16th June 2017 1:00
By Blue Tutors
Alongside its traditional, subject specific classes, like maths or history, finish pupils now take another much broader class aimed at linking the subjects together. First introduced in some schools in 2015, so called phenomenon based learning has taken off and the world, as usual, has taken note of Finland’s latest teaching methods.
What is phenomenon learning? In these classes, students learn based on topic, not content. That means an issue or area of interest is explored from all angles, bringing in understanding from different areas of the subject based teaching syllabus, much in the same was as any job or real-life situation would require you to. For example, energy; this topic cane be looked at in terms of physics, its relevance to human kind, the economics and industry of energy, ethical questions of energy distribution and sourcing, historical sources of energy and energy use… the list goes on. The key is that it is a complex topic, very relevant in today’s society, which cannot be fully understood by looking at one aspect alone. Other topics studied include the European Union, media and technology, and water.
Teaching by example is done to contextualise information students are learning in school, one of the major criticisms of the learning style we are used to. By drawing links between subjects and showing how understanding of abstract topics like maths can be used in the wider world, these lessons aim to deliver a deeper understanding and useful learning of the material taught in ordinary classes. It also introduces different types of assignments, learning styles and environments, providing opportunities for problem solving, project and inquiry learning.
The entire process stems from formulating a question, formulated by the students themselves, making them more engaged with their studies. By working in teams to come up with the problem and then to find relevant information to solve it, this method is strongly routed in sociocultural learning. These classes are also highly reliant on technology, for research and also in terms of deliverables; while most schools make the most of interactive whiteboards and video, some schools even have 3D printers for these assignments. The takeaway for the students is therefore not only the topic at hand, but transferable skills like communication, research, technology and cultural understanding.
Finland is regularly at the top of the Pisa league tables, despite its short should days and terms, and late start at seven years old. They say that continuing to innovate in the approach to formal learning is vitally important in the digital age, “where children are no longer reliant on books and the classroom to gain knowledge”. Many other countries are taking note, but it has not yet been adopted din the mainstream anywhere else. Time will tell what effect this change has on finish students’ academic performance and educational satisfaction, but it looks like they will be well prepared for the real world’s challenges.