Cross-curricular by Nature: (eTwinning) Learning Projects in Spotlight

As one result of the new curricula in Finland the goal of learning and a school culture is to enhance cooperation and to apply more diverse perspectives on contents that are being taught. When phenomena are studied in their real life context, complex concepts and formulas feel real, and even the most complicated problems/ideas become understandable and relevant. By nature, authentic learning leads to exploring things as part of the world, using a multidisciplinary approach and looking at thing from the vantage points of different school subjects.

Contrary to common belief, cross-curricular approach brings more time and space for implementing the curriculum as it provides an opportunity to learn many things at the same time. When, in typical textbook-based learning, we tend to proceed in accordance with the objectives of one subject at a time, in multidisciplinary project learning many different subjects can be studied and goals be pursued simultaneously. For example, the results of surveys designed and carried out by the students (math) can be combined with significant social phenomena (civics), ethical reflection (R.E. and philosophy), as well as linguistic expression, interaction and presentation (native and foreign languages, art, ICT).

In practice, therefore, learning process should start with, together with the students, choosing a theme, problem or phenomenon to be studied in the project. After that you can start thinking which subjects and what kind of learning activities are to be included. When the process begins to take shape, you should take a look in the curriculum and find the corresponding objectives and contents of the school subjects, as well as the objectives of different transversal competences (e.g. ict, critical thinking, communication, team work, creativity etc.) and explore which concrete objectives this learning project supports. When you write them down in the project plan, it becomes obvious that the objectives of many different subjects are mutually supportive and are more natural to learn simultaneously than successively.

Topics Relevant for Global Citizenship Education

One example of a very topical issue and a possible theme for project learning is gender equality. In Finland, all schools are required to have an updated equality plan, which entails studying gender equality related themes, exploring and revealing attitudes and stereotypes as well as enhancing equality-based school culture. Gender equality is a very topical theme also from European and global perspectives, as recent studies have shown that differences between the sexes have, somewhat alarmingly, begun to increase again.

Last fall, I designed and built a multidisciplinary education project plan Girls are Playing Home, Boys Are Driving Cars? to support education for gender equality. It was planned, in particular, to be used in eTwinning projects. However, the project kit can be applied to different age groups and implemented with or without European partners. The learning project can be carried out in a couple of weeks or during a longer period of time. Instead of carrying out all the different activities, you can also choose just some of them. You can find the project plan here: Girls play with dolls, boys play with cars?.

Another interesting integrative theme in relation to the new Finnish curriculum is language education in the sense of multilingualism, language awareness and the language dimension in all subjects and areas of knowledge. This aspect is being raised in Girls are Playing Home, Boys Are Driving Cars? project plan (gendered words), but even more strongly in Many Stories of the World project kit. In it, the objective is to learn to see the world from different perspectives and critically examine our own interpretations, which are culturally determined and shaped by our own language(s). During the project, different activities are carried out to illustrate how the spectrum of interpretations of the world are produced by languages and cultures expressed in the shared stories of the surrounding society. The Danger of a Single Story video has a particularly eye-opening effect. It elucidates how strong and biased interpretation one single story can give and how unaware we can be of the bias. You can find the project plan here: Many Stories of the World 

Multidisciplinary approach opens a new world for the teacher as well. When it is combined with the multi-cultural dimension developed in international co-operation, transversal competences and expertise develop by leaps and bounds: thinking skills, interpersonal and intercultural skills, multi-literacy, ICT skills and feeling of inclusion and engagement. Our new curricula in Finland open paths into the future and meaningful learning.

Read more about language awareness:
Pluralistic Approaches to Languages and Cultures (by European Centre of Modern languahes) - key concepts
Language Grid by Grade (CARAP/FREPA) - development of language awareness

Friendship and caring across borders

The international education developers’ team at Tampere region organized a poster and logo competition for pupils across different schools in the region. The themes for the work were internationalism, education for peace, refugees and global responsibility. The learning activity was well suited for developing pupils’ global citizenship competences and skills at using multi-media and implementing multi-literacy.

The learning process started with a classroom discussion about authentic international and global education related themes. Students expressed their opinions and worries, and solutions to different real life problems were sought together. After that the students chose the special themes or problems that inspired (or worried) them most and which they wished to influence.

It is important that the message contained in the work comes across clearly and boldly. When creating a logo message the design is simple and clear. It is based on a picture and 1 - 5 words. A poster may contain a bit more text, pictures and details, but in it, too, the message has to come through lucidly. In the competition the technique was free: the pupils could draw, write or paint by hand or by computer, they could use their own or freely accessible online photos, which they could edit, add text to or make into a collage.

The activity integrated ethical education and learning by doing. The results were awesome. They represented the pupils' strong commitment to friendship and peace, and their wish to help. In addition, issues related to immigration and refugees were strongly expressed.

Best designs and art works are printed and they are made into stickers and posters. That’s how they can be spread around the community to help make global responsibility and internationalization at home visible in school classrooms, corridors and websites. The good-will video below is a compilation of various pupils’ work and spreads the message of friendship and caring. A warm thank you to all participants!



P.S. This could be a wonderful eTwinning learning task! I sincerely recommend a similar activity to be carried out in all schools around the world as part of global citizenship education.

UN's Sustainable Development Goals and Transformative Education

The United Nations’ new Sustainable Development Goals were approved at the UN 2030 World Summit of Sustainable Development at the end of September. These objectives include ending poverty and hunger, as well as promoting health and welfare.

The fourth goal deals with education.The most important thing is to ensure that all girls and boys get completely free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes (4.1). Goal 4.7 is aiming to change the curricula and learning goals and contents both in developed and developing countries: 

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

According to the general theme of sustainability seven out of the total 17 goals deal directly with sustainable development and global responsibility from the environmental point of view. These goals are regarded as major challenges in respect with the quality of life and the future of our planet. Failure to reach these development goals would hinder achieving the other goals as well.

In the new Finnish Core Curriculum of Basic Education it’s stated that

The global education within basic education creates, for its part, the foundation for equitable and sustainable development in line with the United Nations development goals. p. 16

The UN 2030 Sustainable Development Goals are perfectly suited to be used as authentic learning material. For example, in learning English as foreign language they offer current vocabulary and lots of support material for discussions and for presenting one’s own opinions. In cross curricular learning projects the goals can be divided to be studied in different grades and school subjects. Learning outcomes and created guidelines to promote sustainable development are shared and brought into use. Everybody at school work together to achieve the goals and implement the guidelines in the spirit of active citizenship and transformative learning.

In Finland UNESCO ASPnet schools work in the vanguard in implementing the UN goals in local curricula. The aims of the ASPnet school network focus on two themes: Global Citizenship Education and Education for Sustainable Development. GCE deals with human rights, education for peace and global responsibility. It’s transformative and empowering and its goal is to give learners the opportunity and competencies to realize their rights and obligations to promote a better world and future. ESD aims at reorienting education worldwide, so that it provides everyone with the opportunity to acquire the values, attitudes, skills and knowledge that are needed to contribute to sustainable development.

The aims of ASPnet schools are to integrate GCE and ESD in the school curricula and learning processes as well as to experiment innovative approaches and learning methods in global education. This implies strong commitment to implementing the new curriculum in the spirit of the UN 2030 Development Goals.

As the UN's Climate Change Conference starts today, I think we all share the same concerns and fears and hope that decisions will be made for a better future for all.

UNESCO-schools strive for peace and sustainable development

More than 50 Finnish UNESCO school teachers and head teachers met at the Finnish National Board of Education to network and exchange ideas, as well as reflect on how UNESCO school goals relate to the ongoing core curriculum reform with special focus on internationalization at home.

UNESCO-schools make a global network of schools (ASPnet), which covers levels of education from preschool to teacher training. The network was first established in 1953 to promote peace, equality, democracy and human rights. In recent years, sustainable development and environmental protection have taken an important role, as well as the protection of cultural and world heritage. In practice, the ASPnet activities focus on a variety of flagship projects eg. Baltic Sea, Sandwatch and Learning for the Future.

ASPnet network has got a new strategy for years 2014 – 2021. In it global citizenship (Global Citizen Education) and Sustainable Development (Education for Sustainable Development) are defined as the main objectives of UNESCO schools.  They are implemented through the integration of global education and sustainable development in school curricula, experimenting new and innovative approaches and teaching methods and strengthening the sharing of information, experiences and good practices among ASPnet schools.

I feel extremely pleased to realize that the education system in Finland is well advanced in these areas already today and the upcoming curriculum reform will take us even further. The increased emphasis on intercultural skills, human rights, active citizenship and sustainable development make the basis of the Finnish core curriculum 2016 and help us raise true Citizens of the World. Thus the Finnish UNESCO schools can take an active role in the ASPnet network and share the Finnish know-how in this sector.

According to the new strategy, UNESCO schools will build a virtual environment and netwok designed for discussion and sharing of ideas across the world (ASPNET in Action). In Finland, also, social media (Facebook, Instagram, Twitter) will be used in promoting ASPnet goals, sharing best practices and building regional networks. To achieve these goals UNESCO schools will cooperate closely with the surrounding community, families, organizations, and entrepreneurs. Everyone wants to promote good and build a better world.

The UNESCO school profile is strengthened when the whole school participates and is committed to common goals. Students’ engagement is crucial. Peace education, conflict resolution, human rights and the protection of the environment can be highlighted at school on a regular basis, eg. by monthly theme days  during which cross-curricular and student-centered learning-methods can be applied.

In 2012 UN Secretary-General Ban Ki Moon launched the Global Education First Initiative (GEFI), which aims to put every child in school, to improve the quality of learning and foster global citizenship. Education must be transformative (!) and cultivate respect for the world and each other. These objectives are also at the hearts of UNESCO schools. In the words of the Secretary-General:

When we put Education First, we can reduce poverty and hunger, end wasted potential – and look forward to stronger and better societies for all.

Global is a perspective to every topic

A three-day International Symposium dealing with Education of Global Citizens took place in Hanasaari (Finland) from 5th to 7th May. The general aim of the symposium was to explore, share and promote concepts, pedagogy and practice concerning the education of global citizens, particularly in general education. Two Finnish initiatives were in special focus, namely the proposal for the new core curriculum mainstreaming global education and the KOMPPI school development partnerships creating global responsibility.

In his opening keynote Liam Wegimont identified a number of conceptual challenges: “Global education has emerged as a field that is largely consensual, anti-theoretical and makes assumptions that are ungrounded. “ Karen Pashby responded to the challenge by applying ethical approach to global education. She juxtaposed soft and critical Global Citizenship Education, the first representing universalism with one shared view of good life and the second reflexivity and dialogue interrogating our good intentions and putting action into context. Regarding global competences, she argued that they cannot have static definitions as in the rapidly changing world challenges are growing and multiplying.

Werner Wintersteiner brought up three interconnected western burdens, namely Auschwitz, Hiroshima and colonialism that underlie our relationship to Global Citizenship. In his résumé he concluded that Global Education is a challenge to Eurocentric views of the world, is a project rather than a ready made concept and needs a global educational dialogue (to pick three from a list of many).

Ethical, civic, ecological and intercultural competences of global citizens were discussed deeply in the four different workshops. On the basis of the workshop reports and the keynotes the Symposium agreed upon shared conclusions that will be published later (here, too, I hope).

On Wednesday afternoon, we had a stately visitor, as Minister Pekka Haavisto talked about development cooperation. “Ownership and reciprocity are at the heart of international development and peace keeping projects,” he said. He also referred to the Millennium Development Goals and said that there’s a small gap in quantity but a big gap in quality in reaching the MGs of education. Education of teachers is the key development area in developing countries.

In his closing words Helmuth Hartmeyer emphasized the need to put justice at the core of Global Education and to recognize the distinction and relations between individual ethics and the underlying power structure. He also reminded us about the pedagogical challenge: education cannot be transferred, only acquired by dialogue, engagement and fun.

The symposium was organized by the Finnish National Board of Education, Ministry of Foreign Affairs, Ministry of Education and Culture and Global Education Network Europe (GENE).

Curriculum development - towards 21st century skills and literacies

Schools and learning worldwide are challenged by globalization and digitalization. New skills and literacies are required from the 21st century citizens. With people travelling more and more freely across borders to work and study, intercultural and communication skills will make an essential part of the new literacies. When using new technologies, we can travel anywhere and meet anyone (virtually) anytime. Digitalization and global networks are bound together in a way that is changing the world faster than we can imagine.

Instead of what, general education will have to be about how. How to find relevant information in the world in which new knowledge is being built constantly and its amount is growing exponentially? How to collaborate and work together in different kinds of teams, communities and networks that can be global and multicultural? How to find and use the best ICT tools and applications for a wide range of tasks and how to use audio, video, pictures and diagrams to present and express our ideas in the most appropriate way?

To cope with the constant changes, besides communication and ICT skills, citizens of the future will need flexible intellectual capacity to think creatively, learn to learn and reflect on their thinking/learning. But being a global citizen is not only being connected and move smoothly from one network to another. It’s also about feeling responsible for the well-being of the world, making choices that support sustainable development and fostering peace, equality and human rights.

To educate a new generation capable of meeting the challenges of the 21st century, the school culture (the way we do things at school) has to be radically changed. In the future, the learning process will be characterized by asking questions, finding answers and building knowledge (rather than transferring information). Teachers and students will collaborate and work together in flexible teams and classes. Students will design their own learning and exploit their strengths in project-, problem- or inquiry-based learning activities. They’ll learn by doing, playing and discussing.

The learning environments will be diverse and open in many different ways.  A lot of learning takes place in real-life or virtual environments. Textbooks are used as any other sources, not guiding the learning process or defining its content. Students build and create their own eBooks and learning materials and share them with other learners. Students can consult experts and work together with their peers in other countries around the world and share knowledge and ideas.

Sounds exciting, doesn’t it? Hopefully, building communities across borders and making friends around the world will also make us gradually understand the true essence of global citizenship and this globe of ours a bit better place to live.