How the synthesis of project-based and phenomenon-based learning produces promising engagement

The following article serves as a great starting point for both educators and parents interested in phenomenon-based learning and project-based learning, with special regard to how these two pedagogies can be synthesized with place-based and problem-based learning to form a more complete framework for application of educational standards at an institution-wide level. Marathon Venture Academy of Marathon County, Wisconsin relies on such an approach, with their project “The Culture of Climate Change” providing students (a) a curriculum which synthesizes science and humanities, (b) the opportunity to interact directly with members of the community to emphasize the real implications of the problem presented, and (c) a set of learning goals conducive to CCSS and NGSS parameters. These methodologies led to the students independently seeking new information to research, as well as developing a broader interest in how the problems in the project could be applied to global issues beyond their local community.

Lieberman, G., Seydel, J. (2019, June). P4BL: Linking Phenomena-Based, Place-Based, Project-Based, and Problem-Based Pedagogy to Deepen Learning. Green Schools Catalyst Quarterly. Volume IV, Issue No. 2 (pp. 35-45).

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