Dialogic learning

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The Dialogic learning is one of the didactics Urs Ruf ( General Education and German didactics) and Peter Gallin ( mathematics education developed) teaching concept at the Pedagogy Martin Wagenschein anknüpft. Teaching and learning are organized according to the model of a dialogue and, based on Fend , are viewed from the point of view of supply and use. The focus of attention is on how students use the classroom offerings. The contributions of the learners are understood - in the sense of the dialogue - as a new offer that must now be used by the teacher and classmates.

The teaching concept provides a socially organized, individually progressing approach to the technical norm and is thus close to the social constructivist learning theories ( Wygotski ). It refers explicitly to Weinert's competence model , Habermas' concept of knowledge, and Deci and Ryan's motivation theory (Ruf 2008). The dialogic teaching concept made learning diaries known in the German-speaking area. In addition, examples of original work by the students (autographs) have been included in the educational literature.

Dialogic lessons are basically possible at all school levels and are used not only in German and mathematics lessons, but also in foreign language and history lessons. (Ruf, Keller, Winter 2008)

Elements of the dialogic teaching concept

Instruments of dialogic learning (based on Ruf 2008, p. 255)

The learning process is organized as an interplay between production and reception. Structuring is the three-step I - you - we , which stands for the following guiding principles: "This is how I do it ", "How do you do it ?", " We do it!" The four action-guiding instruments of the circular dialogical learning process are: Core ideas , orders , learning journals and feedback (see illustration). On the part of the teacher, there is also the search for qualities , the collection of autographs and the multi-dimensional performance evaluation . (Gallin / Ruf 1991, Gallin / Ruf 1995, Gallin / Ruf 1999, Ruf / Gallin 2005)

Core idea: The teacher initiates the dialogic learning process with a core idea that represents the fixed point of their personal orientation in the relevant subject area and makes explicit what fascinates and personally challenges them in the subject area. This gives the learning object a face, which makes it easier for the students to articulate their individual prior knowledge, their concepts and their own core ideas. The core ideas of the teacher and the learner have different functions:

  • Firstly, they create a bridge between the subject matter and the learner, so they serve the mutual development of subject and person.
  • Second, they allow practical-implicit action to be made explicitly and linguistically articulated and thus convey action and thinking (knowledge).
  • Third, they open up the general in particular by opening up a view of the whole of a larger area of ​​material.

Open orders: Open orders are tasks that can be approached and solved in different ways. They are written in such a way that the students bring their existing knowledge and skills into play. They encourage you to deal intensively with the subject matter in your own way (“This is how I do it”). The following features are typical for open orders designed in dialog:

  • They can be fulfilled by all students, but they also have the potential to inspire particularly gifted students to achieve high levels of achievement.
  • They address the whole person, i.e. their personal, social, professional and metacognitive competence .
  • They aim to create professional products and to make previous knowledge, ideas and concepts as well as feelings explicit.

Learning journals (travel diaries): The learning journal is the place where the learners work on the subject matter on the basis of open assignments, face technical problems and take responsibility for their own learning. They formulate their unique position on the order. The activity of writing (or drawing) makes it easier for learners to make their thoughts explicit and make them visible on paper. This enables them to monitor the ongoing processes of learning and to intervene in a targeted manner if difficulties arise.

The better students understand their own learning and can provide information about their task-related thoughts, the easier it is for the teacher to understand their work and the underlying concepts. The question of whether a solution is correct against the background of technical practice is initially secondary. Incorrect solutions and ideas can also lead to the development of learning. The performance of the learners is thus viewed from a development perspective. As a collection of texts, the learning journals tell of the efforts, progress and achievements of the learners. The semester grade is made up of a multi-dimensional performance assessment : The learning journals assessed from the development perspective are graded. (In a dialogue lesson there are also those assessment occasions that measure performance against purely professional standards.)

Feedback and exchange: The feedback on the contributions in the learning journals is a central element of the dialogue teaching concept. It is a person's personal response to a learner's singular contribution. In the change of perspective ( how do you do it? ) The qualities, the concepts and the development potential of the contributions are determined and made explicit. The teacher in the role of a benevolent counterpart sifts through the learning journals and gives each student brief feedback on their work. Successful individual contributions are summarized in an autograph collection and presented to the students. This forms the starting point for the class’s common knowledge building process. The students also give each other feedback and the class agrees which instruments and procedures will prove themselves in dealing with the subject matter ( we'll deal with that ! ). The teacher, for his part, builds on the successful contributions from the learning journals in order to develop new core ideas and the associated follow-up assignments (see illustration).

Conditions for a successful implementation of the dialogic teaching concept

The dialogic teaching concept is not only tried and tested, but its implementation has also been empirically researched. The following conditions seem to be essential for a successful implementation (Badr Goetz 2007):

  • The teachers and the students work frequently and consistently with one or more instruments of the dialogic teaching concept.
  • The students also work on the assignments during class time.
  • The teachers write brief feedback on all student contributions and highlight what was successful.
  • The students also read each other in their learning journals and give each other feedback.
  • The teachers collect qualities or successful approaches and make them accessible to the class.
  • The teachers use the process performance of the students for the semester grade. If the usage records are included in the calculation of the semester mark, this firstly increases the quality of the contributions and secondly recognizes the efforts and expenditures of the students.

If these conditions are not observed, the dialogic teaching concept will not meet with a positive response from teachers or students in the long term.

Embedding the dialogic teaching concept in the didactic discourse

The dialogic learning model represents a fundamental change in didactics: away from the principle of didactic planning and control - towards an understanding of the students' learning. The basic motto of dialogic learning is: It is not the pupils who have to strive primarily to understand the teacher's offer, but first and foremost the teacher should strive to understand the pupils' thoughts and learning paths. Dialogic learning is therefore close to the concepts of open teaching . It integrates three basic principles of modern didactics:

  • Subject orientation : The learners are not simply objects of the teacher's teaching efforts, but they are taken seriously in their subject position (Klingberg) by introducing their interests and personal considerations when dealing with learning objects and taking responsibility for their own learning ( Holzkamp ).
  • Content orientation : In contrast to purely constructivist didactics ( Kösel , Siebert , Reich ), dialogic learning focuses on the learner's encounter with the subject. Both person and thing are mutually developed, which is an important point of reference for educational theory didactics ( Klafki ).
  • Process orientation : Lessons are not a product that can be planned in advance and then produced, but what is required is the permanent adjustment of the technical offer and use by the learners, so that the planning is shifted to the dialogic process. Dialogic learning is based on an interactive-communicative didactic ( angle , trunk ) in which the intersubjective exchange and the common validation of professional standards and norms play a central role.

Web links

literature

Basics:

  • H. Berner: Didactic competence. Approaches to a theory-based education-oriented planning and reflection of the lessons. Haupt, Bern 1999, ISBN 3-258-06033-9 , pp. 162-177.
  • H. Berner, Th. Zimmermann: Unforgettable teaching-learning arrangements: theoretically clarified - practically implemented. Schneider, Baltmannsweiler 2005, ISBN 3-89676-957-X , pp. 61-83.
  • P. Gallin, U. Ruf: Language and Mathematics in Schools. On your own path to professional competence. LCH-Verlag, Zurich 1990, ISBN 3-85809-071-9 . (also: Kallmeyer, Seelze-Velber 1998, ISBN 3-7800-2014-9 )
  • U. Ruf, P. Gallin: Dialogic learning in language and mathematics. Volume 1: Exchange among unequal. 5th edition. Kallmeyer, Seelze-Velber 2014, ISBN 978-3-7800-2006-2 .
  • U. Ruf, P. Gallin: Dialogic learning in language and mathematics. Volume 2: Laying tracks - reading tracks. 5th edition. Kallmeyer, Seelze-Velber 2014, ISBN 978-3-7800-2007-9 .

Classes:

  • P. Gallin, S. Hussmann: Dialogic teaching - from practice into practice. In: Practice Mathematics. 48 (2006), (7), pp. 1-6.
  • P. Gallin, U. Ruf: Language and Mathematics in Schools. Manual. Lehrmittelverlag des Kantons Zürich, Zürich 1991, ISBN 3-85809-071-9 .
  • P. Gallin, U. Ruf: Ich Du Wir, Lower Level 1 2 3 Student Book. Lehrmittelverlag des Kantons Zürich, Zürich 1995, ISBN 3-906718-02-6 .
  • P. Gallin, U. Ruf: Ich Du Wir, Mittelstufe 4 5 6 Student book set. Lehrmittelverlag des Kantons Zürich, Zürich 1999, ISBN 3-906719-42-1 .
  • U. Ruf, S. Keller, F. Winter: Better learning in dialogue. Dialogic learning in classroom practice. Kallmeyer, Seelze-Velber 2008, ISBN 978-3-7800-4913-1 .

Science:

  • N. Badr Goetz: The dialogic learning model. Basics and experiences for the introduction of a complex didactic innovation in high school teaching. Meidenbauer, Munich 2007, ISBN 978-3-89975-476-6 .
  • R. Hofer: Didactic analysis and core idea. Approaches between educational theory and dialogical didactics with a critical-constructive intention. In: B. Koch-Priewe, F. Stübig, K. Arnold (eds.): The potential of general didactics. Opinions from the perspective of educational theory by Wolfgang Klafki. Beltz-Verlag, Weinheim / Basel 2007, ISBN 978-3-407-32079-7 , pp. 154-165.
  • S. Keller, U. Ruf: What do competence models do in foreign language teaching? A pedagogical competence model as the basis for dialogic English lessons at grammar school. In: The German School. 97 (2005), (4), pp. 455-479.
  • U. Ruf: Learning diagnostics and performance evaluation in dialogic didactics. In: Pedagogy. 55 (2003), (4), pp. 10-16.
  • U. Ruf: The dialogic learning model on the background of scientific theories and findings. In: U. Ruf, S. Keller, F. Winter (Ed.): Better learning in dialogue. Dialogic learning in classroom practice. Klett / Kallmeyer, Seelze-Velber 2008, ISBN 978-3-7800-4913-1 , pp. 233-270.
  • U. Ruf, N. Badr Goetz: Dialogic teaching as educational experimental action. Instruction and construction in a complex didactic arrangement. In: R. Voss (Ed.): Lessons from a constructivist point of view. Luchterhand, Neuwied 2002, ISBN 3-407-25400-8 , pp. 66–84.
  • T. Zimmermann, D. Hurtado, M. Berther, F. Winter: Dialogue with 200 students - is that possible? Blended learning in a lecture with a large number of participants. In: The higher education system . 56 (2008), (6), pp. 179-185. (online at: zora.uzh.ch )
  • T. Zimmermann, K.-L. Bucher, D. Hurtado: Hybrid Dialog: Dialogic Learning in Large Lecture Classes. In: Y. Kats (Ed.): Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications. IGI Global, Hershey PA, New York 2010, ISBN 978-1-61520-853-1 , pp. 314-331.
  • T. Zimmermann, U. Ruf: Matching offer and use in major academic events: Learning through online discussions in the context of lectures. In: G. Gien, H. Böttger (Ed.): Excellent university teaching. Aspects of an innovative university didactics. Klinkhardt Verlag, Bad Heilbrunn 2011, pp. 250-264.
  • E. Pabst: Dialogical German Didactics. An empirical study on the development of didactic practical expertise in teacher training. Waxmann, Münster / New York 2016, ISBN 978-3-8309-8386-6 .