Phenomenon-based Learning Spurs Phenomenal Engagement

The March 2018 issue of the Science Teacher is focused on a concept that I can really get behind – using (natural) phenomenon to frame lesson plans and enhance student engagement/learning. As the field editor, Steve Metz, implies, phenomenon-based learning (PhBL) can increase relevance in lesson plans and provide students a story to embrace as they mentally wrestle with more abstract, theoretical concepts. Metz writes: ‘…instruction begins with interesting phenomenon that serves as the anchor for learning, providing context and relevance.’ As I’ve noted on a number of prior occasions in this blog, relevance is a (the?) key to engagement with the 21^st Century learner. Having used the power of real-world application in lesson plan design and watching students embrace the material, I can attest to the value of having something that’s relatable and relevant to the learning. They’re far more willing to engage when they have a compelling story to get behind than if more traditional approaches are employed.

Metz points out in his editorial summary a number of tips for selecting and implementing PhBL in curriculum design. He suggests adjectives like real, attention-getting, and thought provoking when describing ‘good’ phenomenon to consider. I would also key in on relevant. Pulling a page from this playbook, for the past year Envision has been working on our summer 2018 program curriculum. Two program examples really highlight our commitment to using this strategy. Our alumni version of Pathways to STEM elementary school program will be focused on natural disasters as their curricular theme with all program elements tying back to the student team’s ability to manage the impact of a natural disaster on a community. Looking back over the last year, few in the United States were not touched directly or indirectly by a major natural event; hurricanes in Texas and Florida, wildfires and mudslides in California, record snow events in the north east – by tying curriculum to something that students find relatable, achieving the desired outcomes is easier.  In addition to Pathways, Envision’s middle school STEM program (Explore STEM) has adopted the colonization of Mars as its programmatic theme. While admittedly a few million miles further away than natural disasters on earth, the topic is extremely relevant (with the a new version of the space race materializing between Elon Musk and Jeff Bezos (as well as many governments world-wide)). What better way to get students to learn nuances in our systems, such as criminal justice, healthcare, etc., here on earth than to have them propose ones that should be adopted by a colony on Mars?

The Science Teacher piece goes on to provide some additional suggestions on level of depth (not too complicated, not too easy); age-appropriate; fitting the time allotted (not too easily researched on the internet but not too opaque as a clear direction can’t be established); and broad enough to be meaningful to ‘all’ students in the cohort. The author provides some great suggested resources for designers to consider as they look to onboard this strategy. #project-phenomena is highlighted as an ‘ever-expanding database of richly illustrated and annotated phenomena…” It’s a great resource that is wide-ranging in its subject matter; from car crash scenarios to chemical reactions, it outlines something for everyone.

Finally, one of the best pieces of advice in the piece is provided last – and ironically, it’s really highlighting what you should do first – put application (or phenomenon) before theory.  As I think I’ve mentioned in previous blog posts, I’m a forensic scientist by training. A good example of application before theory, using my background, would be to start a lesson on either trigonometry or physics by having students study the impact of falling (artificial) blood droplets from varying heights at varying angles. Point of convergence (the 2D place in a room where a bleeding event initiated) and/or area of origin (the 3D equivalent taking height into account) can be used to help students grasp why the theory and science is important (as they can clearly see the value and relevance of the application). While not technically a phenomenon, I hope this basic example can give you a quick visual on how to build out one of these lessons.