Basic models of teaching
The basic models of teaching represent an approach to lesson planning that is oriented towards the learning objectives . This approach was developed by the educational scientist Fritz Oser at the University of Friborg (Switzerland) .
overview
The starting point for the considerations on the basic models are the individual learning steps of the learners, which are viewed as a prerequisite for achieving the respective learning objectives and the absolutely necessary, fixed chains of mental operations that are necessary to achieve the learning objectives. The respective learning objectives can for example be factual knowledge, conceptual knowledge or strategy knowledge. Fixed sequences of learning steps are to be defined that are required in order to achieve a learning goal. According to Oser, these defined sequences of learning steps should be adhered to in a factually correct manner and each learning step should be understood by every learner in order to build up helpful knowledge structures. Otherwise, it must be expected that broken and incomplete knowledge will be built up.
Combinations of basic models
In the classroom, however, the aim is not just one specific learning objective, but usually several. For example, it can make sense to build on terms and concepts when learning strategies. In this case, a basic model can be inserted into the sequence of learning steps of another basic model . In practical application, there are few inconsistencies with such combinations, as many learning steps occur in several basic models. It is only crucial that the basic learning steps of the corresponding basic model are implemented so that the learners can perform the decisive intellectual operations in order to achieve the learning goal. Rather, such combinations should even increase the effectiveness, because the variety of access is increased or deepening is made possible through the development of further content. In addition, the inserted basic models should serve a clarifying auxiliary function.
The individual basic models at a glance
Here are the individual (so far) defined basic models, which in turn contain individual learning steps:
| No. | Name of the base model | Target type of learning |
|---|---|---|
| 1a | Learning through personal experience | Acquisition of empirical knowledge |
| 1b | Discovery learning | Generalizing learning through search processes in reality |
| 2 | Development-promoting / structure-changing learning | Transformation of deep structures |
| 3 | Solve problem | Learning by trial and error |
| 4a | Concept formation | Construction of memorable facts, of facts to be understood |
| 4b | Concept building | Building networked knowledge |
| 5 | Contemplative learning | Meditative immersion |
| 6th | Learning strategies | Learning to learn (metal learning) |
| 7th | Routine building and training of skills | automation |
| 8th | Motility model | Transformation of affective arousal |
| 9 | Building dynamic social relationships | Bond development through social exchange of behavior |
| 10 | Building value and identity | Change in value, clarification of value, value creation |
| 11 | Hypertext learning | Construction and creation of independent networks |
| 12 | Learn to negotiate | Establishing consensus in different situations in life |
literature
- Elsässer, T .: Choreographies of classroom learning as a conceptual approach for vocational didactics. Zollikofen: Swiss Institute for Vocational Education 2000. PDF
- Oser, FK / Baeriswyl, FJ: Choreographies of Teaching: Bridging Instruction to Learning. In: Richardson, V. (Ed.): Handbook of Research on Teaching. 4th Edition (pp. 1031-1065). Washington, DC: American Educational Research Association 2001, ISBN 0-935302-26-3
- Oser F. / Patry J.-L .: Choreographies of classroom learning: basic models of teaching. (Reports on Educational Science No. 89). Freiburg (CH): Pedagogical Institute of the University of Freiburg, 1990.