Teachers can harness PBL, in any of it's iterations, to
initiate student directed learning across disciplines.
Please remember that I am going to put some observations here through the lens of a U.S. teacher. I will try to formulate my thoughts in a way that is inquisitive and appreciative of the societal differences and expectations. Throughout this post you will see images and videos that were recorded of staff and students. These have been shared with permission.
On my 24th day in Finland I observed a 6th grade class at Tulliporti Normal School. I was introduced to the Phenomena Based Learning method. On day 78 I again find myself observing a course of similar design but this time the students are at the University of Eastern Finland. In both observations and following conversations with the educators I am struck by the similarities to Problem or Project Based learning that I am familiar with in the United States. I love the concept and have designed lessons around various aspects of these models. However, I also understand the limitations, it takes time to organize effectively and students needs to have clear destinations and directions. They also need freedom to find their conclusions and to justify them. Which means I need to trust my students as they navigate what can be a lengthy process.
The theme for the 6th graders was "World". Each small group was given a country to explore and complete their project on. Teachers had designed tasks that must be completed throughout the project. The tasks aligned with core competencies in everything from math to geography to art. Students were given freedom to research and design their final product in a way that allowed them to explore their interest in that country. The 6th graders would spend two months researching and creating a final product that showcased where their curiosity about that country had led them. The value isn't just in the content they discovered, I would argue the greater value is in the path to discovery. Students had to research, communicate, manage time, evaluate their findings, make adjustments, learn to provide and receive constructive feedback. In other words the lesson is about functioning as a contributing member of a team and in the process they learn valuable facts about the world and the communities that reside here.
A student describes how she knows what tasks she needs to complete with her group.
This looks a little different in the class at UEF where the Learning and Work Environment Design students were meeting for a 6 hour class. They were presenting their housing designs for feedback. The last time I saw this class they were given the specific conditions they needed to consider when designing their homes. Today they presented what they had done so far, answered questions and received feedback from their classmates and the professors. The students will then go back and meet in their groups (on their own arranged time), revise their designs and write up a professional essay on the design and the research into best practices that influenced that design. In addition to design aspects to meet a family's needs they must investigate housing codes, materials, and the specific limitations the family may have amongst other factors.
I enjoyed seeing students take this project in different directions. In addition to interviewing experts in the area of the disability, some students talked to family members or actual people the disability they were researching was currently affecting. In addition they looked up building codes and used various resources within their communities to design their spaces. One group pulled a house design from online and asked the class what they would change about it given their own prior knowledge on the accommodations needed for someone with their assigned disability. Then the class shared their thoughts and the presenters were able to explain what they learned and how they redesigned the space. This was an excellent way to engage all students!
This course is similar to some we have in the U.S. (both at college and high school level) and listening to the students give each other feedback and share how they acquired their background knowledge to designing these spaces was phenomenal. Students in this course are not only learning about design but think about all the knowledge they will have about making a space accessible for their students or community in the future. This is a great example of Phenomena or Project or Problem Based Learning. I keep thinking about all the skills these young people are learning from this endeavor!
After the class I was able to chat with professors about the course design and we discussed some of the strengths of the course and areas for improvement. One of the course instructors shared how she had taken the course when it was first offered. She has used the information she gained as a student of the course in her life. For example she is now working with architects to create the best possible learning environment for her students in a new building.
I was curious why part of the project didn't involve costing out materials. I was told they hadn't quite figured out how to make that happen since actual construction costs vary so much, especially when it comes to accommodating disabilities. Access is not equal and finances play a role in how you can accommodate needs. My suggestion was to have students cost out the materials in one room creating a chart comparing the most sustainable options versus the more affordable options. This would allow students to reflect on the accessibility of sustainable solutions while also giving them a chance to consider the costs associated with housing design. The professors seemed to like this idea as it was something that would add value to the project and additional skill attainment without being overwhelming or unattainable, like costing out the whole house with building materials, etc.
I believe in the value of PBL in it's many forms. I am hoping I can begin designing a lesson, incorporating the idea, as part of my final Fulbright project that allows students to explore their motivations to pursue a career in the future. I would love to hear your thoughts!
Sources:
Sam Northern, Fulbright DA Teaching Finland 2018. P3BL: Problems, Phenomena and Passion https://files.eric.ed.gov/fulltext/EJ1207790.pdf
Finland Board of Education: Handicraft learning and work environment design guide https://www.oph.fi/fi/koulutus-ja-tutkinnot/perusopetus/kasityo-perusopetuksessa/kasityon-oppimisympariston-suunnitteluopas
The author of this website/blog/etc. is a participant of the Fulbright Distinguished Awards in Teaching Research Program (Fulbright DA), a program sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) with funding provided by the U.S. Government and administered by IREX. The views and information presented are the participant's own and do not represent the U.S.
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