jpg

Because... Chemistry Unisex T-Shirt

from $15.00

Color:

Black Navy Dark Heather

Size:

Quantity:

Add To Cart

Comment 0 Likes

categories / Science, Earth Science, Chemistry
tags / teaching teens, parenting teens, deeper learning, independence, lifelong learning, simplicity, skills, success skills, learning, making life easier, kids

Why Sometimes You Just Gotta Rough It

January 31, 2017 / Oskar Cymerman

“It’s a little like wrestling a gorilla. You don’t quit when you’re tired - you quit when the gorilla is tired.”

— Robert Strauss

Every time I do direct instruction I end up exhausted. Yet, this is what I had to do the last two days. And, it was awesome. I teach 4 chemistry classes in a row and at the end of day two of modeling conversions and calculations I'm wrecked. Spent, worn out, depleted, yet I'm satisfied. I am happy, because I'm seeing progress.

This is the rough stretch in chemistry. Stoichiometry (even spellcheck be like...) is all about calculating moles, grams, liters, and particles in multiple step problems. Some students like it, but many have that WTF Cymerman or Make it stop! look on their face. You might harbor some ill feelings about it yourself; the remnants of your high school chemistry days.

Here's what that stuff looks like:

Hope you enjoyed. Mastery takes practice. I don't give homework. We do it in class. I know I could just show a video and maybe some students would get it. But honestly, stoichiometry is exactly the type of thing that a teacher needs to model. Students need to see the process and be able to ask questions. They need to be talked through it. They must be able to ask questions. They can't do that with a video, presentation, or a textbook.

Some things, and that is very subject dependent, are best done when the teacher stands and delivers. Ironically, direct whole group instruction is my least favorite strategy. It works for some, the others need it one on one. I do it, because kids ask for it. Then, I walk around and put out fires; clear up misunderstandings and misconceptions. Lead them, but not show them the way. We all struggle.

We all have lessons and topics that just tire us out. It might be a project you put extra effort into or a debate that gets kids charged up. Whatever it is, you do it because it's effective. But, it can be physically and emotionally exhausting. Sometimes, you just keep seeing the deer in the headlights looks, and you have no choice but to turn it up yet another notch. Give even more, because you care. At the end, you're drained.

At these times it's important to remind yourself why it's worth the effort. It's worth it, because you want your students to learn. And if you want your students to learn, sometimes you just gotta rough it.

You have the power to change lives. Use it often.

Comment 1 Likes

categories / Chemistry

How To Unworksheet The Worksheets For Deeper Learning

January 16, 2017 / Oskar Cymerman

You just covered a new topic. Now, you want your students to apply what they are learning; to problem solve. To accomplish this, it is important to give students the opportunity to use the information when it's fresh. And, I'm not talking about channeling that one teacher who talks the whole hour and then assigns 50 practice problems for homework. That is not teaching. And it sure isn’t learning...

So it is key to plan for classroom practice. See your students do it. Let them struggle and make mistakes. Give them feedback and time to collaborate and correct these mistakes. Show them how to and have them analyze their process. Model metacognition. Then, challenge them to think about their thinking. Teach them to truly learn.

Ideally, you want to do it all right after the information was covered. Maybe you have a worksheet to go with the concept. Hey, I’m not a proponent of drill and kill, but I recognize students need practice. While one may need to solve two problems, another might need to solve ten to achieve the same effect. The answer is different for everyone. One student’s drill and kill is another’s smart practice. Whatever activity you use, it will be better for some and worse for others.

Unworksheet the worksheets: predicting products

The worksheet above is what chemistry teachers in my school use (myself included) to practice identifying reaction types, predicting products, and balancing chemical equations. It contains 16 problems for students to solve.

In the past, I gave students the worksheet after discussing predicting products (other skills were covered in previous lessons) to start and work on in the last 15 minutes or so of class. A few always finished it right away. Some started. Some asked for help. A few declared they'll get it done at home. This is how worksheets typically (don't) work...

I don’t have all the answers, but I think learning should be intentional. I want students to show me what they're learning and what they’ve learned. If I just give each a worksheet and say work on it some will and some won’t. If I tell them that I’ll collect it for a grade tomorrow, a lot of them will get it done. But how do I know which ones did it honestly, which ones got help, and which ones got answers from a friend from 3rd hour? And, can I tell who learned and how much he or she understands? Not like that I can’t, so I decided to unworksheet the worksheets. Check it out!

1. Unworksheet With Collaboration

Instead of just giving the worksheet and letting them go to town, I assigned a different worksheet problem to small groups of students. In this way, the first 8-10 problems were being simultaneously worked on by teams of 3-5 students. Doing this gave students just 1 problem to focus on and allowed me to check in with each group several times (as opposed to trying to check in each student individually).

2. Unworksheet By Letting Students Struggle And Make Mistakes

I asked each group to use only what is already stored in their brains to solve their problem. I told them I expect some mistakes and that they are more than okay; they help in learning. I told them we will eventually correct what needs to be corrected and that doing it this way will in fact help make stronger neural connections in the brain, which leads to better understanding and memory. Of course, there are always students who get it right away, in which case they will teach others and deepen their own learning - FTW!

I asked students specifically not to use their phones or notes, just their collective wisdom. I also asked each group to use their table to work on and record their solutions, so they, myself, and others can look at them. (Before I painted the table tops with dry erase paint, I used 2' by 2' melamine boards from Home Depot for such group reporting, so if you're looking for something cheap I highly recommend getting two 8' by 4' boards and cutting them into 16 squares).

3. Unworksheet By Giving Instant Feedback

As I circulated between groups, I asked questions to stimulate deeper thinking. I asked how confident they felt about their answers. If I saw mistakes, I'd ask even more questions with hopes of further reflection. When a group felt they were finished, I asked them to check their answer. They could use their notes or Google. Many did not know what to search for (this is chemistry after all), so I'd give them suggestions, which helps in developing a much needed skill.

4. Unworksheet By Letting Students Correct Mistakes

I asked each group to revise their answer based on feedback they received. In some cases, I had to give them feedback, because they were having trouble finding the right answer or simply weren't 100% confident that they found the correct way to solve their problem. Generally, I resist giving students the answer directly. I ask leading questions and tell them where to find the answer as a last resort. In any case, it is important that they have the correct answer and understand it before the class is over.

5. Unworksheet With Metacognition

Metacognition can and should happen all through this process. I asked students why they thought what they thought as they were working of solutions, but I also heard them talking to each other why they think a problem should be solved one way and not the other. I heard them explaining to their group members why they thought it was supposed to be done a certain (wrong) way even before I asked them to examine what they thought before and what they think now.

I asked them to talk about their misconceptions and misunderstandings in this way. I had a few conversations with them as I walked around too. I told students that if they make mistakes, correct them, and analyze why they made those mistakes, they will not make them again. They will understand. They will remember. They will learn. I also told them that they can and should practice metacognition in all their classes as it helps them become better students.

By the way, I told students not to erase their original (wrong, incomplete etc.) answer. I had them record the correct one underneath for comparison. And compare they did! More metacognition followed.

And yes, I recognize the fact that some students will successfully complete and analyze only one problem during class. But I'm okay with that knowing that they dove deep. They learned. Maybe they're not able to solve all the problems all the time as a result, but they know have more tools than they've had before to be able to figure them out, and with a little help will be able to. With metacognition, thinking about their understanding and learning, they're on their way.

6. Unworksheet With More Collaboration And Sharing

In the end, I asked students to write their group's solution on the 12 foot long classroom sidewall whiteboard (I highly recommend you ask your principal for one!). This provided students with a way to share their solution and check answers once they started working on problems other than their assigned one. This allowed me to take a second look at their solutions. In addition, other students noticed errors I missed and pointed them out, which further validated the method.

7. Unworksheet With Choice

I told my students that I will not collect the worksheet for a grade. I told them to be honest with themselves and decide how many problems they need to solve to feel comfortable with the concepts. I told them that whether they do 5, 10, or all 16 problems, they should feel confident about their learning. I told them to keep the worksheet so they can revisit the concepts a couple of times in the future and in preparation for tests or quizzes. It's up to them. It always was...

Remember that students need spaced repetition, so plan to periodically revisit the information learned in the past. Less is more applies here. It is better to revisit, repeat, and learn fewer things than to cover more topics that students don't really internalize, and thus don't really learn. Unfortunately, this is what occurs in many classrooms. Don't let it happen in yours.

You Have The Power To Change Lives. Use It Often.

Comment 0 Likes

categories / Chemistry