Jesi / At school with the Finnish method

The new type of active teaching in 12 classes, which started in the Marche region and is now in 100 institutes in Italy, has also been adopted at the IC Lorenzo Lotto

by Tiziana Fenucci

Jesi, 27 December 2022 – It begins the experimentation comes from the Marche region in the schools of Finnish organizational modelthe M or Fwhich started from the institute Della Rovere of Urbania, infecting also the city of Jesi: since 2020 he has been active at the comprehensive school Lorenzo Lotthen involve many other institutes in Italy, around 100 to date.

A method of innovative teaching that has conquered the teachers of member institutions experimentationthat often they strive beyond working hours to train and share the classroom experience with colleagues.

In the IC Lorenzo Lotto teacher training on Finnish method and started in 2019 and it was applied in class in the following school year, 2020-2021.

“Because it is an experiment – ​​says the head teacher Sabrina Valentines – the collaboration between teachers and comparison of the results achieved is essential to convey the sense of cooperation also to students and above all for identify the critical points of the approachthe things that don’t work, e move towards new solutions».

Currently at the comprehensive school there are 12 classes that have joined the M or F: 3 in primary Mestica and 9 in lower secondary school Purse.

“THE parents are protagonists in the choice of the school systemit is they who choose in the pre-registration whether to join the M or F or the traditional method. For now the Finnish method seems to have been successful, although as in all experiments there are critical issues to be addressed that require great collaboration of the teachers. But it is a method that enriches the teaching of the whole institute and that there offers valuable teaching ideas to be applied also in the traditional address».

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Features of the new learning method are the’merging of disciplinesnot more than two a daythe cooperation between the boysthrough work tables, the reduction of the time dedicated to the frontal lesson of the traditional method in favor of the active student involvement which is called right away to enter the operational phasethrough exercises in work tables or practical laboratories.

The possibility of go into detail matter matched to practical experience and to cyclicality of the disciplinesallows you to acquire a knowledge improve of matter and to stimulate long-term memory.

«Involvement in group work it serves to stimulate the autonomy and critical spirit of the children who learn to Do it yourself, measuring their skills, also learning to self-evaluate in the work done. A great job of accountability and growth of skills», explains the vice principal Sara Palmolella.

«The improvement of the didactic organization is aimed at ensure student success – points out Cynthia Childrenteacher and referent Instrumental function experimental he was born in M or F -, above all because today compared to the past the classes they are more and more heterogeneous and we need to get everyone involvedalso those who need a different approach to learning».

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This method aims right at value in the boy individual resources it’s at find in diversity with the others one’s individual wealth and as a group member of work. There lesson is attended: in the work tables the boys are called to find everyone there own solution to the problem. The teamwork stimulates to participation active and the teaching method aims at interdisciplinarity which allows children to acquire an overview on learning.

It is also fundamental feedback of the students themselves on the method and the comparison constant with teachers to understand what to improve.

“Even the role of the teacher involves a change Of approach – explains Clare Berthateacher and referent M or F for the Mestica – no longer leads the lesson but he steps aside to observe the actions of the boys, after having given them the tools to organize the work. Therefore we provide the tools to learn a learn then the pupils are protagonists».

The same assessment of the student is not based on votes taken in checks but goes hand in hand with observing progress in a discipline and by and large.

Another aspect to improve, with the cooperation work, is therelational sphere and the resolution of individual conflicts and between peers.

«The goal of the school is that of student welfare which is not only in the teaching itself, but starts first of all from Welfare emotional and relational. – says the manager -. Aspects on which we work very Why if the boy is happy to go to school he will surely learn better».

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Jesi / At school with the Finnish method