Freitag, 10. Juli 2020


We studied music mainly by listening different kinds of music. Usually I gave assignments via Wilma and students could do them at their own pace. When students gave presentations we used Microsoft Teams or Zoom as a platform. Concidering the circumstances those applications worked out pretty well. Students managed to choose interesting songs for listening and they also created fun quiz shows (Kahoot for example) so that every classmate could involve.

The most important shortage was lack of making music together: playing and singing. As a teacher I consider making music the most important, fundameltal aspect of learning music. I know there are different solutions for making music remotely. One group of students actually used a DAW-program called Soundtrap (DAW = Digital Audio Workstation). I will definitely continue my research on this area so I will be prepared for the future if times like these ever happen again!

Milla Pohjola, music teacher, Iitin lukio, Finland


Example 1.

The lectures were arranged using video conferencing tool (Microsoft Teams). I shared my screen to show examples and how-to-do-this with my computer. This communication was pretty much “one-way”, the students did ask or comment only few times. In addition to my short lecture there was assignment for students to submit using Teams. In that class I arranged my lectures in the same time I would do in normal school conditions, three times a week. Some of the lectures I recorded and shared to students using Microsoft Stream -cloud.

Example 2. The course material was already in the Internet-service (, in Finnish only) so I created usernames for students. The course material included theory with examples and brief automatically checked assignments. Cool thing was that the system allowed me to monitor when and how student had accomplished each assignment. On Fridays I quickly checked how many points had each student achieved and give some feedback personally. I was available for students to explain unclear points with video conference tools or Teams-messages.

In addition to automatically checked small assignments I will grade in detail 40 exam-type assignments per student so this will be a lot more work compared to traditional exam. In this course I pilot to grade with no official controlled test.

Students working varies; some studied very regularly and some very loosely. Few students are causing worry because of very passive or minuscule communication and lack of submitted assignments. The course is in progress as I am writing this. 

Example 3. The course started before corona-restrictions. The final exam was arranged as remote-exam; the assignments appeared on a fixed time to the password-protected www-site and there was three hours for students to submit the answers. Student could take a photo of their hand-written answers and send that to me or upload to the restricted www-site. Of course, I pondered upon the possibility of cheat. This time the results were pretty much as I would bet based on each student’s schoolwork in normal times. But if the corona-situation goes worse in future and we continue remote school in September, I will use more controlled remote-exam. One way is to start exam so that I can monitor each student’s webcam to check they are alone and continue to monitor their computer’s desktop (student shares her/him screen to me).

None of the known methods is waterproof, I think.

Technical stuff

Video-conferencing software Teams worked very well in one-way communication from teacher to all students, and well in creating/submitting math assignments. Out student had licences to Office 365, but it took a while before everything was working. In small group conversations does Teams work very well. Teacher must create “channels” to subdivide whole class into smaller groups. Another option for arranging the remote classes with video conferencing was Zoom-software. Zoom seemed to be more agile with greater number of participants but it lacked assignment-tools, composition of course material.

As math writing tool I used mostly Word -equation editor. I also have possibility to connect a document camera to PC and share the screen to show my hand-written math. I did try a Bamboo digital pen too but ended up writing math mostly with keyboard.

Touko Arhosalo, mathematics teacher, Iitin lukio, Finland

Sonntag, 10. November 2019

LTT England in Finland - Biology



Objectives of the lesson

Teach about the woodlands of Britain and explain the differences between British woods and woods in Finland. Explain the different types of tree and animal which are common in British woodlands. Revise the levels in the woodland & food chains given a woodland food web. Learn about energy efficiency and transfer of biomass. Discuss issues in British forests such as endangered animals and forest conservation organisations. 


Slides to show the different types of woodland – deciduous and coniferous.
Student’s were asked to guess the percentage cover of woodland in the UK versus Finland and the percentages of the different types of woodland.
Threats to UK forests discussed – Dutch Elm and Ash Dieback disease and examples shown.

Conditions for fast growth rate Question/Answer session to draw out the idea of milder conditions in UK leading to faster growth rate.
British woodland foodwebs shown. 

Written activity – individual – how many food chains could they find and which was the longest. Drew out the idea than no longer than 5-6 organisms.
This led to the next activity on energy efficiency and loss of biomass as energy transferred. Gave students a worksheet in Finnish to complete ‘where is energy transferred to?’

Description of local forest (Formby) where the red squirrel is endangered. Asked questions on why this may be the case (competition with grey squirrel for food). Explained the role of the National Trust and Forestry Commission. 

Media used

Powerpoint slides

Benefits of Lesson

The student’s had previously completed a lesson in which they learnt about Finnish forests. This lesson built on their knowledge and understanding. They also were able to revisit previous topics (food webs/chains) and apply their knowledge to this context. They developed their understanding of energy loss in food chains.


Some pupils were more able to understand the concepts because of their better knowledge of the English language. It was very useful to have Marjut there to translate our questions and their responses when necessary. 

Alyson Briggs and Billy Douthwaite

Dienstag, 28. Mai 2019

Digitales Kursheft

In dem digitalen Kursheft, werden die Unterrichtsstunden abwechselnd von Schülern protokolliert. Andere Schüler können dann die Mitschrift ergänzen,
      weil die Mitschrift nicht vollständig war
      mit ergänzenden  Inhalten aus Büchern, www
      mit links zu interessanten Inhalten

Dafür eignet sich
      ein googledocs

      Onenote Kursbuch

Dienstag, 11. September 2018

Sonntag, 9. September 2018

Popplet im Unterricht

In Bearbeitung....
Popplet ist eine Applikation, die man als Veranschaulichung seiner Gedanken einsetzen kann.

Popplet ist ein freies Werkzeug zum gemeinsamen Brainstorming, Präsentieren und Darstellen von Ideen und Gedanken in sogenannten Popplets mit Text, Bild, Video, Zeichnungen und deren Beziehungen zueinander. Der Präsentationsmodus ist eher ungewöhnlich für ein Mindmapping Tool, aber sehr praktisch.


Mit einem Doppelklick auf die Arbeitsoberfläche poppt ein Popple auf. Ist man angemeldet, so steht statt „your name“ der persönliche Name. Mit einem Klick auf das erste Symbol (siehe roter Pfeil links) lässt sich die Farbe des Rahmens ändern. Ein Klick auf das „A“ aktiviert die Texteingabe, der Bleistift die Zeichenfunktion, das Bild (in der Grafik aktiv) zeigt die Importmöglichkeiten für Video (Youtube und Vimeo) und Bilder vom eigenen Gerät. Die grauen Kreise außerhalb des Popples markieren die Verknüpfungspunkte mit weiteren Popples, die per Mausklick erstellt werden. Mit dem roten Pfeil rechts unten kann die Größe des Rahmens verändert werden. 
Auf der Startseite werden unter „Demo“ in 9 Schritten alle Basisfunktionen anschaulich vorgeführt. 

Das Symbol eines Zahnrades öffnet das Menu zu weiteren Editierfunktionen, zum Präsentationsmodus, zum Export als PDF oder Bilddatei und zur Printfunktion.  Das Speichern ist nur in angemeldetem Zustand möglich, ebenso die Funktion „timewarp“. Damit lässt sich die Chronologie der Entstehung des Popplets nachvollziehen. Unter „popplet permissions“ kann ein Popplet zur Bearbeitung mit anderen Personen freigegeben werden.

Bleibt noch der Button „Share“, mit dem ein Popplet öffentlich sichtbar gemacht werden kann. Ein Mausklick auf Facebook- und Twitter-Buttons weist den Weg dorthin. Weiters stehen ein Weblink und der Embedcode zur Verfügung für die Implementierung in die Lernplattform. An 10 Mailadressen lässt sich der Link direkt verschicken. Mitarbeiter zum gemeinsamen Editieren können mit einem Klick auf „add collaborators“ eingeladen werden.

Möglichkeiten für den Unterricht

Mit diesem Werkzeug können Mindmaps mit der App am iPad oder auf jedem Computer online praktisch intuitiv erstellt werden. Somit eignet es sich besonders für Brainstorming in der Klasse, aber auch als kollaboratives Tool zuhause. Der Präsentationsmodus, der auch ohne Anmeldung funktioniert, ermöglicht die Visualisierung von Konzepten und Ideen aus der Gruppenarbeit in der Klasse. Die Größe der Darstellung kann stufenlos gezoomed oder im Vollbildmodus dargestellt werden. Die Namen der Ersteller der Popples lassen sich im Präsentationsmodus ausblenden. Die Funktion „timewarp“ macht die Entstehung der Präsentation nachvollziehbar, aber nicht in der gratis-Version am iPad.

Mittwoch, 5. September 2018

The Digital Herbarium

The students will:
- receive a list of plant species in both forest and wetland areas
- during the summer photograph at least 35 different plants from the list
- include the mascot in pictures to proof they are authentic
- name the plants they have photographed
- turn in their work by September

The purpose of this task is to learn to identify the most common plants.
The students will also learn plant photographing and to take an advantage of internet and/or a guidebook.

See the herbarium here:  The Digital Herbarium Iitin lukio

The field study of plant diversity

The field study of plant diversity

Aim: Study of plant diversity on two areas (moist boreal forest and clear cutting)

The students will:
- count/approximate the amount of plant species in two different areas
- compare their vegetation and environmental conditions
- draw a structure of a podzol soil
- report the results by drawing diagrams of plant amounts using Excel

The methods being used:
-digital photographing
-creating diagrams using Excel
-digital reporting

Learning results/opportunities:
- learning to identify plants
- Excel usage
- developing co-operation and interpersonal skills

See  The report of the students

Sonntag, 3. Dezember 2017

How to make subtitles for videos?


Using for making it easy for anyone to caption and subtitle videos.


The teacher chooses a movie extract or a video from any sources for the students and ask them to watch the video and then prepare subtitles to the text.

Media used

laptop, smart phone, wi-


It’s fun and easy to learn, and encourages collaboration. It’s motivating for students.


Peer evaluation, Ss compete in groups and choose the best subtitles.

How to use videos in the classroom?


Using for advanced learners’ competences and vocabulary


It applies to advanced level groups. First teacher discusses general topic e.g. nature, environment or education with the class then they watch a relevant video from this website and it can be followed by lots of tasks e.g. worksheets, group work, class debates etc.

Media used

projector, laptop, IWB


This method is a very effective way of acquiring new advanced vocabulary in context and practising speaking skills e.g. presenting arguments while participating in discussions


We can use Kahoot or Quizlet to check the command of new vocabulary.
Listening Comprehension


To check students’ understanding of the text


Playing an authentic material e.g. videos three times for students. After the first listening Ss make notes for a minute in English. Then comes the second listening. After the third listening ss are asked to write a summary in the native language.

Media used

CD, Youtube, laptop, projector


Immersing in foreign language, practising pronunciation, grammar and vocabulary in context.


Teachers can pick several Ss and ask them to present their summary/ peer correction/ Ss work in pairs and compare their summaries.


We studied music mainly by listening different kinds of music. Usually I gave assignments via Wilma and students could do them at their own ...