Introduction to Finnish education
Are you interested in the Finnish education system? In this hands-on workshop, you will be introduced to the basics of the Finnish system. What brings good learning results? What are the characteristics of Finnish education? What does ´less is more´ mean? And there is also time for discussion.
Finnish education is of high quality. Differences in the learning results of different schools are small and nearly all students complete comprehensive school within target time. Preschool education, comprehensive education and upper secondary education is free of charge and also higher education is for the most part free of charge. The goal is for everyone to have an equal opportunity to receive high quality education regardless of the family’s income and to grow up to become active citizens.
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.
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