Group items tagged

Pillar #1: “I’m only one of my students’ teachers, but I’m the most important because I teach them to connect to all the others.” Implication area: Instruction

Pillar #2: “My students should learn from me how to learn without me.” Implication area: Curriculum

Pillar #3: “My students’ knowledge lies not only in their minds but in their networks.” Implication area: Assessment

Nearly 30 percent of Finland’s children receive some kind of special help during their first nine years of school.

more than half of its 150 elementary-level students are immigrants—from Somalia, Iraq, Russia, Bangladesh, Estonia and Ethiopia, among other nations

“We prepare children to learn how to learn, not how to take a test,”

There are no rankings, no comparisons or competition between students, schools or regions.

Every school has the same national goals and draws from the same pool of university-trained educators.

The differences between weakest and strongest students are the smallest in the world, according to the most recent survey by the Organization for Economic Co-operation and Development (OECD). “Equality is the most important word in Finnish education. All political parties on the right and left agree on this,” said Olli Luukkainen, president of Finland’s powerful teachers union.

“If you only measure the statistics, you miss the human aspect.”

Compulsory schooling does not begin until age 7. “We have no hurry,” said Louhivuori. “Children learn better when they are ready. Why stress them out?”

Ninety-seven percent of 6-year-olds attend public preschoo

Schools provide food, medical care, counseling and taxi service if needed. Stu­dent health care is free.

The only time Rintola’s children are pulled out is for Finnish as a Second Language classes, taught by a teacher with 30 years’ experience and graduate school training.

English begins in third grade, Swedish in fourth.

Not until sixth grade will kids have the option to sit for a district-wide exam, and then only if the classroom teacher agrees to participate

Most do, out of curiosity. Results are not publicized. Finnish educators have a hard time understanding the United States’ fascination with standardized tests. “Americans like all these bars and graphs and colored charts,”

“Looks like we did better than average two years ago,” he said after he found the reports. “It’s nonsense. We know much more about the children than these tests can tell us.”

A class of first graders scampered among nearby pine and birch trees, each holding a stack of the teacher’s homemade laminated “outdoor math” cards. “Find a stick as big as your foot,” one read. “Gather 50 rocks and acorns and lay them out in groups of ten,” read another. Working in teams, the 7- and 8-year-olds raced to see how quickly they could carry out their tasks.

“We help situate them in the right high school,” said then deputy principal Anne Roselius. “We are interested in what will become of them in life.”

“It was simply the idea that every child would have a very good public school. If we want to be competitive, we need to educate everybody. It all came out of a need to survive.”

Teachers from all over the nation contributed to a national curriculum that provided guidelines, not prescriptions.

The second critical decision came in 1979, when reformers required that every teacher earn a fifth-year master’s degree in theory and practice at one of eight state universities—at state expense. From then on, teachers were effectively granted equal status with doctors and lawyers.

Applicants began flooding teaching programs, not because the salaries were so high but because autonomy and respect made the job attractive

All children—clever or less so—were to be taught in the same classrooms, with lots of special teacher help available to make sure no child really would be left behind

The inspectorate closed its doors in the early ’90s, turning accountability and inspection over to teachers and principals. “We have our own motivation to succeed because we love the work,” said Louhivuori. “Our incentives come from inside.”

A recent report by the Academy of Finland warned that some schools in the country’s large cities were becoming more skewed by race and class as affluent, white Finns choose schools with fewer poor, immigrant populations.

Cultural literacy: Cultural literacy has always been a desired skill in teachers abroad and living in multiethnic domestic regions.

Socratic seminar:

Community engagement:

Information literacy: Seeing as how information literacy is considered integral to student success, schools have little use for teachers without the relevant skills.

Networking: A networking teacher is, ostensibly, an open teacher.