Ministry of higher and secondary special education uzbekistan state university of world languages department of theoretical sciences of english language

Dimensions of PhenoBL
Symeonidis has identified five aspects of PhenoBL as comprehensiveness, authenticity, contextuality, problem-based learning, and process-based learning (2016).
● Inclusiveness is referred to as the integration of multiple school subjects into a project that explores real-world phenomena that transcend subject boundaries to consider something as a complete entity by Look at it from many angles.
● Authenticity will be the learning methods and other materials chosen to apply to the selected event and where knowledge is used to make connections with the real world (Symeonidis, 2016). Symeonidis explains that bringing in the views of experts, by adding their resources to class materials or by inviting everyone in the class to talk about the phenomenon, helps foster an environment where students can apply expert opinions and practices in the learning process. This approach will create a more authentic learning environment than what they might not have in a traditional classroom (2016). ● Context is the component through which students learn content from multiple perspectives and apply this knowledge in the learning process.
● Another key pillar of PhenoBL is the problem-based inquiry app, where learning is based on students' questions that they ask themselves and working collaboratively with classmates to find out. answer.
● It concludes that learning tasks characterize the last aspect of PhenoBL, which is defined as the process of supporting student learning by correctly guiding students' perception of information by selecting interdisciplinary tasks where students can pay more attention to their learning (Symeonidis, 2016).
Components of the phenomenal project. On the other hand, Fields (2020) attempted to transform PhenoBL into a more universal model and looked at five essential components to incorporate into phenomenon-based projects in classrooms around the world. These five components include an investigative question, mini-lessons, research and collaborative work, reflection on learning, and public speaking (Fields, 2020).
● Investigative questions have proven to be a great way to start a lesson and are defined as questions that spark student curiosity and can have multiple answers (Fields, 2020). . These questions are thought-provoking and relevant to the real world. The most important words included in survey questions are how, why, or if. According to Bloom's classification, survey questions consist of higher order thinking questions compared to lower order thinking questions, such as Yes/No questions. One of the examples Fields (2020) gives is, “What if there was a galactic war between superheroes and female superheroes that tilted the Earth further toward or further to the side? sun? How will Earth's features be affected? (Fields, 2020, p.12) Instead of requiring students to read only selected pages from their textbooks to answer a question about the effects of the Earth's tilt, an entertaining element was added to students can find more meaning in what they have learned. search.
● Start each lesson with a dynamically choreographed activity or video that will include the idea of ​​a mini-lesson to introduce a topic (2020).
● Incorporate a collaborative inquiry-based activity that will then trigger reflection on their learning, where students can talk about how their opinions have evolved throughout the lesson learn.
● After thinking about their learning, Fields also said that if teachers also let our students score and justify it by completing rubrics, learning would increase significantly. tell (2020). ¹³
● One common denominator she wanted teachers to include in their phenomenon-based projects was making sure that presentations given at the end of each unit are: cross curricular, multicultural, provides a global perspective, collaborative, student centered, involves critical thinking, and to make it personal (2020).