Tag Archives: Finland

Student-centered learning and teaching

16 Oct

I was working on one of my assignments for my doctoral studies and searching for a good definition of student-centered learning. Imagine my delight when I realized that APA provides a beautiful and comprehensive definition that is a real joy to read. What I see below fits perfectly well into my teaching/learning philosophy (emphasis and coloring mine):

This definition of learner-centered is based on an understanding of the Learner-Centered Psychological Principles as a representation of the current knowledge base on learners and learning.
The Principles apply to all learners, in and outside of school, young and old.  
Learner-centered is also related to the beliefs, characteristics, dispositions, and practices of teachers – practices primarily created by the teacher.
When teachers and their practices function from an understanding of the knowledge base delineated in the Principles, they
(a) include learners in decisions about how and what they learn and how that learning is assessed
(b) value each learner’s unique perspectives
(c) respect and accommodate individual differences in learners’ backgrounds, interests, abilities, and experiences, and
(d) treat learners as co-creators and partners in the teaching and learning process.
 

What else can I say?

This is exactly how I was taught during my own teacher education in Finland.  The teaching and learning process where teachers are learning facilitators and students intrinsically motivated and accountable for their own learning  should look like this in the classrooms everywhere in the world! And APA even provides more tools for  getting there!

Please read ahead:

COGNITIVE AND METACOGNITIVE FACTORS

Principle 1: Nature of the learning process.
The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.
Principle 2: Goals of the learning process. 
The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
Principle 3: Construction of knowledge. 
The successful learner can link new information with existing knowledge in meaningful ways.
Principle 4: Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
Principle 5: Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
Principle 6: Context of learning
Learning is influenced by environmental factors, including culture, technology, and instructional practices.

 

MOTIVATIONAL AND AFFECTIVE FACTORS

Principle 7: Motivational and emotional influences on learning
What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.
Principle 8: Intrinsic motivation to learn
The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn.
Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.
Principle 9: Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.

 

DEVELOPMENTAL AND SOCIAL FACTORS

Principle 10: Developmental influence on learning
As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.
Principle 11: Social influences on learning 
Learning is influenced by social interactions, interpersonal relations, and communication with others.

 

INDIVIDUAL DIFFERENCES FACTORS

Principle 12: Individual differences in learning
Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
Principle 13: Learning and diversity
Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.

Principle 14: Standards and assessment
Setting appropriately high and challenging standards and assessing the learner and learning progress-including diagnostic, process, and outcome assessment-are integral parts of the learning process.

How can we make this become reality in classrooms?  Please check the posts tagged with “student centered” for some tools!  And let’s keep on collaborating in highlighting the importance of student-centered practices!

 
 
Summarized from the APA Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: Guidelines for school reform and redesign. Washington, DC: American Psychological Association. http://www.jodypaul.com/LCT/LCT.PsychPrinc.html

Also see:  http://www.apa.org/ed/governance/bea/learner-centered.pdf for more information about learner-centered practices and their importance to the field of contemporary education.  

 

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12 Questions about Finnish Education answered

25 Mar

Two weeks ago I provided some answers to a colleague, Angela Watson, who maintains The Cornerstone for Teachers website and blog. She asked several questions about education in Finland and I am posting the Q&A here in my Notes as well:

1) Pay is not the answer. Teachers in Finland are not paid like doctors.  Starting salary for a teacher is not huge (around $40k-$50k), but when in a permanent contract they get paid for the summer, too. Doctors are paid more, but generally the salary gap between professionals is smaller in Finland.

2) Professional development is strongly emphasized in Finland and teachers are viewed as respected professionals.  Professional growth is viewed necessary for teachers, but usually they have much independence in deciding about their PD.  Elementary teachers must have a M.Ed. with major in education and a minor in multi-disciplinary school subjects and another minor in a chosen subject. Teachers are part of the academia, and their professional opinion about learning is respected. Usually teaching is the chosen career, not a stepping stone to something else.

3) Teachers in Finland get a great deal of freedom to meet students’ needs: the national curriculum is very short and non-prescriptive.  The national curriculum includes the objectives and core contents for different school subjects, but schools and districts create their own curricula within the framework of the national core curriculum. Teachers get to decide how they help their students to reach the objectives.

4) Students in Finland get more than one hour of recess a day.  The basic model in K-12 is to have 45 minutes of instruction/learning and then a 15 minute break. First and second grade students go to school for four hours per day and from that time they have 75 minutes of recess. During recess students go outside to play – and they are encouraged to be physically active.

5) There is no mandatory testing in Finland. Teachers are trusted to provide assessments they see best benefit their students’ learning. Feedback of individual learning process is emphasized over standardized testing.

6) School doesn’t start for Finnish children until age 7.  The year before school starts is called pre-school, and it is free for all students but not mandatory for 6-year-olds. Students are not expected to learn how to read in pre-school. They are learning how to learn and how to take part in group activities.

7) Pre-school (the year before school starts) belongs to formal education system, and is free. The same requirements that regulate the teaching of 6-year-olds in schools also are valid in daycare centers for 6-year-olds, and enrolling is parents’ choice, often depending on their employment. Every child has a subjective right for high quality early childhood education, but whether it is free depends on the income level of parents. ECE is heavily subsidized, so the highest monthly payment for childcare is 264 euros ($350) per child at a daycare center.

8)  About private schools: Finland has common legislation for both private (state subsidized) and public (city or state owned) schools.  Last year there were 85 private schools in Finland serving approximately 3% of the whole student population.

9) Parental involvement is not required. Parents are encouraged to be involved in their children’s education, but it is not a requirement. Students are very independent, including getting to school and back home when the distance is less than 5 km (~3miles). They walk or ride a bike, or parents transport them.

10) Teacher’s Unions:  more that 95% of teachers belong to the teachers’ union (OAJ) which is a member of the Confederation of Unions for Professional and Managerial Staff in Finland (AKAVA). But, the relationship between schools, education policy makers and union is constructive.

11) The often heard claim of Finnish children doing better in school than American students simply because the poverty rate is so much lower is a heavily loaded question and the answer is anything but simple.  The poverty rate in Finland is certainly lower, but what makes the difference in education is equity combined with quality. Instead of highlighting individual performance and competition of students in Finland the focus is on schools’ ability to provide equally good education for different learners. Basic education is completely free including instruction, school materials, school meals, health care, dental care, special needs education and remedial teaching. One Finnish specialty is the free hot lunch served to everyone every day. Hungry students cannot learn well.

12) The Finnish way of teaching could never be replicated in the United States because our population is so much more heterogeneous.  No educational system should ever be replicated in another culture as it is – just like no information should be accepted as it is, but must be assimilated and/or accommodated to become a perfect fit. The way of facilitating individual students’ learning by promoting cooperation and cognition with constructive practices could easily be replicated.

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