Forget the scientific jargon. This is a model for the practice! Works perfectly, if carried out properly!

1. P H N
M N N
P H E N O M E N O N B A S E D L E A R N I N G
O N E M O D E L T O T R Y W I T H I N S C H O O L S

2. P E T T E R I R O I H A
@p e t t e r i r o i h a
p e t t e r i . r o i h a @ e d u . h e l . f i
s p e c i a l e d u c a t i o n t e a c h e r
M. Ed.

3. B A C K G R O U N D

4. In Finland, the new curriculum determines the topics
for each grade
- The aim is that students get at least two opportunities to participate in
phenomenon-based learning
- The phenomenon-based learning modules cover all subjects and they are carried out in
cooperation with teachers of different subjects and with partners. Pupils participate in
the design of learning units and in the choice of work methods and evaluation.
- Phenomenon-based learning will promote the necessary broad knowledge and
transversal competence in the future as well as the core skills needed in society and in
the future work life.

5. Exploratory phenomena...
- In phenomenon-based learning, the goals and contents are derived from the goals of transversal
competence and subject areas. The working method is exploratory and utilizes as many experts
(teachers, experts, guardians, students themselves) as possible, as well as methods and sources in
the disciplines.
- Phenomenon-based learning is a communal process that builds together understanding of the
phenomenon under consideration, of the concepts studying and of the goals to be pursued. The
learning process includes planning, various learning assignments, assessment and guidance.
Different flexible teaching arrangements are used in the study, and it also allows students of
different ages to work together. Each student can proceed according to his / her own abilities, he /
she gets significant assignments in the joint learning process, feels his or her own part important
and commits to a goal-oriented learning process.

6. P R A C T I C E

7. Necessary steps for school’s staff
1. Setup an environment for students to decide, which will be the phenomenon
that will be explored.
2. Specify the time the phenomenon will take.
3. Teachers divide themselves into each class level to participate with. Not all
same subject teachers with one class level. Each grade level is entitled to get
as much of experts as possible.
4. All grade level teacher groups get together to plan the entire course (timeline,
student impact, assessment, portfolio etc etc). Every teacher creates five
lessons concerning the phenomenon (we will return to this soon, keep this in
mind!).

8. (Perhaps) The most important step!
Nominate 2-3 teachers to maintain phenomena’s digital learning environments and digital
portfolios!!!
1. This will give peace of mind to the other teachers.
2. Students and teachers can rely that the learning entity goes well and as planned.
3. These maintaining teachers should be (tutor-teachers or teachers with steady
ict-knowledge).
4. This will help the course to function well without any digitalization stress to interrupt any
learning flow.
5. ICT-maintaining teachers have the opportunity to educate other teachers to get
comfortable with digital tools.

9. With the phenomenon topic chosen, let’s make the
students work.
1. Each grade level and teachers assigned to work with that level get together.
2. Students and teachers discuss the possible contents of the topic.
3. Teachers (or other experts) present their 5 different subject approaches to the
phenomenon. Students decide democratically 1-3 approaches, which they
want to take part in. The presenting teacher prepares to teach these contents
throughout the phenomenon.
4. Students and teachers create the schedule together according to the chosen
content.
5. Students and teachers determine the goals that they aim towards.

10. P H E N O M E N O N

11. Good guidelines
1. Get out of the school building as much as possible.
2. Go to genuine places to learn.
3. Work together so that the focus of the course is always clear, and everything
done is on a path to the course goal.
4. Use a lot of group assignments! Make the kids work together and solve
problems and issues together.
5. Create a digital portfolio of the phenomenon. BYOD!!! Not to advertise, but
Google Classroom IS THE BEST for this task.

12. A S S E S S M E N T

13. Assessing student progress
1. Creating a digital portfolio makes assessment a lot easier and more effective.
2. Assess everything!
3. Encourage the students to self-evaluate.
4. Encourage peer evaluation.
5. The student receives feedback during the learning process and the
competence demonstrated by the student is taken into account when verifying
vocabulary or numerical grade.

14. M A K E I T F U N and
N O T S O S E R I O U S !
I f y o u h a v e a n y q u e s t i o n s o r c o m m e n t s,
p l e a s e d o n o t h e s i t a t e t o a s k !