Sanna has spent many years in education, as a high school teacher, a high school assistant principal, an online teacher, curriculum developer, instructional coach, teacher leader, and educational consultant. She has used her skills in Educational Technology, PBL, collaborative methods and student engagement, to create an engaging learning environment for all students. She is a co-author of a high school English language textbook series “Culture Café” and she has taught grades 1-6 and 7-12 in both traditional and blended settings and worked as a department head in a community college. She has given presentations and workshops at many conferences including SUKOL (The Federation of Foreign Language Teachers in Finland), ITK (Interactive technology in education), and EDUFI (Finnish National Agency for Education).
Sanna works with a diverse group of students and colleagues, Finnish and international, which has resulted in her becoming an expert in English Language Learners, Special Education, Professional Learning Communities and Collaborative Learning to name a few. One of her foundational teaching practices is Student-Centered Learning. One way of accomplishing this is through Phenomenon Based Learning.
Sanna’s been awarded the Fulbright distinguished teacher award in 2017. She earned her M.A. in English at Tampere University and the teacher of special education certificate at University of Jyväskylä.
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Examples of workshops Sanna has facilitated for both Finnish and international teachers:
Cooperation and collaboration in the classroom
Interested in cooperative and collaborative methods in the classroom. In this hands-on workshop, you will be introduced to the basics. What is the difference between cooperation and collaboration? What methods are there? How to assess? There is also time for discussion.
There is a power to working in groups. Groups have existed for as long as there have been people, they are a natural environment for most of us. To collaborate is to work with another or others. In practice, cooperative or collaborative learning has come to mean students working in pairs or small groups to achieve shared learning goals. It is learning through group work rather than learning by working alone. The principles of effective collaboration are e.g. positive interdependence, interaction, individual and group accountability, teamwork skills and group processing through dialogue and reflection. Effective and meaningful group work generally demonstrates greater academic achievement and express more favorable attitudes toward learning.
Team learning workshop
Interested in team learning? In this workshop you will be introduced to the basics of team learning. What it is, how it has been implemented in Finland, what is expected from the teacher and the students? There is also time for discussion.
Team learning – A type of collaborative learning using individual work, group work and immediate feedback to create a motivational framework in which students hold each other accountable for coming to class prepared and contributing to discussion. Team learning changes the focus of the classroom from a teacher lecturing to the active work done by the student teams. The focus of the lessons also changes from teaching to problem- and phenomenon based learning. With team learning, students spend most of the class time applying the course concepts to problems they are solving. By changing the work from home to school, the students can better use the knowledge of the teacher and get more immediate feedback on their decisions and thinking process. In a traditional classroom the teacher often only gets to see the finished work and therefore has limited opportunities to give feedback on their work.
Phenomenon based learning (PhenoBL) workshop
Interested in Phenomenon based learning? In this workshop you will be introduced to the basics of PhenoBL. What it is. How it has been implemented in Finland. What is expected from the teacher and the students. Time for discussion.
Phenomenon based teaching and learning use the natural curiosity of children and teenagers to learn in a holistic and authentic context. Holistic real-world phenomena provide a motivating starting point for learning. It is customary to give the students freedom to choose the viewpoint they want to study. 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. The phenomena can be anything from “technology” to “human”. This enables students also to learn 21st century skills like critical thinking, creativity, innovation, team work and communication. Phenomenon based learning often uses a similar structure as problem based learning.