Presentation of the cultural heritage of Finland during the second PM
Coop Learning and School visits:
The first visit was to the Metsokangas Comprehensive School. This Is a very large school with very many innovations. All teachers are University qualified and they also work as a couple in a group. The exchanges that take place is of great value for the children. This was for us very interesting and very educational.
Lessons are presented in cooperative mode. (See also Dutch presentation.)There is a lot of room for art and culture. The dance that was presented to us related to the Kalevala, a traditional Finnish folk tale. It was remarkable that all students are taught the traditional songs and folk dances. Similarly the national anthem. There is much less emphasis on this in our country.
The second visit was to a school with special needs (Tiernan Koulu). This is a very large school with 11 locations. Each location has its own speciality. We were looking at the practical training. At this school a great deal of attention is given to the social skills.
The third school we have visited is a location of Metsokangas Comprehensive School. There is also great attention to culture. There is a school choir.
We also visited a Montessori school.
The school visits were very interesting and educational. The way in which Finland this presented was very exciting. And many things we saw were of use in our own school. (Verbatim report of schools visit see the website)
We, the Dutch school, gave a cooperative presentation, to find out find out what the other participating countries have to offer at their school. This gave all of us more vocabulary, ICT and behaviour knowledge.
COOP LEARNING: PRESENTATION IN FINLAND BY THE NETHERLANDS
COOP LEARNING: QUESTIONS and ANSWERS
1. What do you do when a pupil(student) does not follow the rules?
The behavior is unacceptable
What do you do to prevent behaviour problems
What would you like if you have al the means at your disposal
- Discus with the students.
- Students need clear daily structures so they always know what the teacher want him or her to do and how to behave in a different situation.
- While the student is misbehaving it’s the teachers role to stop their behaviour and discuss this withthe student.
- One good idea is to use the behavioural traffic lights.
- Reflection with the whole class.
- Paying attention and rewarding good behaviour.
- Writing the rules.
- Talk with him/her and let them express their opinion.
- Smaller classes.
- More training for teachers especially in behaviour problems.
- Eeffective implementation of the classroom routines, rules, rewards, consequence and consistency
- Build a rapport with the student- mutual respect
- We don’t use punishments in Greece so we can’t do many things when the pupils don’t follow the rules.
- It is a big issue wich will need lots of help.
2. How do you stimulate effective education? What type/sort of instruction do you use? For example
- language education
- World orientation
- math teaching
- learning by doing
- teacher is the co-ordinator who helps children to discover knowledge in every subject
- Co-operative learning in small teams at language problem solving at maths and the physical education
- learning by games end projects
- Seperate English lessons
-choose situations in which they’re interested
3. How is ICT integrated in your lessons for both teachers and pupils (students)?
-se of interavtive board
- Use of natural classroom platform
-Use of tablest for educatation apps
- Use of digital books for homework and as reference.
- dropbox & google
- Project based on learning actualities
-Use a Data projector, a few computers, active board, internet, blog, writing & drawing with computers, tablets, phones, BYOD (Bring Your Own Devices) marking with the computers, workshops online, airbook, drone videotaping
- Lots of problems with wifi( Portugal)
4. How do you learn the pupils(students) new native vocabulare?
Do you also teach students other languages and how would you do that?
Finland and Croatia: English teached trough songs, games, role play, good way to introduce new topics is internet( you tube). Using books( textbook/ workbooks) 4-5 hours/week, newspapers, drama, internet
Spain: Depending on the grade from 7 to 9 periods/week: Give presentations, dialogues and reading at school and at home. We teach english.
Greece: We teach new subjects from greece languages book every day. It takes two hours every day. The pupils discover the new words in greece and create sentences with the new words or home work. We also teach German and English.
Italy: We teach new words starting from reading some text.
Sardinia; First we present new words, reading en writing words. We also check in a dictionary. We teach also English.
Cypres: We teach new words from a language book. As the teacher deliver the lesson, pupils try to find the unknown words and understand their meanings from the lessons contex.t After that they look up these words in the dictionary. They discuss with the teacher the meaning of the words, their etymology, they use examples etc. We teach English.
5. What does an ordinary schoolday look like/
Are the groups divided in age? Can you give an example please?
What is your preference?
Finland: 8.15-9.15, 9.30-10.30, Lunch, 11.15-12.15. 12.30- 13.30
Primary school age 7-13
Primary school age 7-15combination
Secondary school 13-16
Devided in ages kindergarten from age 3-6
Pre school age 3-5
Second grade age 11-13
Secondary school age 14-18
Divided in ages: Primary school from age 6-12
2 shifts in a day 8-13.00 and 14.00- 19.00
Pre school 3/6
Primary school 6/7- 9/10
Second cycle 10-11 years( 2 years0
Third cyrcle 12- 14/15 ( 3 years)
Secondary school 15/16- 18 after that university
schoolday from 08.30 till 14.00
Grouped in age and ability
Breaks at 10.15 to 10.30 and 12 to 12.30 We teach English. Also speech therapy available and special gym classes.
6. Debate the position
- The learning process is more important than the learning product
- Classify pupils at level is better than at age
- Pupils should like school
You can choose one of these positions or do them all!
-We as teachers should try to make pupils happy at school
-Proces is more important for teachers because students don’t in every case notice what they are doing. That’s why it’s teachers job to tell what the students are learning.
-During the learning process pupils learn about themselves. Where is their weakness and strong points, where to improve and learn more, work more and get more knowledge.
- Social aspect is also important during learning process. Students learn from each other during discussions.
The project is financed by the European Union within the ERASMUS + programme, Action KA2 – cooperation of schools
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