#20 Going Gradeless in the Traditional Classroom with Starr Sackstein (以實質的學習回饋取代傳統分數)

中文讀者歡迎到此頁,閱讀其中文版喔!

This episode is all about hacking assessments. If you have been thinking about changing assessment but don’t know how to do it, I hope in this episode, you can get some practical actions to take.   If you have never thought about changing it, this episode will give you a different insight. Today we are excited to have Starr Sackstein to share with her amazing hacks for transforming this paradigm. 

Starr Sackstein has been an educator since 2001 and left her role as the director of humanities in the West Hempstead Union Free School District to become a full-time consultant with the Core Collaborative. Starr was named an ASCD “Emerging Leader” class of 2016 and gave a TEDx Talk called “A Recovering Perfectionist’s Journey to Give Up Grades.” 

She has authored many books for teachers. For example , Teaching Students to Self-Assess,  Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School, Peer Feedback in the Classroom and the list goes on. Starr has traveled the world sharing ideas about assessment reform in Dubai and South Korea and is hoping to continue changing the system for kids everywhere.

Connect with Starr:
Facebook Twitter Website

Subscribe

Acast | Apple Podcast Google Podcast | Spotify | Stitcher | Youtube

Show Notes with Selected Links

Transcript

Please go to [here]

Reflections

  • Have you been frustrated with the struggles to give meaningful feedback?
  • How confident are you with your understanding of every student’s learning progress?

What can you do tomorrow

  • Guide your students with reflections after an assessment which can help you understand if the assessment is helpful. Few steps to take:
    • Ask students what they think the assessment is asking them to do?
    • Ask students what steps they took to complete it? How they overcame the struggles?
    • Students find the evidence to support the standards they achieved.
    • Students grade themselves by evidence
    • Reflect what they would do differently next time.

Song Tracks Credits

#19 如何培養特殊生的專注力與口語表達 – 小魚老師 (Tips for Teaching Focus and Oral Expression in Special Ed)

這集我們將聊聊幫助特殊孩子專注力和口語表達得實質方式。不知道司南聽眾們是否有接觸過較特殊的孩子呢?我本身大學時因服務性社團的關係,陪伴了一些特殊孩子一小段的人生旅程,也因此對這方面感觸很深。

這次很開心能邀請到怡蓉老師和我們分享她的教學。怡蓉老師又稱小魚老師,現任高雄市中庄國小不分類資源班導師。獲選高雄市109年度優良特殊教育人員。老師相信藉由教育,我們可以找到孩子深埋的能力。我會怡你為蓉,是怡蓉老師對每個孩子的期待。

追蹤小魚老師:臉書

訂閱聆聽 Subscribe:

Acast | Apple PodcastGoogle Podcast | Spotify | Stitcher | Youtube

本集大綱 Show Notes:

  • [1:21] 為何小魚老師接觸特殊教育是一個美麗的錯誤
  • [4:00] 特殊生有分哪幾類
  • [5:59] 小魚老師本身接觸的特殊生是哪幾類
  • [6:26] 學習障礙的定義
  • [7:38] 台灣如何鑑定學習障礙
  • [9:44] 小魚老師希望她的特殊孩子專注力可以如何改善
  • [11:26] 如何教導學習等待
  • [14:30] 為何利用提示卡而非直接口頭提醒
  • [16:28] 小魚老師分享羽球結合專注力訓練的課室設計
  • [23:47] 小魚老師對於特殊生的口語表達程度的教學目標
  • [26:23] 什麼是 Card Talk app? 如何使用它?
  • [31:30] 結合 Card Talk 於日常教學中的方式
  • [34:00] 過去幾年來,有哪一或兩本書深刻影響小魚老師的思維
  • [38:28] 如果小魚老師有個超能力,他最想要如何改變台灣教育
  • [41:05] 結語

回顧我們的教學 Reflections

  • 您如何提醒學生不妥善的行為呢?您會直接指名道姓地在課室中提醒嗎?

改變的一小步 What can you do tomorrow

  • 嘗試選擇一個球類運動,讓孩子每天花五到十分鐘練習。(專注力的培養)
  • 試玩 Card Talk ,一起與您的學生有效創造圖卡,增加更多有趣的表達工具。

音樂來源 Song Track Credits:

#18 Philadelphia 方法培養年幼讀者 – Elisa Guerra

這集我們將探索如何教導年幼孩子閱讀和識字。這次我們邀請到Elisa Guerra與我們分享她多年的教導經驗。

Elisa Guerra是Colegio Valle de Filadelfia的創辦人,Colegio Valle de Filadelfia是一所提供學前教育至小學二年級的學校,致力於幫助孩子發揮他們的潛能,此學校的模式已被其餘十一所拉丁學校複製。Elisa也是2015和2016全球優秀教師獎前五十名候選者,這項獎視為教育界的諾盃爾獎。

Elisa著作甚多,其中含括:暢銷於墨西哥亞馬遜的<利用Doman方法教導三歲孩子閱讀>、已翻譯於超過30種國家語言的<希望,你在哪兒?>(中文版),這是一本關於六個世界各地的孩子,因為瘟疫而面臨學校關閉。

追蹤 Elisa Guerra:
Facebook Twitter Website | Instagram

訂閱聆聽 

Acast | Apple Podcast | Google Podcast | Spotify | Stitcher | Youtube

本集大綱

踏上教學的旅程

Elisa在大學時致力於曾為一個作家,但是由於家境經濟困難,在進入社會後,選擇模特兒以扶持家裡。過不久,Elisa結婚生子,開始在家教導自己年幼的孩子閱讀。到了孩子進入學校生活後,Elisa發現學校並未完全發揮孩子的潛能,因此她決定自己成立托兒所。起初Elisa與十七個家庭合作,由於未有豐富教學背景,第一年的Elisa跌跌撞撞,但藉由理想的堅持,Elisa走出屬於她的教學道路。

什麼是Philadelphia方法?

Philadelphia方式的技巧源自於The Doman Method,不同點是Philadelphia方式在些微改變下,更適用於學校多人環境。以下是此方法的要點:

  • 呈現整個詞語而非單一注音符號,因為注音符號缺少了意義,所以孩子較難貫通。
  • 高頻率,短時間。
  • 合併相關詞語,例如:這禮拜教動物類,下禮拜教植物類。
如何結合Philadelphia方法於教學中

假設我們現在要設計一個適合三歲孩子的閱讀課程,

  • 首先,選擇他們已知道的詞語,例如在他們的戶外遊樂區,寫下他們會接觸的東西、動物名字或同學名字
  • 用紅色麥克筆將詞語寫在紙板上,一個紙板約十公分高,六十公分寬,一張紙一個單字,且每個卡後也有相同詞語。
  • 快速呈現單字,五個單字五秒鐘。每天三次同類組詞語但不同順序。例如,當你到一個學生面前時,你可以說: 哈囉,我有些給你的小驚喜,你看,這是狗、貓…等等,同時,你邊念邊呈現字卡給他們看。
  • 註記: 你不用考他們,不需要叫他們和一起念或甚至寫下來,漸漸地,當你在呈現這些字卡,他們自己就會在你念之前說出來。
  • 一組單字持續一個禮拜,下個禮拜可以換不同類型的詞語。
  • 如果想增加難度,可以將一些形容詞加入字卡,例如:粉紅色的豬
如何解釋詞語意義

在Elisa的課程中,強調圖與字的分開且永遠不會同時呈現給學生看,因為這樣只會分散他們的注意力。大多數的詞語也是他們已所知的,而非需要圖去做解釋,例入:他們天天使用的湯匙。如果想要教導他們未知的字且無法用實體呈現如獅子,你可以創造圖卡,但是展現圖的時段須與字的時段分開。

回顧我們的教學

  • 您如何教導您年幼的孩子了解字詞背後的意義呢?
  • 大多少您的學生喜愛閱讀?

改變的一小步

  • 當教導年幼的孩子時,您可以試試Philadelphia方式,把他們已知的單字寫在字卡上,短時間,高頻率的呈現給他們。

#18 Nurture Young Readers by the Philadelphia Method with Elisa Guerra (Philadelphia 方法培養年幼讀者)

中文讀者歡迎到此頁,閱讀其中文版喔!

This episode is all about cultivating our young readers.  I’m really happy to have Elisa Guerra joining me who is a well-known expert in early childhood development. 

Elisa Guerra is the founder and teacher at Colegio Valle de Filadelfia . It is a school for (PreK -9th), helping students achieve their fullest potential. Her school model has been replicated in 11 campuses and 5 Latin American countries. She was one of the  TOP50 finalists for the GLOBAL TEACHER PRIZE  in both 2015 and 2016. This award has been called the “Nobel Prize” for Teaching.

Elisa has authored many great books for teaching. For example,   “Learning to read at 3: Doman Method applied in the Preschool Classroom” . This book has been, consistently, first placed in sales in Amazon Mexico.  The most recent book of hers is Hope where are you? is the story of six children around the world who are experiencing school closures because of the pandemic. The book is free and has more than 30 languages.

Connect with Elisa Guerra:
Facebook Twitter Website | Instagram

Subscribe

Acast | Apple Podcast Google Podcast | Spotify | Stitcher | Youtube

Show Notes with Selected Links

Reflections

  • How do you teach your students to read? Do you use phonetic method? How do you connect meaning with words?
  • How many students of yours love reading?

What can you do tomorrow

  • Create your word cards for your students.
    • No pictures on the cards.
    • Present the pictures or the physical things to your kids to connect the meaning with words in other section.
    • Show the flash cards 3 times a day in short duration.

Transcript

Please go to [TBD]

Song Tracks Credits

What is your favorite idea from this episode? Please let me know in the comment section! 您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享!

測業駭客:十種在傳統教室拋棄分數的策略 Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School

作者簡介

思達,薩斯丹,從2001開始就致力於教育界,經過多年在紐約些所高中任教英文和新聞科,如今她離開教職於 the Core Collaborative 擔任全職的教育諮詢家。 思達最為人知的貢獻就是: “分數”在傳統教育的改革。以拋棄分數:一個完美者療癒的旅程為主旨,她站上 TEDx 的舞台,分享她顛簸的改革。 思達憑就她對教育的翻轉和創新,出版了許多著作,如:十種在傳統教室拋棄分數的策略、教導學生如何自我評量、如何協助學生給予同儕回饋等等。思達已在世界各國演講分享她對考試測驗的想法和創新,希望能改變更多孩子的教育品質。

書籍摘要

在擔任教職的前幾年,每逢成績結算期間,思達都深感沮喪,她不斷地問自己,我要如何利用這一個分數去表達孩子的學習情形,聰慧的孩子利用少許努力,拿到與大伏進步的孩子相同分數,掙扎地給己學生有意義回饋的思達,讓她了解這系統必須改變。學習測驗應是一個對話,讓孩子了解他們已知道什麼,他們尚未釐清什麼,或許更重要的是,他們需要知道如何改善且認知自我在其中的成長。書中思達提供十種她自己實施的有效方式,以下摘要幾種個人覺得切實的項目,如果您想要了解更多細節,請到此購買閱讀

改變學生對分數的心態

傳統分數的問題: 太多家長、老師和學生過度用分數來標籤學習狀態,分數簡單化一個學生的學習成就,把孩子分類在狹窄的盒子裡,分數散發的負面氣息降低孩子對學習的渴望。
您可以做的第一步: 與學生的溝通,改變孩子對分數的看法,教導成長性思維,例如改變您的詞彙,”你學到什麼?” 取代 “你得到幾分”,”回饋”取代 “分數”,”試看看其他方式” 取代 “你錯了”等等。這樣的改變你一定會受到家長甚至是學生的反抗,因為這是他們所熟知的模式,所以記住這是個循序漸進的改革。

與校方和家長的溝通

單槍獨打的改革是不會成功的,我們需要校方、其餘老師和家長的配合。說服時,利用專家學者的證據和臉書上倡導拋棄分數的教育學者為例,思達甚至開了一個YouTube帳號,讓家長可以從她的影片中得知教育相關資訊。

與學生合作

拋棄分數後,老師必然需花更多心力給予文字上的回饋,但是藉由學生互評,不但可以減抵老師的負擔,同時提升孩子學習能力。思達提供的實踐步驟如下:

  • 老師教導回饋的鷹架,你可以拿一個學習測驗為例子,領導學生如何提供正向、明確且實質的建議。
  • 把三到四個學生分為一組,讓他們成為某領域的專家 ,試著把不同程度孩子分為一組。
  • 給予不同的領域微課程,因為不同領域會有些微不同的鷹架。
  • 如果學生知道如何使用科技,教導他們使用Google doc留評語。
  • 實施一段時間後,與學生一對一對談,以瞭解這方式是否有幫助他們學習。

教導自我反省

反思是學習的重要環節,拿到了回饋,但未有反思的過程,學習是不會進步的。思達建議老師可以問學生: 用我自己的闡述,我會如何解讀這挑戰? 在完成這挑戰後,什麼學習目標會達到或是哪項表現達成這學習目的? 如果我有機會再重做一次,我會做那些改變? 以下是書中實踐模式:

  • 設計一堂課室,教導學生如何自我反省,給予鷹架和實例。
  • 讓學生寫下幫助反思的句子,並貼在教室中以當視覺性的小提醒。
  • 教導學習主旨和學習目標。藉此他們可以了解自我的學習是否有朝目標前行。
  • 反思成為每日一行。思達在每個課堂上,都留給孩子最後五分鐘自省。
  • 老師給於反思回饋。回饋實例: “你的總結很不錯,但你可以用更多例子來實證你的所學。”

教導自我評量

常常老師看到的並未是完整的藍圖,而且不可避免地,每個人都會有無意識的自我偏見。因此,提供學生管道去證明自己所學是很重要的。以下是書中實踐模式:

  • 與學生討論他們扮演的新角色,最終,伴隨者老師的支持,他們是自己分數的決裁者。
  • 提供鷹架引導學生自我評量。
  • 允許學生利用實證來自我評量。

個人心得

這本測驗駭客其實是駭客系列之一,駭客系列主張給予實質的策略,因此本書架構十分鮮明,每個策略從解說問題起端,引導實施步驟到最後面對反抗力量的技巧。我很佩服思達在書中耐心地對況傳統又頑固的系統,在未實施任何翻轉前,她有效地向各方相關人士溝通,以減少最大摩擦。我不知道這樣的方式是否可永續,畢竟老師花更多心力去給予建構性回饋。或許與學生的合作、教導自我評量和科技的輔助,能有效降低老師的工作量。

踏出第一步的改變是重要且關鍵的,沒有系統缺陷的認知和實質行動的付出,孩子將會拋棄學校。而且,這一步將會激勵更多人,帶來更多有效的變革。

深入了解

如果您對本書有興趣的話,歡迎到此鏈結購買

#17 以數位學習點亮英語教學 – 廖婉雯老師 (Light up English Teaching with Technology )

這集我們將探索如何結合數位學習於英語教學中。這次很開心能邀請到廖婉雯老師與我們分享她多年融合教育科技經驗,婉雯老師目前是臺北市大直高中英文老師,同時也是Apple傑出教育工作者和Google認證訓練講師,婉雯老師曾受獎無數,其中包括:台北市行動研究 翻轉英文 以科技創新教學 用數位點亮學習 優選 和臺北市 「百大菁英資訊科技應用 人才教育獎」等等。

婉雯老師對於一成變得教學感到不安,認為教學沒有標準答案,因此在多年的教學經驗中,他不斷精進自己,希望以身作則,激勵他的學生勇於嘗試。

了解更多婉雯老師的分享:Facebook  | 部落格

訂閱聆聽 Subscribe:

Acast | Apple PodcastGoogle Podcast | Spotify | Stitcher |Youtube

本集大綱 Show Notes:

  • [01:18] 老師接觸數位學習的轉捩點
  • [04:20] 學生的樣貌與以前有何不同
  • [06:25] 數位學習如何提升學生專注力
  • [09:34] 老師在課堂上希望學生在聽說上能達到的指標
  • [12:33] Flipgrid是什麼?如何利用Flipgrid幫助學生英文口語表達和課堂上使用的流程
  • [22:53] 老師需要花多少時間去引入一個新科技於課堂上
  • [28:17] 希望學生畢業後,他們在讀寫的程度是如何?
  • [33:05] 什麼是 Reading Journal? 老師在課堂前會用Pages 如何備課且在課堂中,學生會如何去使用
  • [37:42] 為什麼選 Pages ?
  • [40:21] 對於一個無法人人一平板的學校,您覺得學校老師有什麼其他方式可以引入數位學習嗎
  • [43:00] 老師平常會利用什麼媒介或是追蹤任何教育學者去得的數位學習靈感
  • [45:44] 如果老師有一個超能力去改變台灣英語教育,最想改變的是什麼
  • [48:08] 對於一個新進老師,老師最常給的建議是什麼

回顧我們的教學 Reflections

  • 平時您會利用什麼小技巧提升學生專注力與參與度
  • 學生在您課堂上如何練習英語表達

改變的一小步 What can you do tomorrow

  • 如果學校有硬體資源,試著玩玩免費的Flipgrid,思考可以如何利用此軟體應用在您課堂上,增進學生參與度
  • 您的閱讀策略是什麼? 或許可以嘗試避免逐字為您的學生翻譯,教導更宏觀地閱讀,掌握精隨。

音樂來源 Song Track Credits:

#16 透視芬蘭現象為本學習 – Ilona Taimela

這一集我們將更深入探討芬蘭如何融合現象學習於課室中,在芬蘭的現象教育網站上,基於現象的學與教是:“整體的現實世界現象為學習起點。在實際情況下,將這些現象作為完整的實體進行研究,並通過跨越科目之間的界限來研究與這些現像有關的知識和技能。

我們很幸運有Ilona Taimela加入我們,她專門研究基於現象為本的學習、教育設計思維、參與性過程和永續經營。 Ilona Taimela在芬蘭全國培訓教師已有25年以上的經驗。 她是赫爾辛基教育諮詢集團的首席執行官。在這芬蘭新課室的教改浪潮下,她提供許多芬蘭學校諮商服務,幫助教改扎實地實踐在日常課堂中。

Connect with Ilona:
Facebook Twitter Website

訂閱 Subscribe

Acast | Apple PodcastGoogle Podcast | Spotify | Stitcher | Youtube

本集大綱

芬蘭現象為本學習的重要元素

  • 必須跨領域:因為真實世界的難題,都是涉及不同領域的知識和技能。
  • 不分年級的學生可以一起合作,雖然可能會有不同理解,但是現象為本學習啟發點來自每位學生自我所知,而提出不同提問。
  • 專注於過程而非最終產品,真正需要學習的是在這過程中的創意和好奇心。
  • 教師的角色不是填塞知識,而是去激發學生的好奇心,問學生的問題是讓他們有更多問題想要去探索。

設計現象為本學習的步驟

  • 芬蘭學校通常給予老師一個時間表,讓老師知道這一年他們需要強調的技能的大方向。
  • 與各科老師一起設計,同時保留彈性,以留給學生空間去發揮
    • 思考那些橫向的技能你想要融合其中,技能可以是各種二十一世紀的橫向技能:溝通能力,思辨能力,合作能力等等
    • 選擇一個相關的現象,有些學校會提供題目給予老師參考
    • 設計單元測驗,幫助學生在過程中審視自我學習情形。
  • 向學生介紹現象,使學生能深刻體驗這現象的緣起
    • 你可以利用影片、邀請校外專家、參觀博物館來介紹這現象等等
  • 學生了解現象後,老師協助學生反思,最重要的兩個問題:
    • 我已知道什麼? 
    • 我想要知道什麼?
  • 學生基於自己想要了解的問題,尋找組別去合作研究,同時,老師可以鼓勵學生去聯繫專家。
  • 最後學生可以用各種方式呈現自己的研究結果,例如:Minecraft、廣播、紙本報告等等

現象為本學習的題目例子

  • 永續經營
  • COVID-19
  • 黑人平權運動

Ilona本身對於教育的核心價值

學生到學校是為了成為一個積極的公民。教育需要激發學生的好奇心和思辨能力。

回顧我們的教學

  • 您的學生有與同儕討論學習的空間嗎?
  • 在課堂上,您講話的比例與您學生發言的比例各是多少?

改變的一小步

  • 當您介紹一個新概念時,試著問學生他們已知道什麼,那他們想要更進一步知道什麼? 然後,給予您的學生時間去做研究,讓他們有空間實踐自我探索。

#16 Dissect Phenomenon based Learning with Ilona Taimela (透視現象為本學習)

中文讀者歡迎到此頁,閱讀其中文版喔!

This episode is all about Phenomenon based learning. Given Finland’s Phenomenal Education site , Phenomena-based learning and teaching is that “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”.

We are lucky to have Ilona Taimela joining us who is specialised in Phenomenon based learning, design thinking, participatory processes and sustainability. 

Ilona has an over 25 years of experience from training teachers in Finland nationwide and now more internationally. 

She is the CEO of Helsinki Education Consulting Group.  She provides consulting services to cities and schools in implementing the new Finnish National Curriculum with her long experience from being a classroom and subject teacher,  a university researcher, to an executive director and an administrator.  She is no doubt an engaging, energising and a sought after speaker.

Connect with Ilona:
Facebook | Twitter | Website

Subscribe

Acast | Apple Podcast Google Podcast | Spotify | Stitcher | Youtube

Show Notes with Selected Links

  • [01:55] Why Finland introduced Phenomenon based learning ?
  • [03:16] Why focuses on inter-disciplinary?
  • [04:53] How IIona defines Phenomenon based learning and the key ingredients in Phenomenon based learning?
  • [08:37] An example of Ilona’s favorite Phenomenon based learning project she designed before.
  • [11:28] The steps to design Phenomenon based learning.
  • [18:27] Tools or tips to narrow down the skills teacher want to embed in a phenomenon based learning project.
  • [22:56] Examples of the phenomena Finnish schools have picked.
  • [26:03] What do students’ mind maps look like?
  • [29:16] The ways teacher guide students to do inquiry based learning or facilitate the process.
  • [37:36] Advice for teachers who wants to try out phenomenon based learning.
  • [42:18] Ilona’s core value in education.
  • [43:56] Parting thoughts.

Transcript

Please go to here.

Reflections

  • Do your students have the space to teach others in your class?
  • What is the percentage of time you usually talk in a class compared to your students?

What can you do tomorrow

  • Pick a current phenomenon that is relevant to your students’ lives.
  • When introducing a new concept, you can guide your students by asking what they already know and what they want to know about it. After that, giving them some time to do research. 

Song Tracks Credits

What is your favorite idea from this episode? Please let me know in the comment section! 您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享!

Transcript #16 Dissect Phenomenon based Learning with Ilona Taimela (透視現象為本學習)

Ti-Fen (9s): Welcome to compass teachers show I’m your host Ti-Fen. My job is to interview teachers around the world and tease out their teaching tactics, education, research, or tools they use. Hopefully this show can offer ideas for you to experiments in your classroom. This episode is all about phenomenon based learning, according to Finnish education sites in phenomena based learning and teaching holistic real world phenomenon provides the starting point for learning the phenomenon started yes, complete entities in their real context and information and skills relate you to them all study by crossing the boundaries between subjects today, we are really lucky to have Ilona Taimela joining us, who is specialized in phenomenon based learning design thinking party’s about torturing processes and sustainability Ilana has seen over 25 years of experience from training teachers in Finland national wide, and now more internationally.

Ti-Fen (1m 17s): She’s the CEO of Helsinki education consulting group. She provides consulting services to these in schools, in implementing the new Finnish national curriculum with her long experience from being a classroom and subject teacher, a university researcher to an executive director and an administrator. She’s no doubt in engaging and energizing and sought after speaker. Now let’s enjoy our conversation with Ilona.

Ti-Fen: Ilona thank you to join me today.

Ilona: Thank you for inviting them. I’m very happy to be with you here. Talking about phenomenon based learning

Ti-Fen: Before we dive into phenomena based learning, could you give us a little bit of background? Why financial to use the ne this new way of learning in Finland?

Ilona: We have national curriculum for the basic education, and it’s always for 10 years, the new curriculum that we have started in 2016 and actually 2014 already. It was given from the education board in this basic curriculum. It was introduced that we need to have more of these holistic interdisciplinary study units. That is also because we need to be teaching our students about the world holistically in the curriculum It says, or there to be these interdisciplinary Units. And the phenomenon based learning itself is really from Helsinki kind of an initiative on the more kind of on the pedagogy and how to help implement this interdisciplinary.

Ti-Fen (3m 14s) Ilona. Why focuses on inter-disciplinary?

Ilona (3m 20s): Well, like, like a little bit, I was already saying that, that we, we have real world phenomenon and, and sometimes, you know, when the student goes, according to the timetable from, especially in those grades where, where there, there is different subject teachers also that you go from from one subject to another subject and so forth, you get to kind of maybe a narrow understanding of the, of the world, because we have at the moment, really big holistic and these kind of world, we get problems that we need to be able to as a, as a human kind that we need to be able to solve.

And they are all intertwined and connected to each other. And that’s why we also need to start teaching our students how the world functions and, and how these real world phenomenons are intertwined and how different subjects sort of support each other. And especially in Finland, we have very much autonomy for the teachers at school that they are able to, to, you know, sort of plan their plan, their own lessons. It means that if, if the curriculum wouldn’t in a way, even force them to collaborate, sometimes then they would just do their own planning and, and teach their own subjects and know nothing about what the other teachers are doing about.

So this sort of, in a way also forces the subject subject teachers to, to, to join the plan and then also implement the lessons together.

Ti-Fen (4m 54s): Got it. It sounds like we want more connection and relation between each subjects so we can provide more Holy stake experience for the students. So how do you define phenomenon based learning personally? What are the key ingredients there?

Ilona (5m 14s): The key ingredients is really this, this interdisciplinary. So sometimes, you know, I’ve been, I’ve been said that phenomenon based learning is like project based learning or problem based learning or inquiry based learning. I have been an IB teacher previously and IB, the international baccalaureate organization, which is world known almost in every country. There’s IB, IB schools, and IB is inquiry based. So, so that is something that, you know, the students have to inquire into the different kind of maybe phenomenons and so forth.

But, but these are done usually also by subject teachers on their own only IB has also started to, to, to say that there has to be these transdisciplinary units, project based learning. Then it can also be done only by, by one subject teacher on, on their own and even problem-based. So, so that, so the nominal based learning is really different from this that it always requires in the disciplinary planning and execution.

So that’s like, I think number one kind of key ingredients that is different from, from other, and then also in a way that the phenomenon based learning how we have now been starting to implement it in some of the schools, is that even the, the grade levels can be mixed up so that the students can be of different ages in the same study group. And, and they also, you know, work together so that it doesn’t have to be only, only like, you know, for one, for one grade.

And that is because also if you think about it, when the students come into to study phenomena, they, they might have different kinds of earlier understandings of, of, of what it is. And basically the phenomenon based learning starts from the student’s own question that what do I already know about it? And that is why, you know, there can be different age groups, students, because some people, some students might have other, other things that they know as some other things so that they can be also experts by themselves.

And then they start making it get going into the inquiry in a way as well. That, what do I want to know about this phenomenon based learning? It’s really more about the process and not really about the product so that the teacher and the students don’t really know what comes out of it after, because there needs to be the flexibility and openness of curiosity and creativity during the process, but that what comes out of it. And then they have learned really these kind of test firs or skills that will be talking about what other features that the student needs to know.

Ti-Fen (8m 18s): Would you mind sharing us one of your favorites and I’m the one face, their new project and you designed the score so that we can understand more how he looks

Ilona (8m 29s): It’s got to do with ethics. I used to be an ethics teacher a long, long time ago, because in Finland, we also have a compulsory religion that is being taught. So there was different religion teachers and me as an ethics teacher doing a project together with biology teacher and also like a health education teacher. The phenomenon was really about the kind of ethical dilemmas that we have in, in, in, in our society with, you know, that has kind of a biological or health angle.

Ilona (9m 4s): And the students were able to then start making their different kinds of, you know, inquiries into what are the kinds of ethical dilemmas that they know that exists. And what do they know about them already? And what do they want to then there was really, really excellent kind of studies made by the made by the students. And the thing is that we never would have been able to design the whole thing by teachers or, you know, by, by ourselves.

Ilona (9m 34s): So there needs to be this openness for, for student activity and creativity. And some of the students were more interested for example, about genetically modified foods, or some of the students were more interested in the designer, babies, the babies kind of DNA and everything is designed. And so these are the kinds of things that I think give much, much more to the students once they, once they start learning about, you know, the process and how then if, if somebody would be just telling them about it or, or if they were just reading about it in a textbook in one of the schools, cause I’ve worked on the school level much more on as an, when I wasn’t in the administration of the city of Helsinki, there was also one school that made, made an inquiry into all of the parents off the 500 plus students that they have, that if there is anybody in the parents that would be sort of willing to share their knowledge with the students when they’re doing the phenomenon based learning unit.

Ilona (10m 45s): And it’s amazing that how many parents also want to engage with the, with the students or invite them maybe to their own workplaces or come to the school and, and tell and show. So, so that is something that is really, really, I think the phenomenon based learning at least in Finland has, has given the school and kind of made a bit of bridge with the, with also with the parents.

Ti-Fen (11m 11s): So in these ethical dilemma projects, the first step is teachers to introduce this issue or phenomenon to students and the students, what would they do after that?

Ilona (11m 26s): Yeah. So how the phenomenon based learning it actually goes is that there needs to be kind of planning phase first with, among the different subject teachers. And if there, if it’s on the, on the grade level where there’s a classroom teacher, of course also the classroom teacher can, can plan it with, with other subject teachers. So the planning phase is really important in a way that that is when you, of course, you’re looking look into the content that is in the curriculum that has to be kind of studies during, during, during that phenomenon.

Ilona (11m 59s): But then it cannot be so much designed by the teachers that the teacher is sort of, because sometimes, you know, the teachers plan it too much, you know, whether they, they plan all these kinds of tasks and assignments that, that, that the students have to do. And that is then, you know, we are then taking, taking control from the students’ own learning path that they have to themselves design it. But then what did the teachers do in the planning phase is also to look at what are the transformational skills that actually the students need to learn during this phenomenon.

Ilona (12m 37s): In, in, in Finland, we have been ranked number one in, in the world to, to teach future skills. And the thing is that the future skills, what we have said that that are in, in our curriculum are for example, critical thinking, taking care of oneself. And then there’s this kind of cultural identity cultural aspects.

Ilona (13m 7s): There’s also the communication skills and not only Lang writing or, or speaking or reading or these kinds of things, but also in the communication, it’s really important to look into the videos or, or the photographs and understanding that how they can be manipulated. And also there’s kind of skills for, of course, the ICT skills as well, but then also entrepreneurial skills in a way that how, how you are able to carry out a project, then there’s also skills on participation, how you participate and how you participate in to, in the society and how you are building sustainable future for, you know, these kind of what we call is the eco social skills.

Ilona (13m 57s): So these are the kinds of skills that the needs to be thought in every subject, but also in, in, in every phenomena. But they cannot be taught in, in every phenomena during that, you know, so that they have to be chosen that this particular phenomenon, this, this unit, maybe we choose two of them and we concentrate on that. And that is something that then the teacher has to facilitate. And, and to make, to tell that, to tell the students that when you are doing your own inquiry and you have, you are going to present, are you going to do some kind of a product afterwards?

Ilona (14m 34s): So these are the kinds of skills that you, you will be maybe also assessed because the assessment then it’s also, that is continuous as for formative assessment, what we talk about it. And so they can be a pre-assessment. What do you know already about the phenomena? What are the kinds of skills that you already have? And then what are the skills and the content that you’re learning during, during the whole, you know, the unit let’s say the unit is maybe about seven or eight weeks.

Ilona (15m 5s): So this is the planning phase then comes kind of a tuning in that you tune in to the phenomena or you, how would I say kind of motivate the teacher, the students into it. And that can be, you know, you visited museums or you read a book or you watch a video, or are you already, already in, that’s why you can already engage with an expert from outside. So it can be very, very many different ways of how to, how to motivate the students into, well, let, let’s look into this phenomena phenomena, what is it all about?

Ilona (15m 43s): And after that, then the students sort of come into this concept validation session that they have to think about it. What do I already know? They might do a mind map for example, and that can be a kind of a pre-assessment of it, or, or, you know, discussions or whatever, or even a quiz, if you want to give you an, a test so that the test, usually we give it as a summative test, but there could be a test already straight away.

Ilona (16m 16s): So what do you already know? And then after that, they can make the questions. What do I want to know? And you can make the students into groups of that kind of groups who have similar interests, and then they go into the inquiry and then they, you know, kind of ask other experts again about it, or make interviews or, or research, or, or visits to different places and so forth. What is required in order to, to, to get more information about the phenomena and worrying all this stuff that needs to be a lot of, a lot of talking discussion, formative assessment, the teachers are like facilitators.

Ilona (17m 3s): And then at the end, you know, sometimes we have no idea, like what comes out there can be a products. There can be presentations that can be even a play or, or, or, or a debate or whatever. I remember when I was a teacher also, you know, sometimes my, my students, they did some of them, they did even a Minecraft kind of a game or some of them, they did an animation. So, so there can be a lot of different things that they can teach, teach each other, even.

Ilona (17m 37s): And, and, and then at the end, you know, sometimes a lot of them schools also in Finland nowadays have, for example, open houses or exhibitions Or events where they then invite the parents or the even wider society to come and see what the students have been learning.

Ti-Fen (18m 2s): Let me review the process a little bit. So the planning phases would be first narrowed down the future skills you want to targeting in phenomena based learning and also the relevant topic. Right? And then after that, you would be planning the formative assessment along the way for different scales that align with the issue we are targeting. We are embedding in the phenomenon based learning. So the, I curious the first step, like narrowing down the scale with different subject teachers, how do you have any tips and tools that you would give for people who collaborate between different subject teachers and trying to narrow down the things they want to targeting? It?

Ilona (18m 58s): The thing is what I have been doing, because I’ve been teaching a lot of like on the school level, the, the teachers and, and so forth is that, of course, every, every school has their own kind of how they organize the whole school, the timetable, the, you know, the who teaches what and so forth. But the thing is that what usually I have been doing with them is really what I call, like mining the curriculum and mining the timetables and so forth.

Ilona (19m 29s): So that, so that it is a big, really big process to look at it first on a, on a big picture, that when we start in Finland, we start, the school will actually, tomorrow is the day in August. And then we start in August and then we go up to up to June, beginning of June. So you need to look at the whole year. Okay. And then during the whole year, how many different kinds of phenomenons do we have in some schools?

Ilona: They have maybe two in some schools, three, I know a school that has four or six during the whole year. So then you need to, you know, per student, if you look at it on a student level, and then, then you need to look at what are the kinds of skills and content that they need to learn during that particular year. And then you divide those, you look into the, you look into the curriculum, what are the kinds of subjects that go together?

Ilona (20m 30s): What are the kind of thematic phenomenons that come from different, different subjects together? And then they are making those plans on a, on a year, on a, on for the year. And then it’s easier to look into the whole, like one unit only you look it, okay, because these are the, these are the subjects teachers that are collaborating in this unit. Maybe in that next unit, it’s different. One can be more kind of cited on, on mathematics and science.

Ilona (21m 1s): The other unit can be more leaning towards former creative and artistic or, or these kinds of, so then of course, the skills that we have, these transformational skills for the future, we also then look at it, look it up so that what are the ones that are needed in that particular unit, or what is product more natural to learn during that particular unit? For example, in, in one phenomena, if they are looking into all kinds of, you know, leading things, and there may be growing, growing plants and making studies about the plants and, and about nature and so forth, then of course, they need to be learning more about these eco social skills and, and how to be, how to be more sustainable and, and so forth, and how, how, what kind of actions that they are doing in their own life actually build us a better future.

Ilona (22m 1s): So, so they really, they really go with the unit in a way that, you know, once you start looking at the whole bigger picture, then it’s easier to see that, okay, actually, these are these skill we need to do during this year. It goes automatically to two, one of the, one of the uterus, maybe coding goes into the one that has more mathematical mathematical skills and so forth. Great.

Ti-Fen (22m 26s): Could you give us a few examples that you have seen schools picked as their phenomenon topic, what phenomenon they picks

Ilona (22m 38s): Nowadays? And also like last year, there was more and more, these kinds of phenomenons that are very topical and which are, you know, kind of, you know, comes from, from our society. And we need to think about, so, so the climate change, sustainability, circular economy, you know, plastic in our oceans, these are the kind of things are, are, are all the time, very current. And, and of course now at the moment, what we’ve been having is, is the, the COVID 19 in the way that what are the pandemics and what are the kind of, you know, how do they start and how do they, so, so often these current phenomenons that are happening around us are something that are also triggers the curiosity of the students very easily.

Ilona (23m 31s): Or for example, the black lives matter movement that even from the USA came all the way up to Finland, we had even demonstration. So, so these are the kinds of things that the students are very motivated into, into researching. And thinking about that, how does it affect their life and what kind of a future we are building, because why the students are in the school in the first place, they are there in order to become active citizens later, later in their life, or you’re already during their school time.

Ilona (24m 5s): So, so we need to, you know, involve their kind of understanding of the world already. And, and, and, and that, that motivates them and also to research and, and to, to learn more about the different topics. Also the sustainable development goals that the United nations have set up for 2030, the SDGs, like we talk about them, the agenda 2030, it’s something that has a lot of different kinds of things that can be implemented in, in different phenomenons.

Ilona (24m 39s): And that is something that some of our schools have taken also like last, last year, I remember that some schools only looked into, into those and were looking at ’em and asking also that their, their students, about the phenomena in, in high schools, we also have schools that only, you know, sort of plan the phenomenons from the students so that their students are able to vote and, and kind of introduce the different phenomenons that they want to, they want to be studying it’s, it’s not, it doesn’t only come from like top down.

Ilona (25m 16s): It also needs to be involving the students and their own interests and curiosity.

Ti-Fen (25m 34s): Also Ilona you mentioned about after the planning and the student, the teacher would tune into phenomenon by providing some media, or even invite experts to give a speech to the student, to introduce the phenomenon. And then the students will have to think about it and having a mind map. I’m curious what this mind map look like

Ilona (26m 11s): The mind map, of course, in the beginning, it’s really for the students to make a mind about off what they already know about the phenomena, because sometimes, you know, if we talk about, for example, the second world war or the, or the, the Holocaust, for example, of what happened to the Jewish people in, in Finnish curriculum, it comes in the eighth grade and that the students need to learn about these things. But then if we actually, you know, talking already about, let’s say, black lives matter for the sixth graders or seventh graders and so forth, they might be interested into, into looking at injustice in history or injustice in our society already previously.

Ilona (26m 57s): So they might start looking into it. And, and the thing is that, like, what do they already know about it before going into any kind of inquiry? So it’s kind of, kind of a test or something that they do the mind map without using any books or without, you know, reading, reading about more or, so forth. And that is, then that can be then taken again as a tool at the very end of the unit.:

Ilona: Let’s look into the mind map that you did six, seven weeks ago. What did you write on it? Or what did you draw on it that, what did you know about the phenomenon when you started the process? And then they realized that, Hey, I know so much more, and then you can maybe even take a different color and draw and write on it more than what have I learned during this phenomenon based learning unit. And it can be also digital, you know, there’s a lot of different digital tools to make, and these mind maps, and that’s kind of a one way of really showing that that, Hey, this is what you knew in the beginning without reading and without inquiry.

Ilona (28m 14s): And then this is the thing, something that you have been able to put on top and to show that how much you have learned after, or during the, during the unit.

Ti-Fen (28m 25s): So after the, mind map and teacher or student would group together with the same interests, and then they will do inquiry based learning in this phase, how teacher can guide them to do the inquiry based learning.

Ilona (28m 47s): It has to, again, come, they don’t go into the groups before they have actually done the questions that, what do I want to know about the phenomena? And then, then only that, that then they can go into the groups of similar interests, but it doesn’t necessarily always have to be even group, but they can also be individual or pairs or whatever it depends, but how does the teacher then go about it? Is that because they have the, the students have set their own questions, what do they want to know?

Ilona (29m 18s): And then the questions can be looked at on a class level or in the student group level, even anonymously in a whether these are the kinds of questions that came out. And, and then, you know, let’s look into the, what, which, which ones are kind of the ones that we go into and start doing the inquiry and research, or it can be, it doesn’t always have to be an inquiry. It can be a, a building of something, or try and trying out kind of a piloting of, of, of, of some kind of a construction.

Ilona (29m 49s): But then, then that is when the teacher, because she knows, and she has shown also, and told the students that while you are doing this inquiry or research, or, or construction or piloting or something experimentation, these are the skills that you have to be, you know, sort of learning. So these are the transformational skills, and that is where the objectives come out. That that is kind of also assisting so that the teacher becomes then a facilitator facilitating that kind of a process and assisting those students to go further and to, to, to be able to target those objectives, that they have to learn these particular skills during this process.

Ilona (30m 41s): And that is, you know, sort of pushing, pushing the students forward and what sometimes it’s called also also like scaffolding. And so the objectives always have to be there in order for the students to go further. Otherwise, you know, some, because I’ve had like, you know, teachers tell me that, well, how do they motivate the students to go for further? Or how do they assist them? But the thing is that when the inquiry questions and those kinds of research questions, or the experimentation ideas, they come out from the students themselves.

Ilona (31m 20s): So that already motivates them to go further, but then you need to be able to facilitate them to vote those skills, not all of the content, because often they, you know, they start only looking into the content, but they also need to be remembering that these are the skills that we at the same time learning during, during. So, like I said, phenomenon based learning. It’s more about the process, not so much about the product ending, kind of like how much content have you found out, or how much have you learned?

Ilona (31m 54s): It’s not that it’s not assessing kind of that so much because that comes automatically, but then it’s re really pushing towards learning new transformational skills, the skills for the future. And that is something that, you know, feeling that is proud about being number one in the world. And that is something that we need to be all the time pushing and showing the students that these are the skills we’re learning at the same time.

Ti-Fen (32m 22s): Wonderful. So I want to dive a little bit deeper around the facilitation, a process a teacher plays in, in this role. So I’m curious when you were a teacher, how do you facilitate the process, for example, would you like having one to one conversation with student regularly to make sure they’re developing the right track aligned with the skills learning objectives, or you would ask specific questions that can help them to think more deeply,

Ilona (33m 2s): Actually all, all of that and even more in a way that yeah, the, the teacher’s role is, is to be the person who is asking that kind of questions that make the students think further. And, and also to have the student ask more questions in a way, you know, too often in a classroom, the teacher asks, asks questions, or the exercise book asks the questions for content knowledge in a way that the students need to answer, what is the goal?

Ilona (33m 37s): What is the kind of the subject content? What is the knowledge or so forth, but, but this is not the case in phenomenon based learning. The thing is that you need to be making them think, making them think critically, and to understand where to find more knowledge sometimes for a teacher. You know, for example, when I was, I was ethics, but also civics and history teacher, of course, I have a lot of knowledge about history or civics and how the society works, but I can’t be telling them about it so much.

Ilona (34m 10s): I need to be showing an and guiding them to those sources that so that they themselves have the kind of aha moment that, you know, that they find the information. So the teacher needs to be knowledgeable about the sources of information that there is there’s libraries. So I would take, they take them to the libraries. I would take them to the museums. I would give them, you know, the experts on Skype or in writing, you know, also even asking the students themselves to, to contact experts or, you know, asking them to, to, to come and visit, or even asking the students themselves, to come up with an idea that way, where would they want to go and visit, and also in a way that the T the students themselves are teaching each other.

Ilona (35m 0s): And that is really important because what has been John had the, I don’t know if, you know, John Hattie from Australia has made this kind of meta analysis of different kinds of educational theories or, and research. And, and what has been found out is that, that when the student themselves, they are the ones telling about the phenomena, for example, that is when they are actually learning not to during the time that they are inquiring, but when they are and showing, presenting to other people.

Ilona (35m 41s): And, and that is why I often at the very end of the phenomenon based learning units, sort of even more step out and step on the side, giving them the space to teach each other and to show. And, and the students are more motivated to listen to their own friend telling something than, you know, just me talking in the front. So my, my expertise has to be in it to give them kind of maybe kind of checklists or showing them how different kind of issues I may be categorized, you know, kind of giving them the kind of tools for research or for, for finding out, you know, but, and also encouraging them in order to, to speak for themselves.

Ilona (36m 34s): And, and that’s something that then you can see that they, you know, they grow because they become more autonomous as well as, as, as learners. So they’re learning what has been found out by, but we have some PhD studies being made and that the students actually learn to learn. And that is something that they, it will carry with them for the, you know, for the rest of their lives that they learned to learn how, how learning happens.

Ti-Fen (37m 1s): Right. I’m a big fan of learn how to learn, right. So for teacher who wants to try out phenomenon based learning, what is one piece of advice you would give?

Ilona (37m 14s): Yeah, because I think this is kind of a, it’s a, it’s a big pedagogical DNA. I think that has to, has to kind of a little bit change in, in some more traditional teachers that they have to step aside. They have to step, but not total, like, because sometimes the teachers have been telling me that, Oh, so I’m not needed anymore. No you’re needed, but you need to be able to create space for curiosity and creativity. And the most important is that if you are able to have the students ask those two questions, what do I know already about it?

Ilona (37m 53s): And then somehow show it what they know. And then the second question, what do I want to know about it? So when they make that question, what do I want to know about it? And then, you know, sometimes the students have been asking, so can I ask any question? Is that they are like, baffled, like, so sometimes we don’t provide this space for the students enough, you know, we need to provide them space for, for, for, for curiosity. And what do I want to know about it?

Ilona (38m 24s): And these are the most, if, if a teacher is able to do this, then it will carry on because then, then, you know, you won’t be able to, in a way, stop it anymore. You won’t be able to say that, no, no, you’re not allowed to go and go and research or anymore. Cause then, then the children will because the children are curious, you know, when they come, if you think about a very young child, three years old, or four years old or five, you know, they’re all about questions. They’re only about questions. Like, how does that work?

Ilona (38m 55s): And what is this like, and why does it, why does that person do this? Or, you know, they’re all about questions. And then suddenly when they come to school, you know, do we kill that curiosity? And that is something that we can’t kill it. We cannot kill the curiosity in the child and the child, and the students need to be curious about the world. How does it function? You know, what makes the world go around? And I remember my, my own son who is nowadays 13, but almost 14, but he was maybe five or six and he was sitting on a table and he asked me a question that the earth can, can it be, can it be counted and measured?

Ilona (39m 38s): How, how, you know, why it is it and, and so forth. And I was like, wow, this is a fantastic question from a little boy thinking about that. First of all, that there’s a kind of a, you know, round ball the earth and can it be measured and so forth. And it’s fascinating that they can think, you know, they think so widely. And so we need to give space. And I think that’s number one thing for the teacher to be able to do that. There are this holistic phenomena in the world, give space for the students to sink.

Ilona (40m 12s): What do they know and what do they want to know, and then give space for them to, to make their own research. And it will be fascinating to see like what they come up with and what I’ve also been, you know, because my husband is a doctor in, you know, men in medicine and, and they’re in surgery. And luckily teachers really don’t, we are not in surgery. We are not in brain surgeons. You know, we’re not surgery, we’re not going deep into the flesh.

Ilona (40m 47s): So in a way that we cannot make that kind of mistakes with the children, if we give them more space for, for curiosity, it can, it cannot harm. Then it will give them more joy and, and it can be more playful and, you know, more creative. So, so if, if there’s nothing bad, you know, if you’re six, seven weeks off the one whole year, if you make this kind of a phenomenon based learning unit and that after that you are thinking about it, what came out of it, even though nothing, no productive came out, but I’m sure that there was more joy and more creative things.

Ilona (41m 29s): And the students were able to learn how to learn and that it will help, you know, the rest of the year as well.

Ti-Fen (41m 36s): Yeah. Wonderful. So to you personally, what is your core value in teaching and learning or education?

Ilona (41m 46s): Well, I think I’ve, I’ve, I’ve said quite a lot already. And, and my, my core value is, is that the students are in the school in order to become, you know, active citizens. And what kind of active said, active citizens. We ha we need in our society are the kind of student, you know, S see the sense that, that have an understanding how the world works and can be critical about things, because what was really concerning for me in the, in the last piece of results of the always CD is that one out of 10 of the eighth graders were able to actually distinguish between fact and fiction and a, you know, kind of fake.

Ilona (42m 36s): And in fact, that is something that if you are more critical and if you do research and you are, you’re able to understand that there is that you are able to also manipulate information, you’re able to even yourself go into Wikipedia, right? It that’s something that I’ve done also with my students. Sometimes they go themselves or write it, not only to take it, but they go on, you know, log in the thing is that we need curious minds, we need critical minds, and we need people who are able to build us sustainable future.

Ilona (43m 11s): So that is something that is really, really, you know, school is, is an education is in a, kind of a critical role of what kind of a society and a world we are, we are building.

Ti-Fen (43m 22s): So if people wants to learn more about your work, how they can find you online,

Ilona (43m 29s): Well, they can find me, for example, is Helsinki education.com. So our website, and then my email is, is also Ilana dot time, a lot at, and education.com. So that’s very easy to, to then contact me or, you know, some people have also contact me through Twitter or Facebook messenger or different. So I’m in a different on LinkedIn. So, yeah.

Ti-Fen (43m 57s): Okay. I will make sure they are on including in the shirt show now, so people can find you and also go to your Helsinki education consulting group, to know more about the word shop around. Not only phenomenon based learning but other great materials. All right. Thank you so much. You will now thank you for listening. We will put the things mentioned in the interview to the show notes. If you enjoy our show, welcome to share and don’t forget to subscribe.

#15 現象為本與立體式學習 – 陳玟樺老師 (Phenomenon-based and Pop-ups Learning)

陳玟樺老師是臺灣師範大學課程與教學所博士, 也曾是新北市清水高中數學教師。 大家最熟知玟樺老師的作品就是《我在芬蘭中小學做研究的日子:芬蘭中小學教育現場課室親身觀摩365日》,這本書揭示玟樺老師親身在芬蘭的課堂觀摩經驗,芬蘭的新課綱目標、七大橫向能力、客製化的「一生一課表」等,為台灣現今推行新課綱提供借鑑。

玟樺老師的研究也受到許多肯定。她的博士論文「立體學習地景——芬蘭赫爾辛基一間學校的現象為本學習」,榮獲 108學年度賈馥茗教授教育基金會博士學位論文優良獎、108學年度田培林教授博士學位論文優良獎,是年度唯一雙料冠軍!

這集非常開心能與玟樺老師對談,讓聽眾進一步了解現象為本的學習和立體學習。

了解更多玟樺老師的分享:Facebook 

訂閱聆聽 Subscribe:

Acast | Apple PodcastGoogle Podcast | Spotify | Stitcher |Youtube

本集大綱 Show Notes:

  • [01:45] 什麼現象為本學習?
  • [02:56] 芬蘭結合現象為本學習的例子。
  • [07:44] 與專題式學習 (Project-based learning) 異同處。
  • [09:23] 真實世界的案例或現象的結合的好處和實踐上的困難。
  • [12:28] 反思是學習的重要環節,常常也是真正學習的開始。書中提到的例子是,在現象為本的學習中,芬蘭老師問學生:你跨領域學習了嗎? 以引導學生思考。想問在您的觀察,芬蘭老師問學生的問題或方式有什麼不一樣之處?或甚至現象為本的學習有什麼不凡於一般的引領問法?
    • 四點量表
  • [16:57] 什麼是立體學習 (Pop-ups learning ),和老師創造這名詞的靈感。
  • [22:59] 學生享受這學習過程的例子。
  • [31:23] 台灣老師可以如何發展或培養立體學習?
  • [34:30] 老師曾經是高中數學教師,您經過這段精彩的研究歷程後,如果現在您再回去教您的高中數學,您會有什麼改變?或是您會有哪些建議對當時的您說?
  • [39:35] 結語

回顧我們的教學 Reflections:

  • 宏觀上來看,您希望您的學生在這階段需要學到的技能是什麼? 除了學術基礎之外,您有其他的教學主軸嗎?
  • 您如何引導孩子結合跨領域的知識?

改變的一小步 What can you do tomorrow:

  • 選擇一個現象,例如COVID-19或氣候變遷,結合在您的教學主題中,讓學生討論貼近他們生活的問題。
  • 保留時間讓學生有探索解決方式的空間,取代傳統教師直接講述過程。

音樂來源 Song Track Credits:

您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享! What is your favorite idea from this episode? Please share with me in the comment section!