INTRODUCTION

The aim of my development project was to make presentation of Immigrant Education in Jyväskylä College in English.

Two years ago our college got financing from Finnish National Board of Education to make Immigrant Educational Curriculum. The Curriculum became ready last May. During the writing session, I became interested in developing Immigrant Education more and we started to find different ways to organize immigrant education and improve the knowledge of personal in multicultural education.

IMMIGRANT EDUCATION

The aims of immigrant education, for both children and adults, include equality, functional bilingualism and multiculturalism. The objective of immigrant education provided by different educational institutions is to prepare immigrants for integration into the Finnish education system and society, to support their cultural identity and to provide them with as well-functioning bilingualism as possible so that, in addition to Finnish (or Swedish), they will also have a command of their own native language. http://www.oph.fi/english/education/language_and_cultural_minorities

In Jyväskylä College, there are 140 out of 4500 students whose mother tongue is another than Finnish or Swedish. The biggest language families are Russian, Persian, Kurdish and Afghan.

The number of immigrant students has been quite low, but it’s growing year after year. Immigrant students are in 21 different vocational fields and this is a one reason why we have had difficulties to organize some common teaching. 

The three most important things in the Curriculum are individually, developing teaching Finish as a second language and networking inside and outside College.

 Also is it very important that student has his own person in school. It doesn’t matter if that person is teacher, guidance counsellor or somebody else, important thing is that immigrant student has his/her own person who can help student in every situation.

LEARNING DIFFICULTIES

 If immigrant student has problems with studying, we have to find out if there are question about learning difficulties. It’s very important to separate learning difficulties from lack of training.

 First of all we have to check if skills and learning have developed during the education. Another important thing is check basic learning skills: reading, writing and calculating. One very easy way to observe skill of technical reading is to give to student text in students own language. In Internet are many pages in different languages, even in Finnish, so you can solve what kind of skills student has in his own language and student use it.

 In the case of learning difficulties we have to plan support with multiprofessional specialist. Also we have to make sure if student needs support also in his everyday life or choice of career.

CONCLUSION

 After six years working with immigrant education I have only more and more questions, not any answers, Immigrants without vocational competence are very big problem in our society. To solve this problem we have to work together with other immigrant organisations, give more attention how we organize our immigrant education and plan what kind of support and when we are giving.

Introduction 

My development project aims to highlight problems with studying environments, which are not helping different learning styles. There are two different things I am concentrating on, different learning styles and studying environments. The idea in the background is Prashnig’s (2000, 137) statement that there is only bad teaching not learning difficulties. What can I or we do better to help students to learn?

What is learning style? 

Prashnig (2000, 29) quotes Rita and Ken Dunn to define learning style; it is the students’ way to concentrate on new and difficult information, the way to assimilate, handle and keep it in their memory. Every student has a different way to learn. Learning styles can be classified by nature of information, schools’ practice, personality theories, process of information, motivation theories, social theories and brain physics. The studying environment can increase learning or make it more difficult. Few students benefit from sitting in the same place for an hour and a half. Schools cannot change students’ physical needs and personal differences. (Ikonen 1993, 31.)

 Prashnig (2000, 113-114) uses Learning Style Analysis where there are six basic areas; left and right brain dominance, sensory modalities, physical needs, environment, social aspects and attitudes. These are the areas where schools can either help or hinder students’ learning. I believe that I can do my work better if I can use that information to support students’ personal studying style. As a background to my ideas I will explain about Learning Style Analysis in more detail. (Prashnig Style Solutions.)

Information processing

 Students whose brain dominance is left are said to display analytic style and right dominance holistic style. Analytic students are usually silent, calm and obedient. They sit straight and respect authority, study well by themselves, read a lot and take part in conversations. You could call them the dream students. Analytic students expect that teachers concentrate on exercises and details. They should show information systematically and give both overviews and details. Evaluation should be based on details and facts. Analytic students also expect that teachers will remove things that disturb their concentration, for example, holistic students out of classroom. (Prashnig 2000, 172, 179-180.)

 Holistic students are difficult, loud and absent-minded. They talk with each other and they cannot sit quietly in one place. They like to do things with their hands and they have practical sense. Holistic students expect that teachers should pay attention to students’ feelings and needs. They need overviews and general views of the topic. Teachers should give instructions and personal interaction. Evaluation should be based on general concepts and participation. Holistic students need permission for social intercourse during the lesson. (Prashnig 2000, 172, 181-182.)

 These two brain dominances are opposites of each other. Some students have more left dominance and some right. Students might have a mixture of these and there is quite a variation in using left and right sides of the brain. Teachers should find out students’ brain dominance. After that teachers can support learning and deal with each student as an individual. This requires the teacher to have enough time to get to known the students. Even without knowing the students’ learning style some ideas can be acted on. Teachers can make general views and details from the topic. Make exercises where holistic students can have social intercourse. There should also be an option to do some exercises alone. In our school group exercises are important because a practical nurse has to work with different kinds of people. We need to think where it is necessary to practise social skills and where we should pay attention to students’ unique ways of learning. I use a lot of group work because of the nature of the students’ future occupation. But now I think that by working through students learning style, even if some students are not involved in group work, I might teach them how to face people as individuals. Practical nursing work is work with individuals. Do I now teach how to put people into the same category? 

Sensory modalities

 Hearing, sight, touch and feeling are senses that can be used in learning. Prashnig calls learning style auditory, when a student prefers using hearing, talking and inner dialogue. In visual style, students benefit from reading, seeing and visualising. Tactile style prefers manipulating and touching. Kinesthetic students need doing and feeling. Tactile students often fiddle, play with their pens, tap their fingers and cannot keep their hands still. It helps them to concentrate or listen. To pay attention to these sensory modalities teacher need to know about them. Teacher should design teaching so that students can use different senses while studying. For example exercises can be done with different senses. Kinesthetic students benefit by using the whole body, learning by doing and by experiencing a learning situation physically. They remember best through their own experiences. Others have a strong intuition and need to feel good to understand and remember easily. Students who need mobility, will use body movements such as walking around, swaying, rocking of fidgeting to support learning. In our school we have smart boards in some classes and it can be useful for kinaesthetic learners. Kinesthetic students like to go on field trips. They need to do things in class and act out stories. (Prashnig 2006, 12, 39; Prashnig 2000, 113; Prashnig Style Solutions.)

 Auditory students learn easily by hearing things and can even remember complicated information they have heard. They are good listeners, like verbal instructions and prefer to discuss new information. Learning is mostly based on hearing and seeing, but for example hearing is the worst and most difficult way for most of the learners. Auditory students benefit from discussions or debates. These are easily arranged in normal classroom or studying environment. Visual students need to see how things are done. They like watching people and everything around them. Some students remember much of what they read and prefer instructions to be written. Others remember and understand best when shown pictures, while some use their imagination and many a combination of these modalities. (Prashnig 2006, 12; Prashnig 2000, 193; Prashnig Style Solutions.)

 Physical needs

 Physical needs include mobility, intake and time of day. Mobility is defined as students’ preference for moving or being stationary. Intake includes things like eating, nibbling, drinking and chewing. Snacks should not be for everyone; they should be allowed only for student who need intake. A combined need for intake and tactile stimulation is often an indicator that these students are in danger of becoming smokers because cigarettes satisfy the need for finger and mouth stimulation. (Prashnig 2000, 113; Prashnig 2006, 59; Prashnig Style Solutions.)

 Environment

Environment relates to preferences for sound, light, temperature and work areas. Some students need voices around and some are pleased with silence. For some students working area should be formal and for some informal or comfortable. Students are individual in which temperature they work better, do they need cool or warm classroom. (Prashnig 2000, 115; Prashnig Style Solutions.)

Holistic dominant students need sound stimulation to learn better and enhance their concentration. Analytic students find noises and background music distracting and learn best when it is quiet. There are students who are flexible enough to study in quiet classroom. Those who have a strong preference for sound stimulation will not be able to suppress this need and adjust to a quiet classroom. They will make their own sounds and noises when forced to learn in silence and often disrupt quiet work periods. If a teacher uses background music it needs to be instrumental. Slower baroque music is good for storing information, test reading, reflecting and revision. More lively classical music in better for creative activities, essay writing, mind mapping and brain storming. (Prashnig 2006, 60-61.)

Classrooms are usually equipped with fluorescent lights that are switched on most of the time. Analytic students are stimulated by bright light and can concentrate best in artificial light. For holistic students these same rays of light cause hyperactivity, mental stress, restlessness and a general over-stimulation. In the classroom a teacher can arrange dim light areas. If you need more low light, you can cover large, bright white surfaces in the classroom when they are not in use. Subdued colours will calm down students who are restless or diagnosed with ADHD. What seem to be normal light levels for teachers or adults are often too bright for many students. (Prashnig 2006, 71, 73.)

Classroom temperature can affect students differently. Some students cannot focus on studying if the temperature is too cold for them. They need to feel comfortable and warm to learn. Some students cannot concentrate if it is too warm. With classrooms temperature it is easier to keep it cooler and allow students who need warmer temperature to wear extra clothing. The classroom should be a comfortable area for students who learn informally. They need soft furniture or a chance to study on the floor. On the other hand you should never remove all desks from a classroom. There are some students who need to sit upright at a desk. (Prashnig 2006, 82, 84.)

If it is not possible to arrange classroom to support different learning styles, it is possible to help students in traditional classrooms with multi sensory teaching methods. A teacher can for example use music in the background, allow some movement and social groupings according to personal learning needs. You can change light levels to have bright and dim light areas. Allow healthy nibbles and water bottles. Teachers can be interactive and involve students.  (Prashnig 2006, 78.)

Social aspect

It is possible to make teaching more individual. Mäkirinta and Ikonen (2002, 177) think that if you use the right methods for example cooperative learning, projects and imagination learning you can support students’ social integration. Prashnig calls social aspect in learning styles social grouping. It determines weather students prefer to work alone, in a pair, with peers, in a team or with authority. Some students like their teacher or parent observing them studying but not all. Some style combinations are very stable and remain like that for many years, particularly in authority, persistence and non-conformity, which can often lead to discipline problems. High-schools students with learning problems have those kinds of problems and they cannot be solved with training, conditioning or disciplining. (Prashnig 2006, 49; Prashnig 2000, 115, 133; Prashnig Style Solutions.)

Attitudes

Attitudes include students’ motivation, persistence, conformity, structure and variety of studying. Prashnig (2000, 131) says that these attitude variations in the classroom might frustrate or irritate teachers. When attitudes are not paid attention to it might lead to disturbing action. Students might have internal or external motivation. Persistence can be high, fluctuating or low. Students’ conformity varies from conforming to rebellious.  Some students need directions and some are self-directed or want guidance from others. Some students need routine and some variety to learn. (Prashnig 2000, 115; Prashnig Style Solutions.)

Conclusion

The first thing to do could be a systematic learning style analysis. Students take testes at the beginning of their studies, but they know the information and it is not systematically utilised by teachers. Students know how to use the information, but teachers do not necessary know how to support them.  We could also build a classroom with different working, furniture and lighting areas. It would be useful for the Support and Guidance of Growth subject area. If the lessons could be as much as possible in the same classroom, teacher could use the room more effectively. For example, posters on the wall from the subject for visual students. You could also gather other material about the subject. For tactile students we got stress-hearts to squeeze during the lesson from the Super-union. For some of my subjects, like social subjects, it would be great to have computer access to search for information from the Internet. Students learn where to find the information and are physically doing something at the same time. Next autumn new students will be given laptops. I can change my work even if nothing changes in our school. I will make my subject more multi sensory.

 References

Ikonen, Oiva 1993. Erilainen oppija 1. Erityisopetukseen kehitettyjä arviointi- ja opetusmenetelmiä. Juva: WSOY.

Ikonen, Oiva & Mäkirinta, Marja 2002. Miten selviydyn ryhmässä, jossa kaikki ovat erilaisia oppijoita? Teoksessa Oiva Ikonen & Johanna Juvonen & Terhi Ojala (toim.) Kohtaamisia koulupolulla. Kasvun ja oppimisen tukeminen. Jyväskylä: PS-kustannus.

P Prashnig, Barbara 2006. Learning Styles and Personalized Teaching. London: Network Continuum.

Prashnig, Barbara 2000. Erilaisuuden voima. Jyväskylä: PS-kustannus.

Internet  references:

Prashnig Style Solutions. Learning Styles. Available in www-form: >URL: http://www.creativelearningcentre.com/Products/Learning-Style-Analysis/ (10.1.2010).

AIM OF THE DEVELOPMENT PROJECT WORK

 I decided to do my development project work about the co-operation of SEN-coordinators because Iwork in this area. The aims of this work are to

-          spread the knowledge of the work of coordinators and the network of coordinators

-          develop the work of coordinators and

-          get new ideas for the co-operation from the members of NC and from my classmates.

1. BACKGROUND OF THE PROJECT

In 2008 Jyväskylä University of Applied Sciences/Teacher Education College (JUAS) started a new education which was meant for people who are responsible for the coordination of special needs education in their organisations. The education was very popular; about 50 people sent applications and JUAS started two groups. 

After the courses, participants were especially satisfied with the possibility to distribute among themselves matters they encounter in their work. The SEN-coordinator is normally the only one in his/her organisation and works alone without peers. When the education finished, the course provider decided to organize the Network of Coordinators (NC) to help co-operation of coordinators.

1. THEORETICAL BACKGROUND OF COORDINATION

The work of SEN-coordinators is based on an English model SENCO, but it is adapted to Finnish system. In England there are no SEN-teachers, SENCO is the corresponding person in English system. One determination of the work of SENCO is:

 “The SEN Co-ordinator (SENCO), in collaboration with the headteacher and governing body plays a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN. The SENCO takes day-to-day responsibility for the provision made for individual children with SEN, working closely with staff, parents and carers, and other agencies. The SENCO also provides related professional guidance to colleagues with the aim of securing high quality teaching for children with SEN.

In mainstream schools the key responsibilities of the SENCO may include:

• Overseeing the day-to-day operation of the school’s SEN policy.
• Liaising with and advising fellow teachers.
• Managing the SEN team of teachers (if employed) and learning support assistants/teaching assistants.
• Co-ordinating provision for pupils with special educational needs.
• Overseeing the records on all pupils with special educational needs.
• Liaising with parents of pupils with special educational needs.
• Contributing to the in-service training of staff.
• Liaising with external agencies including the LEA’s support and educational psychology services, the Connexions PA (secondary schools), health and social services and voluntary bodies.

(http://www3.hants.gov.uk/childrens-services/specialneeds/sen-home/sen-concerns-contacts/sen-concerns-senco.htm).

In Finland SEN-teachers do not work as they used to do anymore – with one special group in the separate classroom – but rather as English SENCO. The SENCO-model is suitable also in Finnish-system, because SEN-teachers are nowadays not only teachers but also “consultants of SEN”.

1. AIMS OF THE COORDINATOR´S NETWORK

The aim of NC is to influence the development of SEN in Finland and offer mutual support for coordinators.  Vocational SEN-teachers have no legal position in Finland (e.g. in the structure of posts, salary-system etc.) and one task of NC is to raise the status of SEN-teachers.

Because there is no law or official rules which directs what an SEN-coordinator should do, the tasks and resources of the coordinators vary a lot and depend on how the executives have determined the duties of coordinators.

Most of coordinators are responsible for
- strategic management and development SEN to deliver good quality of education
- developing learning- and teaching systems in their organizations
- leadership of the staff (for example, organizing education for teachers, obtaining and conveying information about what is happening in the field of SEN etc.)
- resources.
This structure of the tasks is based on an English model SENCO (compare The SENCO handbook. A comprehensive guide to managing and developing special need provision in schools. Editor: Sue Soan. Optimus Publishing. London 2006).

One important part of NC´s work is to develop and share good models for the above mentioned sphere of responsibility and standardize the tasks of coordinators.

1. HOW DOES NC WORKS IN PRACTISE?

NC works in three ways. One way to work is Adobe Acrobat Connect Pro-system: coordinators meet in the Internet and discuss about some specific themes. The next meeting will be in May and the theme will be the acclimatization of general subjects (= mathematics, languages). Not all coordinators take part in every meeting, but they choose which one is interesting and important for them.

Once or twice in a year the coordinators meet face to face in work shops or seminars (mostly in Jyväskylä). There have been two seminars and in next autumn there shall be one more. In the first seminar or work shop the coordinators discussed challenges in their work, tasks of coordinators and wider co-operation. About 25 coordinators who are working in special and in general vocational colleges in different areas or field of education decided to join the Network in that seminar.

The ConnetPro-system was an impractical tool for the co-operation of 40 people and because it was impossible to meet face-to-face often, another solution had to be found. The solution was to organize the subgroups of NC which happened in the last seminar, 13.1.2010 .  The subgroups and their chairpersons are

1) Technology and Logistics Liisa Härmä ja Pekka Laakkonen
2) Hotel-, Restaurant and Catering Services and Tourism Activities Hilkka Seppänen ja Tapio Vähätalo
3) Adult Education Leena Selkivuori
4) Others Kaija Peuna and Pirjo Rahunen

The 3^rd procedure is writing. The coordinators will produce some publications. The publications will be about the coordination of SEN, co-operation with coordinator´s networks and regional challenges. The coordinators can also prepare some teaching material or handbooks for the teachers. One publication format is a net magazine (http://erityisopettaja.fi).   

1. WHAT WILL THE SUBGROUP “OTHERS” DO?

The “Others” met in Jyväskylä in January and listed the most important matters. The members of that group are interested in the following:

1. How to organize the work?

-          What are the tasks of an IEP-responsible author and SENCO?

-          What is SEN in vocational subjects?

-          How can we influence on the culture of school and change the environment (especially attitudes)?

-          How do we defend the importance of the SEN-teachers work and argue the meaning of it?

1. Quality

-          How do we develop the quality of SEN?

-           What are the criterions of good work? How do we measure it? What are the indicators?

1. Best practises

-          all kind of forms, written plans etc.

-          resources, budget

-          practises of on-the-job-learning

-          general subjects and SEN

The group “Others” will meet again in May in the Internet and create the action plan for the next year. They will use NING-environment to share information and to discuss matters.

1. 7.      WHAT IS THE UTILITY OF THE CO-OPERATION?

The coordinators themselves commented the significance of co-operation:

“The coordinators have no legal status and that´s why it´s important to articulate together the significance of coordination to employers and trade union. No one can do this alone”

“It´s important to get new ideas for my work and from other coordinators I´ve got them. Thanks!”

“Someone in somewhere has solved the problems I´m thinking about. When we meet with the coordinators, I always get many solutions to bring away with me.”

“I have very challenge students. I feel me safe when I know that I can ask by e-mail what to do with them and some of the coordinators will answer.”

“Co-operation helps to keep me end up and see the difficult thinks more positively”.

After graduation from senior middle school, since we have taken the college entrance examination, we need to decide what university we will attend according to the result of the exam, if fortunately not failed, and interested in becoming a teacher in the future, we can choose Normal Universities.

Take my experience for example, I chose to become an English teacher as my profession, so I went to Foreign Language College of Zhejiang Normal University. There, skills of English are taught as well as literature, translation, and linguistics .Knowledge of the profession occupies one very important part in teacher training, besides that,  psychology, pedagogy are also what we should learn, since as a teacher, we must be totally aware of these. For another, skills of teaching, such as calligraphy, teaching methods are also taught during the university. At the last semester, we practise teaching in different schools.

Before we teach, we must acquire Teachers’ Qualification Certificate, otherwise we are not allowed to teach in any school. During the first year of teaching , in order to guide us in our teaching, schools will help us to find tutors, who will observe our lessons frequently and put forward suggestions of improving the way of teaching. At the end of one year, we have to have a public lesson to see whether we are qualified as a teacher.

Learning never stops in one’s life, this is especially true to a teacher, since we have a saying in China that if you want to give your students a bottle of water, you first should have a bucket of water, which means we should never stop learning in order to sustain enough knowledge. That’s why we have teacher training centers everywhere in China, different training programs are provided so that we can choose the most suitable one for us.

Supports to students in our university are generally carried out in three ways: economically, psychologically and on study.

High education in China is not free, tuition together with living expenses becomes a kind of burden to some families, especially those in the poverty in remote villages. There are many students with economic difficulty in our university due to various reasons, some because of low income of the family, some due to serious disease of family member, some students are even orphans. In order to help such students, the university guarantees that they can get study loan from the bank, and they can return the loan after their graduation when they have found a job. Besides that, there are different kinds of economic hardship grants as well as scholarship and financial aid to those students with economic difficulty, who will have different amount of money in every semester, which is essential for them to keep body and soul together.

With the development of society, a problem occurred on university students, that is the problem of psychological health. In order to help students with this problem, there’s Psychological Counseling Center in our university, there teachers with psychological counseling qualification will help to solve their problems. Also, there’s a head teacher for each class, the teacher who is in charge of the class also has the responsibility to help the students with psychological problem, and there’s students’ affairs office, they can go anywhere to talk about their problems.

As far as study support is concerned, this is usually given to those students who fail in their study. There is a system of peer support and exchange of learning experience if they apply for it. Of course, there will also be one chance for repeating course in our university, with the purpose that every student can graduate without any problem. This is usually conducted in this way: once a student fail in one course, he can apply for the chance to repeat learning the course, then a teacher will be assigned to supervise the study, until he finally passes it.

Ni Huaying (English name: Susan),

Education in China generally consists of four phases, namely preschool education, primary education, secondary education and high education.

Preschool education is becoming increasingly important in China since we attach more and more importance to the education of this phase, we have a saying that what kind of education a kid of three years old receives decides what kind of person he or she will become in the future. Preschool education is mainly kindergarten of three years: bottom classes for kids from 3-4 years old, middle classes for 4-5, and top classes for 5-6, of course there’re also nursery classes for 2-year-old kid if you prefer. Kids learn how to have good habits and develop them from different aspects. Most of the kindergartens in China are private now, and that’s why we have almost the highest tuition for this part of the education, especially when parents prefer superior kindergarten for their kids.

Besides the normal preschool education, we also have irregular education with various forms for kids, such as children activity centers, game groups, etc.
For primary education, it contains 6 years. The Compulsory Education Law started from 1986 in China specifies 9 years of compulsory education, and the 6 years of primary education is included, so that it is free for all the students to study in public primary schools. Students who graduate from primary schools may, without examinations, advance to the appropriate junior middle school, which is the other part of compulsory education.

Secondary education contains two parts: Junior middle school and senior middle school education. Junior middle school graduates, after 3 years of free compulsory education, may enter senior middle schools after passing examinations set by the local examination authorities. The result decides whether they can go to academic oriented senior middle schools which aims at advancing to high education, if failed in the examination, there’s secondary vocational school waiting for them, after which they can either work or advance to high vocational education if they pass a certain kind of examination.

High education is becoming popular in China now, though there’s still college entrance examination for senior school graduates, the result only decides what kind of university or college you can go to instead of deciding who can advance to high education, as it did in the past. There’re different kinds of high education in China: regular universities, colleges, adult universities, advanced vocational institutions as well as other alternative forms of higher education institutions. For regular universities, 4years to achieve bachelor’s degree, 2-3years to achieve master’s degree, and then doctor’s degree.

Erkkaa englanniksi! Tässä sinun tilaisuutesi, kehitä englanninkielen taitojasi samalla, kun kehität osaamistasi erityisen tuen ja ohjauksen alueella. Koulutukseen osallistuminen ei edellytä sinulta vankkaa kielipohjaa!

TARGET GROUP

All teachers that require knowledge and understanding about learning difficulties in their work

KOHDERYHMÄ

Kaikki opettajat, jotka haluavat lisätä tietämystään erityisopetuksesta

AIMS

The main aim of this course is to direct your thoughts towards the pedagogy in special needs education and the practical methods involved. In this course you will consider learners with special needs from a vocational educational point of view. Furthermore, you will familiarize yourself with principles of special education and special pedagogy, different paradigmatic thinking and phases of life.

TAVOITTEET

Koulutuksen tavoitteena on tutustuttaa sinut erityispedagogiikan maailmaan ja siihen liittyviin käytännön menetelmiin. Koulutuksessa opit tarkastelemaan erityistukea tarvitsevia oppijoita ammatillisen erityisopetuksen näkökulmasta.  Tutustut myös erityisopetuksen perusteisiin, sekä erilaisiin ajattelumalleihin ja elämänvaiheisiin.

CONTENT

• Science of Special Needs Education
• Paradigmatic thinking on Special Needs Education
• Students with Learning Difficulties in Vocational Colleges

SISÄLTÖ

• Erityispedagogiikan tutkimus
• Paradigmaattinen ajattelu erityispedagogiikassa
• Oppilaan oppimisvaikeudet ammatillisessa koulutuksessa

IMPLEMENTATION

The studies will be delivered fully online utilising Optima and an asynchronous online working environment. A pre-course task will consist of formulating a Personal Learning Plan, where participants indicate their individual starting points in the topics included along with learning goals and targets.

Course can be partly accreditated to the teacher’s pedagogical studies at the Teacher Education College in Jyväskylä.

Study period: 19 October 2009- 31 January 2010. Register by 15 September 2009.

TOTEUTUS

Koulutus toteutetaan kokonaisuudessaan verkossa hyödyntäen Optimaa ja online työskentely-ympäristöä. Ennakkotehtävänä osallistujat laativat henkilökohtaisen oppimissuunnitelman, jossa he pohtivat yksilöllisiä lähtökohtiaan oppimistavoitteineen.

Koulutus voidaan hyväksilukea osaksi Jyväskylän ammatillisen opettajakorkeakoulun ammatillista erityisopettajakoulutusta.

Ajankohta: 19.10.2009–31.1.2010 Ilmoittautuminen 15.9.2009 mennessä.

EDUCATOR /KOULUTTAJA

Eila Burns, KM, opettajankouluttaja/ Teacher Educator, JAMK University of applied sciences, Teacher Education College

COST

The course is supported by the National Board of Education and therefore teaching is free of charge. Participation for personnel from universities and universities of applied sciences is chargeable.

HINTA

Koulutus on Opetushallituksen rahoittama ja opetuskustannuksiltaan osallistujille maksuton. Yliopistojen ja ammatikorkeakoulujen henkilöstö voi osallistua koulutukseen maksullisesti.

REGISTRATION

Please fill in the online registration form at www.jamk.fi/opelle by 15.9.2009. In order to begin the course 20 participants are required. A notification whether the course will take place or not will be sent about two weeks prior the course is due the begin. The registration is binding, any cancellations need to be made two weeks prior the course commences otherwise a cancellation fee of 150 € will be charged.

ILMOITTAUTUMINEN

Täytä ilmoittautumislomake 15.9.2009 mennessä osoitteessa www.jamk.fi/opelle. Koulutus toteutuu, jos osallistujia on 20 henkilöä. Koulutuksen toteuttamisesta ilmoitetaan noin kaksi viikkoa ennen sen alkua. Ilmoittautuminen on sitova. Perumis- ja keskeyttämismaksuna perimme 150 €, jos osallistumista ei ole peruttu kaksi viikkoa ennen koulutuksen alkua.

FURTHER INFORMATION / LISÄTIETOJA

Lea Vilmi, Education Planner/Koulutussuunnittelija +358 40 537 6888, lea.vilmi@jamk.fi

This article is based upon a study that the author undertook while studying at the University of Birmingham. It describes the effectiveness of peer tutoring and the advantages of the structured ‘pause, prompt and praise’ reading method in improving reading skill among pupils studying in Key Stage 4 at a school for pupils with moderate learning difficulties.

Kaikkonen, Leena (toim.)

Tässä julkaisussa Jyväskylän ammattikorkeakoulun ammatillisen opettaja-korkeakoulun kouluttajat ja kansainväliset yhteistyökumppanit tarkastelevat opettajan työn peruskysymyksiä. Opettajalta edellytetään vahvaa ammattitaitoa jäsentää muuttuvaa maailmaa ja työelämän vaatimuksia oppimisen lähtökohdaksi. Toisaalta opettajan täytyy pystyä hahmottamaan oppijoiden yksilöllisistä tarpeista ja elämänkokemuksista nousevia päämääriä.

Julkaisussa erityisen mielenkiinnon kohteina ovatkin oppijoiden erilaisuus ja yksilöllisten polkujen rakentaminen ammatti- ja työtoiminnan oppimiseen sekä opettajien osaamisen kehittäminen näissä kysymyksissä. Julkaisu valottaa myös sitä kansallista ja kansainvälistä hanke- ja tutkimusyhteistyötä, jota olemme tehneet näiden kysymysten äärellä.

Toivomme, että nämä arjen työn ja osaamisen kehittämisestä voimansa saaneet kokemuksemme auttavat lukijoita löytämään itsensä näköisiä reittejä kuulemaan oppijoitaan ja näkemään jotain erityistä heissä jokaisessa.

Sarja: Jyväskylän ammattikorkeakoulun julkaisuja 53
Koulutusyksikkö: Ammatillinen opettajakorkeakoulu
ISSN: 1456-2332
ISBN: 951-830-072-0
Julkaisuvuosi: 2005

Julkaisun hankinta: http://www.tahtijulkaisut.net/kauppa/product_details.php?p=22