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5644 1st Avenue South Minneapolis, MN, 55419

I blog on Brain-Based Learning, Metacognition, EdTech, and Social-Emotional Learning. I am the author of the Crush School Series of Books, which help students understand how their brains process information and learn. I also wrote The Power of Three: How to Simplify Your Life to Amplify Your Personal and Professional Success, but be warned that it's meant for adults who want to thrive and are comfortable with four letter words.

Filtering by Category: Science

Understanding and Using Phenomenon Based Learning + Infographic

July 09, 2023  /  Oskar Cymerman

Phenomenon Based Learning uses the 3D NGSS framework, which utilizes SEPs, CCCs, and DCIs to help students achieve mastery in science. Feeling overwhelmed yet?

Wait!

Do not run away screaming. It’ll be okay.

Check out the images and the simple explanations of what it’s all about below.

This image shows what phenomena are and how they promote active student engagement by stimulating curiosity

Phenomena can be used as starting points for lessons in multiple subjects, not just science.

While phenomena can be used as starting points for lessons in multiple subjects, not just science, this article explains how Phenomenon Based Learning (PhenBL) fits with the Next Generation Science Standards (NGSS).

However, NGSS were written to emphasize the idea that students should be developing skills while learning subject content. Many of these skills - asking questions, defining problems, obtaining, evaluating, and communicating information, and engaging in argument form evidence, to name a few - can be used across most disciplines.

Traditionally, science teaching has focused on students being presented concepts by teachers and then using those concepts in labs and activities and proving their knowledge of these concepts on tests.

Phenomenon Based Learning used with NGSS aims to provide the missing connection between concepts learned in class and the world at large. By using a phenomenon at the beginning of a lesson, or a unit, teachers push students to undertake a journey of discovery - a journey that leads to students discovering on their own why and how this phenomenon happens, and in the process, they learn the content and skills described by the NGSS.

NGSS aims to use Phenomenon Based Learning to achieve 3D Learning.

When students are not spoon-fed concepts up front, but asked to investigate on their own instead, they use (guided by teachers) skills - called Science and Engineering Practices (SEPs), encounter Crosscutting Concepts (CCCs), and learn Disciplinary Core Ideas (DCIs).

Thus, when NGSS uses the term three-dimensional, or 3D Learning, it refers to the three components - SEPs, CCCs, and DCIs - which will be explained in some detail below.

The big idea (and hope) is that PhenBL will give students the opportunity to use and learn these three components as they investigate and solve the phenomena.

Let’s examine each 3D framework component one by one.

This graphic shows Science and Engineering Practices (SEPs) stipulated by NGSS. These could be described as thinking, design, and communication skills

Science and Engineering Practices (SEPs) can be described as thinking, design, and communication skills.

Science and Engineering Practices (SEPs) can be described as thinking, design, and communication skills the NGSS team hopes students hone as they investigate various phenomena presented to them.

Students are not expected to use all of the SEPs all of the time. Rather, multiple (but not all) skills are utilized and improved during investigations into the phenomena.

Repeated exposure is key, so creating multiple PhenBL lessons throughout the school year and the continued teacher guidance during student explorations will lead to higher quality thinking, design, and communication skills.

Crosscutting Concepts (CCCs) given as part of the NGSS 3D framework are the tools to be used when creating phenomena explanations and models of the concepts these phenomena represent.

Crosscutting Concepts (CCCs) can be thought of as tools to be used when creating explanations and models.

Disciplinary Core Ideas (DCIs) are the main concepts that connect the four core science disciplines.

Crosscutting Concepts (CCCs) can be thought of as the tools students can use when communicating explanations of observed phenomena and constructing models that explain the core concepts that cause these phenomena to occur.

They are “crosscutting,” because they provide ways to connect the four core science disciplines and each of these disciplines makes use of them when explaining interactions of matter and energy in various living and nonliving systems.

The Disciplinary Core Ideas (DCIs) are the main concepts that connect the four core science disciplines: Earth and Space Science, Engineering and Technology, Physical Science, and Life Science.

Phenomenon Based Learning provides a path for students to develop a deep understanding of DCIs. First, students encounter the fundamental concepts in the scientific discipline they are studying. Subsequent attempts at solving a phenomenon lead to connecting these core concepts to the core concepts from other disciplines. Then, these understandings can be put together to create the big picture - how the world at large works.

Bringing focus to the big picture takes multiple investigations across multiple disciplines across many years of schooling. The job of any teacher then, is to provide students with many opportunities to build the skills and the knowledge base that will ultimately allow students to formulate not just a good understanding of the planet they live on, but also will give them the capability to use Earth resources intelligently and make decisions that benefit humanity now and in the long term.

Did you find this post helpful? The next one, Where and How to Begin with Phenomenon-Based Learning, will talk about how to plan a PhenBL lesson so students learn the required content. Sign up for my Teaching Tips, Resources, & Ideas Newsletter to get it when it drops. It’s totally free.

But, If you’d like a copy of the graphics featured in this post, they are available as a long form, high quality, full size infographic for $5 here ———————————————>

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Pros and Cons of Phenomenon Based Learning

July 04, 2023  /  Oskar Cymerman

Phenomenon Based Learning Pros and Cons

There’s been a lot of hoopla about Phenomenon-Based Learning (PhenBL) in education recently. PhenBL is an innovative approach that uses phenomena (observable events that can be explained by science) as the starting point for learning. This phenomena-first approach aims to engage students in a more holistic manner. But how do we know it’s not just the new, soon-to-be-discarded and replaced fad; a buzzword?

This article helps educators and other stakeholders decide for themselves by exploring the pros and cons of PhenBL. Hopefully, such an examination can help you get started with Phenomenon-Based Learning or find the right reasons to dismiss it altogether.

Pro #1 : Authentic and Relevant Learning

Phenomenon-Based Learning leads to authentic and relevant learning experiences by connecting classroom content to real-world phenomena - events the students observe outside of the classroom. One of PhenBL’s objectives is to give students many opportunities to investigate and solve complex problems, enabling them to develop critical thinking and problem-solving skills that are transferrable to other disciplines and applicable in their lives beyond the classroom.

Pro #2 : Interdisciplinary Approach

By focusing on phenomena students observe in their day-to-day lives, students engage with concepts from various subjects, which leads to connecting and integrating knowledge and understanding across different disciplines. Phenomena-Based Learning fosters a more holistic understanding of the world as students examine phenomena through multiple lenses and learn the interconnectedness of concepts and subjects.

Pro #3 : Increased Engagement and Motivation

PhenBL taps into students' natural curiosity and the want to understand their world. Phenomena capture students' interest. The desire to “solve” these phenomena motivates students to own their learning. This leads to a deeper understanding of concepts and promotes lifelong learning.

Pro #4 : Collaboration and Communication Skills

As the phenomena presented to students are supposed to pose complex problems, Phenomena-Based Learning encourages collaboration - teamwork, sharing of ideas and perspectives, and finding common solutions. This in turn prepares students for future personal and professional challenges that will require effective collaboration and communication skills.

Con #1: Curriculum Alignment and Time Constraints

Striking a balance between allowing sufficient time for in-depth investigation and ensuring coverage of required content requires careful curriculum alignment. Giving students adequate time for exploration of phenomena, meeting learning standard-dictated curriculum requirements, and balancing time constraints is difficult to say the least.

Con #2: Teacher Preparation and Training

Adopting a new approach requires teachers to adapt and, in some cases, change their instructional practices, design meaningful performance assessments, and provide appropriate guidance to their students. Teachers need time, proper training, and administrative support to effectively design and facilitate Phenomenon-Based Learning experiences. Additionally, and this is often overlooked, teachers need to be paid for the time spent on lesson design that falls outside of the regular work hours. It is unreasonable and disrespectful to ask teachers to simply donate more personal and family time.

Con #3: Assessment and Evaluation

Tests and quizzes may not accurately capture the depth of understanding and skills developed through PhenBL. Designing authentic assessments that align with the objectives of Phenomenon-Based Learning while maintaining fairness and rigor can be complex.

Con #4: Potential for Superficial Learning

Without the right guidance, students may focus more on the phenomenon itself rather than acquiring a deep understanding of the underlying concepts. Teachers need to be on a constant look-out to ensure that students are achieving conceptual mastery while investigating the phenomena-posed problems. This requires teachers to continually check on and guide students as they work.

Conclusion

Phenomenon-Based Learning offers a way to positively influence student learning and change the traditional way we teach science and other subjects to a more holistic approach.

PhenBL advantages include (1) authentic and relevant learning experiences, (2) interdisciplinary learning, (3) increased student engagement, and (4) improved critical thinking and collaboration skills.

PhenBL challenges involve (1) curriculum alignment, (2) teacher support, (3) assessment design, and (4) the threat of superficial learning.

School district officials and teachers should consider these pros and cons when deciding whether to implement Phenomenon-Based Learning to ensure the benefits outweigh the challenges and that appropriate plans and supports for successful implementation are put in place.

Did you find this post helpful? The next one will dive into Understanding and Using Phenomenon-Based Learning. Click HERE -> Teaching Tips, Resources, & Ideas Newsletter for more content like this.

Also, I created a few classroom posters on equity. They’re inexpensive and help me pay for this website and an occasional IPA. Check them out here.

Hi! I'm Oskar. I teach, write, and speak to make learning better.

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