Classroom discourse
Under classroom discourse sequence and structure are to understand the interactions in the classroom. Historically, a development from the frontal structure up to the 1970s towards free arrangements (project work, free work, station learning) can be observed. Lately, as learning processes have been outsourced to a considerable extent from the classroom in the course of the paradigm shift , the activities in the classroom have gained a new meaning. The classroom discourse no longer serves to impart new knowledge, but rather to collectively process the information gathered from the environment . This leads to a more precise structuring of the classroom discourse, for example in the method of learning through teaching . Face-to-face teaching becomes a place where knowledge is jointly constructed .
The classroom discourse in frontal teaching
The frontal teaching , which is still very popular today, follows the instructionist pattern. The students sit one behind the other in the classroom. The teacher presents the new material and the students try to absorb and understand the content.
Due to the seating arrangement alone, which directs the learner's line of sight to the blackboard and the teacher, there is hardly any interaction between the students. The classroom discourse takes place between individual students and the teacher. The teacher asks questions to see if his presentation has been understood or to encourage further reflection on the material on the part of the students.
The classroom discourse in open methods
Free work
In free work , the interactions between the students are uncontrolled as part of their various activities. An organized classroom discourse only takes place in the context of presentations if these are provided for in the lesson arrangement.
Station learning
When learning stations no structured classroom discourse is provided.
Project work
As with free work , the interactions between the students in project work are unplanned. An organized classroom discourse only takes place as part of the presentations made by the students at the end of the projects. These presentations can also be designed according to the LdL process.
Learning by teaching
As part of the learning through teaching method, Jean-Pol Martin transferred the model of the brain - in particular the functioning of neural networks - to teaching. The classroom discourse is also being redesigned accordingly (see the detailed description in the article Learning through teaching ):
The arrangement in the classroom is based on the structure of the brain . Between the learners, who are metaphorically used as neurons , intensive interactions create a network with corresponding network effects ( reaction threshold , self-referentiality , resonance , redundancy ). In the context of these interactions, information is refined into knowledge by permanently selecting relevant information from irrelevant information and forwarding it to the next higher instance for processing ( complexity reduction ). As in the brain arise from these interactions emergences , it is constructed knowledge collectively . While in the instructionist model one has to do with linearity a priori , in LdL linearity arises a posteriori . The overriding principle is resource orientation , because the information required to construct knowledge comes either from the learners themselves or from the environment. In this context, it is important that the classroom discourse takes place with great concentration so that all information can be recognized and processed ( attention economy , reaction threshold ).
See also
swell
- ↑ Jean-Pol Martin (2004) in: Green houses of the future - How schools succeed in Germany. A documentation by Reinhard Kahl and the German Children and Youth Foundation . ISBN 3-407-85830-2 (BELTZ), DVD 3; Jean-Pol Martin, Guido Oebel (2007): Learning through teaching: paradigm shift in didactics? , In: German Lessons in Japan , 12, 2007, 4-21 (Journal of the Japanese Teachers' Association, ISSN 1342-6575 )
literature
- Jean-Pol Martin (1985): To build up didactic sub-competencies in students . Tübingen 1985 (dissertation) ISBN 3-87808-435-8
- Jean-Pol Martin (1986): " For pupils to take over teaching functions ", in: Praxis des neusprachlichen Studium, 395-403 Online (PDF) ( Memento from March 11, 2004 in the Internet Archive )