Bielefeld laboratory school

from Wikipedia, the free encyclopedia
Laboratory school
Bielefeld Laborschule Universitätsstrasse 21.JPG
School number 184883
founding 1974
address

Universitätsstrasse 21

place Bielefeld
country North Rhine-Westphalia
Country Germany
Coordinates 52 ° 2 '11 "  N , 8 ° 29' 54"  E Coordinates: 52 ° 2 '11 "  N , 8 ° 29' 54"  E
carrier State of North Rhine-Westphalia
student 660
Teachers 63
management Rainer Devantié
Website www.laborschule.de

The laboratory school in Bielefeld is an experimental school for the state of North Rhine-Westphalia. In 1974 it was founded according to the ideas of the teacher Hartmut von Hentig together with the neighboring upper level college in Bielefeld .

As the state's experimental school , it has the task of “developing new forms of teaching and learning and living together in schools”. Complementary to the experimental school , there is the scientific facility laboratory school , which as an institute of Bielefeld University accompanies and evaluates the work of the school.

At the laboratory school , students from grades 0 (pre-school year) to 10 are taught, with the transition from one grade to the next being fluid. The school does not subdivide according to age groups, but rather according to levels that combine several years, sometimes overlap and form mixed-age groups. Grade certificates are only issued in grades 9 and 10.

Student body

The laboratory school covers grades 0 to 10 with a total of 660 students. Every year 60 students are re-enrolled. The school is formally divided into four levels. Level I comprises grades 0–2, grade II grades 3-5, grade III grades 5-7 and grade IV grades 8-10. Year 5 has a connecting function between primary and secondary level.

As a “school for everyone”, the laboratory school aims to reach children from all walks of life according to their distribution in society. Despite an admission key and the school's efforts to attract more children from educationally disadvantaged backgrounds, this goal is not achieved. The laboratory school attributes this, among other things, to the fact that reform schools are particularly attractive to parents from an academic environment.

Social origin of the students at the laboratory school, compared to comprehensive schools and grammar schools in North Rhine-Westphalia
EGP social class Laboratory school Integrated comprehensive schools High schools
Upper class of service 40.3 8.1 28.1
Lower class of service 33.9 15.4 32.3
Routine services 17.7 15.7 11.8
Self-employed 3.2 5.4 6.1
Skilled workers 3.2 25.4 7.7
Unskilled and semi-skilled workers 1.6 30.1 14.1

The proportion of students with a mother tongue other than German at the Bielefeld Laboratory School is below average. It is also noticeable that 44% of the parents at the Bielefeld Laboratory School have a university degree (for comparison: only 35% at the Gymnasium). 19% of the parents of the laboratory students (and 14.6% of the parents of high school students) have a technical college degree. After all, laboratory students 6.3% more often than high school students (3.2%) have parents who have no educational qualifications. According to Waterman et al. (2005) the laboratory students “ practically represent a high school clientele based on the socio-economic position of their parents ”.

staff

In addition to around 60 teachers, the Bielefeld Laboratory School has around 40 other specialists available. These are mainly socio-educational, manual or administrative staff. In total, the school has over 100 employees.

Scientific institution

The school as a laboratory is scientifically supported by a research unit at Bielefeld University (currently five positions). This prepares the regular research and development plans for the school and relieves the school's teachers who work on the research projects to an extent of 90 hours per week, corresponding to around 5 teachers.

Appraisal system

The learning process reports are the laboratory school's tool for assessing performance . In contrast to standardized assessment systems, they should honor the students as individuals and consider their performance in the individual and group-related development process. Unlike grades , they should not be unambiguous judgments, but serve communication between the people involved (students, parents and teachers). As a rule, they are directed at the child themselves and are written in a clear and understandable manner. The reports are also intended to advise, support and encourage. They must therefore not contain any “unchangeable” things such as character traits. Confidential information (e.g. special features of the domestic situation) should also not be included. Regular discussions with parents should prevent the reports from containing surprises. The stage-related planning papers and transition qualifications can be attached to the reports as an annex.

  • In the pre-school year, the children do not yet receive any reports. In the entry level (grades 0–2) the reports are given at the end of the 1st and 2nd school year. In level II (grades 3–5), at the end of the first half of the year, there are also compulsory and detailed counseling sessions with the parents, which are recorded and usually result in a learning agreement. Children who are now leaving school do not receive a grade certificate, but a transitional report at the request of secondary schools.
  • In levels III and IV (grades 6–10) there are also written reports from the supervisory teachers at the end of the half-year (group report and a description of the individual students in their learning and social behavior). At the end of the school year, the students receive subject-related assessments of their performance including a lesson description from all teachers. After the 10th school year, the pupils receive a final report written by the mentoring teacher.

PISA test

The Bielefeld Laboratory School was tested separately as part of the PISA studies in 2002 by researchers from the MPIB ( Max Planck Institute for Human Development ), Berlin. The evaluation showed that the pupils in reading and science achieved the performance that pupils of comparable social origin also achieve in the mainstream school system. This also applied to high school students. In mathematics, on the other hand, the laboratory students lagged behind the performance of students of comparable social origin in the mainstream school system. The study also shows that the school increasingly attracts students from preferred social classes with a higher educational background and does not, as required, depict a social cross-section in its student body, as the school would have to do according to its self-definition in order to achieve transferable results as an experimental school : “These differences are partly due to the fact that the student body at the laboratory school tends to have more favorable learning conditions. For example, the parents of the 15-year-olds in the laboratory school have, on average, significantly higher school and professional qualifications than parents of young people in other schools. In order to obtain information about the effectiveness of the laboratory school, the test results achieved there must be compared with those of students from other schools who have a similar family background and similar basic cognitive skills. "

In addition, significantly better results were achieved in the area of ​​assuming responsibility, political understanding and the willingness to integrate foreign students than in the mainstream school system. The laboratory school offers good learning conditions, especially for girls. The pupils and parents show above-average satisfaction with the school and the teachers.

In principle, the same selection mechanisms work at the laboratory school as in the mainstream school system: school success is closely linked to social background. Pupils from simple backgrounds rarely achieve good or very good performance. However, it must be taken into account that the laboratory school is successful in bringing children from simple backgrounds at least to graduation.

additional

The school is a member of the school association 'View over the fence' . Documents on the history of the Bielefeld Laboratory School can be found in the Bielefeld University Archives .

literature

  • Hartmut von Hentig: The Bielefeld Laboratory School. Tasks, principles, facilities , IMPULS (series of publications of the laboratory school), Vol. 7, Bielefeld 1994 (4th edition), 47 pages, ISBN 3-929502-07-0
  • Wiltrud Döpp / Annemarie von der Groeben / Susanne Thurn: learning reports instead of grades. Experiences from students, teachers and parents. Publishing house Julius Klinkhardt. Bad Heilbrunn 2002, 258 pages, ISBN 3-7815-1198-7
  • Susanne Thurn / Klaus-Jürgen Tillmann (eds.): Laboratory school - model for the school of the future , Julius Klinkhardt publishing house. Bad Heilbrunn 2005, 284 pages, ISBN 3-7815-1377-7
  • Rainer Watermann, Susanne Thurn, Klaus-Jürgen Tillmann, Petra Stanat (eds.): The laboratory school as reflected in its PISA results , Juventa Verlag. Weinheim 2005, 320 pages, ISBN 3-7799-1678-9 Online = excerpt as a digitized version in the Google book search

Web links

Individual evidence

  1. ^ Rainer Watermann, Susanne Thurn, Petra Stanat: The laboratory school as reflected in its PISA results - pedagogical-didactic concepts and empirical evaluation of reform pedagogical practice . Published by Juventa, 2005; Pp. 73, 77, 80.
  2. ↑ Rainer Watermann: The laboratory school as reflected in its Pisa results: pedagogical-didactic concepts and empirical evaluation of reform pedagogical practice . Juventa, 2005, ISBN 978-3-7799-1678-9 , p. 77 (accessed February 1, 2012).
  3. ^ Rainer Watermann, Susanne Thurn, Petra Stanat: The laboratory school as reflected in its PISA results - pedagogical-didactic concepts and empirical evaluation of reform pedagogical practice . Published by Juventa, 2005; P. 78
  4. ^ Rainer Watermann, Susanne Thurn, Petra Stanat: The laboratory school as reflected in its PISA results - pedagogical-didactic concepts and empirical evaluation of reform pedagogical practice . Published by Juventa, 2005; P. 80
  5. ^ Rainer Watermann, Susanne Thurn, Petra Stanat: The laboratory school as reflected in its PISA results - pedagogical-didactic concepts and empirical evaluation of reform pedagogical practice . Published by Juventa, 2005; P. 79
  6. ^ Laborschule Bielefeld: Staff (23/01/2012)
  7. ↑ Scientific institution laboratory school
  8. ^ School website with a description of the school
  9. ↑ Bielefeld University: Archived copy ( memento of the original from June 27, 2007 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. (23/01/2012) @1@ 2Template: Webachiv / IABot / www.uni-bielefeld.de
  10. ^ Rainer Watermann, Susanne Thurn, Petra Stanat: The laboratory school as reflected in its PISA results - pedagogical-didactic concepts and empirical evaluation of reform pedagogical practice . Published by Juventa, 2005; P. 62.