In Conversation with Finnish education guru Pasi Sahlberg
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- čas přidán 15. 06. 2024
- In Conversation with Pasi Sahlberg and John Hattie: two of the world's leading education experts on how Australia can learn from others and improve its educational outcomes.
Pasi Sahlberg is Director General of the Centre for International Mobility and Cooperation (CIMO) in the Ministry of Education in Finland. He has worked as a teacher, teacher-educator, policy advisor and director, and for the World Bank and European Commission.
Professor John Hattie is director of the Melbourne Education Research Institute at the University of Melbourne's Graduate School of Education. His influential 2008 book Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement is believed to be the world's largest evidence-based study into the factors which improve student learning.
www.theconversation.edu.au
Do you have any ideas on how we can do this? I am a maverick teacher who, at one time, had Hattie as one of my teachers! I hold Finland's education very high in esteem. I am a teacher.
Just accept every child who lives nearby in your school. Teach them what they want to learn. Let them become better than you. Don't underestimate them because they are experts as well, just probably not in the same field as you are. Learn from your students, and become better (always improve, and ask ways to improve). Be brave. Be human. What else... Try to DO things in practice. Apply what you have learnt and show good example. Base your words on science (and if you say something that you know from experience, tell that you know it from experience, always be honest.), and facts, and since you work on human mind, you should know the human mind by studying psychology and (children if you are working with children). If you make a special agreement with a child or a few children, then make sure that you keep your promise because then you will keep their trust, otherwise you will lose it.
This wasn't really the answer you were looking for. Hopefully it helps though.
@@mannerheimmiettinen9368 Ohhhh I love your answer. Oh how I wish you were the teacher in our country close to my grandchildren. I was physical and emotionally abused every day in primary school, that leaves a wound..
oh, one of the key features of the high performing Finnish system is student choice or control over their learning. Yet Hattie's research says it has a very low effect size = 0.04 it is almost ranked LAST on Hattie's ranking - rank of 132 out of 138 - How can that be?
"Student choice OR control over their learning"? What do you mean? They are completely different things. There are no student choice in Finland, not until you are about 16 and then it means that it's *the choice of the students*, student's get to choose what they want to do with their lives, which schools they want to go, a school of general knowledge (it's the 3 years before university) or a school that prepares you for a certain occupation (such as electrician or a plumber).
Control over their learning, who is controlling and why? On the one hand, the only controlling there is in Finland, is that everyone gets equally good CHANCE to learn. And that is how it should be, people are equals. How do you feel if you are being controlled? You DO NOT feel free to work at the limits of your skills. You need freedom in order to feel that YOU CAN overcome the limits (also known as learning). Freedom is also needed so that you don't have to be afraid of or anxious about breaking any unnecessary rules.
On the other hand, the students themselves control their learning, they do the studying and the teacher is there only to guide and to have someone to talk to or ask questions. Teachers also plan the lessons: how are we going to study this particular phenomenon, do we form groups, do we make presentations and so on. But the focus is always in the pupil, how can we help that particular child to learn this, how can we help this other child to learn that.
What does NOT happen, is: "Oh, you girls were so nice today" and "Boys, go get the ball from the roof". There must NOT be any prejudice or stereotyping, every student is as capable of learning than the other and they should be treated that way. The question is only, what can we do to help this child to learn this thing.
To answer your question though: When you have different kinds of schools, good ones and bad ones, for rich people and for poor people, and for people who live close to the good ones and for people who live close to the bad ones, and then you give your parents to make the choice, which school do you think they pick? Obviously "the good one" if they have the money or live close enough. If they don't have the money or they live far from the school they pick "the bad one". Do you think that separates the kids? I do, some people end up learning way more than others because they are in different kinds of schools.
When you have everyone in similar schools (also known as public schools of Finland), no matter where you live, no matter how rich your family happens to be, then you get fair education and have equal chance to learn. Once everyone has equal chance to learn, you will learn approximately as much, but you will also learn together not compete against each other. "Learning approximately as much" means everyone is learning well (not perfectly and not badly), because people are there to learn, they are interested in some things and if they are not, they know learning it is still useful and thus want to learn it, and the place is good for learning, and the place is healthy too (often and long breaks, free healthy meal at 12 o'clock, friends around you, won't get bored because you are interested and get to do things, and an expert is guiding you). That is what Finland does. Why would you need competition against friends and other schools, success, fame, "great grades", "great results" ??? No, you don't need those things. But that is what many schools are doing.
I hope I answered your question at least in some way. Comment if you want to know more.
Further reading: "Flow state", "Internal motivation"
Flow = (Experienced) importance of the matter X Likeliness of success X Joy of doing
Internal motivation = (Experienced) importance of the matter X Likeliness of success X Joy of doing
Now compare the two.