torstaina, huhtikuuta 30, 2020

The pedagogical ideas of the teachers during 5 weeks with Corona

CORONA-VIRUS forced the Finnish government to transfer the schools to distance education on Wednesday 18.3. In five weeks´time , our highly trained teachers, together with their supervisors and colleagues, have each developed their own distance pedagogy and have developed their professional skills.

The skills of Finnish teachers are also admired around the world. So I also received requests to  share our teachers´ advise with them. So I asked help from the professional discussion groups of teachers in Facebook to give advice  how to keep the instruction going on and  to give warnings on the other hand abot the problems

Advice from Finnish teachers on how to keep teaching going on 

About Planning

  • Plan your lessons well. Aims should be bright. What is the new to learn. And why? Plan a week at the same time.
  • But also remember: Adequate autonomy and appropriate structure and flexibility - so that ownership remains with the child. From time to time ask opinions  and vote on what would be done. Involve students in the planning of distance learning. Appreciate students by asking for their opinions
  • Make sure that all students really have the necessary equipment and that they work. Where can they get help if the devices don’t work?
  • Design a versatile program. 
  • Create a weekly locker with common lessons from which parents and students can follow the progress of the day and week. Distribute it to both parents in Wilma and students via email.
  • In primary schools, the teaching of subject teachers can be placed on certain days of the week, and the class teacher is free for other duties.

About the structure of the day

  • The whole day must have a clear structure. Students are at school, even though the school is attended at home. This time is not a holiday for students. In addition to school assignments, it is good to include play, rest and outdoor activities. Tell them  the exact program of the day with its times - due to liability issues. Leave breaks in between, e.g. so the family can eat lunch.
  • According to one teacher, teachers have an average of 1-2 distance learning encounters per day, continuous contact and feedback, and personal contacts.
  • One  example of the structure of the day: 21 third graders divided into 3 groups, each group having a morning ZOOM meeting where a couple of things are taught every day and it is ensured that the iron wire instructions given at 7am in Wilma are understood. In about three hours, there will be a ZOOM Question Time to check out the assignments. 
  • The structure of a distance school day can be, for example, for class teachers: The opening of the day. Group gatherings. Breaks. Restoration of tasks. Feedback. The end of the day together. Subject teachers should consider common breaks and the number of assignments together. 
  • " We work really far according to the lock. The lesson starts together. Let’s look at the beginning of class lessons and a new thing. Let’s go to practice it independently during the lesson. Ope is available during the lesson in the class if the student has any questions. Something comes all the time and learn to help. At its best, the student takes the show up and watches together. Even though Meet is open for the day, it doesn’t mean long distance learning lectures, but the ope is immediately helping if at some point the assignments come to wonder."
  • " In the subject teacher system, I often teach  45 min - 75 min at a time. Not exactly the cover pulls the entire 75-minute lesson live. Start, teach new things and end together there. The teacher is available throughout the class at Meet.  "
  • Meet open from 9 a.m. to 2 p.m. (lunch break 11:15 a.m. to 12:15 p.m.), come there to do assignments or otherwise just chat with the teacher. At 10 a.m. leaving everything on site. "   
  • " We have a connection with the weavers (44 students) every day at 8-> lunch, ie 3-4 h. In the afternoon independent."   
  • " Hangouts 9-14 plus whatsapp. We always start and end the day together. The first and last lesson of each day is shared by the whole class. Usually, in addition to the morning chatter and going through the program of the day, the first one has math and the last lesson checks the tasks of the day. The hours in between are timed for counseling times for smaller groups of 20min / group."     
  • " School from 8:15 a.m. to 2 p.m. Breaks 9: 45-10: 15, 11: 30-12: 15 and 13: 00-13: 15."    
  • " I like teaching from 9-14. Mandatory meets sessions for everyone at 10 a.m. and 12 p.m. There has been a really workable solution."

  • Start the distance learning day with a joint live session where all students are seen and heard. It is important to convey to the student the feeling that it is his or her participation that is important. For example, in a joint video conference session, the “presence” of the teacher is important (looking at the camera, giving the student the feeling that you are talking to him or her). Hear the hearings. 
  • No one should fall or disappear. Hold on to each student. Contact with the child and constant feedback is essential - just as essential as contact teaching. 
  • Make sure everyone is there. Roll call! Record Absentees If someone is missing, then follow the instructions to call the student or parent and this will allow everyone to join the day.
  • If the student is not caught during the morning then inform the principal and he will put his own process forward.
  • End the day together in Teams, for example.

The structure of an individual lesson

  • For example: Meet can be open throughout the lesson so that students can ask for advice when doing assignments. The teacher teaches the topic and then a few invoices are given as an example, so students are allowed to do and come to ask, and finally the invoices are checked. 
  • At the end of the lesson you can hall students to chat with each other. That is, the teacher puts their own headphones off, so students are allowed to change the headphones without supervision. 

About the learning tasks

  • Distance learning is largely based on independent work and it requires selfguidance. Students should have clear information (in advance) about a) how much work there is, b) what it aims to do, and c) what they can do themselves to succeed as a good distance student. That is, clear instructions and frames for the learner as well.  
  • Give the tasks clearly: Specify what, where, by whom and when to do. Also tell us what kind of output you will get which grade. Don’t rely on mere oral assignments. 
  • Give students tasks with different levels of difficulty. If tasks are monotonous and boring, motivation goes out and attachment to schoolwork erodes. 
  • Give short assignments. Give assignments where students succeed. Create “customized successes”: small tasks so everyone can succeed.
  • Edit the learning tasks so that they have alternative parts.
  • Enter tasks that do not require special tools or materials. 
  • Also give everyday tasks: cheating on the bed, taking out the trash ...
  • Give returns a clear dl. If not, call after.
  • Examples of inspiring tasks . 
  • Innovative ideas: e.g. Etäyökoulu. Virtual museum visit. Virtual train journey. Shared morning walk. 

About the contents

  • Focus on the most important things. Learn them properly. Review them.
  • Do it together and at the same time. Go “together” for a morning walk. Do everything. It is very important to communicate to children a sense of belonging together.
  • Some of the subjects taught by the class teacher are highlighted, Exercise goes with an exercise diary, break exercises and given daily exercise tasks. The music is largely non-musical.  

Distance learning methods and materials

  • The teachers praised e.g. the following programs: Google Meet and Classroom,  Wilma, Qrid, Discord, Drive, Seppo, Whatsapp, Skype, Forms, Kahoo
  • You can stream a lesson or teach by screen capture. You can take small clips on your phone and share them on Youtube, for example. You can involve students in the discussion with many group tools. You can take advantage of good television programming and online offerings. You can invite everyone to live meetings. Let sorrowful students teach others.
  • If things become clear to the students during the lesson, let them move on to the assignments and continue with those who are still struggling.
  • Also use small group opportunities, for example in a Classroom Meet workspace: two-on-one conversations between a student and a teacher, and pair assignments.   
  • It is worth investing in community elements - even competitions, discussions, morning districts at meetings, division of labor, etc. 
  • Textbooks are useful in distance learning. Think together. from sources other than the textbook. Where is the reliable fact, where is the fiction? Who could you ask about this? False?
  • Lesson in video. You can watch it again.
  • Respect yourself and remind students of copyright. See. 
  • Let students present their output to others.
  • Open a closed blog where students can write their thoughts and questions. Who writes first about distance learning?
  • It is a good idea to include differentiation each time, for example, by dividing the tasks into two parts: basic tasks and plus tasks. Basic assignments should be done by everyone, and plus assignments are done by those seeking a commendable grade or seeking to raise their grades.

About interaction and communication

  • A little humor is in place and your own personality is worth putting together.
  • Follow the progress of assignments through the Classroom and listen to group discussions in Meete.
  • Keep in touch with students on each turn. Focus especially on students you don’t usually notice. As for- communication is also well suited for school attendance assistants.
  • Class whatsap groups for each group as well as common class.
  • The teacher can have an on-call Meet session to go through the things / tasks that the students want.

Control and encouraging feedback

  • The teacher checks the assignments or monitors that the student has returned them. If a student has not had time or was able to do their homework, then in the afternoon there is still a common opportunity to do the homework.
  • Students send pictures of the assignments to Whatsapp and the teacher gives feedback there. If the assignments have gone wrong, the teacher will call the student and the assignments will be done / corrected together. Video call if needed if there is a lot to fix.
  • You can perform automatically checking tasks on Forms.
  • Some of the assignments can be from the instructor to the schoolassisant, who will do it again with the student.
  • The teacher can track the progress of tasks using Qrid’s to-do list and check the returns from the diary. Reviews and commentary are usually in the afternoons when the meet is gone.
  • With Qrid’s to-do list, the student evaluates their own skills in the day’s tasks. If the entries linger or go red, I will contact you on Whatsap. 
  • Not all tasks need to be requested to be viewed and reviewed. Normally, check yourself or a friend a lot.
  • The Kahoot can be used for repetition every day. During the project, the teacher added 2-3 questions about new things to Kahoot on a daily basis. At the end of the period, there were 35 questions, that is, all the key facts. Finally, he made the episode a demonstration of his knowledge of Kahoot questions yet to be a pediatrician in a multiple-choice exam. "There was a lot of repetition and the students learned. The students were excited."
  • Tasks are returned via Seesaw, so there the feedback comes right away. 
  • Give feedback on each of the tasks. ICT tools have the potential to provide personal feedback. If someone needs additional support then the ohr group will help.
  • Write down the positive observations you praise at the right time.
  • Praise the whole class. Tell me how wonderful it is.
  • Special students have their own personal Meets.
  • When you find that students are having difficulty, invite them to a telemetry and teach.
  • Remote support for special needs education and school counselors is also available for students.

Assessment of distance learning

  • If you keep  tests, tell pupils exactly what they need to know. Provide a list of questions in advance?
  • At the end of the week, evaluate what worked great, what needs to be developed.

Teacher cooperation

  • Share  ideas.
  • The common decision to try new things  although they  don't always work

Home and school collaboration

  • Keep in touch with parents of students. Explain to them how distance learning works and how they get in touch with the teacher when they need it. Emphasize the importance of a regular day rhythm. Remind that if a student is ill, the student’s absences should be reported to their own teacher. Praise and involvement of parents.
  • A good experience is having a weekly lunch meeting with parents.
  • It is a good idea to agree on fixed times at the school, when different class and subject teachers can be reached by phone or via different remote connections and inform about them at home


In primary education, distance learning has its own challenges. Everyone may have just learned to read. There may be many students who do not even have their own phone or machine. In this case, a large part of the communication goes to them through the parent.

  • Simple is beautiful, you don't have to try everything new now.  
  • The same communication channels from start to finish.
  • A clear division of tasks into daily tasks, projects and challenges to give you room to do things at home. Not everyone does everyone.
  • Praise, encouragement, and emoticons introduced when communicating with students. Voicemail and video calls also work. From a home point of view, it is also very important when a child (2nd grade) was able to make a video call to the teacher one-on-one and tell the stories, present the tasks and receive individual feedback and encouragement from the teacher. 
  • Answer the students ’questions immediately, otherwise the child may have time to run away to play. In this way, the child also feels that the doctrine still exists and just for him when the answer comes immediately.
  • Asynchronous teaching is also ok, meaning videos and audio recordings of new things for sharing that can be done in homes when the time is right.
  • Close tracking of returns so you can see right away if someone is dropping. Considering the repair requests, sometimes it is enough that has been done at all.
  • Open contact with guardians and responding to feedback. Not all wishes can be fulfilled, ideas can be thanked and reasons cannot be given. The guardians understand yes.
  • Friday is a lightened day of arrears to give the week a “closure”.
  • Heart involved in everything to do! ❤ We are all in the same boat and everyone is scared and annoyed, but together we can figure this out!
  • I support students with targeted help from a special education teacher.


  • It would be good for the special education teacher to have on-call time when students can call him.
  • A broad-based special education teacher can be a co-teacher at Meet. 
  • He can also provide support in a bilateral meeting.
  • Individual calls in the mornings from the day program for children that need help
  • Students should do a call / message tour every day. 
  • It is important that in terms of tools and programs we go: the student first, which channel works.
  • Support for special needs teachers and school counselors for all those in need.
  • The special class teacher said that he would make plain language instructional videos on each subject the day before. He then sends e in person to the students. They will also receive the assignment as a compiled Wilma message for parents. 
  • Depending on the student and skill, a separate videowhatsapp lesson is also recommended.
  • You should also do a weekly call tour for parents where you can inquire about affiliations and the need for support. 
  • In addition to book assignments, electronic material is good
  • Well-read fairy tales can be found in the YLE arena as follow-up stories. Of these, I heard comprehension tasks. 


The teaching of teenagers is based on a subject teacher system in which both teachers and groups change. The class supervisor plays a key role in coordination.

About planning

  • " Perhaps the “keys to success” are also the choice of study methods and the regular collection of students ’wishes and feedback. For example, sometimes I prepare instructions for both independent work and a video-guided video conference, and students can choose at the beginning of the lesson which option they study according to. Classes with independent work, I also often put options (can eg. To listen to the podcast and have a look at the program or studying a textbook and make your own notes ...)."
  • Especially in high school, agreement between subject teachers and the fact that certain common frameworks are important for students, so there must also be a place for teachers to meet: we had ys time each week remotely, focused on how far the distance goes (other ys free-form coffee roomMeet every morning with a first flash.

About the structure of the day 

  • The high school has had a way of working according to the schedule. In the young people's own words, the reading order rhythms the day well, there has been no negative feedback on the structure. 
  • " Our school (high school) also goes according to the locker. There is also a "remote lock" for students and parents with a quick guide for each hour (eg Start in Meet code: xxx). "
  • The upper classes have a class supervisor meet every school day at 9:30 p.m. 
  • Class instructors still keep the lo-quarters of their classes far away. 
  • The class administrator should keep the remote OHR in the meet. In addition, she can keep in touch with students in need between the two in the afternoons every school day.
  • The secret of fluency is that the basics are agreed upon and no one has to come up with ways to work on their own. Although the main lines and communication are jointly agreed, it does not exclude individual teacher experiments and applications or other technologies used in one's own subject. 

The structure of the lesson 

  • "First you have to let the students get used to it in a new way. Then 10 minute lessons with good videos and assignments. Returns to the teacher and students at all times with all possible help in use So web, textbook, teacher. "
  • "Personally, I like most groups (in math) at the beginning of the lesson, teachingMeet, after which they are allowed to do free assignments (return to the Classroom and comment on each return even briefly before the next lesson)."
  • " For those who are no longer on the subject of repetition, there is supportMeet but no lesson (because things have been learned before and everyone is doing a different job)."
  • "Lessons start (and often also end) with a joint Meet, asking what you have done well, eg today / this morning, what good you will find in your life at the moment or mindfulness exercise. It is important to leave enough time for the tasks."

  • "Otherwise, the students study according to the syllabus and the subject teacher is on call during the lesson in a way agreed with the students in a meeting, with whatsapp messages, etc. The subjects and subjects to be studied can be found in the classroom. The school-wide (grades 1-9) Drive provides weekly programs for all classes. There, teachers put basic instructions and possible links for each lesson. "

  • " So each of my lessons starts with the teaching team’s own team at Teams. I put information about what is the topic of the lesson and how to study well in advance of class. At first, I put the same information in Wilma as well, but to reduce the cognitive load, after a couple of weeks we switched to using only one platform. "
  • Teachers of different subjects always hold nets when they have to teach a new thing / tell everyone common instructions. 
  • In one municipality, subject teachers have been instructed to do the following: "In practice, we teach to hold a Meet at the beginning of each group lesson (according to the syllabus) to track attendance. At the same time, instruct assignments and hold a lesson if needed. After that, students begin work, lessons remain on line. As a rule, students return assignments by the end of the lesson - ope checks the return to Wilma and evaluates some (not all) assignments in more detail with verbal feedback ... Like my own supervision class three times a week. " 
  • During the lesson, homework is reviewed, discussions are made, student presentations / project work is viewed. Repeat playful exercises Kahoot, quizlet live etc. 

About the tasks

  • "I wish I had also sent for a walk to listen to a podcast from which a freer text / reflection has had to be restored. "

Teaching methods and materials 

  • " Dont teach too much: as distance learning can naturally ignite the opportunity for peer learning. 
  • All groups also have homepages with instructional videos, to-do lists (with different levels of paths to differentiate) and other material. "
  • " Students have learned Classroom and Meet, of course the ope is allowed to use more but these are preferred (facilitated when all have essentially the same platforms). In addition, technical support is available to students on a daily basis (my, ie the responsible tutor's work phone number is shared with everyone)." 
  • "We use Google Meet. Thanks to ICT support, the high school website has permanent links with the teacher's name, as well as a permanent privateMeet, where only 1 at a time and where you can chat one by one or can ask if you don't want everyone to see you. Used for all classes. Alongside the use of PedaNet and Classroom as learning platforms and in these lessons and assignments, some are returned, some are not. Tasks vary in scope, sometimes many hours of projects, process essays lasting the whole course, etc. In addition, tasks include shared concept maps, compilation for Padlets, Google Forms forms, Quizzizz, Quizlet ... Quizlet and Kahoot, for example, work with the whole group as hour facilitators, etc. "
  • "Pupils and students wish I had a lot of video conference lessons (Teams and Zoom). They succeed nice small group discussions, opejohtoinen study conversation, small assignments etc. I have experienced that sense of community to maintain this situation it is really important! 
  • There has been a lot of help from e-books that have been in use for years and can be easily edited and supplemented by the doctrine."  
  • "In high school physics, thorough materials can be put into Wilma, and instructions: what to do in the notebook and what is the explanation. The student shows parents that is done. The guardian also receives a Wilma message about the assignments. "
  • "The lesson frame and instructions can be put in the clasroom as well as tips for break exercise / attendance training."
  • "Teachers should also share the results of their own experiments with others, eg using Discord or group work of students through Meets."
  • "Distance learning has also made it possible for longer projects, such as making ethics presentations." "The students progressed at their own pace during the lessons and I was on call at Teams. They were allowed to send unfinished presentations for my comment and, if necessary, made a video call. "

Check and feedback

  • "Make sure that students actually visit all the teaching videos you submit, for example. I taught that myself in the beginning in physics. " 
  • "We use Wilma to track learning: White mark = task not done, green smile = task done, orange note = there are so many arrears that the subject teacher is concerned about the student’s progress. With these markings, the home, the student, and the class supervisor can quickly see the situation."
  • "The teacher is available during the class at Meet. "
  • "At the end of high school courses, personal feedback on assignments. A Google document was used, to which the teacher commented in color."
  • "I look through the returned tasks. Sometimes a simple return is enough, I look at the part more closely and accumulate points in the total pot, on the basis of which the grade is determined."
  • "Of the assignments, I don’t necessarily ask students to send all the answers to me for review (of course, I also use multiple choice, i.e. machine fixes) but instead they return to me an assessment of learning: - How did you study? - What are you learning? - What questions or ambiguities remained? - What did you think about the study methods of this class?"
  • "The corrective piece can also be sent via voice messages."

About the aseesment in distance learning

  • Students can be given the task to reflect on their own learning and comment in their own e-learning diary after class and the teacher comments on the updates.

Warnings from Finnish teachers about problems

  • Distance learning is not equally suitable for all subjects. For example, this distance is not suitable for high school physics. experimental science needs them for laboratory and demonstration equipment. Math does go, but fyke is just as painful.  
  • "By this spring, I had spared levers in physics, etc. that I had thought would be dealt with on a spring forest trip. Now you can dig out sections of physics where natural phenomena are observed in the habitat and studied with the measuring equipment available."
  • Distance learning must not be reduced to self-study. It is not enough for a teacher to send students assignments for a week at a time. Students also need to be taught and guided. .To go to school from home requires good self-direction skills from students. Not everyone has them. Part goes from where the fence is the lowest. Follow and intervene.
  • Some students withdraw from the moments. They do not use speeches, etc. Medicine: Threads = Ask everyone alternately. Name list next to and questions for everyone. Everyone answers directly to the teacher. Help post a picture of the textbook page to go to. The camera must be on.
  • "I'm asking at a steady pace and asking to keep the camera on. If someone's Mickey isn't working or 'working' then reply by typing. If I can't get in touch properly I'll call back or ask for a private myth showing the assignments."  
  • It is not easy to reach all students. Not everyone gets involved in classes. Especially teenagers stay asleep in the morning. In this case, the connection to homes.
  • What to look out for and observe is the workload of the task as a whole. Distance learning also requires teachers to work together, otherwise the workload will not be monitored.
  • For some children and families, isolation is severe. Isolation causes malaise, depression, and anxiety. Stay in touch with students on a daily basis. Follow the learning and ask for the rumors, Follow if you have any concerns about a student. If it rises, contact student support.
  • In families where parents have not been able to move to telecommuting, the children are at home alone during the school day. Many are afraid to be alone. Keep in touch. Give me a call
  • There will be chaos in homes if every teacher uses different widgets and programs. It would be good to agree on common practices at school level.
  • The need for support is especially great in families where the parents' Finnish language skills are weak. Children would need a lot of help from parents to go to school, but because of their language skills, they are not able to provide it.
  • It can be especially difficult at home with special children. "There are special challenges with a special child for which the parent does not have sufficient resources."
  • The workload of teachers has increased alarmingly in distance learning. Danger of exhaustion -Good enough. Share your videos, etc. with others. You can limit your own working hours by sticking to routines. Suitable when it is available e.g. 8.30 to 15. And set a limit for yourself, allowing you to stop planning, filming, and writing the following instructions. On Sundays, you can only do a few hours of work when sending Monday instructions.  
  • Sticking to the teacher’s own well-being is important. It is easier to treat health than illness. In terms of coping, think about where to invest. The length of the day takes over, as much as possible ready and investments in children. Consideration must be given to checking all tasks.
  • In the future, the number one thing is a clear definition of work in the employment contract, ie clear instructions and frameworks for the employee.
  •  Joint thinking and co-teaching help. Consider common rules of the game between the school's teaching staff and the principal or subject group also for distance learning. These are already a long way off.  

Thanks to Susanna Ahvalo, Anja Alasuvano, Hanna Asikainen, Lasse Candé, Minna Grönblom, Sinikka Herrane, Kristiina Holm, Katri Issakainen, Pia Maria Katariina, Maiju Knuttila, Mari Korve, Iina Koskinen, Minna Koskinen, Ellena Necken, Vesa-Pekka Leino, Sirk , Ilona Oranen, Viivi Pentikäinen, Tuulia Petäjäjärvi, Tiina Primieta, Johanna Salonen, Suvi Salonen, Jukka Sarpila, Titi Tamminen, Jussi Tanhuanpää. Ville Teittinen, Antti Tuominen, Anu Vainio, Heli Veijola, Jaakko Viitala, Tarja Ångerman, Paula Äimälä and Maria Öhman.

As well to:,,,, basic education / ke / me,, andäopetuksen_näytön_paikka? 

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