Doubt you know this, but the most common instructional hour for students and teachers in Finland is to have 45 minutes of instruction followed by a 15 minute break -- for both the kids & teachers. This is at all grade levels: primary, lower secondary (middle school), and upper secondary. Everyone takes breaks. (Some of the schools I visited - especially middle school (gr 7-9) --- have adjusted the schedule to have 75 or 90 minute periods followed by 15 minute breaks.)
Teachers typically go to the teachers' lounge, share a cup of coffee, and return to their class refreshed. (Hmm - I am lucky to see many of my colleagues over a 45 minute lunch break and my preparation period, however, most of my CPS colleagues in 450 elementary schools have not seen or had a break with their colleagues once their school day started.) We could benefit from a few more breaks in our school day with colleagues and without students.
So our own kids who are in 2nd grade and 5th grade here in Helsinki typically have 3 to 5 fifteen minute recesses a day. In these grades, the students go outside year round (cold, snow, or light rain) for some fresh air and exercise. I believe many of the younger kids in Chicago have at least 1 break in the day, but all of our grades (primary, intermediate, and middle school) could benefit from a few more breaks.
All or most teachers take one turn a week supervising the kids during a recess or lunch.
Hmm, do you think Chicago teachers would supervise kids one day a week to build in more breaks to the instructional day?
Monday, April 23, 2012
Sunday, April 22, 2012
Class Size - Does it matter? YES!
I do not get it. My Finnish colleagues do not get it.
Why can't U.S. policy makers and administrators understand the obvious challenges of larger classes and the educational impact of smaller classes?
Some people say there is no definitive data -- something else for me to research or to substantiate...
This past fall, I had four classes of 35 students in Chicago. The last year I was in the classroom, I had three classes of 37 students. How do we expect teachers to (1) know their students' strengths and needs well and (2) plan & teach engaging, inquiry-based lessons effectively?
Here, almost all of the classrooms I have visited have 18-22 students with a couple that had 24 students (There were also several classes with less than 18). Every mathematics lesson I have observed thus far, the teacher presents the theory and/or examples and then gives the students time to work. Then the teacher circulates the room checking-in with each student 2 and often 3 times to check for understanding and clarify misconceptions.
That is the most consistent practice and, I would argue, most effective formative assessment I have seen. As the teachers consistently shared in interviews and I witnessed in each classroom - the teachers know their students. No standardized assessment would ever give this timely, accurate information as the teacher assessing each student, each lesson.
So how about connecting some dots... standardized tests cost millions of dollars annually. Smaller class size means more teachers would need much more investment of funds. So why can't we reduce and prioritize all the required standardized tests and invest the savings in smaller class size? Am I mistaken? I have the impression that we talk about these issues separately and they are so interconnected -- testing, class size, & instructional time.
Why can't U.S. policy makers and administrators understand the obvious challenges of larger classes and the educational impact of smaller classes?
Some people say there is no definitive data -- something else for me to research or to substantiate...
This past fall, I had four classes of 35 students in Chicago. The last year I was in the classroom, I had three classes of 37 students. How do we expect teachers to (1) know their students' strengths and needs well and (2) plan & teach engaging, inquiry-based lessons effectively?
Here, almost all of the classrooms I have visited have 18-22 students with a couple that had 24 students (There were also several classes with less than 18). Every mathematics lesson I have observed thus far, the teacher presents the theory and/or examples and then gives the students time to work. Then the teacher circulates the room checking-in with each student 2 and often 3 times to check for understanding and clarify misconceptions.
That is the most consistent practice and, I would argue, most effective formative assessment I have seen. As the teachers consistently shared in interviews and I witnessed in each classroom - the teachers know their students. No standardized assessment would ever give this timely, accurate information as the teacher assessing each student, each lesson.
So how about connecting some dots... standardized tests cost millions of dollars annually. Smaller class size means more teachers would need much more investment of funds. So why can't we reduce and prioritize all the required standardized tests and invest the savings in smaller class size? Am I mistaken? I have the impression that we talk about these issues separately and they are so interconnected -- testing, class size, & instructional time.
Saturday, April 21, 2012
Standardized Tests - Too many? Too much $?
For those checking in periodically -- SORRY that I have not posted for a month. I will try to do better. To date, I have visited 10 schools and about 50 classes and 24 teachers. I will visit less schools in the coming weeks and focus on data entry and analysis.
HERE is the question of the day, week, month, & decade -- Why does Chicago Public Schools and most U.S. school district impose so many standardized assessments? No one seems to be asking the questions about the instructional time and education funds devoted to these exercises. How do we expect teachers to use all these various measures? Did you know that, (if I calculate correctly and depending on how schools schedule it), CPS 8th graders could spend a portion of 35 instrutional days with one district required test or another (NWEA or Scantron, ISAT, Common Core quarterly tests, IL writing, and EXPLORE). No wonder CPS leadership wants to lengthen the school day and year -- look at how much instructional time is traded for testing. This is one of several points I want to raise in the coming weeks.
I remember being in my classroom this fall with my discouraged students after they had taken one of the district required Common Core State Standards (CCSS) assessments. For those reading, do you know what this means? Let me try to briefly explain... CCSS has been adopted by 46 (or so) states for 2014. Teachers are beginning to learn and implement the new standards. To understand this, at least from a mathematics perspective, this work takes time to transition mathematics concepts from one grade level to another. CPS in its infinite wisdom had students take reading and mathematics tests in the fall... The kids came out of those tests discouraged and lacking confidence because they were primarily tested on concepts that they have not studied nor have most teachers had an opportunity to teach.
So besides the time -- how much do all these tests cost the district? This is a question to put out there for teachers and parents to know. I predict it is in the millions of dollars for Chicago alone. I will try to find out. (Just looked for several hours -- found nothing -- looks like a Freedom of Information request...)
I doubt most parents, and for that matter, most citizens have any idea how many days students lose and how many standardized tests students take annually in school. I will need to discuss this in many more posts, but keep in mind the classroom teachers still need to conduct a variety of assessments of the lessons and units that they are actually teaching to check for student understanding and learning.
As you can imagine, Finland does not have standardized testing. This past week when I showed my list of Chicago assessments for an interview with a teacher, he said. "Seems they have real trust issues of teachers." Last week a principal's reaction to the same list was, "What is the reason for all of that testing?"
Given tight budget times everywhere, how much time and how much money should we dedicate to standardized testing? I doubt the U.S. will ever completely eliminate them, but I would suggest that policy makers are requiring way too many tests that reduce instructional time, add more teaching challenges, and suck out all the joy of learning.
HERE is the question of the day, week, month, & decade -- Why does Chicago Public Schools and most U.S. school district impose so many standardized assessments? No one seems to be asking the questions about the instructional time and education funds devoted to these exercises. How do we expect teachers to use all these various measures? Did you know that, (if I calculate correctly and depending on how schools schedule it), CPS 8th graders could spend a portion of 35 instrutional days with one district required test or another (NWEA or Scantron, ISAT, Common Core quarterly tests, IL writing, and EXPLORE). No wonder CPS leadership wants to lengthen the school day and year -- look at how much instructional time is traded for testing. This is one of several points I want to raise in the coming weeks.
I remember being in my classroom this fall with my discouraged students after they had taken one of the district required Common Core State Standards (CCSS) assessments. For those reading, do you know what this means? Let me try to briefly explain... CCSS has been adopted by 46 (or so) states for 2014. Teachers are beginning to learn and implement the new standards. To understand this, at least from a mathematics perspective, this work takes time to transition mathematics concepts from one grade level to another. CPS in its infinite wisdom had students take reading and mathematics tests in the fall... The kids came out of those tests discouraged and lacking confidence because they were primarily tested on concepts that they have not studied nor have most teachers had an opportunity to teach.
So besides the time -- how much do all these tests cost the district? This is a question to put out there for teachers and parents to know. I predict it is in the millions of dollars for Chicago alone. I will try to find out. (Just looked for several hours -- found nothing -- looks like a Freedom of Information request...)
I doubt most parents, and for that matter, most citizens have any idea how many days students lose and how many standardized tests students take annually in school. I will need to discuss this in many more posts, but keep in mind the classroom teachers still need to conduct a variety of assessments of the lessons and units that they are actually teaching to check for student understanding and learning.
As you can imagine, Finland does not have standardized testing. This past week when I showed my list of Chicago assessments for an interview with a teacher, he said. "Seems they have real trust issues of teachers." Last week a principal's reaction to the same list was, "What is the reason for all of that testing?"
Given tight budget times everywhere, how much time and how much money should we dedicate to standardized testing? I doubt the U.S. will ever completely eliminate them, but I would suggest that policy makers are requiring way too many tests that reduce instructional time, add more teaching challenges, and suck out all the joy of learning.
Sunday, March 18, 2012
I trust my teachers 110%
"We believe that the happier the teachers are the better learning and results we get from the students. This is why all the principals in Finland take care of their teachers. I trust my teachers 110%."
As you may know, in Finland teachers are trusted by principals and parents like I have not seen, read, or experienced in Chicago. Granted, it took time to get to this level (topic for future posts). The above quote is from a principal I inteviewed last week, Tommi, about his school's vision for teaching and learning.
This is another consistent thread I have seen in each school that I have visited. There is noticeable and understood trust of the teachers. Noticeable: collegial dialogue among principals and teachers, equipped work space, comfortable faculty lounge (which is often full of teachers during coffee breaks). Understood: flexibility to use free periods as teachers choose, meet with colleagues as teachers determine, completion of reports thoroughly & timely. I should note -- to my knowledge - teachers always get all of their work done.
So I ask myself, what small, sustainable steps could we implement at the district or school level to be transparent about this trust? Finland has not waivered from the main framework they identified some thirty / forty years ago. One of the challenges (frustrations?) in U.S. school districts is that we generally do not take the time to develop nor stay the course for an extended time to give the initiative a chance. Change takes time and patience.
As you may know, in Finland teachers are trusted by principals and parents like I have not seen, read, or experienced in Chicago. Granted, it took time to get to this level (topic for future posts). The above quote is from a principal I inteviewed last week, Tommi, about his school's vision for teaching and learning.
This is another consistent thread I have seen in each school that I have visited. There is noticeable and understood trust of the teachers. Noticeable: collegial dialogue among principals and teachers, equipped work space, comfortable faculty lounge (which is often full of teachers during coffee breaks). Understood: flexibility to use free periods as teachers choose, meet with colleagues as teachers determine, completion of reports thoroughly & timely. I should note -- to my knowledge - teachers always get all of their work done.
So I ask myself, what small, sustainable steps could we implement at the district or school level to be transparent about this trust? Finland has not waivered from the main framework they identified some thirty / forty years ago. One of the challenges (frustrations?) in U.S. school districts is that we generally do not take the time to develop nor stay the course for an extended time to give the initiative a chance. Change takes time and patience.
Friday, March 16, 2012
"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?
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?
Tuesday, March 6, 2012
Trust & Respect for Teachers
You may have read about the respect and trust that teachers have in Finland. I am experiencing it in several ways including the teaching load, the school day schedule, and even the teachers' lounges.
The number of hours a middle school mathematics teacher has is 21 hours to teach. If they are needed to teach more than 21 hours, they are paid a little more for each hour accordingly. So if "you do the math" there often is a day during the week with only 1 or 2 classes to teach. Thus, the teacher can spend that time preparing lessons, grading papers with substantive feedback, or meeting with colleagues. Teachers also have the independence to leave during the time they are not teaching to get their work done at home.
It is common for mathematics classes to be 60 minutes with a 15 minute break built in or 75 minutes followed by 15 minute break. Some schools have shifted to 90 minute periods with a 15 minute break built in or followed by a 30 minute break. Each school designs their instructional schedule with frequent breaks built in for both students and teachers.
Teachers' Lounges: symbolic respect for teachers and the collaboration. These are comfortable, welcoming rooms where you often find teachers sharing a cup of coffee and talking. The school I visited yesterday -- many of the teachers have a coffee break at 10:15 while the students have their break. This structured time fosters that collaboration and networking.
I will focus on capturing more "doable" steps American schools can structure to foster more trust and respect for teachers.
The number of hours a middle school mathematics teacher has is 21 hours to teach. If they are needed to teach more than 21 hours, they are paid a little more for each hour accordingly. So if "you do the math" there often is a day during the week with only 1 or 2 classes to teach. Thus, the teacher can spend that time preparing lessons, grading papers with substantive feedback, or meeting with colleagues. Teachers also have the independence to leave during the time they are not teaching to get their work done at home.
It is common for mathematics classes to be 60 minutes with a 15 minute break built in or 75 minutes followed by 15 minute break. Some schools have shifted to 90 minute periods with a 15 minute break built in or followed by a 30 minute break. Each school designs their instructional schedule with frequent breaks built in for both students and teachers.
Teachers' Lounges: symbolic respect for teachers and the collaboration. These are comfortable, welcoming rooms where you often find teachers sharing a cup of coffee and talking. The school I visited yesterday -- many of the teachers have a coffee break at 10:15 while the students have their break. This structured time fosters that collaboration and networking.
I will focus on capturing more "doable" steps American schools can structure to foster more trust and respect for teachers.
Monday, March 5, 2012
School Administrators
This topic comes from a question Denise commented on in a previous post... Denise wondered if any of the schools in Finland had the business model for adminstrators without an education background...
My experience in all the schools that I have visited (7 so far) is that every administrator has an education degree and has taught. It is very common that the adminstrators (both principals and assistant principals) teach 1 or more classes during the week. In addition, if I have not said it yet, the school is much more autonomous from their city's department of education. Thus, they do not have all the mandates from the local government to do -- they focus on the national curriculum and what the team of teachers at the school identifies as best methods and strategies to teach it.
My experience in all the schools that I have visited (7 so far) is that every administrator has an education degree and has taught. It is very common that the adminstrators (both principals and assistant principals) teach 1 or more classes during the week. In addition, if I have not said it yet, the school is much more autonomous from their city's department of education. Thus, they do not have all the mandates from the local government to do -- they focus on the national curriculum and what the team of teachers at the school identifies as best methods and strategies to teach it.
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