Bern model (didactics)
The Bern model is a competence and resource-oriented, didactic planning model that was developed by a team of trainers at the former Bern seminar for adult education and published by Hans Furrer . Today, the Bern model is used as a didactic tool by various adult education institutions, in particular the Academy for Adult Education in Basel, Bern, Lucerne and Zurich.
General
In terms of presentation, the Bern model is based on the Berlin model , but is not - like this one - based on learning objectives, but on competencies to be developed.
Since educational issues are always social issues ( Wolfgang Klafki ), the didactic analysis must always be carried out against the background of current socio-political issues (today especially the neoliberal austerity policy) and the key problems typical of the epoch . In the Bern model, competence is understood as the ability of a person to mobilize those resources in a certain situation that they need to cope with the situation ( performance ). In the KoRe model used in Switzerland today, resources are divided into knowledge, skills and abilities, attitudes and values and external resources. In vocational training the terms knowledge, ability, willingness and permission have recently been used.
Competencies can neither be taught nor acquired in class. You don't have them once and for all, they have to be developed in the specific situation by integrating the appropriate resources. Therefore, they cannot be tested or measured. Only the performance can be proven.
In lessons, however, the resources necessary for a specific competence or performance can be conveyed. In addition, didactic arrangements must be selected in which the learners can integrate the resources for competencies.
Consequences for the classroom
The following procedure results from the aspects mentioned above:
| Competence-oriented planning | → | resource-oriented teaching | → | performance-oriented testing |
Competence-oriented planning
Most of the competences to be achieved are specified in today's education plans or curricula. Here is an example from the carpenter's profession:
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However, these are usually so abstract that they have to be implemented in a typical situation or performance.
The didactic planning process takes place in five steps:
1st step :
the performance to be achieved is described in great detail:
| Patrick (1st year carpenter's apprentice) sees the picture of an Ulm stool. He likes it very much and would like to make such a stool. He wonders how it was made and what the particular difficulties in making it could be.
He googled for the keyword “Ulmer stool” and reads the description. He thinks about the suitable surface corner connection and how the baseboards are attached. He takes into account that the stool and skirting board are made of different types of wood, and thinks about the consequences that this has for production, and makes a simple drawing. He takes the measurements for the height, width and depth of the stool from the Internet. In order to determine the thickness of the boards, he calculates this from the known information. He is proud of his drawing and shows it to the teacher, who tells him that he can make the stool on a Saturday, and Patrick is happy about it. |
2nd step :
The resources required for this performance are analyzed and listed:
| Knowledge |
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| Skills, abilities (ability) |
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| Attitudes, values (want) |
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| external resources |
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3rd step :
It is analyzed which resources the learners may already bring with them.
4th step :
The missing resources are grouped and summarized in sub-topics. Ideally, these can be represented in a morpheme (see below).
5th step :
Now it is decided which methods, social forms and media are best suited and can be used for the individual sequences.
Resource-oriented teaching
Lessons must be based on the available resources of the learner. The aim is to design learning architectures (according to Hermann Forneck ) based on the resources of the participants , which enable the participants to find individual approaches to the topic, to acquire resources and develop skills. This is the process that is referred to as drifting in the Bern model of didactics (see below). The participants can choose their own approach to the material in the focal points prepared by the teacher (e.g. morphemes). However, this means that learning happens very individually and the teachers - after creating a possible learning architecture - mainly work as learning coaches. However, if it becomes apparent in the course of learning that a large number of learners are missing a certain resource, this can certainly also be conveyed to them in a teaching talk.
Performance-oriented testing
It is basically not possible to check competencies, because competence is always only potential performance ( Guy Le Boterf ) and can only be shown as such. Therefore, in a competence-oriented context, it is important to check the performance of the participants. However, this is only possible in practical exams or in assessments (e.g. simulations, case studies). The formulated performance or the described typical situation must be used as a starting point and the performance must be checked in this context. Not only at the end of an educational sequence, but also after individual partial sequences, the participants can show certain performances. However, individual acquired resources can also be checked orally or in writing. Furthermore, a performance can be checked, at least approximately, with an application or transfer task, linked with the reflection of the action, or with tasks for the synthesis of resources.
Morphemes
In linguistics, morphemes are the smallest meaningful units of a language. A distinction is made between lexical and grammatical morphemes. At this point only the lexical morphemes are of interest. These are the roots of the word that form the basis for forming derived words in a language.
Didactics can now be viewed in the broadest sense as a language into which we translate the subject matter so that it becomes understandable for the learners. Similarly, the morphemes in didactics are the smallest meaningful units of a topic or a lesson sequence. In the Bern model, Furrer now demands that the entire topic can be generated from the morphemes. He refers to the generative images or generative words in Freire's sense . It is one of the most difficult, but at the same time most rewarding, tasks in didactics to determine morphemes on a particular topic, because the learners can work on the topic largely independently and in a resource-oriented manner based on such morphemes. This should be explained using two examples:
For an educational trip to Istanbul , the Hagia Sophia and the Bosporus Bridge ( Boğaz Köprüsü ) were carved out as two morphemes .
The whole history of Istanbul can be derived from the morpheme Hagia Sophia. From the pre-Christian Greek temple at this point, to the construction of Hagia Sophia (532) as the main church of the Byzantine Empire , to the conversion to a mosque after the conquest of Constantinople by the Ottomans in 1453 to its current use as a museum (since 1931) in the Turkish Republic .
The Bosporus Bridge stands as a morpheme for the city on two continents. But it can also be used to address modernization, population growth and transport policy.
For the professional knowledge of the carpenter apprentices z. B. the water content of wood can be taken as the morpheme. On the basis of this, the most varied of fundamental topics on wood processing can be dealt with, such as shrinkage and swelling, storage of the wood, staining and much more.
Morphemes are also very suitable as elements of an advance organizer or a drift zone.
Drift zone
The term drift zone or structural drifting originally came from the Chilean biologists Humberto Maturana and Francisco Varela , who used it in terms of evolutionary theory. He was introduced to didactics by Edmund Kösel . It describes an interaction space in which teachers and learners meet, in which the impulses and knowledge offers of the teachers are intertwined with the experiences and interests of the learners, are, as it were, structurally coupled and thus make learning progress possible.
A drift zone consists of individual learning stations - in the best case these correspond to morphemes - in which the learners can move according to their interests and abilities. You can start at those stations that correspond to your previous knowledge, learning questions or your learning type. If new questions arise, they drift to other stations and so they can make the entire material their own. If the material is relevant to the examination, the teaching person must then secure the results in the learning group.
Individual evidence
- ↑ Hans Furrer: The Bern model - an instrument for competence-oriented didactics. hep-Verlag, Bern 2009, ISBN 978-3-03905-552-4 .
- ↑ Edmund Kösel: The modeling of learning worlds. Laub, Eltztal-Dallau 1993, p. 236 ff.