Takk

Takk 

International and multicultural training 

700€ per month take those who is unimployed 

Literacy training 5 months (+5 month)

Reading and writing

Finnish language 

Numeracy

Social skills

Everyday life

Vocational readiness

Counseling 

Based on core curriculum 

Kotisuomessa.fi website where every one could learn Finnish language.

Skills week/Recognising exceptionally talented students 12.05-16.05.14

   During this week we had a lesson with Tuomas Eerola and Pirjo Tuominen. The main topic was 'Skills week/Recognising exceptionally talented students'. In brief Tuomas gave us presentation. Then we discussed about talanted students, How recognize talanted students and next steps. After that he gave us a book which consists articles were written by lecturers from HAMK University. We had a look to the article 'Recognizing and supporting a student's special strengths'. 

   By this article we discussed about the multi-dimentional model developed by Howard Gardner. 'Gardner's model comprises eight areas of intelligence: linguistic/verbal, logical/mathematical, musical, bodily-kinesthetic, spatial, naturalist, interpersonal, intrapersonal. In peers we tried to find out our intelligence according to Gardner's model. After that shared our ideas and thouhts.

    Tuomas also familiarized us with Skills competitions in Finland: WorldSkills, EuroSkills, Taitaja, Taitaja9, TaitajaPLUS. I want to notice that they have a competition for the special needs students. 

Special needs education 5.05-9.05.14

Special needs education by Simo Uusinoka, M.Ed., Senior Lecturer & Irmeli Lignell, M.Ed. Senior Lecturer

  As Simo mentioned in his presentaion Special needs education is the practice of educating students with special needs in a way that adresses their individual differences and needs. he considered different definitions about What is a special or special needs education? and briefly explained a history of the special needs education. 

Teachers' role and responsibilities in this case diagnosing students' education and support needs, prescribing the programs to meet these needs, developing instuctional objectives and goals, preparing lesson plans for an entire class, modifying strategies and curriculum content to meet the instructional objectives established  for individual students.

  After theoretical part we was divided into groups and we worked in the groups. We had an activity like a station, at the every station we had certain task to do. By doing these tasks we tryed to understand deeply this topic. Because all those tasks we performed as students who has some disabilities. We got a bit experience and different emotions.

 Thanks a lot Simo and Irmeli.

Guidance and counselling 23.04-30.04.14

Study guidance and counselling by Päivi Pukkila, M.Ed., Senior Lecturer & Taina Poutanen, Senior Lecturer.

We had a productive week with Paivi and Taina. They are experts of the field. Fisrt of all I want to focus on What role does play councellor? As said Paivi on the lesson The main roles which plays counsellor are 
•Empathic and understanding•Respectful and caring •Concrete and being spesific •Genuine and being real •Immediacy – what’s happening now?•Confrontation – tell it how it is•Self-disclosure – personal information    (Carkhuff: Art of helping)
          In the Basic education study counsellors start their work with 7-9 grade students. The objectives and content of the study counselling is determined in The National core curriculum. The class based lessons consists 76 hours and considers next themes: 
–7.th grade: self-knowledge, learning skills
–8.th grade: professions, occupations
–9. th grade: upper secondary schools.
 Study councellors responsible for personal counselling, study visits, work experience periods, co-operation with parents, student welfare team etc., National joint application system (grade 9), transfer to the next school level.
       In the general upper secondary schools study counsellors have one compulsory course in counselling which is defined by a National core curriculum. Study counsellors are in charge of the personal counselling, planning the studies and courses, Matriculation examination, career counselling, tutoring students training, students welfare team, marketing.
      Taina gave us such as very useful presentation about the Career counselling. We did some activities with Taina abot Self-knowledge. 
  1st task. We worked  in a group of 5. Fisrtly we wrote on the paper our successful event in our career. Then we shared our thoughts. After that we draw up a picture of our competences and skills.
  2nd task. Hand-Inventory of competencies. Where she draw a hand, then in every finger she wrote competencies which she has. It is like what kind of competencies do you have and which one do you need to develop. It will help to find out strengths and weaknesses. 
  On the reflection day we had a lesson with both of lecturers. We did a lot of work.
    The first activity was 'Remembering the future' where we should think about us after 5 years, our goals, dreams, what we achieved. Then we imagined that we met after these 5 years and talked about our achievements, job etc. Then we just expressed our thoughts. 
    The second activity was 'Thinking hats'. Red hat - feelings, emotions; Black hat- ctiticism, bad sides, risks, mistakes; White hat - facts, knowledge; Green hat - creative thinking, ideas.
In the groups we discussed about this week from these points of view and wrote our statements. 
  Thanks a lot for our lecturers, they did big work with us.

CIMO 22.05.2014

    Today we have been to Helsinki and visited Centre for International Mobility and Cooperation in Finland. It has been existing for 25 years. They gave us presentaion about their work, direction and deeply information. Established in 1991, CIMO is an independent agency under the Finnish Ministry of Education and Culture and they are funded by government, EU, Nordic coutries foundation.

   The main task of this organization is to promote international cooperation and mobility in the Finnish society with specific emphasis on education, training, working life, culture and young people. To this end, we implement various exchange, trainee and scholarship programmes. 

CIMO also supports the teaching of Finnish Studies at universities outside Finland, with a focus on language and culture. One of the key duties is also to gather, process and distribute relevant information to serve the needs of our many different customers.

Multicultural and inter cultural learning 19.05-23.05.14

During this week we worked with Riitta Metsänen and Leila Nisula.
First of all Leila gave a presentation about 'Internationalizing the higher education'. then we discussed about What does culture shock mean? In a group we did short presentations.

Kiipula VET

6.05.14

We have visited vocational school for special needs students. First of all project director Mr. petteri Ora gave us a short presentation about this school, history of this school, some information which consists of different projects. The first school was found in 1939 year, the Kiipula foundation found in 1945. As I mentioned they have an exchange projects. Students and teachers have possibilities to go abroad for 2-3 weeks. It is important they do their best to find job for their students. They work with companies collaboratively. The Kiipula vocational college has  a project involves prisoners. It is like a rehabilitation center for them. 

 After this principle Mr. Markku Aunola continued explanation about this college. Firstly he described his own experience. He worked as lecturer in HAMK, then he changed his job and now he has been working for 14 years. 

 Principle of the college described the path of becoming a teacher for special needs students. 

   Vocational teacher:

- higher education;

- 3 years of working experience;

- 60 credit pedagogical course;

- 60 credits special needs teacher training.

 Shortly he spoke about salary of teacher and special needs teachers earn 20% more salary than others. 

  The college designed for 600 students. The government allocates about 33 000 euros per student. 

During the meeting our teachers asked different questions. We had some kind of discussion. 

Seminar in a Lahti

Kemppi oy company.
  This company has partnerships with vocational schools.
  They provide Equipment machines and softwares.  Industrial company. 
You should have different skills for your working life. In the graphic we could see what we should develop for it.
  He asks in the interview What you can do?  What kind of skills do you have for this job? And you should know what to answer. 
  'Talk less work more' he liked this statement when he was in India.
Thinking about other things usually we are missing our main goals.

Singapore's experience in a work based learning.

Financing 100 from government.
Policy of ITE's : hands-on,  minds-on,  hearts- on.

17.04.14 lesson observation

Today I have observed English lesson in the Kauriala upper secondary school.  Riita is English teacher and firstly she gave for students test where students should complete the sentences. After this task she gave them answer and they discussed about some challenges that they had during the test.
Secondly they did grammar tasks. Main grammar topic was the passive voice. Thirdly they translated from Finnish into English. I have noticed that they weren't so active.
Then Riita gave them written on the paper sentences or statements and in small groups discussed about one of them.
At the back sat two boys. They sometimes disturbed, but teacher didn't pay attention to them.
Next task was about names. She told them history of her name. Then in a groups of four students answered for the questions in the book. We also participated in this discussion. 

Self and peer-assessment

Today (15.04.14) first what we have done it is self-assessment assignment, where all of us took one toys and associated them with our moods, feelings. It was one method of self-assessment as I understood. As a teacher we have to find right questions to ask from our students to know them deeply. And here Irma showed us an 'Iceberg metaphor'. 

Next tools of self-assessment is digital portfolio or personal portfolio.

After these activities we theoretically understood What is a peer assessment. Irma gave the paper with a table. We were divided into 5 groups. Our group consisted of Zhandos, Zhupat, Nazim and I. We have created three questions for assessment - group working skills. Then Irma gave us the assignment. According to this assignment we have to create our group's course and how do we or students assess their knowledge and skills before, in the beginning, during and at the end of the course. We have drawn our thoughts and ideas about this. In the end of the lesson we have presented our poster in a group. I think that we did it well. 

Teacher's own competence in assessment

Today (14.04.14) we had a lesson with Irma Kunnari. In the weekend we in a group discussed about this topic and answered for her questions. At the beginning of the lesson we started to discuss about our answers. After this Irma tried explain us What does assessment mean?, How do Finnish teachers understand it?  and How do they assess their students? by using a couple of scheme. 

Then she gave us assignment which consists of reading about assessment from the curriculum and discussing in a group of four. During reading and discussion we have found with Aigerim some sentences that we did not understand. After discussion we wrote our thoughts and questions on the poster. Then we have described our notes. As a expert Irma tried to answer and explain it deeply. 

Simon Barclay the president of World competition

  In 1950 started International skills competition.
  Competitions have 3 outcomes:
- Competition and winners;
publicity,  important for parents, ...
- transfer knowledge among countries;
- international benchmarking.
  Competition is a process.  It isn't important to be at the top. The main thing just to be a part of this process. 
  World skills competition about training of excellences. Training excellence for the working life the crucial point of view.

Skills competition. Lahti. Seminar

Skills Finland in a nutshell.
Non- profit association,  founded in 1993.
They organize three national competitions named Taitaja. Taitaja+ helps students to develop their skills.  For special needs students.
And three international competitions: EuroSkills2014. Next will be in Brazil.
2005 Finland organized World skills competition in Helsinki.

Strengthes of WBL

WBL

WBL in Europe-  key success factors

European Union member

About work based learning.  How this approach helps students in the Vocational Education and Training.

QR code generator

             The presentation was made using Prezi.com by me.
             The topic of this presentation 'Kazakhstan today'

           http://prezi.com/wysmodtlgyr2/?utm_campaign=share&utm_medium=copy

Web based learning

       Today we have learnt about Web based learning. Jukka gave us theoretical materials about this topic based on experineces. We understood more deeply. Through different modules of e-learning in the afternoon lesson we made examples of lesson using e-learning tools. All group members did their best.
      During the lesson we learnt a new application 'Mindmeister' which helps us to write our thoughts immediately, this application wrks like a mindmap. Another application some of us have already used, others learnt how to use application in the IPad called 'Popplet'. those tools that we have learnt today useful and helpful in teaching. By 'Popplet' application we have created our own lessons and presented them.
    I worked with Aigerim, and below you could see our pair work's result.

Entrepreneurial school project

In a group we made example of entrepreneurial school.
Zhupat Oralovna, Zhanat, Aibarshyn, Samat and I.
Zhupat Oralovna described our groups thoughts and ideas.

Entrepreneurship lesson

 Other group's work about What does entrepreneurship mean? and How to become entrepreneurial?

Entrepreneurship

The lesson in the Visamaki with Vesa Tuomela.
We worked in a group. My group consisted Zhupat Oralovna, Aibarshyn and I.
Vesa gave us two questions: What is entrepreneurship? and How to become entrepreneurial?
We tryed to answer for this question.

Dialogue method with Helena Aarnio

          

 Dialogue method with Helena Aarnio.

Some practice work in the lesson.

We was divided into four groups. Every group member in a group said  his or her an idea about Dialogical method.







Then groups expressed their thoughts on the poster.

Top 10 Reasons to Use Technology in Education: iPad, Tablet, Computer, L...

 


Follow this link and you can find those main reasons to use new technology in education.

What is integrated teaching?

“An integrated approach allows learners to explore, gather, process, refine and present information about topics they want to investigate without the constraints imposed by traditional subject barriers” (Pigdon and Woolley, 1992). An integrated approach allows students to engage in purposeful, relevant learning.Integrated learning encourages students to see the interconnectedness and interrelationships between the curriculum areas. Rather than focusing on learning in isolated curriculum areas, an integrated program is based on skill development around a particular theme that is relevant to the children in the class.

21st century skills definitions

What kind of knowledge and skills should have a teacher and students?

TPCK

31.03.14
Jouni Enqvist gave us presentation about the TPCK. We discussed with our teachers. We knew before that a content or subject knowledge is not enough to teach.

TPCK Described: http://youtu.be/BOt841VEHno

Wolfram|Alpha in a Nutshell (+playlist)

31/03/14 Today we have learnt about WolframAlpha.

Lesson with Sanna 26.03.14

We have learned so many things from this lesson. on this lesson we created a website and made a test. i think it will help me on my lessons. The Google drive's ability will help me not just to make tests also to check them easily.

Lesson observation 4. 27.03.14

Today we have observed two lessons. First lesson was given by Maria, also Zhanar gave a short presentation about Kazakhstan. The pupils asked a few questions.

The second lesson was taught by Zhanar. Firstly she gave the presentation, after this she divided 6^th grade consists of  12 students into 3 groups. The main topic of this lesson was ‘Great Britain and Canada’. She added ‘The Kazakhstan’.  After she gave them task where students should find according to the text a picture, then put it on the poster.

The students did it well. After group work they explained their poster to other groups. I have noticed that students could not work in a group immediately. That is why they did their task slower than it needs.

At the end of the lesson Zhanar gave them a test, that covered those three countries. As a feedback she asked for them to draw a face of smile, sad face or neutral face.

I would like to mention that she had some problems with computer and smart board. Accordingly she had not enough time to do other activities. 

Riihimaen lukio Upper secondary school

   On the 25 March we have visited Upper secondary school. Firstly head master of this school met us and he told us some facts about school. The school was built in 1920, it is equiped with modern technologies.  

   Aleksi Lahti is a social study subjects' teacher, also he is managing ICT project. The main objective of this project is using IPads in the classroom, in teaching and learning. Before this project he had an experinece with this theme, it means that he had experiental class where students used just IPads. The results was good. In the future using IPads will help to teach subject for teachers and good learning tool for students. We need to start today. 

[m.socrstive.com - for creating tests]

  

Secondary school in the Riihimaki

 
 On 25th of March we have been to Riihimaki. we visited two schools, one of them is secondary and the second one is upper secondary school. The first we have visited secondary school 'Pohjolanrinteen koulu'. the main thing that we heard there is project based on Art, chemistry and home economic subjects. This subjects conducts using one integrated curriculum. It means that Finnish teachers have independence in teaching.