So my school visits are progressing... After next week's ski holiday winter break, I will have several more schools to visit coming on the radar:
I look forward to visiting a school in Kirkkonummi (about 40 kms away) where the principal has written a problem-based mathematics curriculum and she was a Fulbright teacher about five years ago. After the winter break, I will also have the opportunity to visit the English School in Helsinki and return to the Viikki Teacher Training School. My Fulbright buddy Eija has also suggested several schools in the Helsinki metropolitan area that I should pursue.
I am most excited about the ten schools that Kari Kinnunen (who is with the teachers union) has offered to coordinate for me. Kari will initiate the contact with 5 schools in Espoo and 5 schools in Vantaa which are both right outside Helsinki, but not visited near as much as the Helsinki schools. I continue to learn how small Finland is -- Kari had a Fulbright teacher colleague from Chicago at his school many years ago.
My preference for most of my schools will be to establish a relationship with some teachers and return to the school several times. Check back to see what I learn. Any questions you wonder about?
Saturday, February 18, 2012
Thursday, February 16, 2012
Teachers & Assessment in Finnish Education
OK... we need to start talking about assessment in an open, constructive way in Chicago and the U.S. Granted Finland implemented reforms 30+ years ago and teachers have more respect, trust, and autonomy, but we have to start somewhere, sometime (and not with the district leaders strategy of the year). We need a strategic, collaborative, comprehensive approach to assessment planned with educators for children in the U.S.
Today I attended a class about the training for "teacher-conducted" assessments in Finland for the University of Helsinki's STEP (Subject Teacher Education Programme in English) teacher prepartion program.
Most countries are doing less assessment -- not Chicago. This year, teachers are directed to administer and students are given more assessments -- using more instructional time -- than I have had in twenty years with CPS. In Finland -- there are NO standardized tests mandated by the country or the city for students to take. Each school and more specifically each teacher designs and implements the formative assessments and summative assessments to inform their instruction. The only national test is the matriculation exam at the end of upper secondary students for those students (about 2/3 of the students) that want to continue to college.
OK -- reality is with the national Common Core State Standards (CCSS) that national assessments are here to stay. How can we get back most of the instructional time we have lost to all the other mandated district, state, and national tests? How do we as teachers get more of an effective, respected voice as to the quantity and format of the assessments that students need to take? Is there a U.S. city or state doing this better than Chicago or the State of Illinois?
Today I attended a class about the training for "teacher-conducted" assessments in Finland for the University of Helsinki's STEP (Subject Teacher Education Programme in English) teacher prepartion program.
Most countries are doing less assessment -- not Chicago. This year, teachers are directed to administer and students are given more assessments -- using more instructional time -- than I have had in twenty years with CPS. In Finland -- there are NO standardized tests mandated by the country or the city for students to take. Each school and more specifically each teacher designs and implements the formative assessments and summative assessments to inform their instruction. The only national test is the matriculation exam at the end of upper secondary students for those students (about 2/3 of the students) that want to continue to college.
OK -- reality is with the national Common Core State Standards (CCSS) that national assessments are here to stay. How can we get back most of the instructional time we have lost to all the other mandated district, state, and national tests? How do we as teachers get more of an effective, respected voice as to the quantity and format of the assessments that students need to take? Is there a U.S. city or state doing this better than Chicago or the State of Illinois?
Wednesday, February 15, 2012
Viikki Teacher Training School
Today I joined my advisor at the university teacher training school, Viikki Normaalikoulu, to observe three pairs of her students teach mathematics classes (two pairs in sixth grade, one in third grade). I also had the opportunity to observe a 2nd year upper secondary class solving derivatives (could not believe I actually remembered how to do it!)
Hmm - so I do not know how many of my colleagues, friends, and family members following this blog know - but this is already a HUGE difference with the United States for teacher preparation. The college students preparing to be teachers actually teach early in their college degree, half way through, and towards the end. Contrast this the student teaching we typically do in the U.S. at the end of our coursework. This is a completely different design that provides future teachers feedback on actual teaching practice throughout their studies.
At the conclusion of each lesson, the classroom teacher and my advisor (mathematics teacher educator) Heidi Krzywacki sat down and discussed the strengths and needs of each lesson. At a minimum, I suggest American college students (preparing to be teachers) could practice teach a lesson instead of completing their university-required "observation hours". I always put my visitors to work helping with the hands-on activity or tutoring a small group, but this could be even more productive practice. What do you think?
Hmm - so I do not know how many of my colleagues, friends, and family members following this blog know - but this is already a HUGE difference with the United States for teacher preparation. The college students preparing to be teachers actually teach early in their college degree, half way through, and towards the end. Contrast this the student teaching we typically do in the U.S. at the end of our coursework. This is a completely different design that provides future teachers feedback on actual teaching practice throughout their studies.
At the conclusion of each lesson, the classroom teacher and my advisor (mathematics teacher educator) Heidi Krzywacki sat down and discussed the strengths and needs of each lesson. At a minimum, I suggest American college students (preparing to be teachers) could practice teach a lesson instead of completing their university-required "observation hours". I always put my visitors to work helping with the hands-on activity or tutoring a small group, but this could be even more productive practice. What do you think?
Thursday, February 9, 2012
PhD Seminar - Mathematics Teacher Beliefs
I was invited to attend a seminar with a professor and about a dozen current teachers pursuing their 2nd master's degree or PhD in mathematics education. There were teachers in attendance from Finland, U.S., and Ghana.
The PhD research project that was presented and critiqued will research mathematics teacher beliefs -- whether their philosophy of instruction is more constructivist or more traditional. To my surprise, in the last couple of days, I have learned that there is already research here to show that many mathematics teachers here are more traditional than I thought. Hmm... another similarity between our teachers. Teachers realize or at least say that they believe in inquiry-based, constructivist learning, but it seems that many mathematics teachers prefer the textbook of problems. I look forward to learning how this project progresses and possibly being invited to a future PhD seminar...
I am pursuing avenues to share the MARS tasks from the Inside Mathematics website and the Connected Mathematics curriculum with both the mathematics professors with the university Department of Teacher Education and possibly these mathematics teachers pursuing their advanced degrees.
The PhD research project that was presented and critiqued will research mathematics teacher beliefs -- whether their philosophy of instruction is more constructivist or more traditional. To my surprise, in the last couple of days, I have learned that there is already research here to show that many mathematics teachers here are more traditional than I thought. Hmm... another similarity between our teachers. Teachers realize or at least say that they believe in inquiry-based, constructivist learning, but it seems that many mathematics teachers prefer the textbook of problems. I look forward to learning how this project progresses and possibly being invited to a future PhD seminar...
I am pursuing avenues to share the MARS tasks from the Inside Mathematics website and the Connected Mathematics curriculum with both the mathematics professors with the university Department of Teacher Education and possibly these mathematics teachers pursuing their advanced degrees.
Department Reception - Thanks Heidi!
My advisor Heidi organized a wine & cheese reception for the whole Department of Teacher Education to welcome all the new faces -- including mine -- and to enable us to plan future meetings and collaboration.
I had a chance to talk in more depth (and plan future 1:1 discussions) with professors about mathematics tasks, inquiry-based learning, assessment, special education, student discourse, teacher training, and Finnish public schools. In many ways, it reminded me of my "teacher therapy" sessions that I have (not often enough) with Chicago teacher friends over beer & pizza. So often these informal talks are more productive being insightful, helpful, and encouraging. For me today, I was able to start or build on relationships so that I can meet with educators, get their insights and advice, and use my time more efficiently.
Heidi, again, you have gone above & beyond -- Kiitos!
I had a chance to talk in more depth (and plan future 1:1 discussions) with professors about mathematics tasks, inquiry-based learning, assessment, special education, student discourse, teacher training, and Finnish public schools. In many ways, it reminded me of my "teacher therapy" sessions that I have (not often enough) with Chicago teacher friends over beer & pizza. So often these informal talks are more productive being insightful, helpful, and encouraging. For me today, I was able to start or build on relationships so that I can meet with educators, get their insights and advice, and use my time more efficiently.
Heidi, again, you have gone above & beyond -- Kiitos!
Wednesday, February 8, 2012
Collaboration in Action
Today I was able to meet with an important official at the Trade Union of Education in Finland (OAJ). A couple weeks ago, I attended the teachers' national conference and pursued this avenue as another resource to identify mathematics teachers and schools to visit.
When I arrived at OAJ the receptionist asked if my whole group was here. I responded that it was just me, but I had a follow up question, "Does she usually have large groups?" and the reply was yes -- now I felt important and told her when we met. In the course of our two hour conversation, I learned that she organizes visits for delegations from various countries including last year's visit by the American Federation of Teachers (AFT) President Randi Weingarten (that had a lot of coverage).
The HUGE difference in Finland is the recognized, understood, and expected role the teachers union has in shaping education policy, working conditions, and teachers' salaries. Case in point, the country is currently planning revisions to the national curriclum and there are three stakeholders working closely on the process: the government, that National Board of Education, and the teachers' union. Teachers have a respected voice in planning what is best for kids and their learning. How can we work towards this level of collaboration and respect in the U.S.?
I apologize if I am getting repetitive with my posts, but the current state of education in Finland took time. In the 1970s, Finland implemented the requirement for all teachers to earn a master's degree and the teacher preparation through universities with teacher training schools. Besides investing and strengthening their teacher force, over time this established teachers with high status and respect.
In our U.S. history, teachers had a higher level of respect and were listened to by parents, administrators, and political leaders about what is best for kids. We need to gradually and assertively rebuild this level of respect and collaboration.
When I arrived at OAJ the receptionist asked if my whole group was here. I responded that it was just me, but I had a follow up question, "Does she usually have large groups?" and the reply was yes -- now I felt important and told her when we met. In the course of our two hour conversation, I learned that she organizes visits for delegations from various countries including last year's visit by the American Federation of Teachers (AFT) President Randi Weingarten (that had a lot of coverage).
The HUGE difference in Finland is the recognized, understood, and expected role the teachers union has in shaping education policy, working conditions, and teachers' salaries. Case in point, the country is currently planning revisions to the national curriclum and there are three stakeholders working closely on the process: the government, that National Board of Education, and the teachers' union. Teachers have a respected voice in planning what is best for kids and their learning. How can we work towards this level of collaboration and respect in the U.S.?
I apologize if I am getting repetitive with my posts, but the current state of education in Finland took time. In the 1970s, Finland implemented the requirement for all teachers to earn a master's degree and the teacher preparation through universities with teacher training schools. Besides investing and strengthening their teacher force, over time this established teachers with high status and respect.
In our U.S. history, teachers had a higher level of respect and were listened to by parents, administrators, and political leaders about what is best for kids. We need to gradually and assertively rebuild this level of respect and collaboration.
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