How Finland broke every rule — and created a top school system

[eridani]

http://hechingerreport.org/how-finland-broke-every-rule-and-created-a-top-school-system/

Children at this and other Finnish public schools are given not only basic subject instruction in math, language and science, but learning-through-play-based preschools and kindergartens, training in second languages, arts, crafts, music, physical education, ethics, and, amazingly, as many as four outdoor free-play breaks per day, each lasting 15 minutes between classes, no matter how cold or wet the weather is. Educators and parents here believe that these breaks are a powerful engine of learning that improves almost all the “metrics” that matter most for children in school – executive function, concentration and cognitive focus, behavior, well-being, attendance, physical health, and yes, test scores, too.

The homework load for children in Finland varies by teacher, but is lighter overall than most other developed countries. This insight is supported by research, which has found little academic benefit in childhood for any more than brief sessions of homework until around high school.

There are some who argue that since Finland has less socio-economic diversity than, for example, the United States, there’s little to learn here. But Finland’s success is not a “Nordic thing,” since Finland significantly out-achieves its “cultural control group” countries like Norway and Sweden on international benchmarks. And Finland’s size, immigration and income levels are roughly similar to those of a number of American states, where the bulk of education policy is implemented.

https://www.washingtonpost.com/news/wonk/wp/2016/02/22/still-think-america-is-the-land-of-opportunity-look-at-this-chart/?wpmm=1&wpisrc=nl_wonk

There are also those who would argue that this kind of approach wouldn’t work in America’s inner city schools, which instead need “no excuses,” boot-camp drilling-and-discipline, relentless standardized test prep, Stakhanovian workloads and stress-and-fear-based “rigor.”

But what if the opposite is true?

What if many of Finland’s educational practices are not cultural quirks or non-replicable national idiosyncrasies — but are instead bare-minimum global best practices that all our children urgently need, especially those children in high-poverty schools?