Balanced teaching

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Balanced teaching is a foreign language didactic concept that strives for a balance between closed and open methods.

Engelbert Thaler is considered to be the founder of balanced teaching , who in 2007 advocated a synthesis of unity and openness in foreign language teaching based on the analysis of open teaching arrangements.

Balanced teaching in the narrower sense

Balanced teaching in the narrower sense strives for a balance between closed and open lesson arrangements in English classes. Closed lessons are also referred to as teacher-centered, direct or instructivist teaching (direct instruction, teacher-fronted classroom) . Open lessons include task-oriented learning arrangements (e.g. free work , project work , station learning), game-oriented procedures (e.g. learning game, scenic play, simulation ), media-oriented approaches, skill-oriented techniques (e.g. discussions, improvisations , creative writing ), phase-oriented procedures (e.g. open entrances, breaks , surprise-tolerant teaching) and methods based on social form (e.g. cooperative learning).

Balanced teaching in the broader sense

In a broader sense, balanced teaching also seeks a balance in foreign language teaching in the following areas:

  • Standards: balance between skills and content
  • Competencies: balance between different abilities and skills
  • Topics: balance between external control (through curricula , teachers) and self-control by the student
  • Focus: balance between fluidity and accuracy
  • Difficulty level: balance between easy, medium and difficult tasks
  • Teaching role: balance between “guide on the side” and “say on the stage”
  • Student role: balance between knowledge, ability and action
  • Gender : balance between female and male needs
  • Lesson time: balance between 45-minute lessons and block lessons
  • Space: balance between school and extracurricular learning locations
  • Media : balance between textbook and alternative materials, between traditional and modern media
  • Performance measurement: balance between technical and methodological skills, between selective and integrative tests, between teacher and self-assessment
  • Classroom Discourse : Balance within IRF ( Impulse - Reaction - Feedback )

justification

The demand for balance goes back to Aristotle . The academic discourse, however, shows a tendency towards the absolutization of certain didactic principles . The criticism of traditional forms of teaching has led to an often unreflective opening of the lessons. At least since the meta-analysis by John Hattie (2009), the openness paradigm has been demythologized . "The model of visible teaching and learning combines, rather than contrasts, teacher-centered teaching and student-centered learning and knowing. Too often… direct teaching is portrayed as bad while constructivist teaching is considered to be good “(The model of 'Visible Teaching' combines (not: contrasts) teacher-centered teaching and student-centered learning. All too often direct instruction is portrayed as bad, whereas constructivist teaching is is considered good.).

A synthesis between instruction and design aimed in the general teaching Hilbert Meyer (1999) with its triple bottom line of. In the field of occupational psychology, Reinmann-Rothmeier / Mandl relativize the constructivist cognitive paradigm in favor of constructivist instruction or knowledge-based constructivism : “Balance between explicit instruction by the teacher and constructive activity by the learner.” In comparative educational research, Schaefer / Yoshioka (2000) advocate a "balanced thinking". Olaf Köller and Hilbert Meyer came to the conclusion in their most recent dispute about the “good teacher” (2013) : “The 100-year-old mutual condemnations between the defenders of conventional teacher- centered teaching and the propagandists of student-centered teaching are part of a pseudo-controversy.” Foreign language didactics , Engelbert Thaler tries to create a synthesis between unity and openness (Thaler 2007, 2010, 2011, 2013).

transfer

Developed initially for the English teaching concept can also be found in other modern foreign languages apply. With appropriate adaptation , it also applies to other subjects and school lessons in general.

See also

Literature (selection)

  • John Hattie : Visible learning. Routledge, London 2009.
  • Olaf Köller, Hilbert Meyer : What is a good teacher? , 2013
  • Hilbert Meyer: teaching methods II: practice volume. Scriptor, Frankfurt am Main 1999.
  • Gerhard Reinmann-Rothmeier, Heinz Mandl : Teaching and designing learning environments. In: Andreas Krapp / Bernd Weidenmann (Ed.): Educational Psychology. Beltz, Weinheim 2001, 601–646.
  • Gerhard Schaefer, Ryoei Yoshioka: Balanced thinking: an educational perspective for 2000+ on the basis of a cross-cultural German / Japanese study. Lang, Frankfurt am Main 2000.
  • Engelbert Thaler : Teaching English. Cornelsen, Berlin 2013.
  • Engelbert Thaler: 15 learning arrangements for English. Balanced teaching in practice. Cornelsen, Berlin 2011.
  • Engelbert Thaler: Successful learning through balanced teaching. Cornelsen, Berlin 2010.
  • Engelbert Thaler: Open learning arrangements in English classes. Reconstruction, construction, concretion, exemplification, integration. Munich: Ludwig Maximilians University 2007 (habilitation thesis).

Individual evidence

  1. ↑ Engelbert Thaler. Open learning arrangements in English classes. Reconstruction, construction, concretion, exemplification, integration . Munich: Ludwig Maximilians University 2007.
  2. ↑ Nicomachean Ethics. Rowohlt, Reinbek 2006.
  3. ^ John Hattie: Visible Learning. Routledge, London 2009, 26.
  4. ^ Gerhard Reinmann-Rothmeier / Heinz Mandl: Teaching and designing learning environments. In: Andreas Krapp / Bernd Weidenmann (Ed.): Educational Psychology. Beltz, Weinheim 2001, 627.
  5. ↑ Olaf Köller, Hilbert Meyer : What is a good teacher? ( Memento of February 2, 2014 in the Internet Archive ), 2013