Individualized learning

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Individualized learning or individualized teaching is an organizational form of teaching or a teaching principle in which every student within a class is encouraged individually in the sense of internal differentiation and picked up at their respective stand. This type of teaching is ideal when the skills and support needs of the learners are very heterogeneous and classroom teaching is hardly possible any more.

theory

Definition

Individualized or individualized teaching describes the consideration of each individual within a learning group. While the differentiation only distinguishes between groups with different levels of performance (e.g. good, medium, weak), in the individualization each individual should be considered individually, a. enables the inclusion of the individual personality of each group member.

Ela Eckert defines as follows:

" Individual support means giving every student the chance to comprehensively develop their motor, intellectual, emotional and social potential and to support them with suitable measures (by ensuring sufficient learning time, through specific Funding methods, through adapted teaching materials and, if necessary, through assistance from other people with special skills). "

The following indicators for individualized teaching are mentioned here: working on different tasks / according to topic, focus of interest and performance different textbooks, learning materials and work aids / additional help for weak students / reflection of the learning progress on the part of the students (metacognition) / learning loops / learning status diagnostics and support plans for Weak pupils / enough time is available / the possibility of time off / children with health problems are taken into account / the opportunity to work on their own priorities / sensitization of the children to differences in performance - children support each other / transparent performance expectations / possibly additive teaching offers

implementation

Individualized learning is not a didactic model filled with content, but a teaching ideal. It has a clear objective, but no uniform method with which it realizes this objective. (See also the section on individualization in the article differentiation (didactics) ).

The factors that play a role in individualization in the classroom are:

  • the individual consideration of personal performance and performance level,
  • the individual consideration of personal interests and inclinations,
  • the individual consideration of personality and emotional situation.

Where individualized learning begins and where it ends has not been uniformly clarified. So the question arises whether a lesson that only takes personal performance into account can already be described as an individualized lesson or whether a lesson only becomes an individualized lesson when all three of the above-mentioned factors are taken into account.

The following impulses for the realization of individualized lessons can be found:

  • Systemic impulses: reducing the group size and increasing the number of teachers per class
  • Material impulses: Provision of individually tailored materials
  • Methodical / didactic impulses: Open teaching , independent learning, competence orientation

In the literature, one often encounters patterns of independent, self-regulated and open learning in connection with the feasibility of individualized learning. For example, in their dissertation at the University of Duisburg-Essen on individualized teaching, Lischewski and Müller consider a project that Lischewski had developed and implemented at the school for two years at Duisburg's Clauberg high school. In the project, the students can work on projects of their own choosing. Here they create z. B. Learning diaries.

Schnack and Timmermann write in the journal Pädagogik (09/2008): "However, individual support for individual students requires that the others are already able to work reliably and independently over a longer period of time."

practice

Non-digital approaches

To some extent, individualized learning is already implemented in the school system in the United States . From the third grade onwards , the reading competence of the pupils is evaluated every year according to the “Lexile” system. Based on their Lexile score , students are then offered a selection of readings that correspond exactly to their reading skills.

Integrated learning

Another approach to individualized learning is integrated learning ( blended learning ), in which students acquire their knowledge not only in lessons moderated by the teacher, but also - according to their own learning pace - via digital teaching media, such as learning videos and learning software. So far, this has only been practiced in the German-speaking countries as part of pilot projects, for example at the Neubeuert high school .

In New York City , the School of One (SO1) program, a math curriculum for middle school students that has been implemented in six public schools and reaching around 2,300 students, has existed in New York City since 2009 . The basis of individualized learning is the centralized assessment that is routinely carried out in New York State every year for all students. As soon as the students' mathematical competence has been determined, they are given individual study plans in which the material and the learning methods are determined. Much of the learning takes place with the help of software and online tutorials. The core of the online portal on which these teaching media are organized is software that determines how each student is coping with his or her tasks and, on this basis, identifies material, arithmetic tasks and methods that are ideally suited for each student. The teachers also monitor the learning progress on a daily basis and correct the machine-generated learning plans if necessary.

The Colégio Fontán , a private school for children from five to eighteen years old, has existed in Bogotá , Colombia since 1985 , where a teaching method is implemented that has been developed by Emilia Garcia de Fontán and Ventura Fontán since 1957. The Colégio Fontán knows neither class groups nor school years nor fixed timetables. Each student develops their own lesson plan and can then choose to study alone or in a group. Teachers are tutors and specialists who continuously evaluate the intellectual and social development of their students. The learning takes place to a considerable extent with the help of digital media, which allow the students to progress at their own personal pace.

See also

literature

  • Hilbert Meyer : What is good teaching? CornelsenScriptor, Berlin 2008, ISBN 978-3-589-22047-2 .
  • Jochen Schnack, Uwe Timmermann: Core competence self-employment. What young people have to learn today . In: Pedagogy . Beltz, Weinheim 2008, Vol. 60, Issue 9, pp. 6-9.

Web links

Individual evidence

  1. ↑ Ela Eckert in: Hilbert Meyer: What is good teaching? , P. 97
  2. ^ Friedhelm Lischewski and Renate Müller: Individualized learning. Possibilities and limits in school practice . Dissertation, University of Duisburg-Essen 2006
  3. ↑ Lexile. Retrieved February 7, 2019 .
  4. ↑ Anja Reiter: guinea pig . In: The time. January 23, 2019, accessed February 6, 2019 .
  5. ^ School of One. Retrieved February 7, 2019 .
  6. ^ Colégio Fontán. Retrieved February 7, 2019 . Official website of the Colégio Fontán. Retrieved February 7, 2019 .