The Teacher’s Role in Finland's Phenomenon-based Learning (kqed.org)

 

At the Hiidenkivi Comprehensive School near Helsinki, Finland, students don’t spend all their time learning what other people have discovered. They set out to discover new things on their own.

The students do this through nine-week long, interdisciplinary projects that the Finnish call “phenomenon-based learning,” a term coined by the country’s National Agency for Education.

Phenomenon-based learning is a lot like project-based learning, a more familiar term in the United States. Both prioritize hands-on activities that give students control over the direction of the project and both emphasize assignments that relate to the real world. They also emphasize student mastery of transferrable skills rather than a narrow set of facts identified by teachers. This gives kids more freedom to explore topics they find most interesting within a broad project theme. But in Finland, phenomenon-based learning is nonnegotiably interdisciplinary, something that can get left out of projects in the U.S. And it must be driven by students’ own questions about the world, something central to another “PBL,” problem-based learning.

To read more of Tara Garcia Matthewson's article, please click here.

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Amanda Ridley’s 2013 book, “The smartest kids in the world and how they got that way....”, created a short term US interest in the Program for International Student Assessment, PISA.

Visits by academics to countries, like Finland, followed.

Details are fuzzy... but one US visitor inquired of a host teacher: “What is the subject for today?” Her response.. “Pythagoras”. “Oh, you mean they will learn the Pythagorean Theorem?” The hostess responded... “No, they will discover it.”

When a student “discovers” a tool, math or any another, I think they “own it”. It is the equivalent of owning a hammer and having heard of one.

Charles Bagwell

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