Practicing the art of the possible The Finnish educational system and English education Sirkku Nikamaa Finnish educator Seoul Education Training Institute [email protected]+44 7759 801 814 , +358 405 298 859
1. Practicing the art ofthe possibleThe Finnisheducational
systemand EnglisheducationSirkku NikamaaFinnish educatorSeoul
Education Training [email protected]+44 7759 801
814 , +358 405 298 859
2. Why am I here?PISA scores 2009Student performance in
reading,mathematics and science:1. Shanghai2. Korea3. Finland4.
Hongkong5.
Singaporehttp://www.pisa.oecd.org/dataoecd/54/12/46643496.pdf2
3. Agenda1. Principles of the Finnish system2. Our approach to
teaching English3. Curriculum and methods4. Teacher education,
further education5. Dream School concept, main points6. Motivation
and Engagement7. Methods and ideas for lessons8.
ResoourcesDiscussion
4. Principles of the Finnish system
5. Pisa tourists in FinlandThousands of visitors from many
countrieslooking for good ideas and best practice.They discover: A
consensus society Equality, a good education system Modern society,
good healthcare etc Angry Birds, engineering, design, architecture,
forest industry, NOKIA
6. What do our visitors takehome? CAN take away: Ideas and best
practice that will flourish in foreign soil CANNOT take away 1.
Finnish culture and political consensus 2. The history of the
educational system 3. Relatively homogenous society
7. Education Background culture 8
8. Education is important Consensus, no drop-outs- philosophy
Finland cannot stay on top of the information society race without
sustained and focused efforts and good education
9. Education system Optional preparatory class age 6 7 9-year
comprehensive basic education Work experienceUpper secondary
Vocational ed. and vocational examinationsUniversities Schools for
applied sciences Higher exams in SASc Education system withoutPhD
dead ends
10. System drivers: WE HAVE WE DO NOT HAVEEqual opportunity
Streaming Comprehensiveness Privatization Respect for teachers as
competent Testing, regulation knowledge workers of teachers
Flexible remedial Standardized, teaching individualized, uniform
learning, requirements Encouraging National tests assessment and
evaluation NOT testing
11. Ownership of learning Cartoon by Wulffmorgenthaler
12. Continuous development Schools are seen as active learning
communities (locus of control and capacity) Improvement through
networking and self-regulation Value in sharing ideas and solving
problems together Collaboration not competition
13. Language studies in Finland
14. Language studies Foreign language study starts in 3rd grade
(age 9). Can start in grades 1 2. An optional language from 5th or
8th grade on (not available in all municipalities)Compulsory
minimum of languages is:1. Mother tongue (from 1st grade)2. First
foreign language (from 3rd grade)3. The other national language
(Finnish for Swedish speakers, Swedish for Finnish speakers) (at
the latest from 7th grade on)
15. English and the law of gravity Cartoon by
Wulffmorgenthaler"It has been said that arguing against
globalization is like arguing against the laws ofgravity. Kofi
AnnanEnglish is needed in the globalized world
16. English is the foreignlanguage of choice English Finnish
Swedish Franch German Russian/Other Language choices in Finnish
basic education, 2009
17. A brief history of MFL teaching 1980s syllabi presented
Reform in 2016 aims to detailed lists of structures diversify MFL
offering in and situations to be schools followed by teachers1960
1970 1980 1990 2000 2010 2020Prior to 1970s MFL was 1990s
communicativeonly available to students competence and
oralattending schools language proficiency grewtargeted to academic
in importance.professions. More autonomy: teachersMethodology: to
find their owngrammar, translation, writ methodology.ten exercises
(modeledafter study of classiclanguages)
18. Curriculum and Methods
19. Curriculum Ministry of Education and Culturedetermines the
general goals and time allocation for subjects National Board of
Education develops the National Core Curriculum in consultation
with several stakeholders Local Authorities(education providers)
form their own local curricula Teachershave a lot of autonomy and
ownership over theimplementation. Teachers shape the curriculum in
theirclassrooms
20. CornerstonesLanguage is: a skill subject means of
communication a cultural subjectAims: Life long learning Linguistic
competence Cultural competence Strategic competencies in
communication and learning strategiesOverall aims of basic
education are reflected inEnglish education
21. English curriculumEmphasizes meaningful learning based on
personal experience social interaction learning connected to real
life and cultureIt aims at all-round human growth
throughinteractive and collaborative learning Learning to set
goals, learning how to learn, adjust learning strategies
22. Language teaching connected to real life Now, do youThreats
to life on actually think earth: this isOverpopulation appropriate
forClimate change 3rd graders? Diseases Cartoon by
Wulffmorgenthaler
23. A few excerpts from a localcurriculumLanguage skills
Cultural skills produce oral deepen and expand presentations, expr
the knowledge ess opinions and about the Anglo- wishes Saxon
culture and geography write essays using compare his own English
language culture and country media with other countries and
cultures Source: Espoo local English curriculum -- 9th grade
24. A few excerpts from a localcurriculum (cont.)Study
strategies Situations and themes Use ICT in language sustainable
learning Do small projects development independently and in health
and wellbeing groups media Set goals for himself and to take active
travel measures to achieve public services those goals working life
and Adjust methods to achieve the goals economyGrammar Source:
Espoo local English curriculum -- 9th grade
25. Language learning has shifted From To Written Oral Grammar
and structure Proficiency in real life Translation Communicative
use Teacher Learner autonomy centeredness Linguistic skill
Intercultural communication competence and cultural
sensitivity
26. The shift necessitates a newapproach to learning The core
curriculum states a broad frame for teaching and learning and
assigns teachers exceptional pedagogical freedom (compared to many
other countries) Aim is that learners have life long motivation,
skill and confidence in all new language experiences in and outside
school
27. ExamplesIn grades 1 2: Games, songs, rhymes with emphasis
on listening, understanding and speaking. Content related to home
and school.Grade 3 high school: Communicative teaching mixed with
form- focused study of grammar. Increasing learner autonomy,
emphasis on oral proficiency, study of culture and ICT supported
learning environments (including social media)
28. English teaching guidelines Authorities do not give
templates for language lessons!Guidelines:1. Orientation and
motivation2. Internalization (rehearsal) & elaboration3.
Application of linguistic content in in- and out-of-school
settings
29. 1. Orientation and motivation Linguistic content
introduction referring to usefulness of functions vocabulary in
real-life situations2. Internalization, rehearsal & elaboration
Listen to a text, watch video Seek clarification from peers &
teacher. Instruction in pronunciation, intonation patterns. Read
out loud. Discuss, answer questions, (pictorial cues) on the text.
Students help each other, give feedback to each other.
30. 3. Application of linguistic content in in-
andout-of-school settings Improvised pair discussions Homework or
at school: Use the vocabulary and grammar learned: writing small-
scale dramas writing stories recording video clips present to peers
and teacher projects, games, team work etc Independent use of
learning content
31. Joy of learning Yes, feathers! My horse gallops faster when
you tickle him. Was there anything else? Cartoon by
Wulffmorgenthaler
32. Minimal Exercises, focus on Tasks Exercises vs TasksRely on
formal Using language foraccuracy and one- meaningful open-ended
communicationto-one responses. Focus on the function and content
rather than form Provide opportunity to interact, solve- problems,
get guidance from teacher or peers Making mistakes is not
stigmatizing but useful!
34. AssessmentAims: to guide and support the study process to
promote learning and students self- assessment skill, learning how
to learnStarting point is curricular objectives progress in
language acquisition working and learning skills and behavior
Formative assessment, self-assessment, peer assessment a
priority.
35. Assessment to support learning1. For formative purposes
during the course of education: Criterion referenced measures
Ongoing feedback Verbal records, development talks Numerical2.
Assessment at the end of the course, school year, basic education
Numerical assessment based on multiple sources of information and
forms of assessment, written and oral performance considered
36. What gets tested, getstaught
37. Objectives are the core of basic education. Development of
key skills. Needs of the individuals personality and growth and
societys needs. Objectives ImplementationContent is a means to
Contentachievethe objectives Implementation defines how objectives
are achieved: guidance, support, co- operation, learning
environments, methods and assessment
38. Less is more Less teaching time Less homework Less testing
No streaming39
39. Streaming Streaming was abolished in mid-1980s* Achievement
gap began to decrease 7% school variance between schools vs 42 % in
other OECD countries (reading scale)*Before that students were
placed in one of 3 levels of curriculabased on prior performance,
but often based on peers andparents influence.40
40. Teacher education
41. Teacher education Class teacher education Masters degree in
pedagogy or pedagogical psychology Competency for grades 1 - 6
Subject teacher education Masters degree in main subject with
pedagogical studies Competency for grades 7 9, high school,
vocational schools etc.Both studies include teaching practice in
one of12 Normal Schools that are attached touniversities. Focus on
didactics.
42. Further educationMain organizers are: Finnish National
Board of Education Local authorities Teacher organizations
Publishers Private companies European Council supported networks
like ECML (European Center for Modern Languages)(Minimum 3
mandatory days of professional developmentannually, organized by
local authority)
43. In-service and other supportMain partners for collaboration
andprofessional support: Teams and colleagues at school Local
authority, other schools in the area Informal networks, online
communities Federation of Foreign Language Teachers in Finland,
SUKOL, with 30 local and 8 national member organizations
44. Dream School, main points
45. Dream School tools for agood life Excellence is not
delivered from the top. It is created on the spot City of
Kauniainen Dream School is an example of a successful local
development project in a de-centralized system It is a modular,
open source system and can be easily adopted by other schools
46. Future skillsWhat skills will the adult of the future need?
Knowledge and skill related abilities Ability and desire to learn
Creative passion Enriching interaction Good self-confidence,
self-knowledge
47. The core processes Basic skills Reading, writing,
mathematics History, society, culture, life sciences Language
skills Health Arts and Manual skills Working skills Creative
problem solving Communication skills Self-guidance Teamwork
Development of the learners individual and community- related
readiness Interaction skills Skills in influencing Entrepreneurship
Ethic view of life Self-esteem and self-knowledge
48. Sharing is caring Innovative, creative learning using a
multitude of methods and tools: Wii, phones, tablets, drama, role
play, games, film editors, mindmaps, Google tools, Prezi, cartoons,
animations, cameras etc. Student work and assignments are given
out, presented, shared, stored and developed through our Learning
Diary, an e-portfolio tool that: Facilitates building on prior
knowledge, sharing, development and distribution of learning
assignments between students and teachers makes the learning path
more visible and encourages the use of a variety of evaluation
methodsCollaboration and communication betweenteachers, students,
management is important! Goal is tosupport growth and
learning.
49. Shared leadership Pedagogical unit Communications and
networking International unit unit Student and Grade-level learning
teams management Student participation Unit for safety unit and
buildings Unit to support growth and learning
50. Joy of learningWhat you learn without joy you forget
without grief We bring emotion into learning Give recognition,
praise and support Encourage and expect responsibility for own
learning and behavior Give room for trial and error Use what your
students already know and can Develop a positive attitude Create a
deep and personal learning process that crosses subject - and
learning environment borders
51. SummarySystem: Equal opportunities No streaming Almost no
testingSchools and local authorities: Develop their own curriculum
Quality is created on the spot, not delivered from the topTeachers:
Trusted and valued professionals, not subjected to external
evaluationsStudent: Ownership of and responsibility for learning
Flexible remedial teaching Fairly little homeworkSupport of growth
and learning. Development of thewhole person, not only the
cognitive domain.
52. Together we can make amazing things happen!
53. Sources: Finnish Lessons. What can the world learn from
educational change in Finland. Pasi Sahlberg, Teachers College
press, Columbia University, 2011 Miracle of Education, The
Principles and Practices of Teaching and Learning in Finnish
Schools. Hannele Niemi, Auli Toom, Arto Kallioniemi (eds). Sense
Publishers, 2012 The School of Opportunities towards every learners
potential. Finnish National Board of Education www.oph.fi
Kielitivoli www.oph.fi Whats the point of school. Rediscovering the
heart of education. Guy Claxton, 2008 Cartoons by
Wulffmorgenthaler