phenomenon based learning v1
TRANSCRIPT
“Education is not the learning of facts, but the training of the mind to think.”
Albert Einstein1879-1955
PhenomenonBasedLearningPAVITHRALAKSHMINARAYAN
Bio
AgendaWhatisPBL
3Dlearningapproach
Howisdifferent
PBLframework
PBLprocessineachoftheframework
CasestudyforgradesK– 2,3- 5,6- 8and9-12
Conclusion
Phenomenon
PlanetsRevolvearoundStarsvs.
Mercury’sorbittravelsacrossthesunin2012,2016and2019
Afactorsituationthatisobservedtoexistorhappen,especiallyonewhosecauseorexplanationisinquestion.
Shiftinsciencestandardscallsfor:
Investigate,evaluateandreasonscientifically– scienceinstructionshouldintegratethepractices,orbehaviors,ofscientistsandengineersastheyinvestigatereal–worldphenomenonanddesignsolutionstoproblems.
Applycontentknowledge– broadimportancewithinoracrossmultiplescienceorengineeringdiscipline.
Connectideasacrossdisciplines– todevelopacoherentandscientificallybasedviewsoftheworld,theyhavetomakeconnectionsacrossthedomainsofsciences.Crosscuttinghaveallapplicationsacrossalldomains.
Dimension1– Science&EngineeringPractices1. Askingquestions(science)&definingproblems(engineering)
2. Developingandusingmodels
3. Planning&carryingoutinvestigations
4. AnalyzingandInterpretingdata
5. Usingmathematics&computationalthinking
6. Constructionexplanations(science)anddesigningsolutions (engineering)
7. Engaginginargumentfromevidence
8. Obtaining,evaluating,andcommunicatinginformation
Dimension2– Disciplinarycoreideas1. PhysicalSciences– Matter,motion,waves
2. LifeSciences
3. Earth&SpaceScience
4. EnvironmentScience
5. Engineering,TechnologyandApplicationsofscience
Dimension3– Crosscuttingconcepts1. Patterns
2. CauseandEffect
3. Scale,Proportionsandquantity
4. Systemandsystemmodels
5. Energyandmatter
6. StructureandFunction
7. StabilityandChange
FrameworkforK- 12
Source:NationalAcademyofSciences
Howisitdifferent?• In our regular learning
framework, students gainknowledge and comprehend it,apply to real life scenarios,analyze and synthesizeinformation that relates todifferent concepts/subjects theyare learning.
• In PBL, the student starts with thereal life scenario, identify, analyzedifferent subject links,understands the gaps, seeks outthe knowledge and try tocomprehend the links andsynthesize thewhole information.It is a form of holistic teachingand way to show integration ofsubjects.
ProcessinPBL
ExploretheAnchor
Phenomenon
MakesenseoftheAnchorPhenomenon
Identifyrelatedinvestigativephenomenon
Developsquestions&next
steps
Exploreinvestigative
phenomenon tomakesenseoftheanchorphenomenon
Communicatescientificreasoningaroundtheanchor
phenomenon
Howdoeslighthelpmeseethingsandcommunicatewithothers?
Whatdoweseeinaroom?Whathappenswhenitisdark?
Howcanwemakethisroomalldark?Canweseethingswhenitisdark?howaboutbeinginsideacavewithoutlight?Therearesomematerialswhichallowslighttopass
through,somedoesn't.Whatarethesourcesoflight??
Whereisitusedforcommunication?Designasolutiontocommunicatewithagroupofstudentsacrossthehallwayusinglight.
Draw&labelpictureshowingatimethatsomeonewouldwanttoblocksunlight.Draw&labelwhatmaterialcouldbeusedtoblock.Howwillyoutest ifthetoolisreallyblockingthesunlight?
ProcessinPBL
ExploretheAnchor
PhenomenonUnit Level
With Instruction &guidance ,theyshouldbeable tofigure outhow andwhythe
phenomenon works
Hasrelevant data,imagesand text tostudents inthe range
ofideas
Multiple cross cuttingconcepts
MakesenseoftheAnchorPhenomenon
Students mayaskquestions/pose Evaluatethe question
What arethecauses/How afewthings influence
Identifyrelatedinvestigativephenomenon
Lesson Level How students aremakingsense
Theyhaveto applythepractice to understand
Has relevant data,images, text toengage
students
ProcessinPBL
Developsquestions&nextsteps
Howtheresourcessupport3Dlearning?
Whatstudentsaregoingtolearn?
StepbyStepunderstandhowthephenomenonworks
Explore investigativephenomenon tomakesenseofthe
anchorphenomenon
Reviewthe unitswithcrosscuttingconcepts
Howisithelpingthestudentsto
understandthecoreideas
Communicatescientific reasoningaroundtheanchor
phenomenon
Howreflectionquestionsconnectedtotheperformance
expectations
Applyandcommunicatewhy
theanchorphenomenonoccurs
Group- AnchorPhenomenon
Whyaresomethingshardandsomethingssoft?
GradesK- 2
Whydoyoufeeltheburnwhenyoutouchahotobject?
Grades3- 5
WhyistheStatueofLibertyGreen?
Grades6- 8
Despite fluvaccination,youdoseefluepidemics happeneveryfewyears.Why?
Grades9- 12
FrameworkØ AnchorPhenomenonØ SynopsisØ Whatstudentswillfigureout
Ø IdentifyrelatedinvestigativephenomenonØ DevelopquestionsandnextstepsØ LessonquestionØ LessonperformanceexpectationØ WhatstudentswillfigureoutØ CrossCuttingdisciplinesØ OtherSubjects
Ø ExploreandmakesenseofanchorphenomenonØ MethodstoCommunicatethereasoningandfindings
PBLhelpsin• Movingtowardsthreedimensionallearning
• Itworkshighlyonthestudent’scognitiveprocessastheycancomewiththesetofquestionswhentheanchorphenomenaisbeingdiscussed.
• Addressingdiverseneedsinchildrenbychoosingthetopicoftheirlevel.
• Helpsincomplimentinganytypeofclassroom– beitflippedormakerspace,anchorquestioncansparktheircuriosity.
• Studentsareabletoidentifyananswerto"whydoIneedtolearnthis?"beforetheyevenknowwhatthe“this”is.
• Designingsolutionstoproblemsallowstudentstobuildgeneralscienceideasinthecontextoftheirapplicationtounderstandingphenomenaintherealworld,.
• Collaborativeworkinteams
PBLhelps• Itisthephenomenonplusthestudent-generatedquestionsaboutthephenomenon
thatguidesthelearning.Thepracticeofaskingquestionsoridentifyingproblemsbecomesacriticalpartoftryingtofiguresomethingout.
• Studentsalsomightaskquestionsaboutaphenomenon thatmotivatealineofinvestigationthatisn’tgradeappropriate,ormightnotbeeffectiveatusingorbuilding importantdisciplinaryideas.Teacherguidancemaybeneededtohelpstudentsreformulatequestions.
• Highlighthowscienceideashelpusexplainaspectsofrealworldcontextsordesignsolutionstoscience-relatedproblemsthatmattertostudents,theircommunities,andsociety.
• Canusemultipleformstocommunicatetheirlearning.
Howcanitbeadopted• CurriculumAdaptation- Whatnewideasoccurtoyou?Lessonplansareyour
originationpoint.
• Refinementofexistingstrategies
• Notallphenomenaneedtobeusedforthesameamountofinstructionaltime.Youcoulduseananchoringphenomenonortwoastheoverallfocusforaunit,alongwithotherinvestigativephenomena.
• Youmayalsohighlighteverydayphenomenathatrelateinvestigativeoranchoringphenomenatopersonallyexperiencedsituations.Asinglephenomenondoesn’thavetocoveranentireunit,anddifferentphenomenawilltakedifferentamountsoftimetofigureout
• Clubsafterschoolcouldbeforteachersaswell– innovationinpractices
Howitcanbeadopted
Source:nextgenscience.org
Appendix
Resources• https://www.nextgenscience.org/search-
standards?keys=matter&tid_4%5B%5D=All&tid_1%5B%5D=All&tid_2%5B%5D=All&tid%5B%5D=106
• https://www.nextgenscience.org/sites/default/files/AllTopic.pdf• https://www.nap.edu/read/13165/chapter/2
• http://www.nextgenstorylines.org/how-does-light-help-me-see-and-communicate/• https://www.noodle.com/articles/phenomenon-based-learning-what-is-pbl• http://www.hhmi.org/biointeractive/virus-explorer
• https://globalgtchatpoweredbytagt.wordpress.com/2017/03/13/phenomenon-based-learning/
• https://www.nextgenscience.org/sites/default/files/Using%20Phenomena%20in%20NGSS.pdf
ThankYou