La Finlande se prépare à l'enseignement transversal

Botchan a écrit:

Celadon a écrit:Il n'y a pas 12 déclinaisons en finnois ???

Une seule en fait mais bien corsée, et comme c'est une langue agglutinante, les linguistes considèrent en général que parler de déclinaison pour le finnois est une facilité de langage. En tout cas je ne pense pas que ce soit la structure de leur langue qui avantage ou désavantage les Finlandais.

Le finnois a une orthographe totalement transparente, ce qui fait du décodage un jeu d'enfant totalement régulier, et qui contribue à rendre l'acquisition de la lecture l'affaire de quelques mois, quand cela prend des années en anglais ou en français. Une fois la lecture acquise, c'est autant de temps à consacrer aux autres apprentissages.

Celadon a écrit:Il n'y a pas 12 déclinaisons en finnois ???

karjos a écrit:@celadon : je crois même qu'il y en a 15. Mes souvenirs de finnois sont assez lointains. Mais la langue est tellement complexe que l'estonie a beaucoup de mal à intégrer son immigration russe à cause de ça, par exemple (l'estonien est une sorte de finnois "simplifié").

Luigi_B a écrit:On est quand même loin de l'abandon des disciplines, semble-t-il. La Finlande a le vraiment le don d'exacerber l'imagination...

http://www.cahiers-pedagogiques.com/Bloc-Notes-de-la-semaine-du-23-au-29-mars-2015

Pour le reste :

Spoiler:

Celadon a écrit:Oui, elle mérite la place d'honneur en salle des profs et un affichage dans toutes les salles de réunions.

This is *exactly* as would be predicted by cognitive load theory. This is why explicit teaching is an equity issue. pic.twitter.com/LBCcEFikex

— Greg Ashman (@greg_ashman) 4 décembre 2018

mgb35 a écrit:Merci mais je n'ai pas tout compris. Une traduction est elle possible ?

"The more that digital tools were used in lessons, the worse learning outcomes were. This was found in all areas of the Pisa measurements," she said, noting that it was not a question of students being unable to use the devices.

Instead, she said students can easily be distracted by the devices themselves - like laptops or tablets - and often start using them for something besides schoolwork. Saarinen said the results surprised her, but only to a certain degree.

"There have been similar findings from research in other countries. And many parents have said the same thing," she said.

Apart from an increase in the use of digital tools, Finland's curriculum in 2016 introduced phenomenon-based learning strategies. This method of learning encourages students to become more active in their studies, to cooperate in study and research groups. The process is quite different from subject-based teaching methods in that students are given more personal responsibility than older, more traditional methods do.

This type of learning works for students who perform well in school and receive support from home, according to Saarinen. But less naturally-gifted students face the risk of being left behind in a phenomenon-based learning environment.

"Proponents of this method have claimed it would even-out the differences between students with various [academic] backgrounds. But in light of the research it looks like exactly the opposite has happened," Saarinen said.

Saarinen said the more risk factors students have, the worse they do in phenomenon-based classrooms. One risk factor, according to the researcher, is being male.

Parents file complaints over "failure" of new school

Attempts to implement Finland's new core curriculum in Lappeenranta have lead to children switching schools.

Parents of children at the Pontus school in the city of Lappeenranta in eastern Finland have filed a number of complaints with the Regional State Administrative Agency about teaching methods and practices at the school. In some cases, parents have decided to move their children to other schools where more traditional pedagogical methods are still being used.

The Pontus school is one of the first in the country to fully implement the new core curriculum, introduced by Finland's Ministry of Education in 2016, which is based on the concept of 'phenomenon teaching' – the replacing of traditional subject-based classes like maths and history with interdisciplinary courses focusing on broader topics.

Under the new curriculum, children are also encouraged to become autonomous learners, for example by creating their own study plans.

And this is not the first warning we have heard. Last year, a researcher at Helsinki University raised concerns about phenomenon based learning and its effects on PISA scores, particularly in maths and science.

Not only was all of this foreseeable, it was foreseen. In my own small way, I predicted, a month before they were released, that nascent phenomenon based learning would contribute to a decline in Finland’s 2015 PISA scores. I was right about maths and science, although reading remained stable. Such an effect is predictable because a) these ideas have been tried many times before and failed and b) they are at odds with what we now known from cognitive science.

Students and parents are not reacting to change, they are reacting to methods that they can see are ineffective.

Spinoza1670 a écrit:Un article chez Brighelli : Aller simple pour le froid

Lord Steven a écrit:Eh bien, c'est à la fois très triste pour ces élèves, mais réconfortant quant à ce que doit réellement être l'enseignement.

stench a écrit:

Lord Steven a écrit:Eh bien, c'est à la fois très triste pour ces élèves, mais réconfortant quant à ce que doit réellement être l'enseignement.

Et très triste pour nos élèves qui vont voir les mêmes effets puisque bien entendu, même si c'est un échec ailleurs, on va le faire quand même chez nous parce que nous, on le fera mieux... Dans deux semaines, mon académie passe au tout numérique. PISA va devoir trouver de nouvelles grilles d'évaluation parce qu'on est déjà bien bas, on sera bientôt hors échelle...