31.03.14

Jouni Enqvist

Pedagogical Content Knowledge 

Today we have learnd Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content knowledge (TPCK). PCK is the result of combination of Content knowledge (CK) and Pedagogical knowledge (PK). So it means that  teachers should be aware about both sides. Nowadays PCK has been losing  its actuality because tecnologies are coming into education and PCK is transforming into TPCK. 

Also we have learnd using apps in teching in particularly Wolfram Demostration  Project. This resource uses dynamic computation to illuminate concepts in science, technology and a large list of other areas http://demonstrations.wolfram.com/ and Wolfram Alpha introduces absolutly new way to get knowledge and answers by doing dynamic computations based on a huge collection of built-in data, algorithms, and methods https://www.wolframalpha.com/

Jounis collection: http://staff.hamk.fi/~jenqvist/Kev2014/StartingPage.htm

26/03/14
New things from Sanna Ruhalahti

From Sanna's lesson I found out about two applications of Google: Google forma and Google site https://sites.google.com/site/dumansapakov/. I have learnd how to use this apps in my further work. Using Google forma can help to prerare questionnaire and tests for students and it is easly analysed. To analyse the results of test or questionnaire you can use Flubaroo as well. The Google site is very good base to create your own site and make your work more nteresting and more efficient.

25.03.14

Trip to Riihimaki

1. We have attended a comprehensive school in Riihimaki and we were talking to teachers. We saw home economy class. It differs from what we do in Kazakhstan because usually we divide class into two groups by gender.
2. In Riihimaki lukio Aleksi Lahti was talking about the project "Digi-ope" led by him and funded by National bord of education of Finland. He coordinates 8 upper secondary schools in Tavastia Proper. He tests devices and applications beforehand to find out their functional opportunities. Not every teacher is glad to meet this project. Reasons: lack of free time at work, don't want to do it after work, conservatism. The thing was very surprised him was that gerls are more enthusiastic in using iPad than boys.

Useful for me: msocrative.com http://m.socrative.com/student/#joinRoom - time saving site. It is posiible to create tests, check them automatically here and get statistics. 

Dialogical learning methods and knowledge creation

Criteria of dialogue

as equals

symmetrically

listening word for word

suspending and wandering 

inquiring

weaving and synthesis

I think these criteria are key things of that we have learnd from Helena Aarnio's lessons. 

Different kind of conversation 

Discassion     Dialog     Debate    Negoutiaten

Good listner 

understanding language and content of conversation
attention and concetration 
overcome your prejudices 
interesting 

Meeting with principal of Kaurialan Lukio.

  Today we had a meeting with Tuomo Iltanen. He is a principal of Kaurialan Lukio of Hameenlinna. It is the biggest upper secondary school in Hameelinna with  570 students and 32 teachers. He was talking to us about the main features of Finnish schools in terms of Kauriala. At the begining we were talking about Finnish education in general. When we touched upon the subject of number of students we found out that the number of students in one class depends on grade (1 grade < 25; 2-6 grades < 30; 7-9 grades <24), but I was surprised to hear that in upper secondary school the number of students can be more than 40. Mr. Iltanen explained us that the main reason of this situation is  money, in other words the more students they have the more money. 
  Also he told us things that were related to  management in school. That was familiar question for us because when we were talking to principal of Seminaarin koulu he told a little bit about it.  So we could concider style of management in Seminaarin koulu in comparison with Kaurialan Lukio. We found some similarities and differences like lower power distance between principals and teachers. Principals in this schools try to build encoraging atmosphere for teachers and students. Both say that they always try to support teachers and students and they are very proud of their staff. Collaboration between teachers in both schools is based on team work and teamwork is organised by different ways like team with teachers from different subjects or team with teachers from the same subject. But the differences concerned time that teachers can spend for the meetings because as Mr. Iltanen said in Kaurialan teachers can get money for participation. Seminaarin teachers organise this work voluntarily and they can decide what kind of topic they want to discuss and when they want  to gather for meeting. 

   Also I was interested in cross-curricula themes because Mr. Iltanen said that they have difficulties with them. Cross-curricula themes should go through all the subjects and sometimes it is hard to take into account this themes when you teach topics of subject.  It would be usefull to find out what they do to solve this problem.