Browsing by Subject "Tutkiva oppiminen"

The purpose of this research is to describe, analyse and interpret teachers' experiences of the Happy learning house model (HLH) and its functioning in learning and teaching. The functioning of the HLH is reflected against the national curriculum (2014) and the theory concerning individual learning styles, the conceptions of learning and assessment.The research concentrates on these areas as, looking at the functioning of the HLH, they are important part of learning and teaching. HLH model has been developed to support learning and teaching. In addition there is a belief that with its help the national curriculum will become more relevant to a child. Three teachers working in primary schools in Helsinki who had been using the HLH for a trial period took part in the research. Interview questions were based on theory. The three teachers had different kind of experiences of the HLH. All of them had set their own targets in the HLH together with the pupils at the beginning of the academic year. All three teachers had also spent some one on one time with pupils colouring the HLH and therefore monitored their progress. On top of that one of the teachers had brought into use the individual themes of the pupils. All three teachers agreed that HLH increases the individual attention each pupil gets and changes the culture of assessment. They felt HLH had helped them to know the pupils better and their interests and progress had become more visible. Teaching and learning itself hadn't changed considerably though except with one of the teachers. This was due to her bringing into use the individual themes. My research shows that when a pupil gets more individual attention with the help of the HLH it is linked to a better self-assessment of the pupils and it also increases the ability to be aware of their own strengths and weaknesses. This furthermore helps the pupil to have a better self-esteem. Using the individual themes in teaching clearly supports the new idea of conception of learning and it also affects assessment. Therefore when it comes to assessment teachers don't expect the same results and skills from all the pupils but rather stress the importance of understanding the learnt concept.