Phenomenon Based Learning (PhBL) is a multi-disciplinary form of learning that approaches a topic (phenomenon) initially from a bird's eye view. PhBL was developed as a means to address the growing need for learning experiences which encounter and solve real-world issues while being aligned to 21st century skills. The topic or concept is deconstructed into distinct yet interdependent aspects. The learning then spirals full circle to encompass the topic or concept holistically.
PhBL SPOTLIGHT: Learning From the Past
We are SO thrilled to share this PhBL concept that emerged from a design team collaboration here in Washington State as we support the opening of Cascade Charter School. Our design team developed multiple concepts for PhBL experiences before involving students and community members in selecting the most relevant concepts and contributing to their continued development for what will become the 9th grade PhBL curriculum.
We hope these concepts will seed some ideas with you!
Phenomena:
Cycles (short term / long term) v. linear time
Identity / Place
Indigenous v. industrial
Childhood / Adulthood
Rites of Passage / Coming of Age
Guiding Question(s):
What can we learn from indigenous peoples?
What can we learn from the past to inform us as we move forward?
Who am I?
How can our identity inform our present-day community/region/country/decision making?
Possible essential/driving questions:
Who am I?
Who do I want to become? (or - How do I want to evolve?)
Who are we? (family/community, social/political/religious structures)
What is my/our role in the community… nation… world?
When are you an adult? (biological, social vs. political, legal)
How do you know you’re an adult?
What’s a good adult?
What happens to adults?
Do some groups have to grow up/adult faster than others?
Enduring Understandings
First, in the 9th grade we want our students to explore themselves in relationship to community… in the 10th grade we will work to understand how our identity relates and overlaps to other collectives or groups.
Culture is not monolithic, there are collective and individual frameworks in culture, community, and identity.
Culturally responsive education/community/society knows there are both going on
Context Anchors:
Religious texts
Books:
The history of precision
Section on “time keeping”
Visit reservations
Duwamish storytellers
Story Corps episodes
Creation myths
Fables
Rights of passage
Cultural sensitivity training
Densho Project
Volunteer @ nursing/assisted living homes
Tangibles:
Interview: questions/recording
Text analysis
Biography
Compilation of oral history/research on website
“I Am” poems/poetry unit
Standards:
Science: genetics, epigenetics
ELA: speaking/listening, writing process. themes, poetry
Social Studies: Regions, culture, migration, government systems
Sociology/Anthropology
Web design/other tech
Adult World Connections:
New Zealand Maori
Oral histories from community
Anthropologists
Personal narratives/examples
Librarians
Truth/reconciliation movements in Canada/Maine
Historians
Website designers
Tech guru
