you can’t predict the future but we can make it an education is the most
make it an education is the most
make it an education is the most powerful tool to do it which means that
powerful tool to do it which means that
powerful tool to do it which means that us educators we have the future of our
us educators we have the future of our
us educators we have the future of our nation in our hands and we must finally
nation in our hands and we must finally
nation in our hands and we must finally recognize it and understand
recognize it and understand
recognize it and understand responsibility the current education
responsibility the current education
responsibility the current education system is not helping us creating the
system is not helping us creating the
system is not helping us creating the future as it relies on the needs of the
future as it relies on the needs of the
future as it relies on the needs of the past yet I have a dream a narrative that
past yet I have a dream a narrative that
past yet I have a dream a narrative that will flip the traditional practices of
will flip the traditional practices of
will flip the traditional practices of our school a narrative that will help us
our school a narrative that will help us
our school a narrative that will help us to reevaluate would be invented today
to reevaluate would be invented today
to reevaluate would be invented today from stratts you may have heard these
from stratts you may have heard these
from stratts you may have heard these thousands of time and many people have
thousands of time and many people have
thousands of time and many people have told you we need to renew our education
told you we need to renew our education
told you we need to renew our education we have done that in Helsinki and I’m
we have done that in Helsinki and I’m
we have done that in Helsinki and I’m here to tell you how first we have to
here to tell you how first we have to
here to tell you how first we have to understand deeply why do we need the
understand deeply why do we need the
understand deeply why do we need the chains you are me we are products of our
chains you are me we are products of our
chains you are me we are products of our current education system and we all have
current education system and we all have
current education system and we all have I assume quite a clear picture in our
I assume quite a clear picture in our
I assume quite a clear picture in our minds how the school or the classroom
minds how the school or the classroom
minds how the school or the classroom looks like a narrative written in our
looks like a narrative written in our
looks like a narrative written in our memories how the school is functioning
memories how the school is functioning
memories how the school is functioning the problem with this narrative is that
the problem with this narrative is that
the problem with this narrative is that it was done for the era of industrial
it was done for the era of industrial
it was done for the era of industrial era time of mass production and quite
era time of mass production and quite
era time of mass production and quite predictable word repetition obeying the
predictable word repetition obeying the
predictable word repetition obeying the set formula pressing the bottom at the
set formula pressing the bottom at the
set formula pressing the bottom at the same time at the same rate concentrate
same time at the same rate concentrate
same time at the same rate concentrate on your own work don’t mess with the
on your own work don’t mess with the
on your own work don’t mess with the others oh these were all relevant
others oh these were all relevant
others oh these were all relevant competencies for the assembly line work
competencies for the assembly line work
competencies for the assembly line work but that word does not exist anymore the
but that word does not exist anymore the
but that word does not exist anymore the word has change
word has change
word has change but our schools have not they are still
but our schools have not they are still
but our schools have not they are still implementing the very same practices
implementing the very same practices
implementing the very same practices that were invented for the past and I
that were invented for the past and I
that were invented for the past and I say this without reservation
say this without reservation
say this without reservation we are not answering the challenges that
we are not answering the challenges that
we are not answering the challenges that our complex multi-dimensional and global
our complex multi-dimensional and global
our complex multi-dimensional and global environment we are facing we are living
environment we are facing we are living
environment we are facing we are living in the era of rapid development of
in the era of rapid development of
in the era of rapid development of digital solutions and applications
digital solutions and applications
digital solutions and applications automation and and smart machines as we
automation and and smart machines as we
automation and and smart machines as we know can soon replace also the non
know can soon replace also the non
know can soon replace also the non routing expert work and it’s not only
routing expert work and it’s not only
routing expert work and it’s not only algorithms taking the human labor but
algorithms taking the human labor but
algorithms taking the human labor but it’s how digital assassin has changed
it’s how digital assassin has changed
it’s how digital assassin has changed the way we think act and socialized just
the way we think act and socialized just
the way we think act and socialized just think of Airbnb sharing a flat with
think of Airbnb sharing a flat with
think of Airbnb sharing a flat with their trained strangers or uber sharing
their trained strangers or uber sharing
their trained strangers or uber sharing your car and earning money at the same
your car and earning money at the same
your car and earning money at the same time or home dining dining out with
time or home dining dining out with
time or home dining dining out with strangers for fun and moreover
strangers for fun and moreover
strangers for fun and moreover digitalization has changed profoundly
digitalization has changed profoundly
digitalization has changed profoundly our environment and it’s challenging our
our environment and it’s challenging our
our environment and it’s challenging our education practices more profoundly that
education practices more profoundly that
education practices more profoundly that we may understand today digitalization
we may understand today digitalization
we may understand today digitalization enables new ways of personalized
enables new ways of personalized
enables new ways of personalized learning and the web it opened up almost
learning and the web it opened up almost
learning and the web it opened up almost unlimited possibilities for our young
unlimited possibilities for our young
unlimited possibilities for our young ones to learn things on their own this
ones to learn things on their own this
ones to learn things on their own this we teachers have to remember or
we teachers have to remember or
we teachers have to remember or understand because the new technology
understand because the new technology
understand because the new technology has changed the concept of knowledge
has changed the concept of knowledge
has changed the concept of knowledge profoundly the current education system
profoundly the current education system
profoundly the current education system it was built in the world where the
it was built in the world where the
it was built in the world where the teacher was the gatekeeper of
teacher was the gatekeeper of
teacher was the gatekeeper of information she had the holy grail of
information she had the holy grail of
information she had the holy grail of knowledge in her hand
knowledge in her hand
knowledge in her hand today information is everywhere spread
today information is everywhere spread
today information is everywhere spread through the web anyone can access it and
through the web anyone can access it and
through the web anyone can access it and just have a look at these two pictures
just have a look at these two pictures
just have a look at these two pictures they look quite similar don’t they but
they look quite similar don’t they but
they look quite similar don’t they but concept behind them is totally different
concept behind them is totally different
concept behind them is totally different the 1800s learner
the 1800s learner
the 1800s learner her task was to copy what the teacher
her task was to copy what the teacher
her task was to copy what the teacher said and try to remember it by heart
said and try to remember it by heart
said and try to remember it by heart 2020s the device may look alike but it’s
2020s the device may look alike but it’s
2020s the device may look alike but it’s flipping the whole setting it’s an open
flipping the whole setting it’s an open
flipping the whole setting it’s an open kata way to unlimited resources of
kata way to unlimited resources of
kata way to unlimited resources of information and we get lost if we are
information and we get lost if we are
information and we get lost if we are using the pedagogy of blackboard
using the pedagogy of blackboard
using the pedagogy of blackboard today and what is bothering me most is
today and what is bothering me most is
today and what is bothering me most is that the classroom setting has remained
that the classroom setting has remained
that the classroom setting has remained almost unchanged when I started my
almost unchanged when I started my
almost unchanged when I started my school 1966 on my mother 1940 or my
school 1966 on my mother 1940 or my
school 1966 on my mother 1940 or my grandmother in the end of 1800s not a
grandmother in the end of 1800s not a
grandmother in the end of 1800s not a big difference isn’t it and how about
big difference isn’t it and how about
big difference isn’t it and how about today it’s just close your eyes think of
today it’s just close your eyes think of
today it’s just close your eyes think of the today’s class straight rose
the today’s class straight rose
the today’s class straight rose teacher in the front delivering the
teacher in the front delivering the
teacher in the front delivering the information not a big change maybe that
information not a big change maybe that
information not a big change maybe that was a good formula to to educate our
was a good formula to to educate our
was a good formula to to educate our children in the past but it’s not
children in the past but it’s not
children in the past but it’s not preparing them for the future would you
preparing them for the future would you
preparing them for the future would you go to a doctor a dentist that is using
go to a doctor a dentist that is using
go to a doctor a dentist that is using methods and tools of last century would
methods and tools of last century would
methods and tools of last century would you I wouldn’t but that’s exactly what
you I wouldn’t but that’s exactly what
you I wouldn’t but that’s exactly what we are giving to our kids they are
we are giving to our kids they are
we are giving to our kids they are entering almost a similar class there
entering almost a similar class there
entering almost a similar class there Cranston Kranz parent state and at the
Cranston Kranz parent state and at the
Cranston Kranz parent state and at the same time we all know that these kids
same time we all know that these kids
same time we all know that these kids who are on the Elementary in the
who are on the Elementary in the
who are on the Elementary in the elementary this day they will be active
elementary this day they will be active
elementary this day they will be active players in labor market 27th even 2080
players in labor market 27th even 2080
players in labor market 27th even 2080 and schools should provide them with the
and schools should provide them with the
and schools should provide them with the competencies needed in the future but
competencies needed in the future but
competencies needed in the future but are we doing so are we just repeating
are we doing so are we just repeating
are we doing so are we just repeating our traditional and comfortable ways of
our traditional and comfortable ways of
our traditional and comfortable ways of teaching this all has made us in
teaching this all has made us in
teaching this all has made us in Helsinki to rethink our school and its
Helsinki to rethink our school and its
Helsinki to rethink our school and its practices and we have been rewriting a
practices and we have been rewriting a
practices and we have been rewriting a new concept for future school Helsinki
new concept for future school Helsinki
new concept for future school Helsinki new school where the holes
new school where the holes
new school where the holes city is the learning environment and
city is the learning environment and
city is the learning environment and where our pupils can experience
where our pupils can experience
where our pupils can experience motivating exciting learning let me
motivating exciting learning let me
motivating exciting learning let me introduce you some of the key elements
introduce you some of the key elements
introduce you some of the key elements of our future school first encouraged
of our future school first encouraged
of our future school first encouraged mistake forced the creativity how many
mistake forced the creativity how many
mistake forced the creativity how many of you have children or grandchildren
of you have children or grandchildren
of you have children or grandchildren small ones can I say yes you know they
small ones can I say yes you know they
small ones can I say yes you know they are very eager to learn new things
are very eager to learn new things
are very eager to learn new things aren’t they they explore their
aren’t they they explore their
aren’t they they explore their environment with excitement just think
environment with excitement just think
environment with excitement just think of a small child starting to walk they
of a small child starting to walk they
of a small child starting to walk they try and fail and try and fail and try
try and fail and try and fail and try
try and fail and try and fail and try until they succeed they are resilient
until they succeed they are resilient
until they succeed they are resilient they are polled they are creative and at
they are polled they are creative and at
they are polled they are creative and at school we stood foster this inborn
school we stood foster this inborn
school we stood foster this inborn nature of our children and an equip
nature of our children and an equip
nature of our children and an equip promote their creativeness they open its
promote their creativeness they open its
promote their creativeness they open its nests but what happens in worst case
nests but what happens in worst case
nests but what happens in worst case when children enter the classroom we
when children enter the classroom we
when children enter the classroom we teach them the case the right answer
teach them the case the right answer
teach them the case the right answer avoid mistakes you are rewarded for
avoid mistakes you are rewarded for
avoid mistakes you are rewarded for right answers not for failing and trying
right answers not for failing and trying
right answers not for failing and trying or trying and failing and yet at the
or trying and failing and yet at the
or trying and failing and yet at the same time we know that for one
same time we know that for one
same time we know that for one innovation you need hundreds of tries
innovation you need hundreds of tries
innovation you need hundreds of tries and failures secondly play to learn fun
and failures secondly play to learn fun
and failures secondly play to learn fun learning is always connected to real
learning is always connected to real
learning is always connected to real life and the learner understands what
life and the learner understands what
life and the learner understands what they are learning and how they can
they are learning and how they can
they are learning and how they can utilize this in their own life I’m a
utilize this in their own life I’m a
utilize this in their own life I’m a teacher by background and I remember the
teacher by background and I remember the
teacher by background and I remember the moment when I understood this I had a
moment when I understood this I had a
moment when I understood this I had a class of second graders and there were
class of second graders and there were
class of second graders and there were two girls that absolutely hated math but
two girls that absolutely hated math but
two girls that absolutely hated math but they loved to play as eight years old
they loved to play as eight years old
they loved to play as eight years old tender and I came up with the idea of
tender and I came up with the idea of
tender and I came up with the idea of crockery play
crockery play
crockery play I gave them some products empty boxes to
I gave them some products empty boxes to
I gave them some products empty boxes to buy and sell I gave them play money and
buy and sell I gave them play money and
buy and sell I gave them play money and then I was directing their play I said
then I was directing their play I said
then I was directing their play I said today everything is ten cents
today everything is ten cents
today everything is ten cents cheaper countin applies price I had in
cheaper countin applies price I had in
cheaper countin applies price I had in my mind a clear vision of the objectives
my mind a clear vision of the objectives
my mind a clear vision of the objectives they were about children but they just
they were about children but they just
they were about children but they just played in the end of the week I asked
played in the end of the week I asked
played in the end of the week I asked them okay how did you like your
them okay how did you like your
them okay how did you like your mathematics lessons Oh mad tilt sorry
mathematics lessons Oh mad tilt sorry
mathematics lessons Oh mad tilt sorry hold it but how about this crockery
hold it but how about this crockery
hold it but how about this crockery subway oh that we loved it’s mathematics
subway oh that we loved it’s mathematics
subway oh that we loved it’s mathematics I told to them astonishment Oh
I told to them astonishment Oh
I told to them astonishment Oh then we loved it and so it was since
then we loved it and so it was since
then we loved it and so it was since that experience those two girls they
that experience those two girls they
that experience those two girls they absolutely loved to solve the mathematic
absolutely loved to solve the mathematic
absolutely loved to solve the mathematic problems as they could see the
problems as they could see the
problems as they could see the connection in between the mathematics
connection in between the mathematics
connection in between the mathematics and the real life and that approach can
and the real life and that approach can
and the real life and that approach can be implemented in any subject any
be implemented in any subject any
be implemented in any subject any environment what you have to do is just
environment what you have to do is just
environment what you have to do is just to have an open mind and ask yourself
to have an open mind and ask yourself
to have an open mind and ask yourself how can I introduce this problem in the
how can I introduce this problem in the
how can I introduce this problem in the real life context thirdly holistic
real life context thirdly holistic
real life context thirdly holistic competences today and not mention
competences today and not mention
competences today and not mention tomorrow we meet wicked problems that
tomorrow we meet wicked problems that
tomorrow we meet wicked problems that requires a totally different approach we
requires a totally different approach we
requires a totally different approach we have to be bold enough to break the
have to be bold enough to break the
have to be bold enough to break the routines and habits of our teaching and
routines and habits of our teaching and
routines and habits of our teaching and ask ourselves a very crucial and
ask ourselves a very crucial and
ask ourselves a very crucial and critical question what’s worth learning
critical question what’s worth learning
critical question what’s worth learning and half for example does a learner
and half for example does a learner
and half for example does a learner didn’t need subjects my answer is not
didn’t need subjects my answer is not
didn’t need subjects my answer is not life is not split into subjects of issac
life is not split into subjects of issac
life is not split into subjects of issac learning the traditional way of teaching
learning the traditional way of teaching
learning the traditional way of teaching fragmented pieces of information is not
fragmented pieces of information is not
fragmented pieces of information is not relevant anymore we have to equip our
relevant anymore we have to equip our
relevant anymore we have to equip our children with the holistic competencies
children with the holistic competencies
children with the holistic competencies needed in the future such as critical
needed in the future such as critical
needed in the future such as critical thinking creativity to solve the
thinking creativity to solve the
thinking creativity to solve the multi-dimensional and complex problems
multi-dimensional and complex problems
multi-dimensional and complex problems of today and tomorrow our young ones
of today and tomorrow our young ones
of today and tomorrow our young ones needs the skill of this disciplinary
needs the skill of this disciplinary
needs the skill of this disciplinary thinking and ability to use different
thinking and ability to use different
thinking and ability to use different approaches of different Sciences to
approaches of different Sciences to
approaches of different Sciences to solve the problems and if the learning
solve the problems and if the learning
solve the problems and if the learning process is split into isolated subject
process is split into isolated subject
process is split into isolated subject we can’t achieve that
collaboration working together with
collaboration working together with other peoples with different backgrounds
other peoples with different backgrounds
other peoples with different backgrounds different abilities is a crucial skill
different abilities is a crucial skill
different abilities is a crucial skill for our children to my mind there’s two
for our children to my mind there’s two
for our children to my mind there’s two months working and doing coping alone in
months working and doing coping alone in
months working and doing coping alone in our classrooms so when we are designing
our classrooms so when we are designing
our classrooms so when we are designing our classroom practices we should ask
our classroom practices we should ask
our classroom practices we should ask ourselves why do people come to school
ourselves why do people come to school
ourselves why do people come to school to learn and actually that was a
to learn and actually that was a
to learn and actually that was a question asked by a nine-year-old
question asked by a nine-year-old
question asked by a nine-year-old learner
learner
learner this fellow clever one he was wondering
this fellow clever one he was wondering
this fellow clever one he was wondering what is so why do we come to school to
what is so why do we come to school to
what is so why do we come to school to learn alone we could do as well along
learn alone we could do as well along
learn alone we could do as well along learning at home right that critical
learning at home right that critical
learning at home right that critical question made me to rethink my practices
question made me to rethink my practices
question made me to rethink my practices as it its pupils they Cather together in
as it its pupils they Cather together in
as it its pupils they Cather together in school so we should taken advantage of
school so we should taken advantage of
school so we should taken advantage of that and teach them social skills and
that and teach them social skills and
that and teach them social skills and collaboration competences they
collaboration competences they
collaboration competences they definitely need in the future society
definitely need in the future society
definitely need in the future society and labor market an empower pupils the
and labor market an empower pupils the
and labor market an empower pupils the new approach is flipping the setting in
new approach is flipping the setting in
new approach is flipping the setting in classroom where the teacher
classroom where the teacher
classroom where the teacher traditionally used to be on control of
traditionally used to be on control of
traditionally used to be on control of the learning process owning it we
the learning process owning it we
the learning process owning it we emphasize the active role of our pupils
emphasize the active role of our pupils
emphasize the active role of our pupils and they ownership they are the owners
and they ownership they are the owners
and they ownership they are the owners of their own learning process the role
of their own learning process the role
of their own learning process the role of the teacher is to scaffold the
of the teacher is to scaffold the
of the teacher is to scaffold the learning and to make the objective
learning and to make the objective
learning and to make the objective visible and what is amazing when the
visible and what is amazing when the
visible and what is amazing when the learner knows what they are learning and
learner knows what they are learning and
learner knows what they are learning and how they can improve their own learning
how they can improve their own learning
how they can improve their own learning process it’s they get motivated and the
process it’s they get motivated and the
process it’s they get motivated and the learning results are deeper and better
finally phenomena based learning one of
finally phenomena based learning one of the very effective tool to make this
the very effective tool to make this
the very effective tool to make this flip to happen is so-called phenomenon
flip to happen is so-called phenomenon
flip to happen is so-called phenomenon paced learning where pootis are tackling
paced learning where pootis are tackling
paced learning where pootis are tackling with the real-life phenomenon a
with the real-life phenomenon a
with the real-life phenomenon a phenomena can be anything they are
phenomena can be anything they are
phenomena can be anything they are interested in it
interested in it
interested in it be climate change peace love friendship
be climate change peace love friendship
be climate change peace love friendship or a mobile phone a smartphone accident
or a mobile phone a smartphone accident
or a mobile phone a smartphone accident that force phenomena suggested by a
that force phenomena suggested by a
that force phenomena suggested by a group of four traders and immediately
group of four traders and immediately
group of four traders and immediately they were filled with ideas how to
they were filled with ideas how to
they were filled with ideas how to emerge different subjects to that
emerge different subjects to that
emerge different subjects to that phenomenon mathematics we could make an
phenomenon mathematics we could make an
phenomenon mathematics we could make an inquiry and and make a statistic out of
inquiry and and make a statistic out of
inquiry and and make a statistic out of it for for for purposes – people use
it for for for purposes – people use
it for for for purposes – people use their mobiles oh and history
their mobiles oh and history
their mobiles oh and history how about studying the history of
how about studying the history of
how about studying the history of telephone or infamous how he asked how
telephone or infamous how he asked how
telephone or infamous how he asked how it has changed the written language and
it has changed the written language and
it has changed the written language and the list went on and on and on they were
the list went on and on and on they were
the list went on and on and on they were thrilled interesting to start their
thrilled interesting to start their
thrilled interesting to start their learning journey lessons they won’t
learning journey lessons they won’t
learning journey lessons they won’t definitely forget now you may ask how to
definitely forget now you may ask how to
definitely forget now you may ask how to make this flip to happen this change to
make this flip to happen this change to
make this flip to happen this change to habit sustainable change is always
habit sustainable change is always
habit sustainable change is always systemic you just can’t correct one
systemic you just can’t correct one
systemic you just can’t correct one corner the whole system has to be
corner the whole system has to be
corner the whole system has to be changed and to my understanding we need
changed and to my understanding we need
changed and to my understanding we need new type of leadership that empowers and
new type of leadership that empowers and
new type of leadership that empowers and inspires the whole community we have to
inspires the whole community we have to
inspires the whole community we have to renew our pedagogy and we need a new
renew our pedagogy and we need a new
renew our pedagogy and we need a new school culture and we have to redesign
school culture and we have to redesign
school culture and we have to redesign our education environment the learning
our education environment the learning
our education environment the learning environment and this has to be happened
environment and this has to be happened
environment and this has to be happened on the all levels of our organization
on the all levels of our organization
on the all levels of our organization our schools for example if we want our
our schools for example if we want our
our schools for example if we want our pupils to collaborate together to work
pupils to collaborate together to work
pupils to collaborate together to work together so the teachers you have to
together so the teachers you have to
together so the teachers you have to work together first and secondly
work together first and secondly
work together first and secondly thinking of the learning environment it
thinking of the learning environment it
thinking of the learning environment it has an an enormous impact to our
has an an enormous impact to our
has an an enormous impact to our learning processes just look at the
learning processes just look at the
learning processes just look at the straight rows how much collaboration and
straight rows how much collaboration and
straight rows how much collaboration and interaction this setting is promoting
interaction this setting is promoting
interaction this setting is promoting our learning environment should reflect
our learning environment should reflect
our learning environment should reflect our pedagogical approach and to be
our pedagogical approach and to be
our pedagogical approach and to be designed a calling
designed a calling
designed a calling it we in Helsinki we have implemented
it we in Helsinki we have implemented
it we in Helsinki we have implemented all this above we started with our
all this above we started with our
all this above we started with our leaders they are the key actors in the
leaders they are the key actors in the
leaders they are the key actors in the chains their commitment their
chains their commitment their
chains their commitment their empowerment and and their participation
empowerment and and their participation
empowerment and and their participation is crucial because they are leading the
is crucial because they are leading the
is crucial because they are leading the change in their schools and in their
change in their schools and in their
change in their schools and in their neighborhood
neighborhood
neighborhood we have encouraged our teachers our
we have encouraged our teachers our
we have encouraged our teachers our principals to do something different to
principals to do something different to
principals to do something different to try to make some small experiments
try to make some small experiments
try to make some small experiments failure is not dangerous to think what
failure is not dangerous to think what
failure is not dangerous to think what if what if I flip the classroom what if
if what if I flip the classroom what if
if what if I flip the classroom what if I find a new learning environment what
I find a new learning environment what
I find a new learning environment what if I use this social media in my in my
if I use this social media in my in my
if I use this social media in my in my teaching and so on and you know what it
teaching and so on and you know what it
teaching and so on and you know what it has worked small experiments pick
has worked small experiments pick
has worked small experiments pick results we can see the change in our
results we can see the change in our
results we can see the change in our classrooms and schools I have a dream of
classrooms and schools I have a dream of
classrooms and schools I have a dream of a future school where learning is
a future school where learning is
a future school where learning is meaningful fun and motivating where
meaningful fun and motivating where
meaningful fun and motivating where these two children this boy and this
these two children this boy and this
these two children this boy and this girl can experience exciting learning
girl can experience exciting learning
girl can experience exciting learning places have lessons that they will never
places have lessons that they will never
places have lessons that they will never forget let’s build this dream together
forget let’s build this dream together
forget let’s build this dream together thank you
thank you
thank you [Applause]
[Applause]
[Applause] [Music]
you
you [Music]
”
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