Pedagogical Content Knowledge (PCK) (Lesson with Jouni Enqvist)

Pedagogical Content Knowledge (PCK)

How to use computers, Internet and 

information technology effectively and 

rationally in mathematics and science 

education? 

Educational technology (the lesson conducted by Sanna)

• Google docs
• Google sites
• iPad apps

• The goal of Google Site is for anyone to be able to create a term site, where people can collaborate and share files.

Lecture with Helena Aarnio

       Dialog is a means to transform social relations in the classroom and to raise awareness about relations in society at large. In a problem-posing participatory format, the teacher and students transform learning into a collaborative process to illuminate and act on reality.

       Dialogical method the best defined as the practice of informal cnversation between students and teachers in order to stimulate thinking an advance learning and understanding. After studying the dialogical method with Helena Aarnio, I came to the conclusion that the teacher should not control the process of dialogue, but only to guide students. Dialogical method is the topic of my devolopment work and project. I will think this method help  in my teacher work.

Obviously, dialogue - a special form of communication with the students, because the conversation we can establish contact with the class, identify problems class, identify gaps in knowledge.

What is dialogical learning and knowledge creation?

•It means: dialogic attitude, symmetrical participation, word-forword listening, awareness of one’s preconceptions and assumptions and regulating the expression and withholding of them, opening one’s incomplete thinking, letting ideas bud and flourish, forming unbiased open questions, recognizing key hot words in one’s speech and opening them, it means weaving synthesis and finding the missing pieces in thinking.

As a result using dialogic method allows teachers to perform the following tasks:

1. Generate theoretical knowledge of students;

2. Develop:

- Verbal and logical thinking of students;

- Independent thinking children;

- We are studying;

- Educational interest of students;

- The will of the students;

- Their emotional sphere.

Math at Kauriala high school by Sacari Salonen

We combine the interests of students, hockey, ballet, and all students are interested in (Sakari Salonen).
Project: Hungary-project, Classical geometry in classical ballet-project.

Miemalan koulu (primary school)

Riky Kokkola the geography and history teacher

The 5th grade students

Observation lesson ( 06.03.14) in Miemalan koulu (primary school)

The lesson was provided by the teacher of music, geography and history.

The lesson in the sixth-grade class in the Finnish language, the subject 'Rome'.

Introduction.

The lesson started on time with the sound of the bell.  First the teachers from Kazakhstan were introduced. With a brief instruction the students started working with maps from their textbooks.

Students started working with their tasks immediately as they got them.  They were allowed to leave the classroom into a hallway with a big clock (where students could rehearse their answers loud).  Several students did this way taking their turn. During the lesson students can move in the classroom: wash their hands, sharpen their pencils without asking a permission for that, which is not acceptable in our classrooms. They take notes with pencils only.

Each time the task is announced, students come to the blackboard and write down the words and other students repeat after them. The next task involves making notes in their booknotes.  The teacher distributed task cards and divided them into groups.

While rehearsing their acts students used different music instruments, scarves, etc. and were allowed to lie on the floor, sit on desks or on the floor.

After each presentation students provided their feedback, quite confidently, and each time initiated themselves.

During the lesson the teacher never raised his voice, did not make any comments although it was noisy in the classroom.

The impression was that students like both the teacher and history lessons.

The teacher was managing the process by switching students from one activity to another and using the interactive board quite frequently.

During class intervals students turn on music instruments and sing.

They have lunch in their lunch room: water, soft drinks, main course with a salad, milk and kefir are always provided.  The six-grade students help staff in the lunch room: to clean dishes from tables, clean tables, etc.

During class intervals students can go outside, play games and do so in any weather. One of the teachers should be outside watching students.

The lesson was an atmosphere of goodwill and cooperation.

Tuomo Iltanen, Principal from Kauriala High School

• High school management
• National strategies (National board of education)
• Curriculum development