Phenomenon based learning in pakistan

Phenomenon Based
Learning in Pakistan
Why there is a need of phenomenon based learning in Pakistan and
how it can be implemented?
By : Mahnoor Amin
Instructor : Syed Abdul Basit
Course : Technology , Innovation and Strategy
Institute: Institute of Business Management
Monday, April 17, 2017
1

Topics to be discussed
• Education System in Pakistan
• Set backs of syllabus in Pakistani Schools
• Major Differences in the two types of Pakistani school syllabus
• Why there is a need of Phenomenon Based Learning in Pakistan?
• What is Phenomenon Based learning?
• Phenomenon Based Learning by Pasi Silnder
• Finland to be the first country adopting Phenomenal Based learning in education
system
• Why it is Important?
• How it can be implemented in Pakistan?
• Steps to endorse Phenomenon Based Learning
2

Education System in Pakistan
• It is authorized in the Pakistani Constitution to provide
compulsory education for all the children aging 3 years
to 16 years for free, and increase adult literacy.
• The education system of Pakistan is comprised of
260,903 institutions and is facilitating 41,018,384
students with the help of 1,535,461 teachers. The
system includes 180,846 public institutions and 80,057
private institutions. Hence 31% educational institutes are
run by private sector while 69% are public institutes.
Source :http://www.ipripak.org/
3

Education System in Pakistan
• In Pakistan there are two types of schooling systems
that can be found in Public sector.
• “Urdu medium schools” and “English medium
Schools”.
• In private sector mostly “English medium Schools”
are found.
• In Pakistan, language is considered among one of the
differences in Urdu and English medium schools in
education sector but there are many factors that
contribute in making Pakistani system of education a
weak system.
4

Set backs of Syllabus in Pakistani Schools
In Pakistan the syllabus followed by many schools is very weak and does
not build any competency in the students. Where as , in other countries of
the world like China, Brazil and Germany very effective syllabus is
followed.
• The syllabus is usually memory based and students have to memorize
many topics in one year in order to clear the final exam.
• Marking of the exams is also done on how much one child is writing in
the exam.
• Quality of the answer is neglected.
• There is no other of measuring the students’ capacity of learning, other
than written exams.
5

Major differences between the two types of
primary School syllabus
Effective Syllabus Old Style Syllabus
Broad Objectives Competency development Rote memorization
Targets (specific objectives) Set of skills clearly defined by the
developers (Publishers) of the syllabus,
these standards should meet the
international guide lines
Reproduction for the sake of good
grades
Activities Focused on practice, thinking and trying Taking notes, underlining answers in
the book
Assessments Checks reading comprehension from
unseen passages, creative writings,
analyzing, evaluating
Reproducing the memorized text.
6

Why there is a need of Phenomena
Based learning in Pakistan ?
7

What is Phenomenon Based Learning ?
• Phenomenon based teaching and learning use the natural curiosity
of children to learn in a holistic and authentic context. Holistic
real-world phenomena provide the motivating starting point for
learning, instead of traditional school subjects. The phenomena
are studied as holistic entities, in their real context, and the
information and skills related to them are studied by crossing the
boundaries between subjects. Phenomena are holistic topics like
human, European Union, media and technology, water or energy.
This enables students also to learn 21st century skills like critical
thinking, creativity, innovation, team work and communication.
http://www.phenomenaleducation.info/about.html
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Phenomena Based Learning
by Pasi Silnder ~who leads a project to digitalize education in Helsinki
“In Phenomenon Based Learning (PhenoBL) and teaching, holistic real-world
phenomena provide the starting point for learning. The phenomena are studied as
complete entities, in their real context, and the information and skills related to
them are studied by crossing the boundaries between subjects. Phenomena are
holistic topics like human [rights], European Union, media and technology, water
or energy. The starting point differs from the traditional school culture divided
into subjects, where the things studied are often split into relatively small,
separate parts (decontextualisation).
“Phenomenon-based structure in a curriculum also actively creates
better opportunities for integrating different subjects and themes as well as the
systematic use of pedagogically meaningful methods, such as inquiry learning,
problem-based learning, project learning and portfolios. The phenomenon-based
approach is also key in the versatile utilisation of different learning environments
(e.g. in diversifying and enriching learning while using eLearning environments).”
Source :https://bigpictureeducation.wordpress.com/2016/04/07/personally-meaningful-learning-through-phenomenon-based-classes/
9

The goal is to engage students directly in
creating their own learning environments
and to invest them in that learning by
allowing them to consider topics that
are important to them. This doesn’t mean
“traditional” classrooms disappear:
phenomenon-based learning is one of many
strategies Finnish teachers, respected as
professionals and trusted to pursue
successful methods, are encouraged to use
by the National Board of Education
Finland to be the first country adopting
Phenomenal Based learning in education system
10

Why it is important?
• Our kids are worth of phenomenal education! Our task is providing them
with the skills they will need in their future life. With the adequate
skills learners can success in life and build a good future for themselves.
• Pedagogical change is urgent, because the skills the learners will need in
the society and working life of the future have changed dramatically. In
addition, our knowledge of how human beings learn has also greatly
increased in the last few decades but pedagogy, teaching practices and
school structures have not really developed accordingly. Educational
reform is needed in order to provide learners with modern and relevant
skills and with genuine joy of learning.
Source :http://www.phenomenaleducation.info/about.html
11

How it can implemented in Pakistan?
There are various factors by which the traditional system can be
converted to phenomenal Based Learning System:
• The Government of Pakistan must make PBL mandatory for the
primary schools to focus.( Both Public and Private )
• The teachers and other staff should be provided training sessions
to learn about how to teach students according to PBL.
• Awareness campaigns should be done to promote the acceptability
of this system in the society.
• People should be discouraged to follow the traditional mechanism
of learning and also teaching.
12

Steps to endorse Phenomenal Based Learning
Step # 1 : On the first day of the course, break the class into groups and
then ask each group to come up with a topic for investigation. This process
would take a (structured) week, each unit would be given roughly a
month. The idea being each group could find something they were all
interested in knowing more about and they would have to do a little
preliminary research to make sure it is a broad enough topic. “Sexism”
would be too broad and some thought might lead students to “why aren’t
women paid equally?” The teacher might suggest aspects of history to
consider, but care must be taken not to press the students into a topic
already favored by the teacher. Each group will also make a written
proposal by the end of the week.
13

Step # 2 :The teacher then selects the order of the topics of study
for the term and begins gathering useful resources. They might
decide on aspects of the topic for each group to focus on as well,
using the proposals as a guide.
14

Step # 3 : For any given unit, the members of the group who picked that
topic would then disperse into the other groups as leaders for that unit.
The teacher sequences the unit and work with each group to structure the
project. Then each group with its leader investigates their aspect of the
chosen topic. The teacher’s job is to help the students overcome
difficulties in their information-gathering process, while not giving in to
the temptation to “give the students the answer.” After gathering their
materials, each group puts together an oral presentation and some other
“product” by the end of the unit, “Videos, Animations, Wikis, Mind-maps,
PPTs and Documents using online platforms like Google Classrooms,
Wikispaces, Storify, Flickr etc. to develop and demonstrate their
understanding of the phenomenon.” The final week of the unit is given
over to presentation and discussion.
15

Step # 4 :During the presentation week, students’ homework is self-
assessment (this is key, but I can’t fit any more on the back of this
matchbook). They explain their learning process, what they learned
and what they still want to know, using a rubric provided by the
teacher. They also evaluate their own pattern of work (what worked
for them and what didn’t) and their contribution to their team.
They consider what the project left them wondering about and what
they would like to study next. This way, students get into the
(natural) habit of investigating something interesting to themselves.
16

Thank You
17

Phenomenon based learning in pakistan

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