Falko Peschel

from Wikipedia, the free encyclopedia

Falko Peschel (born January 20, 1965 ) is a German teacher and educator . He defined open teaching and became known for his radical attempts at teaching.

Life

Peschel founded FAE at the age of 18 and was its managing partner until 1994. He then graduated from the School of Audio Engineering with his diploma as "Audio Engineer". From 1987 to 1994 he completed teacher training for the primary level at the University of Cologne. From 1995 he worked as a teacher in the Rhein-Sieg district. From 1999 to 2003 he was also a research assistant at the University of Siegen with Hans Brügelmann , in 2003 Peschel received his doctorate. phil. The dissertation was awarded the University Prize for Outstanding Scientific Achievement. From 2003 to 2005 he worked as the deputy principal of the Harmonie primary school in Eitorf near Cologne, which is closely related to Freinet pedagogy .

Today Peschel is the headmaster of the Harzberg Education School , a free elementary school. The school started operations in the 2009/2010 school year.

In the course of his career, he completed long-term internships at various international independent alternative schools and experimental schools and was a long-term supervisor of the German Association of the Summerhill School. Since 1996 he has been working as a member of the OASE project group led by Hans Brügelmann at the University of Siegen. 1997–1998 there was a project-related collaboration in the state institute for schools and further education in North Rhine-Westphalia, since 1999 Peschel has been the project developer and head of the “integrative school internship, primary level” and jointly responsible for setting up the “integrative learning workshop in the Rhein-Sieg district”.

Falko Peschel received teaching positions at the universities of Cologne , Siegen, Frankfurt , Koblenz and Bremen .

Dissertation on open teaching

Falko Peschel led a class through elementary school for four years without “teaching”; H. the traditional activity of teaching for all has been replaced by the independent and interest-based activity of each individual student. The teacher becomes a companion by providing support and suggestions.

In his lessons and his books, Peschel shows the great potential of open teaching. His investigation, designed as a case-by-case study of his teaching, shows:

  • The level of achievement achieved was high (more transitions to grammar school than the primary school average),
  • Problematic children could be reintegrated instead of segregated from the special school (period: 4 years),
  • The learning atmosphere was very stimulating, the children presented their learning plans to each other,
  • All subjects in the curriculum were dealt with.

In his work, Peschel concretized the term 'open teaching', which was previously used vaguely, into a precise description. He names five dimensions that can precisely determine the openness of each lesson in relation to the freedoms of the students. The dimensions are also suitable for assessing one's own teaching in terms of its openness and for striving for further opening.

"Open lessons allow the pupil to acquire knowledge and skills within an 'open curriculum' using self-chosen content in a methodologically individual way while releasing space and social form. In the social field, open teaching aims at the highest possible participation and shared responsibility of the pupil regarding the infrastructure of the class, the establishment of rules within the class community as well as the common organization of the school time. "

In a determination grid, the degree of openness can be specified in 6 levels for each dimension

  • Organizational openness : Do the students determine the framework for their learning, e.g. B. the period, the time, the place and the social form?
  • Methodical openness : Determination of the learning path by the student himself?
  • Content openness : Determination of the learning material within the open curriculum specifications ?
  • Social openness : Determination of decisions regarding class management, the entire lesson, (long-term) lesson planning, the specific course of the lesson, joint projects ... etc. Determination of social interaction: Creation of rules and rule structures, etc.
  • personal openness : relationships between teachers / children and between children / children

He performs a critical examination of forms of the (previous) open classes: weekly schedule , learning stations , free labor and other alternative forms of teaching and learning methods , however, may mean little openness that much either.

Falko Peschel was an employee of the OASE learning workshop at the University of Siegen. The OASE workshop was created in 1997 as part of the OASE project (“Developing open work and social forms”, 1994–2002 Erhard Friedrich Foundation), which deals with the conditions for opening lessons.

Publications (selection)

  • The best worksheet ... is the blank sheet. In: Falko Peschel, Boris Pfeiffer, Maiko Kahler (eds.): Self-organized learning as a form of work in elementary school: Situational fresh food after 40 years of worksheet didactics . Norderstedt, 2012, ISBN 978-3-8448-0847-6 .
  • Open teaching in the evaluation part I and II Schneider Verlag Hohengehren: Baltmannsweiler 2006.
  • Open teaching - idea, reality, perspective and a tried and tested concept in evaluation. Baltmannsweiler (Schneider Verlag Hohengehren) 2003.
  • Open teaching - idea, reality, perspective and a tried and tested concept for discussion. Part I: General didactic considerations. Baltmannsweiler (Schneider Verlag Hohengehren) 2002.
  • Open teaching - idea, reality, perspective and a tried and tested concept for discussion. Part II: Didactic considerations. Baltmannsweiler (Schneider Verlag Hohengehren) 2002.
  • with Reinhardt, Astrid: Der Sprachforscher. Spelling. Seelze (Friedrich) 2001.
  • with Reinhardt, Astrid: Der Sprachforscher. Spelling. Information for teachers and parents. Seelze (Friedrich Verlag) 2001.
  • (Ed.) / Appleton, Matthew: Summerhill - Bringing Back Childhood to Children. Democracy and self-regulation in education. Baltmannsweiler (Schneider Verlag Hohengehren) 2000.

literature

  • Jürgen Göndör: "Open lessons: ... here I learn what I want! From the freedom to determine your own learning in the classroom." Borsdorf, 2013, (220 pages) Edition Winterwork.
  • Hans Brügelmann: The opening of the lessons has to be thought more radically, but also structured more clearly. In: Heiko Balhorn & Heide Niemann (eds.): Languages ​​become writing. Lengwil (Libelle) 1997 (pp. 43-60). Revised version in: Hans Brügelmann / Erika Brinkmann (2008): Opening of the beginning lessons. Theoretical principles, practical teaching ideas and empirical findings. Working group primary level / university: Siegen (2nd ed. 2009).
  • Astrid Reinhardt: Effects and advantages of the ISP. Unv. Manuscript. Troisdorf 2001.
  • Hannelore & Helmut Zehnpfennig: What is "open teaching". In: State Institute for School and Further Education (Ed.): Schulanfang. Soest (State Institute for Schools and Further Education) 1992 (pp. 46–60).

Web links

Individual evidence

  1. ↑ Homepage: http://www.bildungsschule-harzberg.de/
  2. ↑ Peschel, Falko (2010): Open teaching in evaluation, p. 864ff
  3. ^ Peschel, Falko (2010): p. 54
  4. ^ Peschel, Falko (2010): S 54f
  5. ^ Peschel, Falko (2010): p 51
  6. ↑ Project OASE OASE: Welcome to the homepage of the OASE learning workshop. Retrieved September 19, 2019 .
personal data
SURNAME Peschel, Falko
BRIEF DESCRIPTION German teacher and pedagogue
DATE OF BIRTH January 20, 1965