Phenomenon-Based Learning

Non-Trivial Constructivisms encompass a range of learning theories that invoke a “learning as construing” – vs. a “learning as constructing” – metaphor. The construing–constructing distinction is critical, and it became an issue because the French verb construire can be translated as either “to construe” (i.e., to integrate elements to make sense of) or “to construct” (i.e., to build something).

Inquiry-Based Learning was designed to interrupt assumptions of context-free knowledge, passive learning, and smooth paths to understanding. It focuses on pursuing authentic interests, posing researchable questions, and participating in knowledge production. Several types of Inquiry-Based Learning have been described, varying on matters of teacher role, learner autonomy, and flexibility of focus.

Problem-Based Learning is a small-group-based classroom approach that is structured around open-ended problems. The orienting goal is not a defined solution, but the development of knowledge, communication skills, and collaborative competencies – that is, learning is seen to happen at both individual and group levels.

Project-Based Learning aims to support profound understandings of curriculum topics (and more) by involving learners in complex challenges or problems over extended time. The orienting question should be authentic and interdisciplinary, and engaging with it should support creativity, resiliency, and passion on the personal level, as well as communication and other social skills on the interpersonal level.

The Construction Metaphor frames learning in terms of individuals assembling their knowledge from bits of information received from the outside world. In its most trivial and common usage, it is a Folk Theory that is only a slight elaboration of the Acquisition Metaphor, retaining separations of inside from outside and mental from physical. More radical uses of the metaphor are encountered among Embodiment Discourses.

The Attainment Metaphor is prominent in current discussions of formal education. It frames knowledge as existing in discrete regions (e.g., fields, areas) to be traversed, and learning is typically framed as progressing across (and sometimes dwelling in) those regions. Learning is cast in movement-based sensibilities –e.g., as “getting there.”

Deeper Learning is a blend of prominent contemporary educational discourses. It is aimed at transforming schooling in ways that fit with contemporary personal, social, cultural, and economic circumstances.