Language Aware School Programme Practical Tools for Teachers Dr Raimo Salo Finland School of Education raimo.salo@fsoe.fi www.fsoe.fi +358 44 375 3799
OULU
CV • • • • • • • • • •
CEO and Founder, Finland School of Education since 2007 Teacher trainer, University of Oulu, Finland since 1.1.2018 Coordinator for Minority Groups’ Education, City of Oulu, Finland 2006-2017 Project Manager, University of Oulu, Finland 2004-2006 Teacher, PYP-Coordinator 2001-2004 Technical Advisor, Ministry of Education, Namibia 1999-2001 Teacher 1995-99 Focal Point for the National Network of Minority Groups’ Education since 2006 Training courses and workshops in more than 10 countries Education export: teacher training courses and workshops in Thailand for five months in 2015-16
Content • Practices and policies from Finland • Introduction to the Language Aware School Programme • Development of Teacher’s Professional Competence • Q&A session
Practices and policies from Finland Educating the newcomers: • Preparatory pre-education for six-year-olds for one year • Preparatory education for 7-16 year-olds for about one year • Finnish as a Second Language • Mother tongue education • Religion Education © Raimo Salo 2018
© Raimo Salo 2018
Language in learning processes Thinking Communicating Language as a means for learning Language models learning as a process of making meaning in different contexts • Knowledge is constituted via language • • • •
© Raimo Salo 2018
Didactic Triangle TEACHER
Studying CONTENT
STUDENT Learning Process Kansanen 2004
Language Aware School Training Programme Training Modules: 1. Managing a Language Aware School 2. Good knowledge of your students 3. Student’s language skills development 4. Supporting the Learning to Learn Skills 5. Diverse Assessment Methods
Š Raimo Salo 2018
CURRICULUM CONTENT & OBJECTIVES C & O 1
C & O 2
C & O 3
C & O 4
C & O 5
C & O 6
C & O 7
C & O 8
ASSESSMENT METHODS A
B
E D
C
B D E
B D F G
B
A
B
C
D
E
A
C
D
TEACHING METHODS LEARNING TO LEARN SKILLS AUTUMN SEMESTER
SPRING SEMESTER
© Raimo Salo 2018
Curriculum – Individual Learning Plan – Assessment
Curriculum
Assessment
Individual Study Plan
© Raimo Salo 2018
© Raimo Salo - PhD Dissertation University of Oulu Finland 2014
THE ROLE OF REFLECTION IN DEVELOPING TEACHERS’ COMPETENCES Normative didactics
Descriptive didactics
• Objectives of education and upbringing
• Description of teaching practices
Reflection • Individual and communal • Combining theory and practice
Concious
Unconcious
© Raimo Salo - PhD Dissertation University of Oulu Finland 2014
Values and culture of the society School’s working culture
Development of teachers’ competences
Planning tuition together
Refletion with colleagues
Development of didactics
© Raimo Salo - PhD Dissertation University of Oulu Finland 2014
To be discussed in your own context • Appreciation of cultures and languages – visibility
and usage in schools • To read or to understand? – Teachers have got an important role in giving 1) feedback to grow students’ understanding and 2) a chance to revise their work
• Why question making is a good method to gain new knowledge and grow understanding? • The objective: To perform or to learn? • What kind of competence do we value – hence teach and assess?
© Raimo Salo 2018
Q&A THANK YOU! Raimo Salo PhD in Education raimo.salo@fsoe.fi +358 44 375 3799 www.fsoe.fi LinkedIn: https://www.linkedin.com/in/raimosalo/ Facebook: facebook.com/fsoe.fi Twitter: FinlandEdu Instagram: https://instagram.com/fsoefi/