Screen Shot from Edutopia video "Finalnd's Formula for Success."

Monday’s Three Things to Unlearn About Learning elicited several comments about Finland’s school system. Here’s a recent post describing some differences between schools in the U.S. and Finland.

Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.

International and American media are fascinated by the Scandinavian country’s approach to designing the education system. The fact that Finland manages to score among the top three countries on the PISA survey is a tribute to its success, and worth following closely, observers say.

So what makes the Finland story so compelling?

• THERE ARE NO PRIVATE SCHOOLS. Technically, there are a few independent schools, but they’re financed by the state and don’t charge tuition, according to a wildly popular article in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said Dr. Pasi Sahlberg, Director General of the Centre for International Mobility and Cooperation in Finland’s Ministry of Education and Culture who was visiting New York. “Here in America, parents can choose to take their kids to private schools. It’s the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.” The Atlantic article also notes that all Finnish students receive free meals at school, and have “easy access to health care, psychological counseling, and individualized student guidance.”
• ALL ADMINISTRATORS HAVE WORKED AS TEACHERS. “We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,” Sahlberg told the Hechinger Report. “If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.”
• THEY DON’T FOCUS ON TESTS. “Finns don’t believe you can reliably measure the essence of learning,” Sahlberg said to the Hechinger Report. “You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.” To that end, testing doesn’t really begin until students are “well into their teens,” according to the Times.
• TEACHING IS A REVERED PROFESSION. “The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,” said Henna Virkkunen, Finland’s Minister of Education to the Hechinger Report. “In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.” It’s compulsory for teachers to have a master’s degree, a process that typically takes five years, and requires intensive supervised teacher-training.
• THEY TRUST TEACHERS. “Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,” Virkkunen said. “I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.”
• THEY INTEGRATE FOREIGN STUDENTS. Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. “Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,” Virkkunen said. “We try to raise their level before they come to regular classrooms.” Finnish schools also try to teach immigrant students’ native language as much as possible. “It’s very challenging,” she said. “I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.”

Clearly, the Finland system can’t simply be picked up and dropped into the U.S. — in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said in the Times article. “It won’t work because education is a very complex system.”

There are too many divergent factors for that to happen. Finland’s population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There’s a distinct distaste for unabashed competition.

“You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,” Sahlberg said. “In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.”

Flickr:WoodleyWonderworks

A school is not a desert of emotions,” begins an article by Finnish educators Taina Rantala and Kaarina Määttä, published last month in the journal Early Child Development and Care. But you’d never know that by looking at the scientific literature.

“In the field of educational psychology, research on feelings is lacking,” the authors note, “and the little that does exist has focused more on negative rather than positive feelings.” Rantala, the principal of an elementary school in the city of Rovaniemi, and Määttä, a professor of psychology at the University of Lapland, set out to remedy this oversight by studying one emotion in particular: joy.

The researchers followed a single class through first and second grade, documenting the students’ emotions with photographs and videos. Through what they call “ethnographic observation,” Rantala and Määttä identified the circumstances that were most likely to produce joy in the classroom. No doubt many pupils would agree with this example of their findings: “The joy of learning does not include listening to prolonged speeches.”

Such teacher-centric lessons are much less likely to generate joy than are lessons focused on the student, the authors report. The latter kind of learning involves active, engaged effort on the part of the child; joy arrives when the child surmounts a series of difficulties to achieve a goal. One of the authors’ videos shows seven-year-old Esko, tapping himself proudly on the chest and announcing, “Hey, I figured out how to do math!” A desire to master the material leads to more joy than a desire to simply perform well, Rantala and Määttä add: joy often accompanies “the feeling of shining as an expert.”

Likewise, the joy of learning is more likely to make an appearance when teachers permit students to work at their own level and their own pace, avoiding making comparisons among students. The authors recommend that children be taught to evaluate and monitor their own learning so they can tell when they’re making progress. Some pupils will take longer than others—as Rantala and Määttä write, “The joy of learning does not like to hurry.” Because joy is so often connected to finishing a task or solving a problem, they point out, allowing time for an activity to come to its natural conclusion is important. Granting students a measure of freedom in how they learn also engenders joy. Such freedom doesn’t mean allowing children to do whatever they want, but giving them choices within limits set by a teacher. These choices need not be major ones, the authors note: “For us adults, it makes no difference whether we write on blue or red paper, but when a student can choose between these options, there will be a lot of joy in the air.”

Not surprisingly, play was a major source of joy in the classroom Rantala and Määttä observed (even when that play was not exactly what a teacher would wish: the researchers’ video camera caught one student fashioning a gun out of an environmental-studies handout). “Play is the child’s way of seeking pleasure,” the authors write, and it is a learning activity in itself; it shouldn’t be viewed as “a Trojan horse” in which to smuggle in academic lessons. Lastly, sharing and collaborating with other students is a great source of joy. One of the authors’ videotapes shows a student reacting with pleasure when a classmate, Paavo, says, “You are so good at making those dolls!” The researchers conclude: “Joy experienced together, and shared, adds up to even more joy.”

Finland leads the world in its scores on international tests, and the country has become an educational model for many in the U.S. Rantala and Määttä’s paper is a welcome reminder that academic excellence can coexist with delight.

Finland’s education system has come under close scrutiny recently for its unique holistic approach to learning (read What’s So Great About Schools in Finland). In this illuminating video by Edutopia, it’s clear that early intervention is a key part of the philosophy there, and that the entire community of educators rallies around kids to make sure they get the attention they need at all levels.

Flickr: Leo-seta

The world looks to schools like this in Vantaankosken, Finland, as the model of success.

Finland has been hailed for exemplifying the ideal model of a thriving, innovative education system that prioritizes the most important stakeholders: students.

International and American media are fascinated by the Scandinavian country’s approach to designing the education system. The fact that Finland manages to score among the top three countries on the PISA survey is a tribute to its success, and worth following closely, observers say.

So what makes the Finland story so compelling?

• THERE ARE NO PRIVATE SCHOOLS. Technically, there are a few independent schools, but they’re financed by the state and don’t charge tuition, according to a wildly popular article in the Atlantic about the school system. “The primary aim of education is to serve as an equalizing instrument for society,” said Dr. Pasi Sahlberg, Director General of the Centre for International Mobility and Cooperation in Finland’s Ministry of Education and Culture who was visiting New York. “Here in America, parents can choose to take their kids to private schools. It’s the same idea of a marketplace that applies to, say, shops. Schools are a shop and parents can buy what ever they want. In Finland parents can also choose. But the options are all the same.” The Atlantic article also notes that all Finnish students receive free meals at school, and have “easy access to health care, psychological counseling, and individualized student guidance.”
• ALL ADMINISTRATORS HAVE WORKED AS TEACHERS. “We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher,” Sahlberg told the Hechinger Report. “If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.”
• THEY DON’T FOCUS ON TESTS. “Finns don’t believe you can reliably measure the essence of learning,” Sahlberg said to the Hechinger Report. “You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.” To that end, testing doesn’t really begin until students are “well into their teens,” according to the Times.
• TEACHING IS A REVERED PROFESSION. “The teaching profession is one of the most famous careers in Finland, so young people want to become teachers,” said Henna Virkkunen, Finland’s Minister of Education to the Hechinger Report. “In Finland, we think that teachers are key for the future and it’s a very important profession—and that’s why all of the young, talented people want to become teachers.” It’s compulsory for teachers to have a master’s degree, a process that typically takes five years, and requires intensive supervised teacher-training.
• THEY TRUST TEACHERS. “Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work, and they test their own pupils,” Virkkunen said. “I think this is also one of the reasons why teaching is such an attractive profession in Finland because teachers are working like academic experts with their own pupils in schools.”
• THEY INTEGRATE FOREIGN STUDENTS. Though Finland is primarily a homogenous country, there are pockets where immigrant populations are growing, specifically near Helsinki, where 30 percent are immigrants. “Normally, if children come from a very different schooling system or society, they have one year in a smaller setting where they study Finnish and maybe some other subjects,” Virkkunen said. “We try to raise their level before they come to regular classrooms.” Finnish schools also try to teach immigrant students’ native language as much as possible. “It’s very challenging,” she said. “I think in Helsinki, they are teaching 44 different mother tongues. The government pays for two-hour lessons each week for these pupils. We think it is very important to know your own tongue—that you can write and read and think in it. Then it’s easier also to learn other languages like Finnish or English, or other subjects.”

Clearly, the Finland system can’t simply be picked up and dropped into the U.S. — in fact, Sahlberg himself advised against it: “Don’t try to apply anything,” he said in the Times article. “It won’t work because education is a very complex system.”

There are too many divergent factors for that to happen. Finland’s population is about 5.3 million, while there are more than 300 million residents in the U.S. But even more importantly, the culture around competition is vastly different. There’s a distinct distaste for unabashed competition.

“You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition,” Sahlberg said. “In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.”