Innovative Teaching Methods And Learning Programs

Innovative Teaching Methods and Learning Programs Research Paper

Abstract

This paper will discuss the goals and benefits of innovative teaching methods in primary schools. This topic is an essential one in modern society because children have to develop along with the world’s newest technologies. Also, learning programs and psychological approaches must be considered in this discussion, as the use of multimedia without a proper understanding of it is pointless for teenagers who cannot appropriately analyze what they see. Moreover, this paper will analyze innovative schools as potential business projects, as this sort of education still should be popularized in a variety of countries. The final outcomes of the research that’ll be presented in this proposal will show if the style of Finnish education is effective limited to local children or it could be successfully adopted by teachers from other areas of the world. Because the ideology of primary schools in Finland differs from that of several other countries, some strategies implemented in the Scandinavian country may be inefficient for representatives of other nations.

Introduction

As atlanta divorce attorneys other sphere, education is developing rapidly and opening new opportunities for schoolchildren. Nowadays, many European educational institutions (to be specific, the institution of Lauttasaari in Helsinki, Finland will undoubtedly be discussed in the given proposal as its workers implement all the innovations described below) are employing unique methods and learning programs within their daily activities. With the aid of various multimedia resources, you can find more possibilities to create students interested in a particular subject or demonstrate areas of it in their mind in greater detail. Innovative teaching methods usually do not only make reference to the technological part found in class. A psychological approach and an analysis of children’s behavior and perception of the info they receive may also be very important to discussing this work. It would appear that some educational methodologies have a significant effect on the development of students. The next text is intended to provide a research proposal with information about new methods, and learning programs that teachers use in Lauttasaari to understand whether the considered system can be implemented in schools all over the world or it is centered specifically on children in Finland.

Definition of the Research Problem

In this paper, innovative teaching methods imply both digital devices used in Finnish schools to help children grasp all the information presented during their lessons better and various pedagogical or even psychological techniques that local educators use to make children interested in the process of studying. This paper will combine a discussion of these innovations to provide a better understanding of the environment that is necessary for the model of ideal education that is now practiced in Finland. The primary problem of this research study is the proven fact that teachers from the Lauttasaari School use innovative methods within their use children, while other institutions around the globe cannot adopt exactly the same educational models because of teachers’ unawareness of these efficiency within their regions. Indeed, there are various advantages to the brand new techniques and models (using interactive blackboards, setting computers for each and every learner, and creating digital presentations for each and every lesson) of use children in the class. However, the drawbacks of the methodologies have to be identified and addressed later on as well.

Literature Review

The usage of multimedia remains probably the most popular innovative teaching methods and tools used in the Lauttasaari primary school at the moment. When children interact with computers, electronic gadgets, and other technologies, they can gain a better experience with subjects that are described in books (Aris, Putri, and Susanti, 2016). Such materials as video, audio, and text files become available for teachers who use them throughout the learning course, as well as for children who have a better perception of the provided information through all the visual aids mentioned above (Aris, Putri, and Susanti, 2016). Moreover, it is necessary to develop learning courses with the integration of such pedagogical approaches as phenomenon-based learning, co-teaching, portfolio creation, mind maps, Z-A approach, and others.

Unfortunately, there is a tremendous number of schools around the world that still use outdated educational techniques to teach their students. However, older methods (acquiring necessary information from books, using physical objects to create pieces of art, and listening to opinions of only one teacher) are known to be inefficient for young people in the twenty-first century. Therefore it is essential to understand what knowledge is given to children at the moment and what the industry needs (Clark and Mayer, 2016, p. 35). To analyze whether interactive work is more effective than regular communication between teachers and their students, it is necessary to list some advantages of the first method and compare it with older learning techniques.

The first advantage of using multimedia resources is their value for teaching children to think analytically and solve problems effectively. In comparison, older methods which were found in school programs cannot develop these abilities in learners who only paid attention to their teachers’ ideas (Tay, 2017). Educators in the Lauttasaari School want children to assess various situations by themselves. It not merely makes them intellectually dexterous, but it addittionally prepares them because of their future lives where they have to create wise decisions regularly (Tay, 2017).

Another important benefit of using computers and computer programs in schools is letting children gain experience dealing with an array of graphic and text editing software (Meeusen et al. 2018, p. 48). Not merely do they train and enhance their skills in activities which are common and necessary in today’s world, however they also work in pairs, making their collaboration a lot more interesting and productive (Niemi, Toom, and Kallioniemi, 2016, p. 93). Unfortunately, many teachers in a few Asian countries and america of America don’t let their students create material for upcoming classes. However, when learners use information that they can study later, in addition they have the necessary background that prepares them because of their classes.

It will be appropriate to say that educators make children work in groups in the Lauttasaari school. (O’Hanlon, 2017, p. 136). When students collaborate on a project together, everyone has an opportunity to donate to its planning and implementation. Young children communicate with each other and create a mutual knowledge of each team member’s opinion regarding the task. Credible research implies that projects are accomplished better and much more professional when they are created by several people (Saloviita and Schaffus, 2016).

The main factor that differentiates, for example, a Finnish primary school Lauttasaari situated in Helsinki from other educational institutions in the rest of the world is the method of communication with teachers (Domingo and Garganté, 2016). Traditionally, teachers deliver certain pieces of important information to students. Children then have to write everything down to remember all the data that was presented during their lessons. Compared, when people use multimedia, the relationships between students, teachers, and extra materials tend to be more equal (Saloviita and Schaffus, 2016). This model allows for everyone in the class to understand and share information with others.

It must be stated that the multimedia methodology described in previous paragraphs isn’t popular around the globe. Moreover, people usually do not even know about all of the advantages of learning through the use of digital materials in classes. Therefore this can be a promising idea for a small business project. The market isn’t crowded in nearly all developing countries along with other nations that not invest significantly in education (Aris, Putri, and Susanti, 2016). In accordance with a short analysis of the marketplace, it really is clear that parents are prepared to pay additional money to permit their children to build up utilizing the latest methods, which seem to be more efficient compared to the methodologies found in public schools (Aris, Putri, and Susanti, 2016). However, the establishment of an educational institution requires a lot more investment than other similar businesses because all the necessary electronic equipment is currently quite expensive.

The following section is intended to provide an overview of other innovative learning methods used in the Lauttasaari School that have had good results in engaging children and making them more interested in what they learn. To obtain a better understanding of the entire leaning process in the Finnish school, it might be proper to overview some learning tools that assist children during their lessons and world with digital devices. The first tool is called a mind map (Tay, 2017). The first iteration of this approach was developed by Tony Buzan in the previous century. According to it, students were required to take notes using only keywords from their lectures to recall the material they studied without having to extensively reread or analyze it again (Domingo and Garganté, 2016). Nowadays, this strategy has been changed, and teachers in Lauttasaari are required to build these mind maps for children who attend their classes. However, children are allowed to contribute to the creation of different mind maps that they will be using during their lessons (Tay, 2017). For instance, a teacher might ask them to prepare little pieces of material that will be integrated
in to the presentation later, which makes the learners develop a sense of responsibility and their labor’s importance for his or her classmates (Tay, 2017). This method seems to take less time than its previous form, while students can understand what knowledge is central, and what information is presented as background context.

Mind maps are effective because they are made in the form of pictures (or sometimes audio or video files) (Aris, Putri, and Susanti, 2016). However, each of the approaches mentioned above effectively influences a person’s brain so that information is retained almost permanently. The text is always the same and it does not differ in various sources. In contrast, multimedia materials are more colorful and unique, which makes students remember the particular presentation of the information that was taught (Stokhof et al. 2018). According to several research projects conducted to test the theory described in this paragraph, approximately ninety percent of all information acquired through reading was hard to recall for the sampled participants (Niemi, Toom, and Kallioniemi, 2016, p. 79). In comparison, they could remember seventy percent of the same material presented in the form of video.

As to the concept of video lessons, teachers who work for the Lauttasaari School collaborate with YouTube bloggers to conduct research and make popular presentations about literature, history, and other educational topics (O’Hanlon, 2017, p. 158). Therefore children are sometimes assigned to review these bloggers’ channels or other videos as homework. It appears that when children see a young person talking about a certain subject, they become more interested in it, as it gives them an ability to discuss the knowledge they will have gained making use of their peers (Lahtero and Risku, 2014). From the business perspective, this style of education is difficult to implement, nonetheless it provides a lot more benefits than regular educational approaches. Moreover, if children don’t have a tool to explore the web, they are permitted to use school computers, making teachers more in charge of what their students learn online.

Another innovative technique that’s implemented in the Lauttasaari educational institution may be the requirement to instruct people using humorous elements. Several surveys show that students tend to be more drawn to the lectures of teachers who’ve both charisma and a feeling of humor (Clark and Mayer, 2016, p. 89). This is a challenge for learners to invest hours studying the theoretical areas of their subjects. Children have plenty of energy that they make an effort to expand throughout the day. Therefore it is better to provide lectures with jokes and entertaining stories, which students will recall later on. The procedure of learning could be a tremendous challenge, and folks sometimes desire to relax.

It must be mentioned that this approach to teaching was adopted by teachers from the institution in Helsinki mentioned previously from their colleagues in the usa of America (Lahtero and Risku, 2014). People in EUROPEAN countries are recognized to involve some challenges with feeling free before an audience. Compared, the American mentality had not been as limited in the last century. Humorous and friendly forms of communication between teachers and students make their collaboration less tense and much more productive. When each participant in a lesson feels free to ask questions, make remarks, and express their opinion, the process of education becomes reasonable for everyone in the school (Lahtero and Risku, 2014). In Finland, teachers do not hesitate to admit that they do not know everything about their professional subjects, which makes schools beneficial for their development as well (O’Hanlon, 2017, p. 158). The concept of educational institutions in Germany, France, and England is aimed at mutual development and the discussion of various topics between classmates and teachers. This model gives everyone a chance to be involved in interesting conversations and gain useful knowledge by grasping other people’s arguments.

The next learning method to be reviewed in this paper is called the Z to A approach. This model refers to the explanation of general concepts concerning any topic or professional sphere. When students are unfamiliar with terms or phenomena mentioned during the lecture, they ask their teachers to explain what one phrase or another means and how it is related to what they are studying (Clark and Mayer, 2016, p. 90). This approach helps students develop an interest in the material they learn, and children must be the initiators of descriptive explanations given by their educators. Hence the students always know details of their subjects that are somehow connected to the primary material planned for the lecture (Clark and Mayer, 2016, p. 89). Nevertheless, there are several drawbacks to this system. Once the audience is interested in something, it may take hours for a teacher to explain some topics tangentially related to it. Moreover, the main concept of the lecture might be lost if a professor begins to explain every minor point to his or her students.

The practice described above is common in the Lauttasaari School because politicians think that children have a right to understand everything that is being said during lectures (Tay, 2017). Moreover, local ethical norms and moral considerations do not allow other participants of the learning process to blame or laugh at their classmates for not knowing some general information. The main purpose of the Z-A approach is to make children thinking about something by showing them the outcomes of particular calculations or actions (Domingo and Garganté, 2016). If they understand that a way demonstrated by their teacher is efficient specifically instances, they make an effort to understand how they are able to repeat exactly the same actions. Hence a teacher is obliged to describe to them what must be done to reach a particular point.

Another concept that’s widely practiced in Lauttasaari School may be the explanation of varied concepts by using mnemonics and various words rather than descriptive sentences (Tay, 2017). Once students reach the stage where they understand this issue presented through the lesson, their educator begins to summarize by summarizing precisely what has been said at length. However, the children receive a chance to create a general knowledge of the studied subject prior to the teacher’s explanation becomes too obvious.

The final learning method that’s trusted in the Lauttasaari School in Helsinki, Finland is role-playing. Children should analyze the scenarios they’re given to use ahead of time (Tay, 2017). When students are obliged to make wise choices based on their theoretical knowledge, they are more likely to understand what their future work may be like. Moreover, this approach is beneficial for learners who have problems understanding the materials presented during lectures. Unfortunately, some people cannot grasp information without having a chance to practice it under realistic conditions. As the system of Finnish education remains one of the most highly developed in the world, teachers pay attention to the abilities of every class member (Hyry-Beihammer and Hascher, 2015). Hence children are not limited in their ideas or desires to try something in real life. This methodology was intended to address the problem that people tend to give up doing something because of a lack of appropriate support and involvement.

It should be stated that the Lauttasaari School has the goal to help children identify what they like and what they want to do in life (Tay, 2017). All this psychological work is done beginning in childhood. It has been estimated that adults have more passion for activities that they were interested in as children (Clark and Mayer, 2016, p. 178). Therefore local educational institutions provide learners with a wide range of hobbies and give them opportunities to develop in something besides school. For instance, Finnish primary school students do not have any homework, as all the material is learned in class until the afternoon (Tay, 2017). With this system, children have enough time to relax and be engaged in their hobbies. Unfortunately, not absolutely all countries consider their citizens’ preferences regarding a common activities which could help them make a living and become notably happier.

The Finnish education system has been claimed to function as best on the planet going back fifteen years. Although Finnish children aren’t obliged to learn classic literature or write poems, they do these activities of these own will (Hyry-Beihammer and Hascher, 2015). Teachers usually do not tell their students that some author was great. Instead, they inform them factual statements about an admirable person so they arrive at the correct conclusion concerning the individual by the end of their courses. The most important difference between this methodology along with other models used in other areas of the planet is that knowledge isn’t imposed. However, if children are paying particular focus on another topic, teachers are glad to greatly help them to find out more about their interests at at any time. This type of free system makes children need to know more, during other countries students wish to be finished with their homework as quickly as possible.

The exemplory case of Finnish schools can serve as a small business project in other developed countries aswell. While
many parents might consider this type of system inappropriate for a child’s development, other citizens will undoubtedly be glad to learn that their children are taught to accomplish what they need, as this is actually the main element of their happiness later on. Unfortunately, similar educational services may not be available for folks of low social statuses. Nevertheless, the promotion of free education may be supported by the government, as politicians want younger generations to be educated in innovative sciences and other spheres because this would be beneficial for their countries’ statuses in the future.

The main element of the Lauttasaari School that makes the process of education more pleasant is its innovative equipment and approach towards children (Tay, 2017). Students have access to the newest technical inventions and computers so that they can accomplish any of their tasks by using these machines (Hyry-Beihammer and Hascher, 2015). Also, classrooms are equipped with elements that are necessary to educate children at a high level. For instance, rooms organized for chemistry classes have the materials that are encountered in books for demonstrating reactions and making observations (Hujala et al. 2016). In turn, classes for learning music have a wide range of modern and classical instruments for students to pick from.

In conclusion, it could be stated that another element that differentiates Lauttasaari from other educational institutions all over the world is that teachers treat their students as though these were adults (Tay, 2017). They are able to discuss any topic using them and share their thoughts concerning various observations made through the learning process. Unfortunately, this behavior could possibly be considered unacceptable among some societies or nations.

Gaps in the prevailing Literature

Fortunately, there have been few gaps in the literature reviewed in the last section. Nevertheless, several issues were noted through the review process. In the first place, it must be stated that lots of authors usually do not explain how such teaching methods as mind maps or the Z-A approach are employed in real conditions. Some teachers from other regions don’t have enough experience to recognize which strategies can be used in various cases. Therefore, it could be beneficial for them to truly have a rating or a set of the very best pedagogical models for dealing with children. (Hyry-Beihammer and Hascher, 2015). It really is advantageous to create a specifically structured outline of a lesson that delivers the usage of engaging information and theoretical data in percentages. Everything depends upon the time directed at teachers to explain a specific topic.

Justification of the study Interest

It is very important carry out this research study because understanding the very best educational systems on earth and how they compare may have a positive effect on the development of national primary school systems and their employees’ methods to their work. Borrowing the ideas of the Lauttasaari School will make students happier and let them have significantly more passion for learning different disciplines. Modern children aren’t thinking about completing school programs (Niemi, Toom, and Kallioniemi, 2016, p. 128). Instead, they make an effort to become the best within their outside hobbies. The integration of the activities into the procedure for education will show children that their interests are essential to society. Hence they’ll be encouraged to review and pay more focus on what can provide them with more opportunities to advance professionally in a variety of industries later on.

This proposal plays a part in this topic by considering certain business ideas that will help children from around the globe to get more experience and knowledge that’s interesting in their mind. By creating more liberal and free educational institutions, you’ll be able to promote equality among children from different states within their professional activities because they mature (Saloviita and Schaffus, 2016). Moreover, the writer is responsible for the correct evaluation of the theories and statements presented in the proposal. Subsequently, the empirical knowledge developed in this paper may be the consequence of the author’s research and conclusions made following the evaluation of multiple research and materials in the discussed topic. Therefore, the info presented in this work can be viewed as reliable and evidence-based.

Operationalization of Variables

To recognize and operationalize variables properly, it should be stated that the principal purpose of the study discussed in this proposal would be to understand whether the style of education practiced by teachers in the Lauttasaari School works well for students far away or not. The observation will undoubtedly be conducted with the aid of teachers who are prepared to make the students from their classes prove or refute the main question of the research.

As it is mentioned previously, all the variables will be measured with the help of interviews and observations. Every participant of the experiment will be asked to answer several questions as to their experience with innovative teaching methods borrowed from the Lauttasaari School and local teachers. Also, variables will be measured with the help of the children’s reactions analysis. It is necessary to understand whether all the changes in their educations programs will have a positive impact on their moods or not. In the end, every student’s impressions will be considered following the experiment. If they’re unhappy with various innovative learning methodologies utilized by educators from the Lauttasaari School in Helsinki, their courses are unlikely to improve in the future. It is important to keep in mind that students should be interested and enjoy the procedure of learning (Niemi, Toom, and Kallioniemi, 2016, p. 129). Therefore, the adoption of the lesson structures practices in Lauttasaari might adversely impact children’s need to study because they are not used. To obtain accurate outcomes of the observation, it will be proper to implement the innovative teaching methodologies in classes with the initial year inexperienced students. Perhaps, this observation gives results in the measurement of variables.

The variables measurement methods described above claim that the test could be thought to be fair and that there surely is little opportunity for mistakes in the study’s benefits. The most essential part of any research study is for several participants of its sampling to be at the mercy of similar conditions. Otherwise, some methodologies discussed in the literature review section may not supply the expected results.

Purpose of the study

As was mentioned previously, the main reason for the research would be to identify set up methodologies that are utilized by school teachers in the Finnish school called Lauttasaari could be effective for other educational institutions in separate elements of the planet. Unfortunately, various types of primary education may have different impacts on learners from different societies. Although Finnish schools tend to be considered the best on earth because they concentrate on students’ really wants to advance professionally in particular spheres, this method might not work as well among children raised in other communities. There is always a chance that some things concerning education are effective only for a certain group of children. Therefore not every country in the world uses the same system of education that is common in the Lauttasaari primary school.

If the goal is reached and the study’s aim is accomplished, the model of the Lauttasaari Primary School might be considered a profitable business project for people who do not know much about all the benefits of this education system or do not have access to other institutions that already use these methods regularly to help their children become both wise and happy at the same time (Saloviita and Schaffus, 2016). Also, it is necessary to observe students’ reactions to the improved program, as they might not be used to such a learning methodology. This is also an essential factor in designing an educational process because the children must be interested in it. Otherwise learning might become a daily routine for them, which hurts a person’s motivation to reach new heights and be active in various activities related to school. The aim of this study is intended to define whether children of various national and cultural backgrounds can learn based on the educational style of the Lauttasaari School or not. Can the model development and utilized by educators in the Finnish school succeed for students in other areas of the planet, or it is influenced by the cultural factor of the northern country’s population?

The development of the research is essential for business-like purposes as the investments required to set up a professional educational institution that meets all of the standards of the Finnish school mentioned previously are tremendous. Therefore, it’s important to assess children’s abilities in various countries to find the most beneficial location to start out the business enterprise project realization. If the factor of students’ abilities to understand based on the Finnish educational model by using various digital devices and pedagogical tools, the brand new school may not bring any profit. Moreover, parents need to be persuaded that the methodologies described above are efficient. Evidence-based research is probably the most credible sources that may be trusted in this situation.

Method

Research Design

The kind of research described in this proposal is qualitative since it implies both assessment and comparison of the educational system in the institution of Lauttasaari in Helsinki, Finland, along with other institutions
all over the world. Also, the behavior of students and their attitudes towards the improved system will be recorded and compared to that of their peers in Lauttasaari. In general, the research is qualitative because the majority of information used in it helps understand the major differences between educational institutions in the Lauttasaari School and some educational institutions in other parts of the world. It is necessary to state that the primary issue of the given research may be the tremendous gap between your studying processes common in various nations and the world’s most developed Finnish style of education.

Unit of Analysis

As was mentioned in the last parts of the proposal, the objects of the research are children of different ethnic backgrounds who’ve to show their attitudes and readiness to check out a Lauttasaari educational program. Students are unlikely to provide false information regarding their attitudes toward things highly relevant to this research. Therefore, the acquired data is going to be accurate. Age participants will vary from nine to ten years old. However, every participant in the experiment also has to be a fourth-year student in a primary school. There are no considerations as to the gender of sampling, as both males and females have the same cognitive abilities. As the research question requires the initiators of this study to evaluate how students from different societies will react to the new rules in their educational institutions, it would be appropriate to have several experiments in various states (excluding Finland).

Sampling Method

The model of stratified sampling was chosen for this research. This strategy is beneficial for the types of studies mentioned above because scholars need to work with a certain group of people that have particular characteristics. In this case, the experiment is focused on children aged from nine to eight. Therefore, it is necessary to visit schools and have their principals’ permissions to work with the students. One group of sampling will consist of approximately twenty to thirty children (depending on the number of students in the class). In turn, there will be at least ten groups that will undergo the test in various regions of the world.

The participant of the research will be chosen with the help of the World Wide Web. It is necessary to collaborate with ten schools in different countries that would represent various cultures (China, Germany, the United States of America, the United Arab Emirates, the Republic of South Africa, Russia, Brazil, India, Israel, and Italy). The groups of children from the countries mentioned previously will be found with the aid of their teachers. The contacts of the educators will be on the websites of schools located in capitals of each listed region. I’d choose participants from these states because their inhabitants can make an over-all impression of the way the educational model will be perceived in lots of other countries with similar cultures and mentalities. The schools should be private as governmental institutions may not want to take part in the research because of their set schedules. To get hold of teachers who work in the best option schools for the analysis in the countries in the above list, it is necessary to arrange Skype conferences with interpreters and discuss all of the areas of the observation. If the representatives of the required schools will not consent to donate to this research, they’ll be asked to recommend schools that could gladly do that.

It will be enough to organize only 1 lesson by using innovative learning methodologies in each school which will participate in the study. The observation of the students’ reactions and attitudes towards the model of education developed by workers of the Lauttasaari School will be going on for only one academic hour. The interviews will be completed on the next day after the experimental lesson (it will take approximately twenty days to complete all the work with the children).

Data Collection Methods

There are only two data collection methods that will be used during this study – interview and observation. By using multiple interviews with each member of the research sampling, students’ expectations and attitudes towards the changes in their educational systems will be acquired. In turn, observations made by researchers during the learning process will show how young people react to the changed structure of their lessons. All the observations and interviews that will be made during the study will be helpful to answer the proposal’s main research question by providing the results of educational experiments with children from different countries. All the acquired information will show whether the discussed model of education is efficient in other countries (outside of Finland).

As was stated above, each student will be asked to answer several questions after the conclusion of the work with the study’s sampling. All the results of this data collection method will be relevant because each answer will be supported by the controllers who will record their observations during the lessons involving innovative techniques. Conclusions based on observation can also be considered relevant sources of information, as professional psychologists and teachers will be asked to evaluate the situation in classrooms full of children.

Data Analysis Techniques

As in other qualitative studies, the process of data analysis will be based on the evaluation of categorical variables (Stokhof et al. 2018). Also, data acquired from observations conducted in various parts of the world will be compared to understand how cultures and social environments influence students’ reactions to the learning methods described in the literature review. Moreover, the data gathered by using interviews will be very important to determining children’s attitudes towards a better system of primary education within their schools.

Ethical Issues

All participants in the analysis must remain anonymous. In professional practice, individuals who read or provide references to the academic writings they review likewise have a right to help keep their data confidential. All children and their parents will undoubtedly be informed that the study results will undoubtedly be published without mentioning their names or other information they will have a right to help keep private. Moreover, the ultimate report is preferred to be produced available with limited online access. Therefore every person that might want to make full use of its results must either purchase the material or contact the authors of the project. It must be mentioned that you will see no conflicts of personal interests, as all of the participants and observers will undoubtedly be independent of other folks and their prejudices regarding the main questions of the analysis.

Timeline

Significance of the study

Education may be the most significant facet of people’s lives since it gives individuals the data that can help them become properly socialized and make wise decisions throughout their lives. It’s important to create children think critically and objectively from childhood, since it becomes more difficult to understand some theoretical knowledge in adolescence and maturity (O’Hanlon, 2017, p. 164). Considering different models and innovative methods in primary education is crucial in today’s world. Technology is developing rapidly. Therefore modern children need to understand much more than people did in earlier times. To conclude, it is important to state that this project may provide the key to spreading high-quality methods of learning around the globe. People need to know about various techniques that have a positive impact on the progress of their children in different spheres of their interests and activities.

Reference List

Aris, R.M., Putri, R.I. and Susanti, E. (2016) ‘Design study: integer subtraction operation teaching learning using multimedia in primary school’, Journal on Mathematics Education , 8(1), pp. 95-102. Web.

Clark, R.C. and Mayer, R.E. (2016) E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning . 4 th ed. Hoboken: Wiley.

Domingo, M.G. and Garganté, A.B. (2016) ‘Exploring the use of educational technology in primary education: teachers perception of mobile technology learning impacts and applications use in the classroom’, Computers in Human Behavior , 56(1), pp. 21-28.

Hujala, E. et al. (2016) ‘Leadership tasks in early childhood education in Finland, Japan, and Singapore’ Journal of Research in Childhood Education , 30(3), pp. 406-421. Web.

Hyry-Beihammer, E.K. and Hascher, T. (2015) ‘Multi-grade teaching practices in Austrian and Finnish primary schools’, International Journal of Educational Research , 74(1), pp. 104-113. Web.

Lahtero, T. J. and Risku, M. (2014) ‘Symbolic leadership culture and its subcultures in one unified comprehensive school in Finland’ International Journal of Educational Management , 28(5), pp. 560-577. Web.

Meeusen, R. et al. (2018). Physical activity and educational achievement: insights from exercise neuroscience. Abingdon: Routledge.

Niemi, H., Toom, A. and Kallioniemi, A. (2016). Miracle of education: the principles and practices of teaching and learning in Finnish schools. Rotterdam: Sense Publishers.

O’Hanlon, C. (2017) Inclusive education in Europe . Saint Louis: Routledge.

Saloviita, T. and Schaffus, T. (2016) ‘Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work’ European Journal of Special Needs Education , 31(4), pp. 458-471. Web.

Stokhof, H. et al., (2018) ‘Using mind maps to make student questioning effective: learning outcomes of a principle-based scenario for teacher guidance’, Research in Science Education , 1(3), pp. 1-23. Web.

Tay, D. (2017) ‘Finn and fun: lessons from Finland’s new school curriculum’ , The Straits Times , Web.

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