Individualized education in Finland
Background history of tracking and unequal outcomes current outcomes low performing students (proficiency level 1) 7% vs. 19% (OECD average) repetition rate 2% vs. 40% in France
Figure II.3.3 Strength of the socio-economic gradient and reading performance Teachers interviewed Strength of the relationship between performance and socio-economic background above the OECD average impact Strength of the relationship between performance and socio-economic background not statistically significantly different from the OECD average impact Strength of the relationship between performance and socio-economic background below the OECD average impact Mean score Mean score 600 600 Above-average reading performance Above-average reading performance Above-average impact of socio-economic background Below-average impact of socio-economic background below the OECD average impact Mean score Switzerland Mean score 600 United Kingdom 600 Shanghai-China 550 Above-average reading performance Above-average reading performance 550 Above-average impact of socio-economic background Korea Denmark Finland Below-average impact of socio-economic background Sweden Hong Kong-China Singapore Switzerland Canada New Zealand United Kingdom France Australia Japan Shanghai-China Liechtenstein United States 550 Netherlands Belgium Norway Poland Estonia 550 Ireland Korea Iceland 500 Hungary Germany Denmark Finland 500 Chinese Taipei Sweden Hong Kong-China OECD average Portugal Singapore Slovenia Greece Italy Latvia Canada Luxembourg New Zealand Macao-China France Austria Spain Australia Croatia Japan Liechtenstein United States Czech Republic Lithuania Netherlands Belgium Turkey Israel Norway Slovak Republic Poland Estonia Ireland Iceland 500 Dubai (UAE) Russian Federation 450 Hungary Germany 500 Chinese Taipei 450 Chile Serbia OECD average Portugal Slovenia Greece Italy Bulgaria Latvia Luxembourg Romania Macao-China Uruguay Austria Mexico Spain Croatia Thailand Trinidad and Tobago Czech Republic Colombia Lithuania Turkey Israel Jordan Slovak Republic Brazil Dubai Montenegro (UAE) Russian Federation 450 400 Tunisia Indonesia 400 450 Argentina Chile Serbia Kazakhstan Peru Bulgaria Albania Romania Uruguay Mexico Panama Thailand Trinidad Azerbaijan and Tobago Qatar 400 Colombia Jordan 350 Brazil Montenegro 350 Tunisia Indonesia Argentina 400 Kazakhstan Below-average Albania Peru reading performance Kyrgyzstan Below-average reading performance Above-average impact of socio-economic background Qatar Panama Below-average Azerbaijan impact of socio-economic background 300 300 350 30 25 20 15 10 5 0 Percentage of variance in performance 350 explained by the PISA index of economic, social and cultural status (r-squared x 100) Source: OECD, PISA 2009 Database, Table II.3.2.!"#"http://dx.doi.org/10.1787/888932343589 OECD average average
Background
Background The concept of standard in Finland has a negative connotation. We do not want to standardize learning or teaching, nor the assessment of educational outcomes. Rather, we wish to see individual students capabilities, interests, potential, aims and dreams as valuable, and the diversity of outcomes as desirable. We believe that in the knowledge- intensive society, we need young adults whose creativity, initiative and innovation are valued above their ability to study for tests or examinations. Pirjo Linnakylä and Jouni Välijärvi
GERM vs. Finnish lessons Pasi Sahlberg Global reform education movement standardized teaching and learning focus on literacy and numeracy prescribed curriculum market- oriented reform ideas test- based accountability and control Finland customized teaching and learning focus on creative learning risk- taking and innovation proven past practices shared responsibility and trust
5 th grade schedule Tammelan koulu, Tampere Kello Maanantai Tiistai Keskiviikko Torstai Perjantai 8-9 History History 9-10 English Math Religion Finnish French 10-11 English Music Math Finnish Art 11-12 Sports Music Finnish Craft Art 12-13 Finnish Sports Physics Craft English 13-14 German Sports Biology Math 14-15 German French Biology Math 15-16
Finnish school and teachers
Special Education in Finland It s is nothing special anymore for students. This fact removes the negative stigma
Culturally and Linguistically Diverse Students
W. Norton Grubb Trained teacher to quickly diagnose learning problems consistency across schools correction close to the classroom rather than large skills courses or after school programs a single pedagogical approach, national curriculum, rather than a barrage of off the shelf programs with questionable quality and inconclusive research
Finnish social services Any American educator suggesting that schools need non- school policies to overcome the effects of family background is now accused of violating the mantra that all children can learn in contrast to the Finnish acceptance that both school and non- school services are necessary - W. Norton Grubb
Video http://www.youtube.com/watch?v=hsdfi8zmryi