Espoon yhteislyseon lukio

Upper secondary school

M.Sc. Lauri Hellsten (      laurihellsten)

math and physics teacher (9 years in the profession)

working in the University of Helsinki regarding assessment and in-service teacher training

updating education in ICT, curriculum and assessment

 

  • About 350 students in the upper secondary school
    • Special football programme for gifted athletes (approx. 15 students).
  • Located near Kauklahti next to the train station,
  • Emphasises entrepreneurship, global citizenship, sustainable development and social skills for the future.
  • Lot of international projects (CERN course, Model UN course, Swedish language course, German history course, Shanghai-exchange)
    • Students learn to understand cultural differences and they learn valuable lessons on how to live in a globalised world.
  • Open minded and innovative teachers developing new teaching methods 

About our school

CC BY SA naosuke ii

 1. Upper Secondary Schools Act

 2. National core curriculum

  • 300 pages altogether

  • 13 pages math curriculum

  • 5 pages physics curriculum

 3. Local curriculum (mostly same as #2)

(4. Matriculation exam)

About curriculum

Upper secondary school in Finland

1. semester

2. semester

3. semester

1. period

2. period

3. period

4. period

5. period

min. 75 courses and usually 3 years 

usually 6 + 1 weeks

5 - 7 courses,

1 course = 3 x 75 min per week

Matriculation exam at the end, min. 4 exams

“The use of ICT changes the role of the teacher, who will be more of a facilitator guiding the students' learning processes than a knowledge provider. The time allocated for the teacher and the pupil to meet in is too valuable to be spent solely on information distribution. The teacher is required to command new skills and to adapt a new approach, which in turn generates pressure on the basic and continuing education of teachers.”

Finnish National Board of Education review, 2011 (translated)

 

 

ICT in Learning

Law & assessment 

"A student´s assessment is to guide and encourage learning and develop the student's capacity for self-evaluation."
 

- Basic Education Act and the Upper Secondary Schools Act of 1998 (translated)

Formative assessment is emphasized in the law and curriculum.

Summative Assessment Formative Assessment
Time
 
At the end of a learning activity During a learning activity
Goal
 
To make a decision To improve learning
Feedback Final judgement Return to material

Frame of Reference

Sometimes normative (comparing each student
against all others); sometimes criterion

Always criterion (evaluating students according to the same criteria)
 

Self-determination theory

Autonomy

Mastery

Purpose

Motivation

(Competence)

(Relatedness)

Daniel H. Pink The Surprising Truth About What Motivates Us

teachers

Autonomy

comes with

responsibility

Mastery learning

Students master the subject before moving on to the next subject.

Bloom's taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Higher order thinking

Lower order thinking

The teacher guides the student to identify what the studied topic is about and compare their own perceptions and views on the whole.

Unit 1

Self-assessment

1A

passed

Unit 2

Self-assesment

2A

failed

Self-assessment

2A

failed

passed

Applying

Understanding

Remembering

Evaluating

Analyzing

Applying

Understanding

Remembering

Evaluating

Analyzing

passed

Mastery learning  + Self-assessment

6 weeks 

Physics 3 - course

Self-paced learning

  • Textbooks
  • Learning management system
  • Videos
  • Simulations
  • Flashcards
  • Concept maps
  • etc...
  • Peer instruction & evaluation
  • Study groups
  • Self-paced learning
  • Problems
  • Experiments
  • Teacher guidance
  • Flipped learning
  • Self-paced learning
  • Mastery learning
  • Zone of proximal development
  • Social constructivism
  • Collaborative learning
  • Blended learning

 

Pedagogical frames of reference

Educational materials and environments

Teaching & study methods

Use of ICT to enhance the learning experience and to learn 21st century skills.

Unit 1 - Sample 

Unit 1 - Sample 

macrolevel

microlevel

  1. Volume increases
  2. Does the temperature change?
  3. Balloon feels harder

 

  1. Amount of gas particles increases
  2. Does the particles move slower or faster?
  3. Particles hit the inner surface of the balloon more frequent  

Unit 1 - Sample 

Unit 1 - Sample

How does the population of bacteria change over time? Make the necessary assumptions and create a model

Self-assessment problems

Solve the problem.

Evaluate your own solution with the given criteria.

Self-assessment problems

Self-assessment statements

Statement: "I understand the concept of diffraction. I also understand how diffraction is involved in the creation of an interference pattern."

Self-assesment form

www.flippedlearning.fi (material also in english)

www.eyl.fi

www.maot.fi

www.eduhakkerit.fi

Flipped learning in STEM (5/2018)

By Opetus.tv

Flipped learning in STEM (5/2018)

  • 647
Loading comments...

More from Opetus.tv