The Teacher’s Role in Finland's Phenomenon-based Learning
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Tossing Out Teaching by Subject as Part of a Modern High School Education
Lessons From Finland: What Educators Can Learn About Leadership
What's So Great About Schools in Finland?
Where's the Joy in Learning?
Finland's Formula for Success
What's So Great About Schools in Finland?
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They set out to discover new things on their own.\u003c/p>\n\u003cp>The students do this through nine-week long, interdisciplinary projects that the Finnish call “phenomenon-based learning,” a term coined by the country’s National Agency for Education.\u003c/p>\n\u003cp>Phenomenon-based learning is a lot like project-based learning, a more familiar term in the United States. Both prioritize hands-on activities that give students control over the direction of the project and both emphasize assignments that relate to the real world. They also emphasize student mastery of transferrable skills rather than a narrow set of facts identified by teachers. This gives kids more freedom to explore topics they find most interesting within a broad project theme. But in Finland, phenomenon-based learning is nonnegotiably interdisciplinary, something that can get left out of projects in the U.S. And it must be driven by students’ own questions about the world, something central to another “PBL,” problem-based learning.\u003c/p>\n\u003cp>Petteri Elo has taught at the Hiidenkivi Comprehensive School for over 12 years. He described how phenomenon-based learning works at his school during the recent Global Education Symposium in Cambridge, Massachusetts, organized by EF Educational Tours. While Finland’s education agency requires all schools to offer at least one extended phenomenon-based learning activity each year, schools and individual teachers get wide latitude to do so as they wish. At Hiidenkivi, students in grades one* through nine tackle two nine-week-long assignments per year that cross four academic subject areas each. Students recently explored topics within “sustainable development” across physics, chemistry, geography and math. In geography, for example, they focused on the Arctic and global warming; in math they practiced statistics.\u003c/p>\n\u003cp>Elo is a champion of phenomenon-based learning and its value to students. But some of his colleagues took a while to adopt his enthusiasm. After the elementary grades, when teachers specialize in individual subjects, it can be complicated to coordinate an interdisciplinary project. Many of Elo’s colleagues also struggled to understand their role in a learning process that is supposed to be student-centered.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When you say that phenomenon-based learning has to be student-centered, teachers think I can’t do anything, I just have to step back and let the students do their thing,” Elo said.\u003c/p>\n\u003cp>He hasn’t found that to be true.\u003c/p>\n\u003cp>Teachers have to make sure students know the foundational knowledge they need on a given topic to even consider developing a research question within it. They need to teach students how to craft appropriate research questions that can lead to interesting and engaging, and hopefully even original, research opportunities. And they need to pause the student-directed investigations to teach and model the skills students should be using on their own along the way.\u003c/p>\n\u003cp>Elo finds he constantly shifts from a more traditional direct-instruction approach to a hands-off one depending on what students need. Importantly, this back-and-forth ensures students get instruction on given skills or content right when they need to incorporate it into their projects. Before they would interview a professor via a video call, Elo would help them prepare good questions, for example, then leave them to run the interview on their own.\u003c/p>\n\u003cp>This system makes everything they learn more relevant to the students, a core goal of phenomenon-based learning in the first place.\u003c/p>\n\u003cp>“I withdraw when I see the kids don’t need me and they got it,” Elo said. There is still plenty for him to do in the classroom, however. “In my mind, I am teaching and modeling like crazy, but it’s not the content, it’s the skills.”\u003c/p>\n\u003cp>\u003cem>*Clarification: This story was updated to clarify that students in all grades complete phenomenon-based learning assignments.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/the-teachers-role-in-phenomenon-based-learning/\">phenomenon based learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Finland’s version of project-based learning requires teachers to strike a new balance in the classroom. ","status":"publish","parent":0,"modified":1575968872,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":706},"headData":{"title":"The Teacher’s Role in Finland's Phenomenon-based Learning | KQED","description":"Finland’s version of project-based learning requires teachers to strike a new balance in the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Teacher’s Role in Finland's Phenomenon-based Learning","datePublished":"2019-12-10T09:07:03.000Z","dateModified":"2019-12-10T09:07:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55006 https://ww2.kqed.org/mindshift/?p=55006","disqusUrl":"https://ww2.kqed.org/mindshift/2019/12/10/the-teachers-role-in-finlands-phenomenon-based-learning/","disqusTitle":"The Teacher’s Role in Finland's Phenomenon-based Learning","nprByline":"\u003ca href=\"https://hechingerreport.org/\">By Tara García Mathewson, The Hechinger Report\u003c/a>","path":"/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At the Hiidenkivi Comprehensive School near Helsinki, Finland, students don’t spend all their time learning what other people have discovered. They set out to discover new things on their own.\u003c/p>\n\u003cp>The students do this through nine-week long, interdisciplinary projects that the Finnish call “phenomenon-based learning,” a term coined by the country’s National Agency for Education.\u003c/p>\n\u003cp>Phenomenon-based learning is a lot like project-based learning, a more familiar term in the United States. Both prioritize hands-on activities that give students control over the direction of the project and both emphasize assignments that relate to the real world. They also emphasize student mastery of transferrable skills rather than a narrow set of facts identified by teachers. This gives kids more freedom to explore topics they find most interesting within a broad project theme. But in Finland, phenomenon-based learning is nonnegotiably interdisciplinary, something that can get left out of projects in the U.S. And it must be driven by students’ own questions about the world, something central to another “PBL,” problem-based learning.\u003c/p>\n\u003cp>Petteri Elo has taught at the Hiidenkivi Comprehensive School for over 12 years. He described how phenomenon-based learning works at his school during the recent Global Education Symposium in Cambridge, Massachusetts, organized by EF Educational Tours. While Finland’s education agency requires all schools to offer at least one extended phenomenon-based learning activity each year, schools and individual teachers get wide latitude to do so as they wish. At Hiidenkivi, students in grades one* through nine tackle two nine-week-long assignments per year that cross four academic subject areas each. Students recently explored topics within “sustainable development” across physics, chemistry, geography and math. In geography, for example, they focused on the Arctic and global warming; in math they practiced statistics.\u003c/p>\n\u003cp>Elo is a champion of phenomenon-based learning and its value to students. But some of his colleagues took a while to adopt his enthusiasm. After the elementary grades, when teachers specialize in individual subjects, it can be complicated to coordinate an interdisciplinary project. Many of Elo’s colleagues also struggled to understand their role in a learning process that is supposed to be student-centered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you say that phenomenon-based learning has to be student-centered, teachers think I can’t do anything, I just have to step back and let the students do their thing,” Elo said.\u003c/p>\n\u003cp>He hasn’t found that to be true.\u003c/p>\n\u003cp>Teachers have to make sure students know the foundational knowledge they need on a given topic to even consider developing a research question within it. They need to teach students how to craft appropriate research questions that can lead to interesting and engaging, and hopefully even original, research opportunities. And they need to pause the student-directed investigations to teach and model the skills students should be using on their own along the way.\u003c/p>\n\u003cp>Elo finds he constantly shifts from a more traditional direct-instruction approach to a hands-off one depending on what students need. Importantly, this back-and-forth ensures students get instruction on given skills or content right when they need to incorporate it into their projects. Before they would interview a professor via a video call, Elo would help them prepare good questions, for example, then leave them to run the interview on their own.\u003c/p>\n\u003cp>This system makes everything they learn more relevant to the students, a core goal of phenomenon-based learning in the first place.\u003c/p>\n\u003cp>“I withdraw when I see the kids don’t need me and they got it,” Elo said. There is still plenty for him to do in the classroom, however. “In my mind, I am teaching and modeling like crazy, but it’s not the content, it’s the skills.”\u003c/p>\n\u003cp>\u003cem>*Clarification: This story was updated to clarify that students in all grades complete phenomenon-based learning assignments.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/the-teachers-role-in-phenomenon-based-learning/\">phenomenon based learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning","authors":["byline_mindshift_55006"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_799","mindshift_1040","mindshift_21318","mindshift_256"],"featImg":"mindshift_55008","label":"mindshift"},"mindshift_47909":{"type":"posts","id":"mindshift_47909","meta":{"index":"posts_1591205157","site":"mindshift","id":"47909","score":null,"sort":[1492498878000]},"guestAuthors":[],"slug":"how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day","title":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day","publishDate":1492498878,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">Teach Like Finlan\u003c/a>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">d: 33 Simple Strategies For Joyful Classrooms\u003c/a> (c) 2017 by \u003c/em>\u003cem>Timothy D. Walker. Used with permission of the publisher, W. W. Norton. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Schedule brain breaks\u003c/strong>\u003c/p>\n\u003cp>Like a zombie, Sami\u003ca href=\"#_ftn1\" name=\"_ftnref1\">*\u003c/a>—one of my fifth graders—lumbered over to me and hissed, “I think I’m going to explode! I’m not used to this schedule.” And I believed him. An angry red rash was starting to form on his forehead.\u003c/p>\n\u003cp>\u003cem>Yikes\u003c/em>, I thought, \u003cem>what a way to begin my first year of teaching in Finland\u003c/em>. It was only the third day of school, and I was already pushing a student to the breaking point. When I took him aside, I quickly discovered why he was so upset.\u003c/p>\n\u003cp>Throughout this first week of school, I had gotten creative with my fifth grade timetable. If you recall, students in Finland normally take a fifteen-minute break for every forty-five minutes of instruction. During a typical break, the children head outside to play and socialize with friends.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I didn’t see the point of these frequent pit stops. As a teacher in the United States, I’d usually spent consecutive hours with my students in the classroom. And I was trying to replicate this model in Finland. The Finnish way seemed soft, and I was convinced that kids learned better with longer stretches of instructional time. So I decided to hold my students back from their regularly scheduled break and teach two forty-five-minute lessons in a row, followed by a double break of thirty minutes. Now I knew why the red dots had appeared on Sami’s forehead.\u003c/p>\n\u003cp>Come to think of it, I wasn’t sure if the American approach had ever worked very well. My students in the States had always seemed to drag their feet after about forty-five minutes in the classroom. But they’d never thought of revolting like this shrimpy Finnish fifth grader, who was digging in his heels on the third day of school. At that moment, I decided to embrace the Finnish model of taking breaks.\u003c/p>\n\u003cp>Once I incorporated these short recesses into our timetable, I no longer saw feet-dragging, zombie-like kids in my classroom. Throughout the school year, my Finnish students would, without fail, enter the classroom with a bounce in their steps after a fifteen-minute break. And most important, they were more focused during lessons.\u003c/p>\n\u003cp>At first I was convinced that I had made a groundbreaking discovery: frequent breaks kept students fresh throughout the day. But then I remembered that Finns have known this for years—they’ve been providing breaks to their students since the 1960s.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">\u003cimg class=\"alignleft wp-image-47910 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Teach-Like-Finland-e1491328874828.jpg\" alt=\"Teach Like Finland\" width=\"250\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp>In my quest to understand the value of the Finnish practice, I stumbled upon the work of Anthony Pellegrini, author of the book \u003ca href=\"https://www.amazon.com/Recess-Role-Education-Development-Developing/dp/0805855440\">Recess: Its Role in Education and Development \u003c/a>and emeritus professor of educational psychology at the \u003ca href=\"http://www.cehd.umn.edu/edpsych/people/pelle013/\">University of Minnesota\u003c/a>—who has praised this approach for more than a decade. In East Asia, where many primary schools provide their students with a ten-minute break after about forty minutes of classroom instruction, Pellegrini observed the same phenomenon that I had witnessed at my Finnish school. After these shorter recesses, students appeared to be more focused in the classroom (Pellegrini, 2005).\u003c/p>\n\u003cp>Not satisfied with anecdotal evidence alone, Pellegrini and his colleagues ran a series of experiments at a U.S. public elementary school to explore the relationship between recess timing and attentiveness in the classroom. In every one of the experiments, students were more attentive after a break than before a break. They also found that the children were less focused when the timing of the break was delayed—or in other words, when the lesson dragged on (Pellegrini, 2005).\u003c/p>\n\u003cp>In Finland, primary school teachers seem to know this intuitively. They send kids outside—rain or shine—for their frequent recesses. And the children get to decide how they spend their break times.\u003c/p>\n\u003cp>Although I favor the Finnish model, I realize that unleashing fifth graders on the playground every hour would be a huge shift for most schools. According to Pellegrini, breaks don’t have to be held outdoors to be beneficial. In one of his experiments at a public elementary school, the children had their recess times inside the school, and the results matched those of other experiments where they took their breaks outside: after their breaks, the students were more focused in class (Pellegrini, 2005).\u003c/p>\n\u003cp>What I realized in Finland, with the help of a flustered fifth grader, is that once I started to see a break as a strategy to maximize learning, I stopped feeling guilty about shortening classroom instruction. Pellegrini’s findings confirm that frequent breaks boost attentiveness in class. With this in mind, we no longer need to fear that students won’t learn what they need to learn if we let them disconnect from their work several times throughout the school day.\u003c/p>\n\u003cp>The year before I arrived in Helsinki, the American researcher and kinesiologist Debbie Rhea visited Finnish schools, and she, too, was inspired by their frequent fifteen-minute breaks. When she returned to the States, she piloted a study to evaluate the learning benefits of a Finland-inspired schedule with multiple recesses throughout the school day (Turner, 2013).\u003c/p>\n\u003cp>Today, Rhea’s research project is up and running in a handful of American schools in several states, and so far the early results have been promising. \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/04/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school/\">Educators at Eagle Mountain Elementary School \u003c/a>in Fort Worth, Texas, report a significant change in their students, who receive four fifteen-minute breaks each day; for example, they are more focused, and they are not tattling as often. One first grade teacher even noticed that her students are no longer chewing on pencils (Connelly, 2016).\u003c/p>\n\u003cp>Rhea’s research is exciting, and it seems like the national interest in bringing more breaks to American schools is high. However, while the tide might be changing in American education, many U.S. teachers and students lack the freedom to imitate the Finnish model. Thankfully, any classroom, even non-Finnish ones, can tap into the benefits of taking multiple breaks throughout each day.\u003c/p>\n\u003cfigure id=\"attachment_47911\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-47911\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg\" alt=\"Author Timothy Walker\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-800x1055.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-768x1013.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1180x1557.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-960x1266.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-240x317.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-375x495.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-520x686.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa.jpg 1466w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Author Timothy Walker \u003ccite>(David Popa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Initially, I thought that the true value of Finnish-style breaks is related to free play, but I no longer hold this view. I’ve concluded that the primary benefit of Finnish breaks is in the way it keeps kids focused by refreshing their brains. \u003ca href=\"https://www.mcgill.ca/psychology/daniel-j-levitin\">Daniel Levitin\u003c/a>, professor of psychology, behavioral neuroscience, and music at McGill University, believes that giving the brain time to rest, through regular breaks, leads to greater productivity and creativity. “You need to give your brain time to consolidate all the information that’s come in,” he said in an interview for the education blog MindShift (Schwartz, 2014). But even without scheduled breaks at school, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/06/why-daydreaming-is-critical-to-effective-learning/\">mind rests naturally through daydreaming\u003c/a>, which “allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” said Levitin. “Children shouldn’t be overly scheduled. They should have blocks of time to promote spontaneity and creativity” (Schwartz, 2014).\u003c/p>\n\u003cp>There are different ways of offering little brain breaks, which I describe below, but one of the most important things to remember is that they need to happen regularly to benefit our students. In other words, it’s wise to schedule them throughout the day. A good start, perhaps, would be thinking about offering a whole-group brain break for every forty-five minutes of classroom instruction—just like many Finnish teachers. But even that timing could be too infrequent for your students. What’s important is that you watch your students carefully. If they seem to be dragging their feet before the forty-five-minute mark, it would seem beneficial to offer a brain break right away.\u003c/p>\n\u003cp>\u003cem>Timothy D. Walker is an American teacher and writer living in Finland. He has written extensively about his experiences for Education Week Teacher, Educational Leadership, and on his blog, \u003ca href=\"http://taughtbyfinland.com/\">Taught by Finland\u003c/a>. While working at a Helsinki public school, he completed his teaching practicum and received his master’s degree in elementary education from the United States. He is a contributing writer on education issues for \u003ca href=\"https://www.theatlantic.com/author/tim-walker/\">The Atlantic\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">*\u003c/a>The names used for students in this book are pseudonyms.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"American teacher Timothy Walker learned more effective ways to teach when he moved to Finland and pulled back from cramming too much into one day. ","status":"publish","parent":0,"modified":1492497736,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1423},"headData":{"title":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day | KQED","description":"American teacher Timothy Walker learned more effective ways to teach when he moved to Finland and pulled back from cramming too much into one day. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day","datePublished":"2017-04-18T07:01:18.000Z","dateModified":"2017-04-18T06:42:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47909 https://ww2.kqed.org/mindshift/?p=47909","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/18/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day/","disqusTitle":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day","path":"/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">Teach Like Finlan\u003c/a>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">d: 33 Simple Strategies For Joyful Classrooms\u003c/a> (c) 2017 by \u003c/em>\u003cem>Timothy D. Walker. Used with permission of the publisher, W. W. Norton. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Schedule brain breaks\u003c/strong>\u003c/p>\n\u003cp>Like a zombie, Sami\u003ca href=\"#_ftn1\" name=\"_ftnref1\">*\u003c/a>—one of my fifth graders—lumbered over to me and hissed, “I think I’m going to explode! I’m not used to this schedule.” And I believed him. An angry red rash was starting to form on his forehead.\u003c/p>\n\u003cp>\u003cem>Yikes\u003c/em>, I thought, \u003cem>what a way to begin my first year of teaching in Finland\u003c/em>. It was only the third day of school, and I was already pushing a student to the breaking point. When I took him aside, I quickly discovered why he was so upset.\u003c/p>\n\u003cp>Throughout this first week of school, I had gotten creative with my fifth grade timetable. If you recall, students in Finland normally take a fifteen-minute break for every forty-five minutes of instruction. During a typical break, the children head outside to play and socialize with friends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I didn’t see the point of these frequent pit stops. As a teacher in the United States, I’d usually spent consecutive hours with my students in the classroom. And I was trying to replicate this model in Finland. The Finnish way seemed soft, and I was convinced that kids learned better with longer stretches of instructional time. So I decided to hold my students back from their regularly scheduled break and teach two forty-five-minute lessons in a row, followed by a double break of thirty minutes. Now I knew why the red dots had appeared on Sami’s forehead.\u003c/p>\n\u003cp>Come to think of it, I wasn’t sure if the American approach had ever worked very well. My students in the States had always seemed to drag their feet after about forty-five minutes in the classroom. But they’d never thought of revolting like this shrimpy Finnish fifth grader, who was digging in his heels on the third day of school. At that moment, I decided to embrace the Finnish model of taking breaks.\u003c/p>\n\u003cp>Once I incorporated these short recesses into our timetable, I no longer saw feet-dragging, zombie-like kids in my classroom. Throughout the school year, my Finnish students would, without fail, enter the classroom with a bounce in their steps after a fifteen-minute break. And most important, they were more focused during lessons.\u003c/p>\n\u003cp>At first I was convinced that I had made a groundbreaking discovery: frequent breaks kept students fresh throughout the day. But then I remembered that Finns have known this for years—they’ve been providing breaks to their students since the 1960s.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">\u003cimg class=\"alignleft wp-image-47910 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Teach-Like-Finland-e1491328874828.jpg\" alt=\"Teach Like Finland\" width=\"250\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp>In my quest to understand the value of the Finnish practice, I stumbled upon the work of Anthony Pellegrini, author of the book \u003ca href=\"https://www.amazon.com/Recess-Role-Education-Development-Developing/dp/0805855440\">Recess: Its Role in Education and Development \u003c/a>and emeritus professor of educational psychology at the \u003ca href=\"http://www.cehd.umn.edu/edpsych/people/pelle013/\">University of Minnesota\u003c/a>—who has praised this approach for more than a decade. In East Asia, where many primary schools provide their students with a ten-minute break after about forty minutes of classroom instruction, Pellegrini observed the same phenomenon that I had witnessed at my Finnish school. After these shorter recesses, students appeared to be more focused in the classroom (Pellegrini, 2005).\u003c/p>\n\u003cp>Not satisfied with anecdotal evidence alone, Pellegrini and his colleagues ran a series of experiments at a U.S. public elementary school to explore the relationship between recess timing and attentiveness in the classroom. In every one of the experiments, students were more attentive after a break than before a break. They also found that the children were less focused when the timing of the break was delayed—or in other words, when the lesson dragged on (Pellegrini, 2005).\u003c/p>\n\u003cp>In Finland, primary school teachers seem to know this intuitively. They send kids outside—rain or shine—for their frequent recesses. And the children get to decide how they spend their break times.\u003c/p>\n\u003cp>Although I favor the Finnish model, I realize that unleashing fifth graders on the playground every hour would be a huge shift for most schools. According to Pellegrini, breaks don’t have to be held outdoors to be beneficial. In one of his experiments at a public elementary school, the children had their recess times inside the school, and the results matched those of other experiments where they took their breaks outside: after their breaks, the students were more focused in class (Pellegrini, 2005).\u003c/p>\n\u003cp>What I realized in Finland, with the help of a flustered fifth grader, is that once I started to see a break as a strategy to maximize learning, I stopped feeling guilty about shortening classroom instruction. Pellegrini’s findings confirm that frequent breaks boost attentiveness in class. With this in mind, we no longer need to fear that students won’t learn what they need to learn if we let them disconnect from their work several times throughout the school day.\u003c/p>\n\u003cp>The year before I arrived in Helsinki, the American researcher and kinesiologist Debbie Rhea visited Finnish schools, and she, too, was inspired by their frequent fifteen-minute breaks. When she returned to the States, she piloted a study to evaluate the learning benefits of a Finland-inspired schedule with multiple recesses throughout the school day (Turner, 2013).\u003c/p>\n\u003cp>Today, Rhea’s research project is up and running in a handful of American schools in several states, and so far the early results have been promising. \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/04/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school/\">Educators at Eagle Mountain Elementary School \u003c/a>in Fort Worth, Texas, report a significant change in their students, who receive four fifteen-minute breaks each day; for example, they are more focused, and they are not tattling as often. One first grade teacher even noticed that her students are no longer chewing on pencils (Connelly, 2016).\u003c/p>\n\u003cp>Rhea’s research is exciting, and it seems like the national interest in bringing more breaks to American schools is high. However, while the tide might be changing in American education, many U.S. teachers and students lack the freedom to imitate the Finnish model. Thankfully, any classroom, even non-Finnish ones, can tap into the benefits of taking multiple breaks throughout each day.\u003c/p>\n\u003cfigure id=\"attachment_47911\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-47911\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg\" alt=\"Author Timothy Walker\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-800x1055.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-768x1013.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1180x1557.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-960x1266.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-240x317.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-375x495.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-520x686.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa.jpg 1466w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Author Timothy Walker \u003ccite>(David Popa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Initially, I thought that the true value of Finnish-style breaks is related to free play, but I no longer hold this view. I’ve concluded that the primary benefit of Finnish breaks is in the way it keeps kids focused by refreshing their brains. \u003ca href=\"https://www.mcgill.ca/psychology/daniel-j-levitin\">Daniel Levitin\u003c/a>, professor of psychology, behavioral neuroscience, and music at McGill University, believes that giving the brain time to rest, through regular breaks, leads to greater productivity and creativity. “You need to give your brain time to consolidate all the information that’s come in,” he said in an interview for the education blog MindShift (Schwartz, 2014). But even without scheduled breaks at school, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/06/why-daydreaming-is-critical-to-effective-learning/\">mind rests naturally through daydreaming\u003c/a>, which “allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” said Levitin. “Children shouldn’t be overly scheduled. They should have blocks of time to promote spontaneity and creativity” (Schwartz, 2014).\u003c/p>\n\u003cp>There are different ways of offering little brain breaks, which I describe below, but one of the most important things to remember is that they need to happen regularly to benefit our students. In other words, it’s wise to schedule them throughout the day. A good start, perhaps, would be thinking about offering a whole-group brain break for every forty-five minutes of classroom instruction—just like many Finnish teachers. But even that timing could be too infrequent for your students. What’s important is that you watch your students carefully. If they seem to be dragging their feet before the forty-five-minute mark, it would seem beneficial to offer a brain break right away.\u003c/p>\n\u003cp>\u003cem>Timothy D. Walker is an American teacher and writer living in Finland. He has written extensively about his experiences for Education Week Teacher, Educational Leadership, and on his blog, \u003ca href=\"http://taughtbyfinland.com/\">Taught by Finland\u003c/a>. While working at a Helsinki public school, he completed his teaching practicum and received his master’s degree in elementary education from the United States. He is a contributing writer on education issues for \u003ca href=\"https://www.theatlantic.com/author/tim-walker/\">The Atlantic\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">*\u003c/a>The names used for students in this book are pseudonyms.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20651","mindshift_20784","mindshift_799","mindshift_1040","mindshift_20531"],"featImg":"mindshift_48052","label":"mindshift"},"mindshift_42324":{"type":"posts","id":"mindshift_42324","meta":{"index":"posts_1591205157","site":"mindshift","id":"42324","score":null,"sort":[1444250808000]},"guestAuthors":[],"slug":"if-we-know-play-based-learning-works-why-dont-we-do-it","title":"If We Know Play-Based Learning Works, Why Don't We Do It?","publishDate":1444250808,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Finland is often applauded for its great education system. Earlier this year the Finns announced the intention to move towards* \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\" target=\"_blank\">secondary education that is topic-based\u003c/a>, rather than subject-based in order to emphasize the interdisciplinary nature of real-world problems. Finnish educators hope teaching in this way will help students draw connections between disciplines and find previously undiscovered areas of interest. A similar strategy applies to the Finnish approach to the youngest learners. Rather than focusing on math and literacy, Finnish kindergartens are all about play.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.theatlantic.com/education/archive/2015/10/the-joyful-illiterate-kindergartners-of-finland/408325/\" target=\"_blank\">Atlantic article\u003c/a>, Tim Walker describes seeing both free play and more pedagogically focused play in Finnish kindergartens. Both kinds of play are explicitly required and are being emphasized even more in the newest version of the curriculum. Walker writes:\u003c/p>\n\u003cblockquote>\u003cp>\"'Play is a very efficient way of learning for children,' she told me. 'And we can use it in a way that children will learn with joy.'\u003c/p>\n\u003cp>The word 'joy' caught me off guard—I’m certainly not used to hearing the word in conversations about education in America, where I received my training and taught for several years. But Holappa, detecting my surprise, reiterated that the country’s early-childhood education program indeed places a heavy emphasis on 'joy,' which along with play is explicitly written into the curriculum as a learning concept. 'There's an old Finnish saying,' Holappa said. 'Those things you learn without joy you will forget easily.'\"\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2015/10/the-joyful-illiterate-kindergartners-of-finland/408325/\u003c/p>\n\u003cp>\u003cem>*This post has been modified to reflect that Finland has not yet rolled out topic-based secondary education across the country, but is moving in that direction.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Six and seven year olds in Finland spend most of the school day playing, but that doesn't mean they aren't learning.","status":"publish","parent":0,"modified":1456263152,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":288},"headData":{"title":"If We Know Play-Based Learning Works, Why Don't We Do It? | KQED","description":"Six and seven year olds in Finland spend most of the school day playing, but that doesn't mean they aren't learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"If We Know Play-Based Learning Works, Why Don't We Do It?","datePublished":"2015-10-07T20:46:48.000Z","dateModified":"2016-02-23T21:32:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42324 http://ww2.kqed.org/mindshift/?p=42324","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/07/if-we-know-play-based-learning-works-why-dont-we-do-it/","disqusTitle":"If We Know Play-Based Learning Works, Why Don't We Do It?","path":"/mindshift/42324/if-we-know-play-based-learning-works-why-dont-we-do-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Finland is often applauded for its great education system. Earlier this year the Finns announced the intention to move towards* \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\" target=\"_blank\">secondary education that is topic-based\u003c/a>, rather than subject-based in order to emphasize the interdisciplinary nature of real-world problems. Finnish educators hope teaching in this way will help students draw connections between disciplines and find previously undiscovered areas of interest. A similar strategy applies to the Finnish approach to the youngest learners. Rather than focusing on math and literacy, Finnish kindergartens are all about play.\u003c/p>\n\u003cp>In his \u003ca href=\"http://www.theatlantic.com/education/archive/2015/10/the-joyful-illiterate-kindergartners-of-finland/408325/\" target=\"_blank\">Atlantic article\u003c/a>, Tim Walker describes seeing both free play and more pedagogically focused play in Finnish kindergartens. Both kinds of play are explicitly required and are being emphasized even more in the newest version of the curriculum. Walker writes:\u003c/p>\n\u003cblockquote>\u003cp>\"'Play is a very efficient way of learning for children,' she told me. 'And we can use it in a way that children will learn with joy.'\u003c/p>\n\u003cp>The word 'joy' caught me off guard—I’m certainly not used to hearing the word in conversations about education in America, where I received my training and taught for several years. But Holappa, detecting my surprise, reiterated that the country’s early-childhood education program indeed places a heavy emphasis on 'joy,' which along with play is explicitly written into the curriculum as a learning concept. 'There's an old Finnish saying,' Holappa said. 'Those things you learn without joy you will forget easily.'\"\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2015/10/the-joyful-illiterate-kindergartners-of-finland/408325/\u003c/p>\n\u003cp>\u003cem>*This post has been modified to reflect that Finland has not yet rolled out topic-based secondary education across the country, but is moving in that direction.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42324/if-we-know-play-based-learning-works-why-dont-we-do-it","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_799","mindshift_1040","mindshift_790","mindshift_498"],"featImg":"mindshift_42329","label":"mindshift"},"mindshift_39837":{"type":"posts","id":"mindshift_39837","meta":{"index":"posts_1591205157","site":"mindshift","id":"39837","score":null,"sort":[1427143304000]},"guestAuthors":[],"slug":"tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education","title":"Tossing Out Teaching by Subject as Part of a Modern High School Education","publishDate":1427143304,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators around the world have been making expeditions to Finland to learn the secrets of the nation's top performing students. Finnish students consistently test at the top on international tests, like the PISA. They also report being \u003ca href=\"http://www.edweek.org/tm/articles/2014/06/24/ctq_faridi_finland.html\">happy\u003c/a>, are less frequently tested and have more time for play. Finland has the benefit of a strong social welfare system and high quality of life, but very few private schools. With all these variables currently in its favor, the Finns are taking dramatic steps in changing its education system by overhauling how high school is taught. Students will go from the traditional way of learning by subjects, to learning by topics, according to \u003ca href=\"http://www.independent.co.uk/news/world/europe/finland-schools-subjects-are-out-and-topics-are-in-as-country-reforms-its-education-system-10123911.html?cmipid=fb\">The Independent\u003c/a>. The transition hasn't been without its tensions. \u003c/p>\n\u003cp>Teaching by topic will start in Helsinki high schools and then spread to the rest of the country. At the core of this topic-specific technique will be co-teaching by educators and more collaboration amongst students. According to The Independent: \u003c/p>\n\u003cp>\"Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.\"\u003c/p>\n\u003cp>http://www.independent.co.uk/news/world/europe/finland-schools-subjects-are-out-and-topics-are-in-as-country-reforms-its-education-system-10123911.html\u003cbr>\n\u003cem>Finland flag image credit \u003ca href=\"https://www.flickr.com/photos/toehk/4631737354\">Tauno Tõhk/陶诺/Flickr\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"By shifting from traditional subject-based teaching to teaching by topic, Finland is transforming the way high school students learn. ","status":"publish","parent":0,"modified":1456262054,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":286},"headData":{"title":"Tossing Out Teaching by Subject as Part of a Modern High School Education | KQED","description":"By shifting from traditional subject-based teaching to teaching by topic, Finland is transforming the way high school students learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tossing Out Teaching by Subject as Part of a Modern High School Education","datePublished":"2015-03-23T20:41:44.000Z","dateModified":"2016-02-23T21:14:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39837 http://blogs.kqed.org/mindshift/?p=39837","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/","disqusTitle":"Tossing Out Teaching by Subject as Part of a Modern High School Education","path":"/mindshift/39837/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators around the world have been making expeditions to Finland to learn the secrets of the nation's top performing students. Finnish students consistently test at the top on international tests, like the PISA. They also report being \u003ca href=\"http://www.edweek.org/tm/articles/2014/06/24/ctq_faridi_finland.html\">happy\u003c/a>, are less frequently tested and have more time for play. Finland has the benefit of a strong social welfare system and high quality of life, but very few private schools. With all these variables currently in its favor, the Finns are taking dramatic steps in changing its education system by overhauling how high school is taught. Students will go from the traditional way of learning by subjects, to learning by topics, according to \u003ca href=\"http://www.independent.co.uk/news/world/europe/finland-schools-subjects-are-out-and-topics-are-in-as-country-reforms-its-education-system-10123911.html?cmipid=fb\">The Independent\u003c/a>. The transition hasn't been without its tensions. \u003c/p>\n\u003cp>Teaching by topic will start in Helsinki high schools and then spread to the rest of the country. At the core of this topic-specific technique will be co-teaching by educators and more collaboration amongst students. According to The Independent: \u003c/p>\n\u003cp>\"Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.\"\u003c/p>\n\u003cp>http://www.independent.co.uk/news/world/europe/finland-schools-subjects-are-out-and-topics-are-in-as-country-reforms-its-education-system-10123911.html\u003cbr>\n\u003cem>Finland flag image credit \u003ca href=\"https://www.flickr.com/photos/toehk/4631737354\">Tauno Tõhk/陶诺/Flickr\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39837/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_799","mindshift_20826"],"featImg":"mindshift_39841","label":"mindshift"},"mindshift_31449":{"type":"posts","id":"mindshift_31449","meta":{"index":"posts_1591205157","site":"mindshift","id":"31449","score":null,"sort":[1379616298000]},"guestAuthors":[],"slug":"lessons-from-finland-what-educators-can-learn-about-leadership","title":"Lessons From Finland: What Educators Can Learn About Leadership","publishDate":1379616298,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31468\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-31468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432.jpg\" alt=\"11_1.21_Ipad_Algebra_0014\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt from \u003ca href=\"http://www.teachingquality.org/teacherpreneurs\">Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave\u003c/a>, by Barnett Berry and Ann Byrd, and Alan Wieder. This excerpt focuses on how educators in Finland see themselves as leaders.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Noah Zeichner and Lori Nazareno, American teachers, were at the Finnish Lessons conference in Seattle as well, and we all had a school reform conversation with Marianna that pushed our thinking about the propsects for teacher leadership and teacherpreneurism in the United States. As a former communication expert who now has taught for eight years, Marianna drew on her experiences both as a media consultant and a public school teacher in defining her vision for the teaching profession.\u003c/p>\n\u003cp>\"We are all leaders,\" she told us in the conversation with Noah and Lori. \"Granted, some teachers lead more than others, but we do not expect those who do not teach to tell us how to teach.\"\u003c/p>\n\u003cp>As Marianna described the work of teachers in Finland, we thought of how university professors in the United States are expected to perform their roles of teaching, scholarship, and service. Finnish teachers, first and foremost, focus on their work with students, and all are expected to care about not just the students they teach but all children in the school.\u003c/p>\n\u003cp>Similarly, principals are expected to care about all children in their municipality. What is more, principals and teachers are expected to work together to benefit all students, \"rather than concentrating on giving a competitive edge to the children in their own school.:\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In America, it is seen by administrators and policymakers that if you are not in front of students, you are not working.\"\u003c/aside>\n\u003cp>And just like one would find in an American university, some Finnish teachers focus primarily on teaching and service to their local school and community, whereas others find variety of venues to lead outside the school. We learned that many classroom practitioners in Finland also serve as teacher educators, educational game developers, online mentors, curriculum and assessment designers, and textbook authors. Many work in local politics to support public education . Others are active bloggers, as is the case with Marianna, who scoops Finnish education news for teachers worldwide. But perhaps most of all, Finnish teachers, as leaders, are expected to help on another more effectively.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We asked Marianna how Finnish teachers learned to lead. \"It is the way teachers are prepared as researchers,\" she said, \"but it is also the working conditions. Because of the collaborative atmosphere, teachers are encouraged to be the leaders of their profession.\"\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/whats-so-great-about-schools-in-finland/\">What's So Great About Schools in Finland?]\u003c/a>\u003c/p>\n\u003cp>Noah hypothesized that some of the things that administrators do in U.S. schools, teachers do in Finnish schools. \"That is true,\" Marianna agreed. \"We have teachers leading a lot of what goes on in our school, like with curriculum and assessment as well as student and teacher well-being that deals with equality and fairness.\" In most Finnish schools, Marianna emphasized again, all of the administrators teach as well.\u003c/p>\n\u003cp>\"This seems a lot like the structure we have, too,\" Noah said, \"but in Finland it seems you do not get too hung up on [contractual] time.\"\u003c/p>\n\u003cp>Marianna nodded in agreement. \"Once you teach your lessons in school, there is a flexibility for teachers to determine when they do their work,\" she noted.\u003c/p>\n\u003cp>A typical Finnish teacher teaches just under 600 hours a year, whereas the average American teacher teaches students over 1,600 hours annually. And according to a recent Bill & Melinda Gates Foundation-sponsored study of the teaching profession, U.S. teachers habitually work an average of about 10 hours and 40 minutes a day, with a great deal of time spent teaching and supervising students.\u003c/p>\n\u003cp>\"Our teachers who teach languages for which many essays have to be graded often have fewer lessons,\" Marianna said. \"And they can decide on their own where they get that work done. They may teach two lessons one day and then go home or to the gym around noon -- and then correct papers or work online with students later in the evening.\"\u003c/p>\n\u003cp>Lori noted, \"In America, it is seen by administrators and policymakers that if you are not in front of students, you are not working.\" Then Noah added, \"We have high schools here where teachers have to sign in by a certain time; otherwise they may or may not get their paycheck.\"\u003c/p>\n\u003ch3>Conditions That Foster Collaboration\u003c/h3>\n\u003cp>And then we learned a bit more about what leverages leadership among teachers, particularly how the structure of a teacher's school day and week fuels innovation from those who teach.\u003cbr>\n“The school day varies for teachers,” Marianna told us. “Some teachers teach more or fewer courses inside of our six-week periods. Sometimes you may teach three or four seventy-five-minute lessons a day—some days you may only have one.”\u003c/p>\n\u003cp>Noah noted, “The teaching schedule is staggered in Finland; here it is very rigid, with most teachers teaching the same schedule day after day for 180 days.”\u003cbr>\n“And what goes on inside of a teacher's planning time is very different in Finland and in America,” Lori added.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-19-at-11.34.14-AM-300x397.png\" alt=\"book\" width=\"172\" height=\"228\">Noah said, “Our teachers in Seattle meet about two hours a week for common planning, like you do in Finland, but the big difference is that in our two hours we are supposed to receive professional development, but teachers in your country get to create their own professional development to further their school.”\u003c/p>\n\u003cp>Then we began discussing the concept of reciprocal mentoring and its importance in cultivating teacher leaders and teacherpreneurism. “I believe in my country,” Marianna added, “we would call it benchmarking.”\u003c/p>\n\u003cp>“It is typical that a group of teachers would meet with and observe those who teach their same subjects in other schools to have a reflective observation,” Marianna continued.\u003cbr>\nLori's eyes lit up a bit when she asked, “You actually know other teachers who teach in other schools? Who sets this up?”\u003c/p>\n\u003cp>“We do know teachers in our cities. We are supposed to,” Marianna quickly responded. “And our principals are supposed to encourage us to do this; it is their job.”\u003cbr>\nAnd then we asked Lori if, in her twenty-five years of teaching in two inner-city school districts, in a wide variety of elementary, secondary, and alternative schools, she was ever asked to go observe another teacher in another building.\u003c/p>\n\u003cp>Not surprisingly, the answer was, “No.”\u003c/p>\n\u003cp>Noah then speculated on the “untapped” reciprocal mentorship that could be created in our nation's preservice teacher education programs (both traditional and alternative), in which new recruits into teaching are expected to learn solely from a mentor teacher, university professor, or consultant hired by a nonprofit or district. “It is all one-way,” he noted. “There is nothing reciprocal in the mentoring that goes on among student teachers and those who teach them.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“It is the flexibility that leads to trust, and this is where teacher leaders are developed; we do not feel we are controlled by outside forces.”\u003c/aside>\n\u003cp>Marianna told us, “It is the flexibility that leads to trust, and this is where teacher leaders are developed; we do not feel we are controlled by outside forces.”\u003c/p>\n\u003cp>We then reflected on the fact that in America this is how university professors are developed as leaders. They are afforded flexibility in their schedule, with staggered times to teach, and often additional rewards for scholarship that is carved into their routine professional work. We wondered how the trust American policymakers have in university professors could be established for America's public school teachers.\u003c/p>\n\u003cp>We wondered how the trust Finnish policymakers have in Finnish public school teachers could be embraced by their American counterparts. We know of the importance of making teacherpreneurs more public; using teacher evaluation and pay systems to elevate teacherpreneurism; and preparing new teachers—early in their training—to teach, lead, and not leave. We wondered what it would take to communicate to policymakers and administrators as well as the public both the evidence and the emotion of trusting teachers—and teacherpreneurs like those profiled in this book.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We would start with foreseeing what public education might look like in 2030, and how we would get there. We do so in the next, our final, chapter.\u003c/p>\n\n","blocks":[],"excerpt":"In the book Teacherpreneurs: Innovative Teachers Who Lead But Don’t Leave, the authors discuss how American teachers can create opportunities to become leaders in their schools and in their fields. This excerpt focuses on how educators in Finland see themselves as leaders.","status":"publish","parent":0,"modified":1380162284,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1420},"headData":{"title":"Lessons From Finland: What Educators Can Learn About Leadership | KQED","description":"In the book Teacherpreneurs: Innovative Teachers Who Lead But Don’t Leave, the authors discuss how American teachers can create opportunities to become leaders in their schools and in their fields. This excerpt focuses on how educators in Finland see themselves as leaders.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Lessons From Finland: What Educators Can Learn About Leadership","datePublished":"2013-09-19T18:44:58.000Z","dateModified":"2013-09-26T02:24:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31449 http://blogs.kqed.org/mindshift/?p=31449","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/19/lessons-from-finland-what-educators-can-learn-about-leadership/","disqusTitle":"Lessons From Finland: What Educators Can Learn About Leadership","path":"/mindshift/31449/lessons-from-finland-what-educators-can-learn-about-leadership","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31468\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-31468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432.jpg\" alt=\"11_1.21_Ipad_Algebra_0014\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/11_1.21_Ipad_Algebra_0014-e1379616133432-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following is an excerpt from \u003ca href=\"http://www.teachingquality.org/teacherpreneurs\">Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave\u003c/a>, by Barnett Berry and Ann Byrd, and Alan Wieder. This excerpt focuses on how educators in Finland see themselves as leaders.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Noah Zeichner and Lori Nazareno, American teachers, were at the Finnish Lessons conference in Seattle as well, and we all had a school reform conversation with Marianna that pushed our thinking about the propsects for teacher leadership and teacherpreneurism in the United States. As a former communication expert who now has taught for eight years, Marianna drew on her experiences both as a media consultant and a public school teacher in defining her vision for the teaching profession.\u003c/p>\n\u003cp>\"We are all leaders,\" she told us in the conversation with Noah and Lori. \"Granted, some teachers lead more than others, but we do not expect those who do not teach to tell us how to teach.\"\u003c/p>\n\u003cp>As Marianna described the work of teachers in Finland, we thought of how university professors in the United States are expected to perform their roles of teaching, scholarship, and service. Finnish teachers, first and foremost, focus on their work with students, and all are expected to care about not just the students they teach but all children in the school.\u003c/p>\n\u003cp>Similarly, principals are expected to care about all children in their municipality. What is more, principals and teachers are expected to work together to benefit all students, \"rather than concentrating on giving a competitive edge to the children in their own school.:\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In America, it is seen by administrators and policymakers that if you are not in front of students, you are not working.\"\u003c/aside>\n\u003cp>And just like one would find in an American university, some Finnish teachers focus primarily on teaching and service to their local school and community, whereas others find variety of venues to lead outside the school. We learned that many classroom practitioners in Finland also serve as teacher educators, educational game developers, online mentors, curriculum and assessment designers, and textbook authors. Many work in local politics to support public education . Others are active bloggers, as is the case with Marianna, who scoops Finnish education news for teachers worldwide. But perhaps most of all, Finnish teachers, as leaders, are expected to help on another more effectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We asked Marianna how Finnish teachers learned to lead. \"It is the way teachers are prepared as researchers,\" she said, \"but it is also the working conditions. Because of the collaborative atmosphere, teachers are encouraged to be the leaders of their profession.\"\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/whats-so-great-about-schools-in-finland/\">What's So Great About Schools in Finland?]\u003c/a>\u003c/p>\n\u003cp>Noah hypothesized that some of the things that administrators do in U.S. schools, teachers do in Finnish schools. \"That is true,\" Marianna agreed. \"We have teachers leading a lot of what goes on in our school, like with curriculum and assessment as well as student and teacher well-being that deals with equality and fairness.\" In most Finnish schools, Marianna emphasized again, all of the administrators teach as well.\u003c/p>\n\u003cp>\"This seems a lot like the structure we have, too,\" Noah said, \"but in Finland it seems you do not get too hung up on [contractual] time.\"\u003c/p>\n\u003cp>Marianna nodded in agreement. \"Once you teach your lessons in school, there is a flexibility for teachers to determine when they do their work,\" she noted.\u003c/p>\n\u003cp>A typical Finnish teacher teaches just under 600 hours a year, whereas the average American teacher teaches students over 1,600 hours annually. And according to a recent Bill & Melinda Gates Foundation-sponsored study of the teaching profession, U.S. teachers habitually work an average of about 10 hours and 40 minutes a day, with a great deal of time spent teaching and supervising students.\u003c/p>\n\u003cp>\"Our teachers who teach languages for which many essays have to be graded often have fewer lessons,\" Marianna said. \"And they can decide on their own where they get that work done. They may teach two lessons one day and then go home or to the gym around noon -- and then correct papers or work online with students later in the evening.\"\u003c/p>\n\u003cp>Lori noted, \"In America, it is seen by administrators and policymakers that if you are not in front of students, you are not working.\" Then Noah added, \"We have high schools here where teachers have to sign in by a certain time; otherwise they may or may not get their paycheck.\"\u003c/p>\n\u003ch3>Conditions That Foster Collaboration\u003c/h3>\n\u003cp>And then we learned a bit more about what leverages leadership among teachers, particularly how the structure of a teacher's school day and week fuels innovation from those who teach.\u003cbr>\n“The school day varies for teachers,” Marianna told us. “Some teachers teach more or fewer courses inside of our six-week periods. Sometimes you may teach three or four seventy-five-minute lessons a day—some days you may only have one.”\u003c/p>\n\u003cp>Noah noted, “The teaching schedule is staggered in Finland; here it is very rigid, with most teachers teaching the same schedule day after day for 180 days.”\u003cbr>\n“And what goes on inside of a teacher's planning time is very different in Finland and in America,” Lori added.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-31464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-19-at-11.34.14-AM-300x397.png\" alt=\"book\" width=\"172\" height=\"228\">Noah said, “Our teachers in Seattle meet about two hours a week for common planning, like you do in Finland, but the big difference is that in our two hours we are supposed to receive professional development, but teachers in your country get to create their own professional development to further their school.”\u003c/p>\n\u003cp>Then we began discussing the concept of reciprocal mentoring and its importance in cultivating teacher leaders and teacherpreneurism. “I believe in my country,” Marianna added, “we would call it benchmarking.”\u003c/p>\n\u003cp>“It is typical that a group of teachers would meet with and observe those who teach their same subjects in other schools to have a reflective observation,” Marianna continued.\u003cbr>\nLori's eyes lit up a bit when she asked, “You actually know other teachers who teach in other schools? Who sets this up?”\u003c/p>\n\u003cp>“We do know teachers in our cities. We are supposed to,” Marianna quickly responded. “And our principals are supposed to encourage us to do this; it is their job.”\u003cbr>\nAnd then we asked Lori if, in her twenty-five years of teaching in two inner-city school districts, in a wide variety of elementary, secondary, and alternative schools, she was ever asked to go observe another teacher in another building.\u003c/p>\n\u003cp>Not surprisingly, the answer was, “No.”\u003c/p>\n\u003cp>Noah then speculated on the “untapped” reciprocal mentorship that could be created in our nation's preservice teacher education programs (both traditional and alternative), in which new recruits into teaching are expected to learn solely from a mentor teacher, university professor, or consultant hired by a nonprofit or district. “It is all one-way,” he noted. “There is nothing reciprocal in the mentoring that goes on among student teachers and those who teach them.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“It is the flexibility that leads to trust, and this is where teacher leaders are developed; we do not feel we are controlled by outside forces.”\u003c/aside>\n\u003cp>Marianna told us, “It is the flexibility that leads to trust, and this is where teacher leaders are developed; we do not feel we are controlled by outside forces.”\u003c/p>\n\u003cp>We then reflected on the fact that in America this is how university professors are developed as leaders. They are afforded flexibility in their schedule, with staggered times to teach, and often additional rewards for scholarship that is carved into their routine professional work. We wondered how the trust American policymakers have in university professors could be established for America's public school teachers.\u003c/p>\n\u003cp>We wondered how the trust Finnish policymakers have in Finnish public school teachers could be embraced by their American counterparts. We know of the importance of making teacherpreneurs more public; using teacher evaluation and pay systems to elevate teacherpreneurism; and preparing new teachers—early in their training—to teach, lead, and not leave. We wondered what it would take to communicate to policymakers and administrators as well as the public both the evidence and the emotion of trusting teachers—and teacherpreneurs like those profiled in this book.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We would start with foreseeing what public education might look like in 2030, and how we would get there. We do so in the next, our final, chapter.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31449/lessons-from-finland-what-educators-can-learn-about-leadership","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_799","mindshift_1040","mindshift_1041","mindshift_439"],"featImg":"mindshift_31468","label":"mindshift"},"mindshift_22768":{"type":"posts","id":"mindshift_22768","meta":{"index":"posts_1591205157","site":"mindshift","id":"22768","score":null,"sort":[1342105246000]},"guestAuthors":[],"slug":"whats-so-great-about-schools-in-finland-2","title":"What's So Great About Schools in Finland?","publishDate":1342105246,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_22778\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/finlands-formula-for-success/\">\u003cimg class=\"size-large wp-image-22778\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-12-at-8.11.25-AM-620x336.png\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen Shot from Edutopia video \"Finalnd's Formula for Success.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Monday's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/three-things-to-unlearn-about-learning/\">Three Things to Unlearn About Learning\u003c/a> elicited several comments about Finland's school system. Here's a \u003ca href=\"http://wp.me/p2io8W-4IE\">recent post \u003c/a>describing some differences between schools in the U.S. and Finland.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1342127876,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":898},"headData":{"title":"What's So Great About Schools in Finland? | KQED","description":"Monday's Three Things to Unlearn About Learning elicited several comments about Finland's school system. Here's a recent post describing some differences between schools in the U.S. and Finland. Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students. International and American media are","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's So Great About Schools in Finland?","datePublished":"2012-07-12T15:00:46.000Z","dateModified":"2012-07-12T21:17:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22768 http://blogs.kqed.org/mindshift/?p=22768","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/12/whats-so-great-about-schools-in-finland-2/","disqusTitle":"What's So Great About Schools in Finland?","path":"/mindshift/22768/whats-so-great-about-schools-in-finland-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22778\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/finlands-formula-for-success/\">\u003cimg class=\"size-large wp-image-22778\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-12-at-8.11.25-AM-620x336.png\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen Shot from Edutopia video \"Finalnd's Formula for Success.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Monday's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/three-things-to-unlearn-about-learning/\">Three Things to Unlearn About Learning\u003c/a> elicited several comments about Finland's school system. Here's a \u003ca href=\"http://wp.me/p2io8W-4IE\">recent post \u003c/a>describing some differences between schools in the U.S. and Finland.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #000000\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000000\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22768/whats-so-great-about-schools-in-finland-2","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_108","mindshift_799","mindshift_96"],"featImg":"mindshift_22778","label":"mindshift"},"mindshift_20657":{"type":"posts","id":"mindshift_20657","meta":{"index":"posts_1591205157","site":"mindshift","id":"20657","score":null,"sort":[1334857635000]},"guestAuthors":[],"slug":"wheres-the-joy-in-learning","title":"Where's the Joy in Learning? ","publishDate":1334857635,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20787\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 577px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/535565467/sizes/z/in/set-72157627432819304/\">\u003cimg class=\"size-full wp-image-20787\" title=\"535565467_288651f10a_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg\" alt=\"\" width=\"577\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-320x190.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">A school is not a desert of emotions,” \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/03004430.2010.545124#preview\">begins an article\u003c/a> by Finnish educators Taina Rantala and Kaarina Määttä, published last month in the journal \u003cem>Early Child Development and Care\u003c/em>. But you’d never know that by looking at the scientific literature.\u003c/p>\n\u003cp>“In the field of educational psychology, research on feelings is lacking,” the authors note, “and the little that does exist has focused more on negative rather than positive feelings.” Rantala, the principal of an elementary school in the city of Rovaniemi, and Määttä, a professor of psychology at the University of Lapland, set out to remedy this oversight by studying one emotion in particular: joy.\u003c/p>\n\u003cp>The researchers followed a single class through first and second grade, documenting the students’ emotions with photographs and videos. Through what they call “ethnographic observation,” Rantala and Määttä identified the circumstances that were most likely to produce joy in the classroom. No doubt many pupils would agree with this example of their findings: “The joy of learning does not include listening to prolonged speeches.”\u003c/p>\n\u003cp>Such teacher-centric lessons are much less likely to generate joy than are lessons focused on the student, the authors report. The latter kind of learning involves active, engaged effort on the part of the child; joy arrives when the child surmounts a series of difficulties to achieve a goal. One of the authors’ videos shows seven-year-old Esko, tapping himself proudly on the chest and announcing, “Hey, I figured out how to do math!” A desire to master the material leads to more joy than a desire to simply perform well, Rantala and Määttä add: joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003c/aside>\n\u003cp>Likewise, the joy of learning is more likely to make an appearance when teachers permit students to work at their own level and their own pace, avoiding making comparisons among students. The authors recommend that children be taught to evaluate and monitor their own learning so they can tell when they’re making progress. Some pupils will take longer than others—as Rantala and Määttä write, “The joy of learning does not like to hurry.” Because joy is so often connected to finishing a task or solving a problem, they point out, allowing time for an activity to come to its \u003c!--more-->natural conclusion is important. Granting students a measure of freedom in how they learn also engenders joy. Such freedom doesn’t mean allowing children to do whatever they want, but giving them choices within limits set by a teacher. These choices need not be major ones, the authors note: “For us adults, it makes no difference whether we write on blue or red paper, but when a student can choose between these options, there will be a lot of joy in the air.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not surprisingly, play was a major source of joy in the classroom Rantala and Määttä observed (even when that play was not exactly what a teacher would wish: the researchers’ video camera caught one student fashioning a gun out of an environmental-studies handout). “Play is the child’s way of seeking pleasure,” the authors write, and it is a learning activity in itself; it shouldn’t be viewed as “a Trojan horse” in which to smuggle in academic lessons. Lastly, sharing and collaborating with other students is a great source of joy. One of the authors’ videotapes shows a student reacting with pleasure when a classmate, Paavo, says, “You are so good at making those dolls!” The researchers conclude: “Joy experienced together, and shared, adds up to even more joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Finland \u003ca href=\"http://www.minedu.fi/OPM/Koulutus/artikkelit/pisa-tutkimus/index.html?lang=en\">leads the world in its scores\u003c/a> on international tests, and the country has become an educational model for many in the U.S. Rantala and Määttä’s paper is a welcome reminder that academic excellence can coexist with delight.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1334877897,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":713},"headData":{"title":"Where's the Joy in Learning? | KQED","description":"Flickr:WoodleyWonderworks A school is not a desert of emotions,” begins an article by Finnish educators Taina Rantala and Kaarina Määttä, published last month in the journal Early Child Development and Care. But you’d never know that by looking at the scientific literature. “In the field of educational psychology, research on feelings is lacking,” the authors","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Where's the Joy in Learning? ","datePublished":"2012-04-19T17:47:15.000Z","dateModified":"2012-04-19T23:24:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20657 http://blogs.kqed.org/mindshift/?p=20657","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/19/wheres-the-joy-in-learning/","disqusTitle":"Where's the Joy in Learning? ","path":"/mindshift/20657/wheres-the-joy-in-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20787\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 577px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/535565467/sizes/z/in/set-72157627432819304/\">\u003cimg class=\"size-full wp-image-20787\" title=\"535565467_288651f10a_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg\" alt=\"\" width=\"577\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-320x190.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">A school is not a desert of emotions,” \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/03004430.2010.545124#preview\">begins an article\u003c/a> by Finnish educators Taina Rantala and Kaarina Määttä, published last month in the journal \u003cem>Early Child Development and Care\u003c/em>. But you’d never know that by looking at the scientific literature.\u003c/p>\n\u003cp>“In the field of educational psychology, research on feelings is lacking,” the authors note, “and the little that does exist has focused more on negative rather than positive feelings.” Rantala, the principal of an elementary school in the city of Rovaniemi, and Määttä, a professor of psychology at the University of Lapland, set out to remedy this oversight by studying one emotion in particular: joy.\u003c/p>\n\u003cp>The researchers followed a single class through first and second grade, documenting the students’ emotions with photographs and videos. Through what they call “ethnographic observation,” Rantala and Määttä identified the circumstances that were most likely to produce joy in the classroom. No doubt many pupils would agree with this example of their findings: “The joy of learning does not include listening to prolonged speeches.”\u003c/p>\n\u003cp>Such teacher-centric lessons are much less likely to generate joy than are lessons focused on the student, the authors report. The latter kind of learning involves active, engaged effort on the part of the child; joy arrives when the child surmounts a series of difficulties to achieve a goal. One of the authors’ videos shows seven-year-old Esko, tapping himself proudly on the chest and announcing, “Hey, I figured out how to do math!” A desire to master the material leads to more joy than a desire to simply perform well, Rantala and Määttä add: joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003c/aside>\n\u003cp>Likewise, the joy of learning is more likely to make an appearance when teachers permit students to work at their own level and their own pace, avoiding making comparisons among students. The authors recommend that children be taught to evaluate and monitor their own learning so they can tell when they’re making progress. Some pupils will take longer than others—as Rantala and Määttä write, “The joy of learning does not like to hurry.” Because joy is so often connected to finishing a task or solving a problem, they point out, allowing time for an activity to come to its \u003c!--more-->natural conclusion is important. Granting students a measure of freedom in how they learn also engenders joy. Such freedom doesn’t mean allowing children to do whatever they want, but giving them choices within limits set by a teacher. These choices need not be major ones, the authors note: “For us adults, it makes no difference whether we write on blue or red paper, but when a student can choose between these options, there will be a lot of joy in the air.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not surprisingly, play was a major source of joy in the classroom Rantala and Määttä observed (even when that play was not exactly what a teacher would wish: the researchers’ video camera caught one student fashioning a gun out of an environmental-studies handout). “Play is the child’s way of seeking pleasure,” the authors write, and it is a learning activity in itself; it shouldn’t be viewed as “a Trojan horse” in which to smuggle in academic lessons. Lastly, sharing and collaborating with other students is a great source of joy. One of the authors’ videotapes shows a student reacting with pleasure when a classmate, Paavo, says, “You are so good at making those dolls!” The researchers conclude: “Joy experienced together, and shared, adds up to even more joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Finland \u003ca href=\"http://www.minedu.fi/OPM/Koulutus/artikkelit/pisa-tutkimus/index.html?lang=en\">leads the world in its scores\u003c/a> on international tests, and the country has become an educational model for many in the U.S. Rantala and Määttä’s paper is a welcome reminder that academic excellence can coexist with delight.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20657/wheres-the-joy-in-learning","authors":["4355"],"categories":["mindshift_194"],"tags":["mindshift_799"],"featImg":"mindshift_20787","label":"mindshift"},"mindshift_18955":{"type":"posts","id":"mindshift_18955","meta":{"index":"posts_1591205157","site":"mindshift","id":"18955","score":null,"sort":[1328745616000]},"guestAuthors":[],"slug":"finlands-formula-for-success","title":"Finland's Formula for Success","publishDate":1328745616,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/HsdFi8zMrYI\u003c/p>\n\u003cp>Finland's education system has come under close scrutiny recently for its unique holistic approach to learning (read \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/whats-so-great-about-schools-in-finland/\">What's So Great About Schools in Finland\u003c/a>). In this\u003ca href=\"http://www.edutopia.org/education-everywhere-international-finland-video\"> illuminating video by Edutopia\u003c/a>, it's clear that early intervention is a key part of the philosophy there, and that the entire community of educators rallies around kids to make sure they get the attention they need at all levels.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1328745617,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":74},"headData":{"title":"Finland's Formula for Success | KQED","description":"http://youtu.be/HsdFi8zMrYI Finland's education system has come under close scrutiny recently for its unique holistic approach to learning (read What's So Great About Schools in Finland). In this illuminating video by Edutopia, it's clear that early intervention is a key part of the philosophy there, and that the entire community of educators rallies around kids to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Finland's Formula for Success","datePublished":"2012-02-09T00:00:16.000Z","dateModified":"2012-02-09T00:00:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18955 http://blogs.kqed.org/mindshift/?p=18955","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/08/finlands-formula-for-success/","disqusTitle":"Finland's Formula for Success","path":"/mindshift/18955/finlands-formula-for-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/HsdFi8zMrYI'\n title='//www.youtube.com/embed/HsdFi8zMrYI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Finland's education system has come under close scrutiny recently for its unique holistic approach to learning (read \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/whats-so-great-about-schools-in-finland/\">What's So Great About Schools in Finland\u003c/a>). In this\u003ca href=\"http://www.edutopia.org/education-everywhere-international-finland-video\"> illuminating video by Edutopia\u003c/a>, it's clear that early intervention is a key part of the philosophy there, and that the entire community of educators rallies around kids to make sure they get the attention they need at all levels.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18955/finlands-formula-for-success","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_799"],"featImg":"mindshift_18186","label":"mindshift"},"mindshift_18144":{"type":"posts","id":"mindshift_18144","meta":{"index":"posts_1591205157","site":"mindshift","id":"18144","score":null,"sort":[1326485868000]},"guestAuthors":[],"slug":"whats-so-great-about-schools-in-finland","title":"What's So Great About Schools in Finland?","publishDate":1326485868,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_18186\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/uncle-leo/4601492261/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4601492261_599b55ef54_z1-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The world looks to schools like this in Vantaankosken, Finland, as the model of success.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #ff6600\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1326488144,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":871},"headData":{"title":"What's So Great About Schools in Finland? | KQED","description":"Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students. International and American media are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the PISA survey is","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's So Great About Schools in Finland?","datePublished":"2012-01-13T20:17:48.000Z","dateModified":"2012-01-13T20:55:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18144 http://blogs.kqed.org/mindshift/?p=18144","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/13/whats-so-great-about-schools-in-finland/","disqusTitle":"What's So Great About Schools in Finland?","path":"/mindshift/18144/whats-so-great-about-schools-in-finland","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18186\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/uncle-leo/4601492261/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4601492261_599b55ef54_z1-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The world looks to schools like this in Vantaankosken, Finland, as the model of success.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.\u003c/p>\n\u003cp>\u003ca href=\"http://www.guardian.co.uk/world/2010/dec/05/finland-schools-curriculum-teaching\">International\u003c/a> and \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">American\u003c/a> \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/ravitch-why-finlands-schools-are-great-by-doing-what-we-dont/2011/10/12/gIQAmTyLgL_blog.html\">media\u003c/a> are fascinated by the Scandinavian country's approach to designing the education system. The fact that Finland manages to score among the top three countries on the \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a> survey is a tribute to its success, and worth following closely, observers say.\u003c/p>\n\u003cp>So what makes the Finland story so compelling?\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THERE ARE NO PRIVATE SCHOOLS\u003c/strong>.\u003c/span> Technically, there are a few independent schools, but they're financed by the state and don't charge tuition, according to a wildly \u003ca href=\"http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/\">popular article\u003c/a> in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said \u003ca href=\"http://www.pasisahlberg.com/index.php?group=2\">Dr. Pasi Sahlberg\u003c/a>, Director General of the Centre for International Mobility and Cooperation in Finland’s \u003ca href=\"http://www.minedu.fi/OPM/?lang=en\">Ministry of Education and Culture\u003c/a> who was visiting New York. \"Here in America, parents can choose to take their kids to private schools. It's the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.\" The Atlantic article also notes that all Finnish students receive free meals at school, and have \"easy access to health care, psychological counseling, and individualized student guidance.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>ALL ADMINISTRATORS HAVE WORKED AS TEACHERS.\u003c/strong>\u003c/span> \"We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,\" Sahlberg told the \u003c!--more-->\u003ca href=\"http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/\">Hechinger Report\u003c/a>. \"If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY DON'T FOCUS ON TESTS. \u003c/strong>\u003c/span>\"Finns don’t believe you can reliably measure the essence of learning,\" Sahlberg said to the Hechinger Report. \"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\" To that end, testing doesn't really begin until students are \"well into their teens,\" \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">according to the Times\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>TEACHING IS A REVERED PROFESSION.\u003c/strong>\u003c/span> \"The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,\" said Henna Virkkunen, Finland’s Minister of Education to \u003ca href=\"http://hechingerreport.org/content/an-interview-with-henna-virkkunen-finlands-minister-of-education_5458/\">the Hechinger Report\u003c/a>. \"In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.\" It's compulsory for teachers to have a master's degree, a process that typically takes five years, and requires intensive supervised teacher-training.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #ff6600\">THEY TRUST TEACHERS.\u003c/span> \"\u003c/strong>Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,\" Virkkunen said. \"I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003cstrong>THEY INTEGRATE FOREIGN STUDENTS. \u003c/strong>\u003c/span>Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. \"Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,\" Virkkunen said. \"We try to raise their level before they come to regular classrooms.\" Finnish schools also try to teach immigrant students' native language as much as possible. \"It’s very challenging,\" she said. \"I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.\"\u003c/li>\n\u003c/ul>\n\u003cp>Clearly, the Finland system can't simply be picked up and dropped into the U.S. -- in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said \u003ca href=\"http://www.nytimes.com/2011/12/13/education/from-finland-an-intriguing-school-reform-model.html?pagewanted=all\">in the Times\u003c/a> article. “It won’t work because education is a very complex system.”\u003c/p>\n\u003cp>There are too many divergent factors for that to happen. Finland's population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There's a distinct distaste for unabashed competition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,\" Sahlberg said. \"In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18144/whats-so-great-about-schools-in-finland","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_108","mindshift_799","mindshift_205"],"featImg":"mindshift_18186","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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