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izz aty

No child left behind: (Relative) equity in Finnish schools -  Inside classroo... - 0 views

www.insideclassrooms.com/...tive-equity-in-finnish-schools

finnish special ed scandinavian education finnish education

shared by izz aty on 21 Nov 14 - No Cached
  • not only is Finland a top performer in all three subjects tested in PISA, they manage to do so while making schooling equitable.
  • The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up. 
  • In Finland, although there is no formal education until age 7, most students attend preschool at 6, and day-care is available to all children under this age. This day-care is provided by the local authority in over 90% of cases, and its cost is dependent on the size and income of the family (bigger families pay less per child, and low income families pay nothing). 
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  • There are two types of special classes. The type described above is called the E class, and there is one in each year. These classes are smaller than the others, and they have the same teacher for most subjects (who should be a qualified teacher with an extra qualification in special needs, but in practice these are in short supply). Students can move in and out of this class, but in practice they usually stay there for most subjects, occasionally joining another class if they have a strength in a particular area.
  • high expectations of all students, and these are to meet the objectives set out in the national curriculum.
  • These mixed ability classes would be difficult for teachers to handle if it weren't for three things: thorough teacher education - teacher training includes a significant focus on differentiation and how to support students at all levels;small class sizes - the estimated average size is 14.1 (although some research suggests class size doesn't affect student performance); anda well staffed student support system - special teachers that provide in class support and take out small groups are qualified teachers with further qualifications in special education.
  • all classes are mixed ability.
  • Those with severe or specific special needs still attend mainstream school, but are in a class of their own somewhere in the district. Each school has its own specialism. This may mean travelling a little while to get there, as only one or two schools will have an autistic class for example. 
  • There isn't really special provision for gifted students
  • brighter students help struggling students in class which enhances their own understanding
  • if students are motivated, you can't stop them learning - gifted students will take the books and teach themselves (one of the teachers who told me this had four degrees but had come from a tiny school in the countryside).
  • Finland has only small differences in performance between schools (a measure closely associated with equality), and most students go to their local schools (to age 15).
  • Selection only happens in two situations: where students are applying to language emersion schools (and the student has to speak the language to a certain level), and where students are applying for a certain class in a school that is the school's specialism, such as Music or Sports (these classes have the same basic curriculum with additional Music or Sports lessons). There are no grammar schools, and very few private schools (and even these have to follow the national curriculum).
izz aty

The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

shared by izz aty on 30 Oct 14 - No Cached
  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
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  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
izz aty

12 Things You Should Know to be Computer/Tech Literate - 0 views

docs.google.com/...pub

technology tech computer e-learning

shared by izz aty on 05 Jan 15 - No Cached
  • Understanding Computer/Technology Hardware
  • Operating System Basics-
  • Effective & Efficient Web Browsing-
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  • Searching & Search Engines
  • File/Document Management
  • Using Productivity Tools
  • Spreadsheets & Databases
  • Word Processing
  • Copyright, Citing Sources and Plagiarism
  • Presentations
  • e-mail, Internet & Social Networking Etiquette and Safety
  • Finding, Choosing, Using and/or Developing Software Apps, Online Tools & Simulations
izz aty

Dictionary of Educational Jargon: Professional Development Resource for Teachers (Grade... - 0 views

www.teachervision.com/...48466.html

education

shared by izz aty on 04 Dec 15 - No Cached
  • If you are confused about all the different terms you have come across while preparing for a teaching job, this glossary will help you understand the jargon of your new profession.
izz aty

ABC of learning and teaching in medicine: Problem based learning - 0 views

www.ncbi.nlm.nih.gov/...PMC1125189

PBL Handbook PBL

shared by izz aty on 17 Dec 15 - No Cached
  • In problem based learning (PBL) students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge. Thus, PBL is not about problem solving per se, but rather it uses appropriate problems to increase knowledge and understanding. The process is clearly defined, and the several variations that exist all follow a similar series of steps.
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