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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

Phenomenon-Based Learning Lessons: Choosing and Using Phenomena

July 22, 2023  /  Oskar Cymerman

This poster shows and explains what phenomena are and gives many examples of natural and human made phenomena.

Phenomena are everywhere and can be natural or designed by humans.

Explained and exemplified, let’s talk about how to use phenomena in the classroom.

Before you Choose a Phenomenon

Use backwards design to plan for what you (and the state you teach in) want your students to learn. This involves using the main (core) idea (or ideas if more than one) of the lesson/unit and creating a concept map or an outline of the ideas that connect to it - ideas that help create and explain the whole picture. Check out my previous post: Where and How to Begin with Phenomenon-Based Learning if you’d like some help on this. Laying out the major content you want to focus on will lead you to the right phenomenon.

Choosing a Phenomenon: Part 1

Good phenomena address the content to be learned and are relevant and/or interesting to your students. This doesn’t mean that every phenomenon has to blow students’ minds (though mind blowing helps) but it is important to pick an event students can relate to somehow (you can create a common experience for your class to help with some difficult phenomena).

So, when choosing a phenomenon, consider (1) the content to be learned, (2) the diversity of your students, (3) the scope: does the phenomenon anchor the entire unit, or represents a part of one unit, or is used for a single lesson?, and (4) how you will present it to the students: video, image(s), school grounds stroll, field trip etc.

Beginning with a phenomenon

Beginning the lesson by showing students a phenomenon should stimulate student interest and get them thinking about the smaller (but important) concepts that ultimately tie into the core idea of the lesson. Most of the time, I use images or a video that may contain a prompt but do not give my students much background information. Rather, I aim to ignite the process of students investigating on their own while I guide them - ask leading questions, look for misconceptions, and ask them to dig deeper and revise their thinking if it strays. Initially, the hardest part was trusting in the process - that student-led exploration can lead to them discovering and understanding the core idea. This is why the teacher guidance is so important.

Let’s start exploring this process by examining the two phenomena examples below:

Social Studies (HS): Show students the Omaha Beach D-Day Landing movie clip from Saving Private Ryan and ask a question such as: 2,400 US soldiers died storming Omaha Beach on D-Day. Why was the US willing to enter WWII and sacrifice so many lives in mid-1944 after staying out of the war for nearly 5 years? You could use EdPuzzle to trim the video if you wish and add the question you want at the end, so students can view it and make some claims to answer the question in small groups before you discuss as a class.

Earth and Space Science (MS / HS): Show students the Diamond vs. Graphite image and pose this question: Each made of carbon; a diamond is forever, but graphite not so much. Why?

Each phenomenon is tied to the core idea. The Omaha Beach landing phenomenon does not beat around the bush - it is presented in a way that directly ties the event to the core idea of US entering WWII. 11th graders working in small groups can likely tackle this lesson in one day. The science example is more indirect - I am looking for my students to connect the differences between two forms of carbon and how different minerals form on Earth. Depending on the ensuing storyline I create, student might spend several days first investigating and then modeling the different mineral-forming processes.

Both phenomena cannot be answered with one sentence and require digging deeper. As students investigate, they find themselves asking new questions that require further investigation. Additionally, each phenomenon is either interesting or easy to relate to.

Choosing a Phenomenon: Part 2

Choosing an appropriate phenomenon can be challenging and may require some heavy thinking. The best way to get better at picking phenomena is picking phenomena. The more you create, the better you get at creating. Here’s the phenomenon recipe I use:

  1. Break down the core idea.

  2. List different things, events etc. the core idea makes you think of.

  3. Consider student age, interests, backgrounds, experiences etc.

  4. Pick items from #2 that are relevant or interesting, question provoking, not easy to explain, and not super frustrating.

  5. Use the list from #4 and find/create a phenomenon to represent it. You can Google: events related to ___________ or examples of _____________ - just be careful not to pick something that’s too simple.

And then there are times when it just appears to me. With practice, I am confident it will happen to you too. Or maybe you already are a phenomenon ninja and don’t yet know it. Dive into Phenomenon-Based Learning and find out.

My next post will explain How to Guide Student Investigations of Phenomena. Sign up for my Teaching Tips, Resources, & Ideas Newsletter to get it when it drops. It’s totally free.

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Where and How to Begin with Phenomenon-Based Learning

July 15, 2023  /  Oskar Cymerman

Being told by the admin that you’ll be using a brand new learning approach in your classroom next year is often overwhelming and upsetting because it involves first learning and understanding a new process, then figuring out how to use a new set of strategies this process comes with, and then accepting the facts that:

  1. You are being forced to change how you teach.

  2. You will have to spend significant time adopting the new way and creating new lessons.

This is exactly what happened to me last year when our school district mandated the Next Generation Science Standards (NGSS) and Phenomenon-Based Learning (PhenBL).

So, I got right on it - I embraced working for free over the summer, sacrificed family time for curriculum writing, and thanked my admin team for the opportunity to better myself.

Good for you if you called bullshit on the statement above because my initial response was less than stellar. I was upset. Here I was - teaching chemistry - feeling like I really hit my stride in the last few years. I was building relationships and having fun helping teens learn. I had it figured out and I was doing a good job in preventing most kids from hating chemistry; and if you remember high school chem you know that’s a feat.

And now, all that was about to change and change is the very thing we’ve evolved to avoid and resist. Thanks to our amygdala, change brings on fears associated with uncertainty, discomfort, difficulty, lack of control, and incompetence. Change is hard.

So my lizard brain took over and I first wanted to quit, then find a job in some neighboring district, then switch professions ‘cause teaching’s such a pain in my back brain, and finally become financially free overnight by turning into a GOAT investor who consistently beats the stock market and lives the life. I even bought this book. I complained and cursed to anyone who’d listen too, because peace of mind turned to fear and fear to stress and stress sucks.

But then I remembered that I really like teaching, working with kids, my school, colleagues, and my principal who helped me create my flexible seating classroom and is always supportive. She came through this time as well and found a way to pay her science teachers for 40 hours of summer curriculum work. I know there are many school districts where teachers are forced to do this work for free and it blows and they are justified in their resentment of such disrespect.

I have no control of what district admins will do and what they do pisses me off sometimes. But since I have no control over them I chose to focus on what I can control, which is learning how to use this phenomenon-based thing. So I did and I started using PhenBL.

Here, I share how I interpret and use Phenomenon-Based Learning. I hope you find it helpful. This post is meant to help you figure out how to keep track of what students need to learn during the course of a PhenBL lesson - how to create a plan that will help you guide your students as they investigate on their own.

The main premise of PhenBL is not to give students any answers but have them find the answers for themselves and for teachers to mindfully guide them toward these answers. The “answers” are all of the concepts you want students to learn dictated by the learning standards you must follow. Phenomenon-Based Learning done right can help students avoid shallow learning as it stimulates diving deep into the lesson topics to find more thorough understandings.

planning for More complete learning using Phenomenon-Based Learning

Start with one core idea and make a quick concept map or an outline that breaks this idea down into main supporting ideas and the facts about them.

The core idea

This is the key concept or the essential question that translates the learning standard to something normal humans can understand. This is the big understanding that requires putting together multiple other understandings to be fully understood.

High School US History: Reasons for the United States Entering WWII

Middle School / High School Earth and Space Science: How Do Different Minerals Form?

The main supporting ideas

These are the few main ideas that provide major facts about the core idea. This could be a list of reasons for the core idea.

US History: Reasons for the United States Entering WWII (CORE)

  1. The Japanese Attack on Pearl Harbor

  2. Japanese Control of China and Asia

  3. Germany's Aggression and Unrestricted Submarine Warfare Sinking U.S. Ships

  4. Fear of German Expansion and Invasion

Earth and Space Science: How Do Different Minerals Form?

  1. Precipitation

  2. Volcanic Processes

  3. Metamorphism

  4. Weathering

  5. Organic Deposition

The Facts

These are various important truths or basis students learn as they investigate the phenomenon. These facts lead them to uncovering the main supporting ideas for why the phenomenon happens, and ultimately learning the ins and outs of the core idea.

US History: Reasons for the United States Entering WWII (CORE)

  1. The Japanese Attack on Pearl Harbor: Why did they attack? Why is Pearl Harbor important? What was the US initial response?

  2. Japanese Control of China and Asia: How did they gain this control? Why does US care?

  3. Germany's Aggression and Unrestricted Submarine Warfare Sinking U.S. Ships: Why are they provoking the US? How long has this been happening and why did US hesitate to respond? How does this affect the US economy and world standing?

  4. Fear of German Expansion and Invasion: What are the global consequences of this? How does it affect the US? Is Germany even capable of attacking the US mainland?

Earth and Space Science: How Do Different Minerals Form?

  1. Precipitation: Explain this process. Types of precipitation. Factors involved. Examples of minerals that form.

  2. Volcanic Processes: Explain this process. Intrusive vs Extrusive. Factors involved especially heat. Examples of minerals that form.

  3. Metamorphism: Explain this process. Types. Factors involved especially heat and pressure. Examples of minerals that form.

  4. Weathering: Explain this process. Factors involved. Examples of minerals that form.

  5. Organic Deposition: Explain this process. Factors involved. Examples of minerals that form and organisms that are involved.

This is the stuff you want your kids to learn - the core idea, the short list of main reasons that support it, and the details about each - as this creates a more complete picture; as opposed to leading students to regurgitation of facts on the test they will forget shortly after the test. You know, the status quo.

Chances are you are already doing a version of this when planning lessons or units of study, because it involves nothing more than backwards design - figuring out the unit, or the lesson takeaways first - followed by planning the activities that help students learn these takeaways and assessments that prove they’ve learned this content.

Then, you create a storyline. A carefully chosen phenomenon begins the story. The activities that follow are parts of the storyline and the performance assessments culminate it. But let’s use the KISS method - one thing at a time, ‘cause easy does it. Till next time.

Did you find this post helpful? The next one will dive into Choosing a Phenomenon. Sign up for my Teaching Tips, Resources, & Ideas Newsletter to get it when it drops. It’s totally free.

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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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