The Innovative School An Environment for the Design of Educational Innovations

Transcription

1 The Innovative School An Environment for the Design of Educational Innovations Tiina Korhonen Head of Innokas Network Department of Teacher Education, University of Helsinki, Finland

2 Content of the presentation 1. Finnish National Curriculum and Teacher Education Reform 2. Innokas Network and Innovative School Model 3. Design Based Research

3 1. Finnish National Curriculum and Teacher Education Reform

4 Characteristics of Finnish Education Laukkanen (2008), Niemi et al. (2012), Sahlberg (2011) 1. Educational equality - minimize the influence of socio/economic background - education is free (books, meals, health care, ) - well-organised inclusion and counselling 2. Devolution of decision power to the local level - leadership and management at school level the role of school principal is important - teachers are responsible for local curriculum and assessment

5 Why? World around the school is changing Diverse learners Digitalization Amount of information available in different sources Working life Free time Diversities inside the communities Population Climate change Natural environment Economy Living environment; Youth culture

6 Why? General challenges for compulsory education and teacher education (according to TALIS survey) Student-level Support to students engagement in learning Guiding students to active learning processes (student centred) Needs of individual learners (variation among learners) Assessment for learning Classroom level Emphasising learning of 21 st century competencies: collaboration and networking skills, problem-solving, Teaching in a heterogeneous and multicultural classrooms Inclusion of students with special needs School level Working and planning in teacher teams and with partners and stakeholders (and with teachers from other schools) Quality work supportive for improvements Design and implement education innovations and reforms Using digital tools for teaching and administration, etc.

7 Why? Challenges in primary and secondary teacher education Weaknesses in physical and digital learning environments Teacher educators have limited competencies for using digital tools and resources in teaching and learning international collaboration research and publishing Students graduating from the program have limited competence for co-teaching, collaboration with other teachers and working in a heterogeneous and multicultural classroom using digital tools and resources in teaching and learning networking and school-society-family-partnerships continuous life-long professional development perceiving schools connections to the society school and teacher leadership

8 Key questions of the national framework curriculum reform in 2016 Reform of the National Core Curricula and Local Curricula provides an opportunity to discuss the changes in today's world and to develop schools and teaching. DISCUSSION What will education mean in the future? What types of competencies will be needed? What kind of practices would best produce the desired education and learning? VISION How changes will be realized in municipal and school cultures and in every lesson? ACTION What kind of skills will teachers and other school staff require to be able to work so as to promote education and learning for the future? TEACHERS PDP How do the national core curricula and local curricula guide and support the work of teachers and the school community? ADOPTION OF THE CURRICULUM AT THE SCHOOL SITE

9 Curriculum Process National Framework Curriculum (National Board of Education) Local Curriculum (Providers of education) Annual work plan of the school Each student's individual study plan

10 Actors in the Finnish curriculum reform process at the national level Collaborative brainstorming

11 Why What How? Irmeli Halinen, National Board of Education

12 Transversal competences / Phenomenom based learning Knowledge Skills Values Attitudes Will Irmeli Halinen

13 Comparison of 21 st century competences and Finnish transversal competences introduced in the curriculum 21 st century competences Finnish transversal competences Ways of thinking - Critical and creative thinking - Learning to learn Ways of working - Inquiring and problem-solving - Communication and collaboration Tools for working - Broad literacy - Technological skills Acting in the world/contexts - Global and local citizenship - Cultural awareness and social responsibility Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw & E. Care (Eds.) Assessment and teaching of 21st century skills (pp ). Dordrecht: Springer - Thinking (critical and creative) and learning to learn - Inquiry orientation, - Interaction and communication - Multi-literacy - ICT competence - Taking care of your-self, everyday life skills, safety - Working life skills and entrepreneurship - Participation and influence, responsibility for sustainable future

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15 Political and grassroot level action: New Comprehensive School Program and Teacher Education Reform Funding Teacher Education Development Program ~ In-Service Teacher Training ~ Mentor Teachers ~ New Innovations and Pilots ~

16 #digierkohy Learning and Teaching in Digital Environments University level long lasting in-service training for teachers (60 credits)

17 2. Innokas Network and Innovative School Model

18 Innokas Network Develop and promote the Innovative School Model Innovative school research; research on the adoption of innovations Innokas Network in Finland: Over 500 schools, 10 subcoordinators, universities, companies, libraries Global Innokas: Stanford University, Global Educational Community (GEC )

19 Innovative School (ISC)

20 Innovative School Research Group Sub-coordinators and Coaches Jari Lavonen Tiina Korhonen Minna Kukkonen Kati Sormunen Kalle Juuti

21 Learning and Learning Environments

22 21st Century Competencies PISA, New Millennium learners, DeSeCo Ways of thinking Ways of working Tools for working Context for working Attitude needed for working Creative and critical thinking Use of knowledge and information interactively Learning to learn, use of metacognition Communication, collaboration and networking Identifying issues (questioning), concluding, explaining Generating ideas Broad literacy (network of concepts, media literacy) Digital skills Local and global citizenship: Personal, social, local, global Working life Willingness to use knowledge, engagement (motivation) Self-efficacy

23 Innovation Education A person with a curious and critical thinking To understand the urban environment and technology around us Can employ technology in various situations Can turn it into creativity and innovation

24 Innovation Education Combines cross-disciplinary Finnish traditions in handcrafts, arts, science and other school subjects with the methods of digital fabrication, hands-on learning and technology education Is related to maker culture, an approach for learning through doing in a social environment Students and teachers as innovators Science Technology STEAM Engineering Arts Mathematics

25 Educational Innovation Learning Innovations Innovations created by students and by teachers Use creative planning processes Learn thinking skills Engage in teamwork and projects that cross traditional boundaries between school subjects Makes use of ubiquitous technology and applies the knowledge and skills students have learned in new areas Dancing robot, smart clothes Operational Innovations Innovations on the learning environment aimed at supporting the learning of 21st Century Skills Can be created by all actors in the school and include new ways to use ICT in the school s organizational and pedagogical approach Break clubs organized by students, tutor student model

26 Learning Innovation Process (phenomenon based learning) Orientation Challenge Co-inquiry and making ideas Exhibition Knowledge seeking Testing design ideas Fabricating models and products Publishing inventions and reporting

27 Digital fabrication Phenomenon based learning Creative content knowledge and invention practices Collaborative learning Design learning Next generation learning by doing

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29 Technology as part of everyday school

30 Technology as part of everyday school

31 Learning Environments

32 Ways of thinking Creative and critical thinking Problem solving Ways of working Problem based learning Hands on learning Teamwork Tools for working Broad literacy Crossing school subject boundaries Technology Context for working Personal Local Global Attitude needed for working Engagement I can / we can

33 Professional Teachers and Leadership

34 Shared Leadership and Support of Teachers Headmaster team Team teaching Pedagogical café s Headmasters hours Training Shared expertise Peer to peer learning Teamwork

35 Team teaching Two or three teachers working in collaboration E.g. Grade level team Two teachers and 52 students Shared expertise Planning, teaching and reflecting together More objective evaluation Teachers special skills accessible to more students E.g. special subjects, special educational skills, specific area of expertise Facing challenging situations together

36 Grouping students based on their needs Personalized learning More adult contacts in the classroom Students encourage each other by example Each one teach one Reduced labeling Increased tolerance for differences

37 Partnerships

38 Home and School Partnership

39 Kindergarten, Library, Senior Home

40 Schools, Universities, Companies

41 Networking: Sharing Best Practices #Innokas2016

42 In collaboration with cities, companies and other partners

43 Activities in schools, kindergartens, libraries, clubs and camps

44 Events and Trainings

45 Interested in Coding and Robotics? - Roadshow, fall cities 11 cities 19 Innokas Network trainers and Innokas tutor students 909 participants from 133 cities Coding and robotics as part of National Curriculum + Shared expertice Workshops: Coding Kick off, Gaming by Scratch, EV3 Robotics, Racket

46 Coding MOOC Scratch Junior Scratch Racket Python

47 Departments of Teacher Education Coding and robotics meetings 2015 and 2016 Sharing best practices Implementing in practice with teacher students

48 Fairs, exhibitions, conferences

49 Materials

50 Global Innokas

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52 3. Design Based Research

53 Design Based Research Practitioners and researchers work together Produce meaningful changes in practical activities Design cycles and iterative development Iterative development of an Artefact

54 Co4Lab

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57 Summary Innovative School Educating the Active learners of the 21st century Learning and Learning Environments Professional Teachers Leadership Partnerships + Research

58 Joy of Learning

59 Welcome to Finland!