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Nordics Program Curriculum and Continuing Education Credits/Units

Helsinki cathedral night-wide.jpg
Working with State Licensure 

We (at GEA) deeply believe in the transformative power of human interaction, conversation and global experiences to impact children and enhance classrooms and schools across our nation. Therefore we are willing and look forward to working with Teacher Preparation Programs, State Licensure Departments, District Leadership, Educational Organizations, Local Committees and educators on gaining continuing education credits for our programs which address 21st century thinking and cultivate adaptive, innovative, compassionate and culturally competent practices.

Aino Rama, Director, ainorama@globaledallies.org

Ruba Monem, Ed.d., Director of Research, monem.globalresearch@gmail.com

Kristal Funk, Director of Outreach, kfunkconsultants@gmail.com

Paul Rama, PhD, Director of Program Evaluation, paulrama@globaledallies.org

program curriculum

The following resources are provided as suggestions for you to explore prior to the program. Watching and/or reading through as many of these as possible will make our discussions, both formal and informal, more extensive and meaningful. We ask that all participants dedicate a minimum of 5 hours to studying these resources. The GEA certificate of completion will recognize these hours towards your continuing education credits. The amount of continuing education credits you receive differs from program to program, with an average 20-25 education credits with an additional 15-20 history and culture credits.
 
This list is not exhaustive. This is meant as a first stop for some background knowledge of the countries, cultures and classrooms we will be visiting. These resources will provide background knowledge towards our guided inquiry-based discussions (see above for questions for dialogue). Upon the program's conclusion,  we will be sharing a folder with some practical tools, resources and lesson plans for your use. If you have something to add, GEA welcomes your ideas.
 
For more information about our reflective journal during our experiential travel, please visit the curriculum page.

  1. Considering the pivotal role that happiness plays in educational environments, what foundational elements contribute to cultivating a pervasive culture of happiness in our classrooms?

  2. Considering the substantial influence of outdoor environments on well-being and happiness, how might we integrate nature-centric elements into learning spaces, particularly in urban settings where access to green spaces is limited?

  3. As we strive to foster supportive and nurturing educational communities, what roles do broader community networks play in fostering the resilience and well-being of schools and youth populations?

  4. How can we empower our students to nurture a sense of ownership and preparedness to thrive in a constantly evolving world?

  5. How does cultivating a culture of trust, permeating all facets of a school community, correlate with enhancing positive behavior and academic achievements, and what strategies can be employed to nurture this from the grassroots level?

  6. How can we instill a love of lifelong learning and curiosity in students starting in early childhood education?

  7. With societies becoming progressively diverse, how can we implement more inclusive approaches and promote an atmosphere of mutual respect and understanding?

questions for guided inquiry
Finland

 

Popular Articles

Research Articles

Materials from Education Organizations

History and Culture

Movies and Documentaries from Finland

Watch on Tubi

Watch on Amazon

Watch online

Books on Education

Lapland / Sami

History and Culture

Movies and Documentaries about Lapland

Watch on Tubi or Vudu

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