Group 3 ( Planning in a student oriented approach)

 My first time to have teaching lesson was in room 3 via teams webinar on 21.9.2022. Our group 3's topic was 

" How does student centered approach, personalization and competence-based system affect the planning as a teacher?" 

Our group 3 members were decided on case study to help participants understanding of planning as teacher. Student's name is Victor in case study. Victor's course name, qualification duration, course name,  motivation, previous study background etc were mentioned in case study. Imagine yourself as Victor's teacher to teach trip feasibility assessment as competence goal.  One of our group 3 member, who is computer sciences expert made 5 different examples and 5 assessment criteria to differentiate student's level and to explore various options.   

I introduced Pythagorean theorem theory in short and how to calculate distance between given two points, how it can apply to robot especially, when robot needs to trip to A from B including question such as can robot go to future 4.8km or not. It was indirect examples to people know what teaching materials should be prepared and selected as a teacher according to different student's background and knowledges, needs, abilities on behalf of Victor's teacher.   

Participants went through individually own time to watch and try out visual proof, demo, analytical proof and game, video and website during teaching lesson. I asked participants own thoughts which was fun and favourite to try out and understand Pythagorean theorem (AC3) and distance function (programming AC4) for themselves and Victor. Most of them agreed that It will be better to show analytical proof which is belong to option 3 in AC3 to Victor. The reason why is that Victor in case study has good knowledge in math which is not beginner's level of Pythagorean theorem. Many participants liked trying game to know Pythagorean theorem although puzzle was tricky from the beginning. Programming language part (AC4) were hard to understand. After this case study, I asked to write down participants own thoughts with short sentences. In Padlet, main keywords were checking up student's level, teacher's job to check student's competences, personal goal and achievement, group itself context and expectations etc. Other room's participants ideas were vary. 

  

Source: https://padlet.com/jinbae16/su9pgyu9xsfr6vsb

Competence based education part, I was trying to tell to participants that competency based learning give chances to develop own skills and knowledges. Personalization part was introduced to them in terms of who is responsible of personalization, what is meaning of personalization, how personalization is related in competences to be identified, acknowledged and planned to achieve new competences. 

Introduction part of Finnish educational system and Finnish educational support system part, it was mainly pointed out that collaborative learning is needed not only to stimulate reflection and creative thinking to but also add more motivation for students as active role.  3 educational support catergories a introduced how 1) general support 2) intensified support and 3)special support are different. And what kind of targets in certain catergories are for example, intensified support stage set target to prevent increasing and worse problem. But special support's stage set target is to complete basic education and further possibly. Additionally study obligation can be extended according to individual educational plan.

When planning part, abilities to think about individual need of each students, whole teaching group, different abilities and available choices are important. Assessment time to think about such as responsibility, critical thinking, inquiring, problem solving, independence etc. And student personally should understand own competences which are discussable what they have learnt by focusing on academic goals.

In conclusion and self-evaluation,

I received reflections and conclusions via Padlet in closing time. Participants those who have been listening my lesson gave me reflections. For examples, some of them felt math exercises part were difficult to understand, video, game were fun to try out, Finnish education and role of student part were clear, lesson were clear after case study. I am not good at math as same as some of participants felt difficulties. I guess it was influential to explain about assessment criteria and options. But I think participants truly participated. They understood how 5 different examples level, understanding of different knowledge level and desire or interest, options to choose etc are personal and vary as they experienced during lesson. Case study might lead to have experiences as a teacher in terms of what materials to choose, what assessments to consider, student's strength and needs, how personalization work, how individual and group's together to teach, how victor's case can provide different supports such as language support to learn Finnish language. My teaching time was slightly over 45 mins. Time management was quite ok but I was in a hurry to talk about certain topics. It bring less participation and attention from  participants. I will try to involve in interactive communication especially when they write or tell own thoughts or reflections, questions.

Reflection to group 1

: Group 1 had interesting three case studies to go through, which was Fernando case, Tara case and Maria case. With those three cases, we discussed main Finnish law to know in order to support students financially in vocational education, understanding meaning of what is meaning of competences and how demonstration works, the competence-based approach and personal study plan, regulation regarding on teacher's qualification, how to deal with copy rights etc.

Reflection to group 2

: Group 2 have organized topic on learning theories and how it influences to planning on teaching. And We participated in padlet to let participants know about what kind of learning theories we know. Behaviorism, cognitivism, constructivism, connectivism were main taught as learning theories.

Reflection to group 4

: Group 4 taught us about how to do pedagogical scripts according to their manuals. I felt that it is similar to teaching planning diary. It can be used when to prepare for visiting class, outdoor class, or safety related in topics classes. Pedagogical scripts can bring to organize variety of teaching environments to make a plan in advance. It will be benefit to evaluate for class's organization, environments, teaching methods for altogether. 

In closing,

I thank for Group 3 members to do collaborative studies, great participation from room 3 participants today and realistic feedback from tutors. :)

Reference

https://www.oph.fi/fi/koulutus-ja-tutkinnot/henkilokohtaistaminen

Systems of support and specialist provision | European Agency for Special Needs and Inclusive Education (european-agency.org)

Finland: Educating the whole child | AQi powered by AQA

Handbook KANSI enkkukaannos 426x297mm valmis painoon 030210.p65 (aalto.fi)​