Finland, South Korea, Singapore – Elements I Can Apply

While there are elements within the current educational system clearly beyond my control, after reading this chapter it is equally evident there are factors attributing to educational success in Finland, South Korea, and Singapore that not only reaffirm my teaching vision and goals, which are feasible within the learning community I facilitate. I will focus on two that inspired me the most.

One strategy they applaud is the elimination of examination systems which track students and instead have assessments which “require extensive written responses and problem solving…projects and papers” (p.192). I began moving away from point heavy, fact heavy unit assessments filled with multiple choice, T/F, and matching a few years ago and instead have incorporated more project based assessments, posed problems and asked for backed up opinions to be formulated and/or potential solutions to be suggested, open ended essay questions requesting students construct meaning, make comparisons, formulate opinions, and more in place of tests. In this way, students begin to understand history is not a set of hard, cold facts to be memorized but rather an organic, ongoing construction of understanding social construct and issues.

Another strategy encouraged was “to focus learning goals on higher-order thinking, inquiry, and innovation as well as the integration of technology” by utilizing “school-based performance assessments to evaluate student learning” and include “research projects…investigations, and technology applications” in order for students to learn to “reflect on, evaluate, and manage their own learning” (p.192-193). While standards are required, there are innovative and effective ways to both meet the standards and increase the type of learning evident in Finland, Korea, and Singapore.

The questions I have for further inquiry include:

1) While the U.S. is more diverse than Finland or South Korea, I
wonder why this often comes across as negative? It is more
challenging for certain. However, I wonder if equality exists in
theory while assigned societal value/worth reflect equality is not
an unconscious, given function but rather something which must be
enforced?

2) Examples of Finland, South Korea, and Singapore reflect a culture
which immensely supports and respects the teaching profession.
Within the U.S., I have to wonder what is it about teachers and/or
the profession which has caused a decline in respect and/or
credibility? Is it deserved? If so, how can the profession “earn”
it back? What if any ownership do I have in this issue and/or what
if anything should I do to help alleviate negative perceptions?