GEOGRAPHIC SETTING




EU, SCANDINAVIA, FINLAND, CENTRAL FINLAND
JYVÄSKYLÄ REGION (population 150 000)
JYVÄSKYLÄ MUNICIPALITY (population 35 000)
TIKKAKOSKI (population 8000)
–
–
–
–
three village schools (0-4, 20+25+110 students)
two elementary schools nearby (0-6, 200+400 students)
Tikkakoski school (7-9, 300 students)
Tikkakoski upper secondary (100 students) + upper secondary schools and
vocational schools in Jyväskylä City
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
1
HISTORICAL FRAMEWORK
parallel school system 1944
 school moved to Tikkakoski from Karelia
comprehensive school 1973
 parallel setting lines
 lesson quota system 1984
 national curriculum reform 1994
 national assessment reform 1999
 national curriculum adjustment 2004
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
2
THEORETICAL FRAMEWORK
A theoretical interpretation on why we are doing what we do:




Newtonian paradigm changing to quantum paradigm:
traditional control is not enough
certainty, predictability, efficiency in society changing to
relativity, chaos, complexity, ambiguity, pluralism, contextualism
modern brain studies: three levels to account for
 serial thinking: reasoning
 associative thinking: learning by doing, tacit knowledge
 quantum thinking: creative thinking, challenging existing solutions
constructivism: each student builds him/herself in his/her own way
 student is a subject, teacher is a mentor
 long, individual and holistic processes
community of learners, not a learning community: values essential guidelines
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
3
TIME CONTROL





very important
final phase in 9-year-comprehensive school
three school years
190 school days a year
six periods, each 30 days and consisting of
•
•
•
•



whole-year subjects,
autumn- or spring-term subjects,
two-period subjects and
one-period subjects
five days and 30 lessons a week, each day 8-14 or 9-15
each day 4-3 lessons theory+2-3 lessons functional subjects
45 minute lunch break divides the day into two parts
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
4
ORGANIZATION


school culture is essential
empowerment is crucial
– student, teacher and other faculty teams

believe in what you do, live as you say/write, ethics

a lot of timetables and written agendas and programs
– the fastest way to radical changes are small steps


fixed carefully formed heterogenic classes
fixed teacher-student – relationships
– working together is based on knowing and trusting
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
5
CURRICULUM
7.
FINNISH
3
ENGLISH
2
SWEDISH
2
RELIG./ETHICS
0,67
HIST./SOC. SCI.
2
CAREER GUID.
0,67
ARTS
2
MUSIC
1
MATHEMATICS
3
CHEM./PHYS.
2
BIOL./GEOGR.
2
HEALTH SCI.
0,67
P.E.
2
TECH./TEXT.
3
HOME ECON.
3
OPTIONAL
1
GERM./FRENCH (2)
Total
30/31
27/07/2016
8.
3
3
2
1,50
2
0.5
0
0
3
3
2
2,0
2
0
0
6
(2)
30
9.
3
3
2
0,67
3
0.83
0
0
4
2
3
0,33
2
0
0
6
(2)
30
Total Minimum
9
9
8
8
6
6
3
3
4
4
2
2
2
2
1
1
10
10
7
7
7
7
3
3
6
6
3
3
3
3
13
13
(6)
(6)
90/91
90/91
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
6
STUDYING

when school starts, framework is discussed with students
– course in school culture
– historical, time and theoretical framework
– framework for various subjects

when a course starts, framework is discussed with students
– objectives, methods, final assessment
– objectives, methods, course assessment





focus on growing up and learning to learn, not on substance
focus on transforming thinking from concrete to abstract
student the subject, teacher a mentor
self-pacing, streaming, remedial teaching, special education
self-evaluation, process control methods
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
7
ASSESSMENT

assessment is based on objectives, not on comparison
– personal objectives due to personal processes during studies
– national objectives at the final phase due to national
standardization (equality and justness)

assessment on learning/studying skills emphasized
– written and spoken process feed-back from teachers
– self-evaluation, process control methods

assessment and progress made visible
– course based assessment in school reports
– school reports show history of personal progress
– yearly parental evaluation discussions
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
8
EVALUATION

systematic and continuous discussion at school
– among, between and with students, teachers and parents
– mostly tacit knowledge
– every three years a larger questionary-formed survey

national, regional and municipality evaluation
– mostly result or statistical data evaluation
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
9
Further questions to be asked
1.
2.
3.
4.
Why are we doing all this and where is all time going to?
When does efficiency become inefficient
as a means to develop the quality of life?
If one gets everything ready, what is there to do?
Can perfectionism ever be reached?
If something or somebody is perfect,
it is so irritating that it becomes imperfect!
27/07/2016
Mika Risku, MA, Principal,
Tikkakoski School, Municipality of
Jyväskylä
10