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Finland schools: Subjects Are Out & ‘topics’ Are In As Country Reforms Its Education System

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Posted By Sherwen Mohan

For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.

Only far eastern countries such as Singapore and China outperform the Nordic nation in the influential Programme for International Student Assessment (PISA) rankings. Politicians and education experts from around the world – including the UK – have made pilgrimages to Helsinki in the hope of identifying and replicating the secret of its success.

Which makes it all the more remarkable that Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation state – scrapping traditional “teaching by subject” in favour of “teaching by topic”.

 

“This is going to be a big change in education in Finland that we’re just beginning,” said Liisa Pohjolainen, who is in charge of youth and adult education in Helsinki – the capital city at the forefront of the reform programme.

Pasi Silander, the city’s development manager, explained: “What we need now is a different kind of education to prepare people for working life.

“Young people use quite advanced computers. In the past the banks had lots of  bank clerks totting up figures but now that has totally changed.

“We therefore have to make the changes in education that are necessary for industry and modern society.”

Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.

More academic pupils would be taught cross-subject topics such as the European Union – which would merge elements of economics, history (of the countries involved), languages and geography.

There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems while improving their communication skills.

Marjo Kyllonen, Helsinki’s education manager – who will be presenting her blueprint for change to the council at the end of this month, said: “It is not only Helsinki but the whole of Finland who will be embracing change.

“We really need a rethinking of education and a redesigning of our system, so it prepares our children for the future with the skills that are needed for today and tomorrow.

 

  Pupils at Siltamaki primary school perform a rap as part of their cross-subject learning (Jussi Helttunen)
  Pupils at Siltamaki primary school perform a rap as part of their cross-subject learning (Jussi Helttunen)

“There are schools that are teaching in the old fashioned way which was of benefit in the beginnings of the 1900s – but the needs are not the same and we need something fit for the 21st century.”

The reforms reflect growing calls in the UK – not least from the Confederation of British Industry and Labour’s Shadow Education Secretary Tristram Hunt – for education to  promote character, resilience and communication skills, rather than just pushing children through “exam factories”.

But there would currently be little appetite in the UK for going as far as ditching traditional subjects.

Even in Finland, the reforms have met objections from teachers and heads – many of whom have spent their lives focusing on a particular subject only to be told to change their approach.

Ms Kyllonen has been advocating a “co-teaching” approach to lesson planning, with input from more than one subject specialist. Teachers who embrace this new system can receive a small top-up in salary.

About 70 per cent of the city’s high school teachers have now been trained in adopting the new approach, according to Mr Silander.

“We have really changed the mindset,” he said. “It is quite difficult to get teachers to start and take the first step… but teachers who have taken to the new approach say they can’t go back.”

Read more:
Finland to remove cursive handwriting from education curriculum
This is what school lunches look like around the world

Early data shows that students are benefiting too. In the two years since the new teaching methods first began being introduced, pupil “outcomes” – they prefer that word to standards – have improved.

Finnish schools are obliged to introduce a period of “phenomenon-based teaching” at least once a year. These projects can last several weeks. In Helsinki, they are pushing the reforms at a faster pace with schools encouraged to set aside two periods during the year for adopting the new approach. Ms Kyllonen’s blueprint, to be published later this month, envisages the reforms will be in place across all Finnish schools by 2020.

Meanwhile, the pre-school sector is also embracing change through an innovative project, the Playful Learning Centre, which is engaged in discussions with the computer games industry about how it could help introduce a more “playful” learning approach to younger children.

“We would like to make Finland the leading country in terms of playful solutions to children’s learning,” said Olavi Mentanen, director of the PLC project,

The eyes of the education world will be upon Finland as it opts for change: will it be able to retain or improve its showing in the PISA league tables published by the Organisation for Economic Co-operation and Development.

If it does, how will the rest of the education world react?

Case study: Finnish approach

It is an English lesson, but there is a map of continental Europe on the whiteboard. The children must combine weather conditions with the different countries displayed on the board. For instance, today it is sunny in Finland and foggy in Denmark. This means the pupils combine the learning of English with geography.

Welcome to Siltamaki primary school in Helsinki – a school with 240 seven- to 12-year-olds – which has embraced Finland’s new learning style. Its principal, Anne-Mari Jaatinen, explains the school’s philosophy: “We want the pupils to learn in a safe, happy, relaxed and inspired atmosphere.”

We come across children playing chess in a corridor and a game being played whereby children rush around the corridors collecting information about different parts of Africa. Ms Jaatinen describes what is going on as “joyful learning”. She wants more collaboration and communication between pupils to allow them to develop their creative thinking skills.

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20 Signs You’re Actually Making A Difference As A Teacher

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Posted By Ian Jukes

You plan. You assess. You network. You collaborate.You tweet, differentiate, administer literacy probes, scour 504s and IEPs, use technology, and inspire thinking.And for all of this, you’re given bar graphs on tests to show if what you’re doing is actually making a difference. But there are other data points you should consider as well.

20 Signs You’re Actually Making A Difference As A Teacher

1. Your students are asking questions, not just giving answers.

Critical thinking does not mean thinking harder before giving an answer. It means being critical of all possible answers. If your students are asking more questions, and feel comfortable doing so, you can rest assured they will continue the habit outside your class.

2. You have used your authoritative role for inspiration, not intimidation. 

Monkey see, monkey do. I once had a writing professor who, as a best-selling novelist, was not too proud to bring his own raw material to class for the students to workshop. This was a great lesson in humility that I’ll never forget.

3. You have listened as often as you have lectured. Another lesson in authority.

Your students have respected your thoughts and ideas by attending your class; the least you can do is respect theirs. Lending an ear is the ultimate form of empowerment.

4. Your shy students start participating more often without being prompted.

Cold-calling may keep students on their toes, but it never creates an atmosphere of collaboration and respect. When the quiet ones feel comfortable enough to participate on their own, you know you’ve made an impact.

5. A student you’ve encouraged creates something new with her talents.

The simple act of creating is so personal, memorable, and gratifying that you can rest assured your student will want to make it a habit.

6. You’ve been told by a student that, because of something you showed them, they enjoy learning outside of class.

Even if it becomes a short-lived interest, your student will realize that learning outside of class doesn’t have to mean doing homework.

7. You’ve made your students laugh.

People like, and therefore listen to, other people who make them laugh. Showing you have a sense of humor about a topic will lubricate the learning path for your students.

8. You’ve tried new things.

Students, especially if they are older, can be critical of change. A new grading system or an unexpected group discussion session can easily lead to resentment instead of renewed interest. But your students will remember it. Whether the change succeeds or not, they will remember it years down the road when all their other classes, so similar to one another, blur together.

9. You’ve improvised.

Respect and inspiration result from going out on a limb, whether the limb breaks or not.

10. Your student asks you for a letter of reference.

Whether you get bombarded by requests for recommendation letters each year or have been asked for one in your entire career, you can’t deny the confidence you’ve boosted and the difference you’ve made.

11. You have taken a personal interest in your students. 

Your favorite student still may not get into college or achieve his career goals—it’s frustrating, but it happens—however, the chances that he will are infinitely higher simply because you showed an interest.

12. You’ve let your passions show through in your lessons.

It’s hard to stay animated when you’ve been teaching the same material for twenty-five years, but it’s also hard for your students to stay animated when they don’t know why your subject should excite them. Even if they never become excited by your subject, they have learned that different people have different interests and that it’s okay to share your passion regardless of what other people think.

13. You’ve made students understand the personal relevance of what they’re learning.

Psychologists have proven time and time again that people remember things much better if they are personally relevant. Perhaps the lone advantage in a self-centered culture.

14. You have cared–and shown that you cared.

Researchers at the University of Leicester have proven that students assign the most authority to teachers who care about them. If this is true, then you are demonstrating a wonderful principle: that respect comes from kind behavior.

15. You have helped a student choose a career.

Whether your student was already interested in your subject when she entered your class or only became interested once you started teaching, you know you’ve done a great thing when she asks you privately about careers in your field.

16. One of your students becomes an educator.

Maybe one of the greatest honors of all. You must know you had some part in the process, whether it was something you did or (yikes) didn’t do.

17. A parent approaches you with kind words.

Certainly too seldom the case, but reassuring when it happens. Sometimes you have no idea your student listened to a word you said until a relative comes forward to thank you.

18. Your students visit you when they don’t have to.

This is not a popularity contest. This is an accessibility contest. If your students feel comfortable approaching you outside of class, whether for help on an assignment or advice on a career, you’ve made a difference already.

19. You can be a mentor when you need to be.

Many students suffer from major obstacles to learning in the form of inner conflict or turmoil at home. While school counselors exist for a reason, you can’t afford to be completely closed off to personal issues. Learning is not independent from feeling, and this is something you can demonstrate to your students.

20. You practice strength and patience.

We’ve all reacted to current situations with emotions left over from the past, whether it’s trouble at home or personal strife. The ultimate lesson, at the end of a rough day, is not blaming anyone but yourself for your reactions. Students are always watching; someday someone will be watching them too.

Despite what administrators might drill into our skulls, educators exist to produce good people, not good test results. The true measure of our success is hard to record on paper but easy to recognize in a student’s behavior. Look for the signs and be open to improvement.

 

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The Science Behind How We Learn New Skills

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Posted By Sherwen Mohan

Learning new skills is one of the best ways to make yourself both marketable and happy, but actually doing so isn’t as easy as it sounds. The science behind how we learn is the foundation for teaching yourself new skills. Here’s what we know about learning a new skill.

Our brains are still a bit of a mystery. We’ll likely be learning about how our brain works for years to come, but we are starting to get a better idea of how we learn new things. To that end, let’s start by talking about what happens in your brain as you take on a new skillset before moving onto some of the scientifically effective ways to learn.

Every time you learn something new, your brain changes in a pretty substantial way. In turn, this makes other parts of your life easier because the benefits of learning stretch further than just being good at something. As The New Yorker points out, learning a new skill has all kinds of unexpected benefits, including improving working memory, better verbal intelligence, and increased language skills.

Likewise, as you learn a new skill, the skill actually gets easier to do. Cornell University explains what’s going on:

Specifically, training resulted in decreased activity in brain regions involved in effortful control and attention that closely overlap with the frontoparietal control and dorsal attention networks. Increased activity was found after training, however, in the default network that is involved in self-reflective activities, including future planning or even day dreaming. Thus, skill mastery is associated with increased activity in areas not engaged in skill performance, and this shift can be detected in the large-scale networks of the brain.

Essentially, the more adept you become at a skill, the less work your brain has to do. Over time, a skill becomes automatic and you don’t need to think about what you’re doing. This is because your brain is actually strengthening itself over time as you learn that skill. Scientific American breaks it all down like so:

Many different events can increase a synapse’s strength when we learn new skills. The process that we understand best is called long-term potentiation, in which repeatedly stimulating two neurons at the same time fortifies the link between them. After a strong connection is established between these neurons, stimulating the first neuron will more likely excite the second.
 

In addition to making existing synapses more robust, learning causes the brain to grow larger. Optical imaging allows researchers to visualize this growth in animals. For instance, when a rat learns a difficult skill, such as reaching through a hole for a pellet of food, within minutes new protrusions, called dendritic spines, grow on the synapses in its motor cortex, the region that allows animals to plan and execute movements.

The more connections between neurons are formed, the more we learn, and the more information we retain. As those connection get stronger, the less we have to think about what we’re doing, which means we can get better at other facets of a set of skills.

We’re still learning about learning. So, while we can see how learning skills affects the brain, we’re still digging into exactly why it happens and all the benefits of doing so. As the old saying goes, practice makes perfect, but how we practice is just as important as if we’re practicing.

How You Can Use This Science to Learn Faster

Knowing how your brain adapts to new skills is just part of the process. That knowledge is worthless if you don’t know how to apply it. With that in mind, let’s dig into some of the tried and true methods of learning new skills as quickly as possible. It’s all about boosting your brainpower in one way or another. Thankfully, it’s surprisingly easy.

Force Yourself to Learn Without Guides or Help

When we’re learning a new skill it’s easy to rely on YouTube, tutorials, walkthroughs, and guides to help get the process started. That’s great for those beginning days, but if we keep doing that we won’t ever actually learn because we’re not solving problems on our own.

In order to learn, we need to fail. Science writer Annie Murphy Paul calls this productive failure:

We’ve heard a lot lately about the benefits of experiencing and overcoming failure. One way to get these benefits is to set things up so that you’re sure to fail—by tackling a difficult problem without any instruction or assistance. Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore, has reported (in the Journal of the Learning Sciences) that people who try solving math problems in this way don’t come up with the right answer—but they do generate a lot of ideas about the nature of the problems and about what potential solutions would look like, leading them to perform better on such problems in the future. Kapur calls this “productive failure,” and you can implement it in your own learning by allowing yourself to struggle with a problem for a while before seeking help or information.

Take the example of learning the guitar. You can easily hunt down the tablature for “Paint it Black” online, but that’s not going to help you learn the actual sound of each chord you’re playing. Instead, try to figure it out on your own instead of seeking out the answer. This is essentially learning by trial-and-error, which is frustrating, but works really well. The same goes any number of other skills. Sure, sometimes you need to break down and search for a solution, but you’re going to be better off if you don’t.

Spread Out Learning Over Time

When we’re picking up a new skill or learning something entirely new, it’s easy to binge-learn and obsessively work on it over time. However, that’s not always the best idea. In fact, spreading out learning, also known as distributed practice, is thought to be a better way to learn. A review of studies in Psychological Science in the Public Interest found that spreading out learning is far more effective than cramming:

Dunlosky and colleagues report that spreading out your studying over time and quizzing yourself on material before the big test are highly effective learning strategies. Both techniques have been shown to boost students’ performance across many different kinds of tests, and their effectiveness has been repeatedly demonstrated for students of all ages.

“I was shocked that some strategies that students use a lot — such as rereading and highlighting — seem to provide minimal benefits to their learning and performance. By just replacing rereading with delayed retrieval practice, students would benefit,” says Dunlosky.

Distributed practice is an old technique, but it actually works really well for the busy lives most of us lead. Instead of sitting down for hours on end to learn a skill, distributed practice is all about shorter, smaller sessions where you’re stimulating the link between the neurons more often throughout time. So, instead of trying to learn a skill by taking an hour long class every night, give yourself a lot of time overall, and small chunks throughout the day. Heck, even 15 minutes a day to spend on projects is enough for many of us.

Choose Your Study Time Wisely

You wouldn’t think it, but when you study or practice is just as important as how. As we’ve seen before, the body’s internal clock is tuned to work better during certain points in the day, and that goes for learning as well. According to one study published in the journal PLOS One, we learn best when we do so before sleep.

The study found that subjects who went to sleep right after learning something did significantly better in a series of memory tests. We’ve seen this before with naps, and know that sleep has a big impact on memory retention in general. Basically, when you learn a new skill before bed, you’re helping fortify the link between the neurons in your brain. This means you retain information better.

Apply Your Skills Every Day

We’re big proponents of experiential learning here at Lifehacker, and that’s because it’s often the best way to learn the types of skills we talk about here. The more you can apply what you’re learning to your every day, the more it’ll stick in your head.

The reason is simple. When you’re learning by doing, you’re implementing everything that makes our memory work. When you’re able to connect what you’re learning with a real world task, that forms the bonds in your brain, and subsequently the skills you’re learning will stick around. This is especially true with learning a foreign language, where application is the key to learning quickly.

You can do this in a number of ways. For some skills, like music, deliberate practice is a way to be more mindful of what you’re doing so you can actually improve. Deliberate practice is all about tracking what you’re learning, focusing on short learning sessions, and practicing as smart, not hard.

Just like memory, we learn best when we have context, and that applies to new skills as much as it does random facts in school. That’s why something like the transfer of learning is helpful when your learning a new skill. This means you’re applying your new skills in your day to day life in a context that matters. For example, if you’re learning about mathematics, make sure you find a way to work that into your daily life, even if it’s as simple as figuring out your gas mileage every day. It’s simple, but it’s about forming connections in your brain that actually matter to you.

Everyone prefers to learn a little differently, so unfortunately you might need to experiment with different methods as you’re taking on a new skill. The above list certainly doesn’t inlucde everything, but it’s a starting point to learning more effectively. You’re bound to hit plenty of barriers along the way, and sticking with it isn’t always easy, but the benefits are worth it: a bigger, smarter brain that can process things easily.