Offer usage model
According to the offer-use model , teaching is an offer created by teachers that can (should) be used by students in order to achieve learning success as a result. In addition to the lessons (offer), the learning activity (use) and the learning outcomes (yield), factors influencing these teaching characteristics such as the learning potential of the students are named and connections between these are postulated. The offer-usage model serves as a framework model that simplifies the complex processes in the classroom. It was developed by Helmut Fend and modified or expanded by Andreas Helmke and Franz Weinert . Since then, many educational scientists have used this model as the basis of their research and developed it further.
Offer usage model according to Andreas Helmke
diagram
Andreas Helmke (2007) formulates the offer-usage model as follows:
Lessons as an offer
This model assumes that teachers create learning opportunities through their lessons as an offer that the students can or should use. The better the quality of the offer, i.e. the teaching, the higher the probability of learning success (the usage rate increases). The quality of the teaching depends, among other things, on the teacher. For example, the professional knowledge of the teacher such as his technical and didactic skills as well as the convictions and motivation of the teacher are named as influencing factors. More general characteristics such as teaching experience and the personality of the teacher also influence the quality of teaching.
The available teaching time plays an important role. Depending on the type of school and subject, this can be longer or shorter. The context of the lesson (class composition , type of school , staff, cultural framework, classroom equipment, etc.) influences how the teacher can design the learning opportunities.
Learning activities as use
The range of learning opportunities created by the lessons should be used by the students in learning activities. Learning is to be understood as an active, self-directed and individual process. The usage rate is thus also influenced by the respective learning potential of the students such as previous knowledge, motivation , perseverance , and the learning and memory strategies used. These in turn are the result of family demands or are influenced by the family context. The context of the school and the willingness of other learners to make an effort also have an influence on how each individual can use the learning opportunities in class.
Learning outcomes as income
Through learning activities, students can take advantage of what the teacher has to offer and achieve learning outcomes for themselves as a result of their activities. These can be varied. In addition to an increase in subject-related content and skills, interdisciplinary skills such as learning or problem-solving skills can also be strengthened. Educational effects can also be achieved, for example by increasing self-confidence or independence. These learning outcomes in turn influence the learning potential for future learning activities. For example, a growing interest in the subject can increase motivation or negative experiences can inhibit future activities.
Offer usage model according to Tina Seidel
The offer-use model was further developed by numerous educational researchers and adapted for their research. Tina Seidel (2014) formulates the following model based on Brühwiler and Blatchford (2011) and Seidel (2011):
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This model distinguishes three essential levels with which the supply-use-income structure is mapped:
- Offer structures
- Forms of use
- Learning outcomes
Within these levels, those influencing characteristics are named which influence the offer (teaching processes in the classroom) or the use (learning activities of the students).
Conclusions from the supply-use model
The offer-usage model does not assume that the lesson structure or the teacher has a direct influence on the learning success (similar to the Nuremberg funnel ). Rather, the offer must first be used, which is influenced by other factors such as the individual requirements of the students. This emphasizes the role of the learner alongside the teacher in order to achieve learning success. From this, Helmke concludes, among other things, that there can be no such thing as “good” teaching, since other teaching methods must be used depending on the individual requirements in the class and the learning objectives.
Web links
Individual evidence
- ↑ a b c d e Tina Seidel: offer Usage Models in the teaching psychology (= Journal of education . No. 60 ). 2014, p. 850–866 , urn : nbn: de: 0111-pedocs-146864 ( pedocs.de [PDF]).
- ↑ a b c d e f g h Mareike Kunter, Ulrich Trautwein: Psychology of teaching . 2013, ISBN 978-3-8252-3895-7 .
- ↑ Helmut Fend: Theory of the school . Urban & Schwarzenberg, 1980.
- ↑ Andreas Helmke, Franz Weinert: Condition factors of school performance . Ed .: Max Planck Inst. for psychological research. 1997.
- ^ A b Hilbert Meyer, Ewald Terhart: Good teaching - only one offer? Interview with the teaching researcher Andreas Helmke (= Friedrich Jahresheft ). 2007 ( unterrichtsdiagnostik.info [PDF]).
- ↑ a b c d Tina Seidel , Kristina Reiss: Learning opportunities in the classroom . In: Educational Psychology . 2014, p. 253-276 .
- ↑ Christian Bruhwiler, Peter Blatchford: Effects of class size and adaptive teaching competency on classroom processes and academic outcome. In: Learning and Instruction . tape 21 , no. 1 , 2011, p. 95-108 , doi : 10.1016 / j.learninstruc.2009.11.004 .
- ↑ Tina Seidel: Teachers' action in class . In: Ewald Terhart (Ed.): Handbook of research on the teaching profession . S. 605-629 .
- ↑ Andreas Helmke: Comment: Teaching quality and teaching climate: perspectives and dead ends . In: Educational Science . tape 30 , no. 3 , 2002, p. 261-277 ( pedocs.de [PDF]).