At the beginning of the second working day, there was again a group greeting and introduction to remember yesterday's day. Course leader Mr. Mirjami Junnikkala announced the work plan for the second day of the course. In the first part of the lecture, through short educational videos and presentations, she introduced us to the Finnish school system. The topic of that part of the lecture was the Finnish School System in a nutshell. Through short videos, we saw how the Finnish school system is organized. We learned that Finnish schools are closely connected to the local community, which follows their projects and plans and helps them realize them. Finnish schools are largely independent in creating the curriculum and internal work of the school. Finnish society and schools are oriented towards the future. They invest a lot in STEAM subjects, equip classrooms, sometimes even entire schools, in order to progress in this direction. Finland is characterized by the trust of the system, society and parents in teachers and education because they believe that they should work together for the benefit of the children who mean the future. Within the schools themselves, children and teachers develop creativity, critical thinking, and problem solving every day. Students have a lot of free time between classes when they are offered a handful of opportunities and entertainment. During the break, children can play various kinds of sports outside, inside the school they can play video games, board games or even do something creative like jewelry, decorations for the house. In Finland, outdoor activities such as exploring and orienteering in the forest or cultivating the school garden are strongly encouraged. In the second part of the working day, we studied Phenomenon based learning in Finland. The course leader talked about how teaching units are planned in Finland and how teachers jointly plan teaching content in order to come up with the term Phenomenon learning, i.e. a common solution to a topic. After getting to know this term, the last working part of the day was group work. The task of the teachers, divided into groups, was to plan learning and work on one topic based on the previously learned Phenomenon learning principle. In groups of 4 teachers, our task was to set a topic, to agree on the problematic issues that we have to work on. After the problem questions were posed, we discussed which methods and within which subjects could help in solving those questions. After the set methods, we worked out a work plan, a timeline for solving the problem, and the way we could present the solutions and evaluate them. The group work was followed by a presentation in which each group presented its work in its own corner of the classroom. The representative of the group stayed with his topic, while the other members of the group went to others to listen to their topics and ways of solving problems. The representative of the group presented his topic and the method of solving it, and the other teachers could ask questions or give their remarks and comments on the subject. At the end of the activity, the members returned to their groups and presented to the rest of the group what they saw and heard, and how our topic could be covered. The working principle, the Jigsaw method, is also applied in working with students of all ages.