Finland is one of the world’s references for educational equality, highly-qualified teachers, and a constant updating of the school curriculum. It is from here that the following eight tips have been drawn, which could facilitate work in the classroom and improve learning in institutions, despite the differences between both educational systems.
Projects developed by pupils that seek to offer solutions to previously stipulated problems are playing an increasing role in Finnish education. In addition to forgoing the concept of a traditional class, the projects make the subjects more interactive and ensure that the pupils get stuck in. This methodology of learning beyond conventional content is called project-based learning and project-based learning.
It encourages the production of content by the pupils.
In Brazil, generally, the teacher who prepares the class exhibits the content and corrects the exercises. The idea here is to give more space and an active role to the pupil, in order for them to be able develop projects and evaluate the results of something that really interests them.
Rethink the role of assessments
In the traditional educational method, evaluation is used to measure the pupil’s knowledge of a specific subject. However, it excludes some criteria such as the capacity to apply learning and endeavour. Within the context of carrying out projects, there is space for self-evaluation, co-evaluation – in which pupils evaluate one another, and, finally, evaluation of the group by the teacher.
Technology as an ally
Technology shouldn’t be the central part of the learning process and it doesn’t in any way substitute the teacher. But it can serve as an educational tool and stimulate the participation of the students. Instead of prohibiting the use of mobile phones, the teachers can, for example, use applications that are related to the content of the lesson. This make the learning process more interesting.
Develop 21st-century skills
In addition to the traditional subjects, classes can focus more on the development of the students’ skills, not only the assimilation of content. One option is to improve characteristics such as communication, critical thought and entrepreneurship, by way of entrepreneurial spirit. This automatically inverts the passive posture of the pupils and provides them with an active role.
More frequent breaks
In Finland, lessons last 45 minutes and are followed by a 15-minute break. These breaks serve to release the tension of the pupils and teachers, in turn increasing productivity.
Connect pupils to the job market
Reconciling projects done in the classroom with partner companies is a way of increasing the connection of pupils with the job market. The advantage of this is that the pupil sees something practical and professional in that which they are learning. In addition, this method develops the organizational and communication skills.
Having a teaching staff that is committed to a learning process that places the pupil in the role of the protagonist is essential. The teachers must be in tune with the concept of empowerment and the skills and limitations of each one. It is therefore fundamental that they promote direct-interaction activities with the students.