learning, well-being and student agency bryssels 7.11... · changes in the world unavoidably affect...
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LEARNING, WELL-BEING AND STUDENT AGENCY
CURRICULUM REFORM IN FINLAND 2016
Alliance for Childhood European Network Group7.11.2017Irmeli HalinenHead of Curriculum Development (Em.)Counsellor of [email protected]
FINNISHEDUCATIONSYSTEM
IRMELI HALINEN
Education system has been developed coherently during the past 40 years
EARLY CHILDHOOD EDUCATION AND CARE
THE GUIDING PRINCIPLES OF THE FINNISH EDUCATION SYSTEM
• Equity, equality and high quality
• Teachers’ professionalism and pedagogical autonomy
• Focus on learners and learning, inclusiveness
• All-round development and sustainable well-being
• Lifelong and life-wide learning
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CULTURE OF TRUST AND COLLABORATION
▪ No
▪ standardised testing or school inspections
▪ league tables, comparison or competition between schools
▪ dead ends in the system
▪ Instead
▪ collaborative mindset and dialogue between policy makers, researchers and practitioners > coherent development (small step policy)
▪ solid national goals and support systems, flexible structures
▪ local autonomy and responsibility
▪ evaluation/assessment as a feedback for improvementIRMELI HALINEN
CURRICULUM REFORM 2016IRMELI HALINEN
Teaching and learning based on the renewed curricula started in August 2016
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EDUCATION ACTS AND DECREES
LOCAL CURRICULA
NATIONALCORE CURRICULA
GOVERNMENT’S DECREES
TEACHING AND STUDYING
SUCCESSFUL LEARNING AND HOLISTIC DEVELOPMENT
6/2012
12/2014
8/2016
STEERING SYSTEM OF EDUCATION
MAIN TASKS OF EDUCATION
▪ According to the Basic Education Act and Decree the main task of education is to
▪ promote the healthy growth and development of all pupils
▪ to enhance their development as human beings and as citizens of a democratic society
▪ create a solid bases for lifelong learning and sustainable well-being
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HOW TO DO THIS IN
TODAY’S WORLD?
ANALYSING THE WORLD AROUND US
Source: Hämäläinen, T. 2011 IRMELI HALINEN
FOR
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How is the world changing? What is worth learning in that world?
What kind of future we want to build?
How could we still improve the best features of the system?
How do we perceive learning? What is a good learning process like?
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FORMULATING KEY QUESTIONS FOR THE REFORM
EXAMINING FOUR PERSPECTIVES OF THE SCHOOL CHANGE
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SCHOOL
World of change
Changing concepts of learning and competence
Changing role of teachers and teaching
Changing role of pupils and learning
Impact on children’s living environment
FINDING WHAT IS ESSENTIAL IN THE REFORM
How every school could be a better learning environment
and supporting and encouraging community
for meaningful learning and being?
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What?How?Why?
DEFINING MAIN GOALS OF THE CURRICULUM REFORM 2016
To enhance joy and meaningfulness of learning and the active role of pupils (student agency)
To promote collaboration and dialogue in the school community and between schools and their surroundings
To create a strong basis for lifelong learning
To enhance sustainable lifestyle and well-being
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SUSTAINABLE REFORM PROCESS: BUILDING THE FUTURE TOGETHER
Written document
Collaborative and transparent
process
Shared ideas
Common direction
Commitment
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ron
g kn
ow
led
ge b
ase
and
fu
ture
ori
enta
tio
nTeachers’ role was crucial in the process
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Localcurriculumprocess was extremely important
PHOTO: Päivi Nilivaara
REFORM WAS BUILT ON A SOLID KNOWLEDGE BASE
▪ Teachers’ experiences and ideas
▪ Results of
▪ research
▪ evaluations
▪ development projects
▪ Analyses of societal development, changes in working life and futures research
▪ Experiences and innovations of other countries
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The Future of Learning 2030Barometer
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TEACHING AND LEARNING ACCORDING TO THE NEW CORE CURRICULUM
EDUCATION FOR A SUSTAINABLE FUTURE
Changes in the world unavoidably affect the pupils’ development and well-being.
In basic education, pupils learn to encounter pressures for change openly, to assess change critically and to assume responsibility for making choices that build a sustainable future.
Global education as a part of basic education contributes to creating preconditions for fair and sustainable development in line with UN development goals.
Basic education exerts influence as a driver for positive change that contributes to society, both at the national and international level.
(National Core Curriculum for Basic Education 2014)
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Pupils’ experiences
Competences
School culture
Learning process
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FOCUS ON PUPILS’ EXPERIENCES
Meaningful, enjoyable, sustainable learning
Feelingvalued
Under-standing
Managingown life
RETHINKING THE VALUE BASIS OF EDUCATION
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Oppilas
Uniqueness of
every pupil,
right to
a good education
Civilized
human
being
and active
citizen
Cultural diversity
as richness
Necessity of
sustainable way of life
School as a
learning
community
IMPORTANT IN THE VALUE BASIS 1
• Basic education is underpinned by the idea of the specific value of childhood. Each pupil is unique and valuable just as he or she is. Each pupil has the rightto grow into his/her full potential as a human being and as a member of society. To achieve this, pupils need encouragement and individual support as well as experiences of being heard and valued in the school community. Theyalso need an opportunity to feel that the community cares about theirlearning and well-being. Equally important are experiences of participationand opportunities for collaboration in order to advance the welfare of thewhole community.
(National Core Curriculum for Basic Education, 2014, 15)
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IMPORTANT IN THE VALUE BASIS 2
• Each pupil has the right to a good education and success in his/her studies. Whilelearning, pupils are building their identity, their understanding of life and humanity, their worldview, and finding their place in the world. At the same time, they learn to understand themselves, other people, the society, the environment, and differentcultures.
• Basic education supports the development of every pupil as a human being who strivesfor truth, goodness, beauty, justice, and peace. In individual growth, discrepanciesbetween aspirations and the current reality unavoidably arise. Being able to addresssuch conflicts ethically and with empathy, and having the courage to stand up for whatis good, is important. Becoming educated means that individuals and communities arecapable of making decisions based on ethical reflection, empathy and knowledge.
(National Core Curriculum for Basic Education, 2014, 15-16)
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RETHINKING THE SCHOOL CULTURE –SCHOOLS AS LEARNING COMMUNITIES
Learning community
Wellbeing and safety in daily
lifeInteraction and
versatile working
approaches
Cultural diversity and
language awareness
Participation
and democratic action
Equity and equality
Environmental responsibility and sustainable future
orientation
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Learning environments and methods
School welfare activities,guidance and support
Subject lessons and multidisciplinary learning modules
Assessment and feedback
Other activities
Structure ofschool days
MEETING CHILDRENS’ NEEDS IN A SCHOOL COMMUNITY
• Need for safety
• Need of being accepted
• Need of belonging
• Need of becoming heard
• Need to learn and develop
• Need to be able to do
• Need to be valued and encouraged
• Safe atmosphere and care
• Stable relations with adults
• Interaction within the community, friends
• Caring and unhurried school culture
• Quality of teaching and school work
• Building on strengths, support whenneeded
• Positive assessment and feedback
Translated by IH from the slides of Kristiina Laitinen, The Finnish National Agency for Education, 2017
LEARNING
CONCEPTION School culture
Learning
environments
Modes of
working
School subjects
and their
objectives
Pupil
assessment
OUR LEARNING CONCEPTION
Transversal
competences
➢ Pupil as an active agent➢ Interaction promotes learning➢ Positive experiences and emotions
promote learning➢ Self-regulation and self-directedness
are important goals➢ Learning to learn is a
central skill to be developed
KEY POINTS
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CHANGING ROLES OF TEACHERS AND PUPILS
• Teachers• Talking less during the lessons
• Focusing more on encouraging and guiding pupils to think and talk, ask questions, look for information, and collaborate
• Collaborating more with colleagues, other school staff, parents and experts outside the school
• Pupils• Working less alone and more with fellow pupils
• Answering less to ready made questions, formulating more theirown questions, looking for information, analysing, evaluating and sharing it, creating new knowledge and ideas
• Learning better to plan, do, reflect and evaluate their own and common work, and slowly take more responsibility on it
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IMPORTANCE OF INTEGRATIVE APPROACH
✓ Enhance pupils’ ability to understand relationships and interconnectivitybetween various phenomena.
✓ Help pupils to connect knowledge and skills of different subjects, and to organize their knowledge into larger entities.
✓ Guide pupils to imply their knowledge and skills in examining various phenomena and topics, and to produce experiences on how to build knowledge together.
✓ Support pupils to notice connections between issues they study at school and issues of their own life, of their community, and the whole society and humanity.
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Transversal competences (promoting every pupils growth as human beings and as citizens) demand:
- knowledge- skills- values- attitudes- will/volition
IRM
ELI HA
LINEN
Cultural competence, interaction
and expression
Taking care of oneself,
managing daily life
Multiliteracy
Digital
competence
Working life competence,
entrepreneur-ship
Participation involvement,
building a sustainable
future
Thinking and learning
to learn
Development as a human
being and as a citizen
RETHINKING THE COMPETENCESIN BASIC EDUCATION
MULTI-DISCIPLINARY
LEARNING MODULES
OBJECTIVES AND CONTENT OF SUBJECTS
OBJECTIVES OF TRANSVERSAL COMPETENCES
EXPERIENCES ANDINTERESTS OF STUDENTS
DEVELOPMENT
PRINCIPLES OF THE SCHOOL CULTURE
Luostarinen, A.; Halinen, I. 2016.
COGNITIVECOHERENCE,POSITIVELEARNINGEXPERIENCES
Local and topical issues
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CREATING NEW TOOLS FOR INTEGRATIVE APPROACH
RETHINKING PUPIL ASSESSMENT
Assessment as
learning
Assessment for
learningAssessment of
learning
LEARNING
IRMELI HALINEN
CURRICULUM REFORM 2016IN A NUTSHELL
Inclusive school
Active and deep
learning
Transversal and subject
competences
Sustainable way of living
and well-being
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THANK YOU!
