Top Performing Countries' Strategies Not Found in the U.S.

"In most of these countries, few, if any, of the upper secondary school examinations are scored by computers and much of the examination is in the form of  prompts requiring the student to work out complex problems or write short essays.  They do this because the  ministries in these countries have grave doubts about the ability of computers to properly assess the qualities they think most important in the education of their students."
~ Mark Tucker, Standing on the Shoulder of Giants: An American Agenda for Education Reform

Here is what the PISA top performing countries are doing that the U.S. is not:

1. Incentives:  Gateway exams from basic education to upper secondary education and/or from upper secondary education to university (designed & administered as explained above).

2. Cohesion:  National standards aligned with the curriculum which is aligned with the instructional materials available to teachers.  Gateway exams are also aligned with the curriculum as is the training of prospective teachers in teacher training programs.

3. Comprehensive, Coherent curriculum:  National curriculum goes far beyond mathematics and the home language to include science, social sciences, arts, music morals, and in Finland, philosophy.

4. Teacher Quality:  huge, long term work pieces:
    a. Criteria for high quality teacher candidate selection
    b. High  Caliber Teacher Training at Tier I universities to develop strong content knowledge
    c. Institutions with thorough pedagogical preparation following the medical doctor clinical training
    d. Very Competitive compensation of teachers like other professions which also builds the career's importance
    e. Accountability to colleagues which in turn establishes professional autonomy

5. School Finance:  Most top performing countries have moved away from local control of school finance towards a system to differentiate funding to enable all students to achieve high standards

All of this work is monumental when we embrace any component to adjust.  If you want to learn more about this report google "Standing on the Shoulders of Giants:  An American Agenda for Education Reform" by Marc Tucker.  Mr. Tucker also presented at UIC's World Class Education Collogquium. Here is a link to his presentation (scroll down and watch both parts):  http://worldclasseducationillinois.org/interviews/  (Pasi Sahlberg's presentation is also at the same place. 

Where to begin?  What to do -- let's look to Ontario, Canada next...

Finnish Teacher Education in Action

As part of the celebration of Helsinki - World Design Capital for 2012, the University's Department of Teacher Education has produced a series of videos about teacher education (each subtitle is the link to YouTube).  Which video clip highlights best the differences between Finland and U.S.A.'s teacher training?

Becoming aTeacher
This first video introduces the respect that the teaching profession has in Finland and why so many Finns are proud to pursue this calling.

Finnish Teacher Education
The teacher education approach emphasizes their training and preparation for the teaching to the whole child.  Teachers are required to earn a master’s degree which usually takes five years.

TeachingPractice - Reflection in Action
This video clip is of two student teachers who are working together with a supervising master teacher in a sixth grade class at the practice teaching school.  An instructor from the university (my advisor) also observes and facilitates reflection during the practice teaching. (We are in the back of the class observing this lesson.)  As I stated in an earlier post, this practice teaching series happens three times during their training.

Tribute toDiversity
This segment provides background on the teacher’s code of ethics and among the techniques the supervising teacher models for the student teachers is differentiated instruction.

Smartphone inTeaching and Learning

This is a six minute video clip about using Smartphones in class.  I am not sure how many teachers are using this technique, but it is great to see the productive use of this technology.

"Then I would have to teach like a college lecture..."

Here is one consistent practice I have seen in every classroom I have observed (28 so far).  When the students are practicing the day's mathematics concept, the teacher circulates in the classroom and checks for understanding with each student at least 2 times, if not three times.  Can you believe it?

All of the classrooms I have visited have ranged in size from 18 to 24 students, with 22 students probably being the average.  So, I told one of the teachers I have been fortunate to get to know, Antti, that this past fall I taught three science classes with 35 students in each class.  I asked Antti how his teaching, if at all, would change if he had 35 students.  Antti's response "Then I would have to teach like a college lecture.  I would not able to help each individual student as I do now."

As budgets get even tighter in the U.S., I predict class size will go up even more to save money.  How can we convince educational leaders and decision-makers that class size does matter when teachers are trying to meet students' needs?  With large heterogenous classes (which can have struggling, special ed., second language, and accelerated learners), how can committed, caring educators do their best work?

Academic Bilingualism

Dr. Nancy Commins, Fulbright Scholar at Finland's University of Turku, presented at CIMO (Center for International Mobility) today about "Crafting a Comprehensive Response to Cultural and Linguistic Diversity: A Perspective from the U.S." Nancy provided some insights and recommendations (from her work the past 30 years) as Finland prepares to have a more comprehensive strategy to meet the needs of second language learners.

I was asking myself the whole time... hmm how could Nancy's insights help with teaching and learning at my CPS school with 40+ languages?! I am intrigued to get her book: "Restructuring Schools for Linguistic Diversity: Linking Decisions to Effective Programs." It provides individual schools with ways for teachers to collaborate (without the district) to meet second language learners' needs.

Following Nancy's presentation, a commentary, and Q & A, I joined Nancy, her husband Ken and Fulbright Grad Student Joan Lee for a drink to share our Fulbright experiences thus far... I plan to stay in touch with them during my time in Finland.