“Education is not the learning of facts, but the training of the mind to think.”
Albert Einstein1879-1955
PhenomenonBasedLearningPAVITHRALAKSHMINARAYAN
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
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
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