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Entrepreneurship education in Finnish
teacher training – creative problem
solving in action
IEEC 2013
Riikka Kuusisto-Kaja...
KERHOKESKUS
Innovations for teaching
Vision: The well-being of children and
youth. Association ensures possibilities
for c...
Non-profit organisation Kerhokeskus acts
in co-operation with others within the field
of education
www.kerhokeskus.fi/en
Northern names from Santa Claus land
•Choose yourself a Northern name
•How does it describe you professionally?
•Share wit...
Norhern names
• Rideswithnorthernlights
• Reindeerdance
• Snowwhitesparkle
• Spelldon´tneed
• Seefarwise
• Rideonwolverine...
In  this  session…
Backgrounds of the optional course
”Creative  problem solving methods in  action”    
Course content an...
Backgroud: Four statements
1. Entrepreneurial skills and creativity are 21st-century civics
skills
2. To learn those skill...
A pilot course for teacher students in winter 2013
• Organized by Kerhokeskus
with Turku University, Rauma
teacher trainin...
• The focus of the course was recognizing
and developing creative problem solving
with student oriented methods.
• Learnin...
Creative problem solving process
• Finding and defining the question
STEP 1: Preparation
• Working on solution
STEP 2: Wor...
What did the students do?
• Each student had a self-
made real life problem to
solve
• The prosess was exposed
continuousl...
Distance thinking patterns
-a treat
Distance thinking
pattern
Funny/grazy but
still reasonable
application
Possible solution
A hairbrush
-Spiny school pack
-P...
WHAT TO DO?
• Working with pairs / groups
• Every pair /group pick up two cards (a
possible solution -card and a distance
...
A variety of tools were used
Mind map tools
Problem solving tools
Collaborative learning tools
Peer review tools
The  students  say…
”Problem-based method was new to me, I tried it as soon as I got to training
school.”
”Lots of new ide...
According to mind map
analysis:
• students own understanding
about creative problem
solving is developed from
images what ...
Evaluation and assessment
…were piloting the process and their role
was taken up continuously
Self-evaluation methods
Pair...
What next?
• The co-operation set up is unique in Finland
• The course will be organized in two
Universities in the next 6...
Thank you!
Interested? Ask more:
Riikka Kuusisto-Kajander
Senior project manager, M.ed, Ph.D student
riikka.kuusisto@kerho...
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Ieec 120913 rytkölä_kuusisto

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Ieec 120913 rytkölä_kuusisto

  1. 1. Entrepreneurship education in Finnish teacher training – creative problem solving in action IEEC 2013 Riikka Kuusisto-Kajander & Tiina Rytkölä
  2. 2. KERHOKESKUS Innovations for teaching Vision: The well-being of children and youth. Association ensures possibilities for children and youth to grow mentally coherent, self-confident, intellectual and critical, with the abilities to use problem-solving thinking methods.”
  3. 3. Non-profit organisation Kerhokeskus acts in co-operation with others within the field of education www.kerhokeskus.fi/en
  4. 4. Northern names from Santa Claus land •Choose yourself a Northern name •How does it describe you professionally? •Share with a pair
  5. 5. Norhern names • Rideswithnorthernlights • Reindeerdance • Snowwhitesparkle • Spelldon´tneed • Seefarwise • Rideonwolverine • Healwellflower • Bearhunteye • Elfhattingle • Blackwolfpaw • Flyinggreyowl • Antletsspell • Guidelighthigh • Trolltaimpower • Cloudberryfield • Goesforestwell
  6. 6. In  this  session… Backgrounds of the optional course ”Creative  problem solving methods in  action”     Course content and working methods Feedback and forward
  7. 7. Backgroud: Four statements 1. Entrepreneurial skills and creativity are 21st-century civics skills 2. To learn those skills you have to practice and find the proper methods 3. Finnish teacher training is far too theory oriented 4. Creative problem solving methods can not be understood by reading books
  8. 8. A pilot course for teacher students in winter 2013 • Organized by Kerhokeskus with Turku University, Rauma teacher training department • Course leaders came from Kerhokeskus • Optional course open for all students => students from different main subject and class level => highly motivated => no drop outs
  9. 9. • The focus of the course was recognizing and developing creative problem solving with student oriented methods. • Learning methods were based on creative problem solving process (Sahlberg. et. al. 1994)
  10. 10. Creative problem solving process • Finding and defining the question STEP 1: Preparation • Working on solution STEP 2: Working • Assessment and presentation STEP 3: Evaluating Based on Sahlberg et. al. 1994
  11. 11. What did the students do? • Each student had a self- made real life problem to solve • The prosess was exposed continuously by the methods and tasks • Finding different ways to solve the problem • Tuning the students to righ frequency is important for the success • Group support during the whole process, continual evaluation and assessment
  12. 12. Distance thinking patterns -a treat
  13. 13. Distance thinking pattern Funny/grazy but still reasonable application Possible solution A hairbrush -Spiny school pack -Plastic school pack -Iron  … -Fold the school pack flat -hard school pack - shiny school back A new school pack -spiny -plastic -Iron -Fit in a pocket -light -hard -shiny -… -… -… -School pack with feet -Recycled school pack (a pro-environmental) … - ergonomic school pack (prop up your back) -Reflecting school pack: practical in the dark
  14. 14. WHAT TO DO? • Working with pairs / groups • Every pair /group pick up two cards (a possible solution -card and a distance thinking pattern -card) • Write five qualities which are typical to your distance thinking pattern • Develop five funny/grazy but still reasonable applications • Develop one possible solution
  15. 15. A variety of tools were used Mind map tools Problem solving tools Collaborative learning tools Peer review tools
  16. 16. The  students  say… ”Problem-based method was new to me, I tried it as soon as I got to training school.” ”Lots of new ideas for teacher profession” ”I am now more brave expressing crazy ideas and evaluating different kinds of thinking” ”The course and feedback encouraged me to evaluate the methods used in teacher training –methods should be broaden and assessment brought up more widely.” ” Entrepreunership and what it offers is now much more clear to me.”
  17. 17. According to mind map analysis: • students own understanding about creative problem solving is developed from images what creative problem solving is to images how I can use it and for what I can use creative problem solving. • Most important result was to understand importance and variety of assessment during the creative problem solving process.
  18. 18. Evaluation and assessment …were piloting the process and their role was taken up continuously Self-evaluation methods Pair and group assessment Collaborative learning evalution Peer review tools Monitoring by course leaders
  19. 19. What next? • The co-operation set up is unique in Finland • The course will be organized in two Universities in the next 6 months • Collected data will be used in reseach • The structure is working, but needs a little trimming to support the process better
  20. 20. Thank you! Interested? Ask more: Riikka Kuusisto-Kajander Senior project manager, M.ed, Ph.D student riikka.kuusisto@kerhokeskus.fi Tiina Rytkölä Senior project manager, M. Soc. Sci tiina.rytkola@kerhokeskus.fi

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