Learning by teaching

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Applying learning through teaching (LdL) in class: Pupil introduces new vocabulary and asks the class to form example sentences.

Learning by teaching (abbreviated LdL ) is an action-oriented, constructivist teaching method in which students or students learn by each other's material convey . It can be used in all subjects, school types and ages. The main proponent of the concept of learning through teaching is Jean-Pol Martin , who from 1981 to 2018 developed the process into an overall pedagogical concept and disseminated it with the help of a network of contacts. From the beginning, Martin put the method on a neuroscientific basis.

Definition and demarcation

" If pupils develop a subject section independently and present it to their classmates, if they also check whether the information has really been received and if they finally ensure that the material is internalized through suitable exercises, then this corresponds ideally to the method of learning through teaching (LdL ). "

LdL basically refers to procedures in which students teach their classmates in a class-based manner. As the method became more widespread, the term “learning by teaching” was extended to other teaching settings, for example techniques in which older pupils or students teach younger ones ( tutor system ). Since different theoretical justifications apply to such procedures than to LdL, they are not dealt with in the following article.

History of learning through teaching

The experience that teaching sets learning processes in motion has been known since ancient times . The Roman philosopher Seneca wrote in his Epistulae morales to Lucilius: Homines dum docent discunt ("People learn by teaching"). The Latin proverb Docendo discimus ("We learn through teaching") is based on this and is the motto of numerous educational institutions around the world .

A more precise preoccupation with learning through teaching as a didactic concept took place in the English-speaking area from the 1970s, for example in the book by Alan Gartner published in 1971. It was particularly beneficial for this development that the dominance of behaviorism in pedagogy was displaced by the cognitivist turn and the learner was viewed more as the subject of the learning process.

The first monograph in Germany on learning through teaching was published by Rudolf Krüger in 1975. In 1985 Wolfgang Steinig published the scientific review of a one-year empirical study in the subject of German as a foreign language with Turkish students. In his work, Steinig describes the effects of foreign language lessons in pairs. At the same time, Jean-Pol Martin's dissertation on learning through teaching in French was published. The focus here was on class interaction. For the first time, an attempt was made to justify the process theoretically - from the perspective of learning psychology and neurophysiology as well as discourse analysis .

From a chronological perspective, the essays by Udo Kettwig 1986, Theodor F. Klassen 1988, and the themed booklet published by Ursula Drews in 1997: Students as Teachers were published. In these writings, also in the special issue published in 1997, the works by Steinig and Martin published twelve years earlier, as well as the numerous publications that appeared between 1983 and 1997 in the context of Martin, were not included. This shows that different groups worked independently on the subject of learning through teaching and only poorly received one another. After 1997, intensive research and scientific publications continued to be carried out on learning through teaching. The most recent article in a widely accessible journal appeared in 2015, written by Laura Cau, a former student of Jean-Pol Martin. In 2018 Martin published an essay summarizing his theory in The Large Handbook Teaching & Education in School (Carl Link Verlag).

Learning through teaching (LdL)

Jean-Pol Martin, 2005

In 1980, while reading Ludger Schiffler's book Interactive Foreign Language Lessons, Jean-Pol Martin came up with the idea of ​​letting his students teach each other in French. The successes achieved prompted him to present the corresponding technology in advanced training events. Since he encountered resistance, he began to scientifically substantiate this procedure, which he initially regarded as a simple teaching technique, and with the help of the FWU ( Institute for Film and Image in Science and Education ) to document it systematically and as a long-term study. At the same time, Martin made an effort to provide a theoretical foundation for the curriculum, which included French lessons from the first year of study to the Abitur, and with his habilitation he submitted the corresponding text.

The basis was provided by elements from humanistic psychology , cognitive psychology and neurosciences . At the same time he published numerous articles on this topic. Early in this process, as Martin's approach was only very hesitantly accepted by the education system, he set up the LdL contact network in 1987, which initially comprised twelve teachers and grew to five hundred by 1995. The teachers involved tried out the method in all subjects, documented their lessons and presented LdL in teacher training courses. From 2001 LdL experienced an upswing in connection with the school reforms introduced in all federal states (cf. in particular the Bavarian model experiment MODUS21 ). “Learning through teaching” then found its way into adult education and university teaching (see, among others, Joachim Grzega in Germany and Guido Öbel in Japan). The LdL concept contains an educational - anthropological component as well as a foreign language didactic component.

The pedagogical-anthropological component

LdL is committed to humanistic psychology on the one hand, and to research on systems thinking by Dietrich Dörner on the other . The pedagogical-anthropological component relates to Maslow's hierarchy of needs . The task of imparting knowledge to others should satisfy the need for security (building up self-confidence), for social connection and social recognition as well as for self-realization and finding meaning. Explorative behavior and network sensitivity prove to be decisive when initiating a chain of action leading to the satisfaction of needs.

On the basis of information provided in the classroom but not yet arranged, the LdL learners are faced with the task of transforming this information into knowledge by evaluating, weighting and hierarchizing (linearity a posteriori ). This process can only take place on the basis of intensive communication. For this purpose, reference is made to the structure of neural networks , in which problem solutions arise through intensive interactions . Viewed in this way, the group should learn as a whole by creating stable interaction structures between the students, as occurs when learning in the brain when permanent synaptic connections are established between the neurons through the continuous supply of impulses . In the absence of these impulses and interactions, these neuronal connections disintegrate again (forgotten).

The foreign language didactic component

Schematic representation of the interaction process in LdL language didactics.

Aspect of language didactics: traditional didactics sees an irrevocable contradiction between the three classic learning paradigms habitualization ( behavioral component), material-relatedness ( cognitivistic component) and authentic interaction, a communication in which the students do not repeat sentences presented by the teacher, but rather express real concerns ( communicative component):

  1. The cognitive approach assumes that the student has to deal intensively with the structures of a language (grammar, vocabulary) in order to learn them. Then there would be no more time to speak and communicate authentically.
  2. The habitualizing approach (formation of reflexes) assumes that the student will only learn a language if he / she is constantly imitating and repeating (it is assumed that this is the only way to develop reflexes). There would be no more time for grammar and real communication.
  3. The communicative approach assumes that learning is primarily done by communicating real messages. The teaching of formal structures, such as grammar and syntax, is of secondary importance here, and therefore less time is spent learning them in class and a high tolerance for mistakes is practiced.

LdL would like to combine the three components: The students have to a) penetrate the content cognitively, b) speak intensively to one another in order to convey the material to the others, and c) use certain language structures again and again. These three steps interlock because they have to be repeated iteratively and controlled by feedback within the framework of the learning method .

Content aspect: In the textbook phase, the students present the content of the textbook. When the textbook phase is over, it is in the logic of the approach that the students themselves develop new knowledge within the framework of projects and pass it on in the class. In this phase (11th grade to Abitur), the motivation of the students depends heavily on the quality of the content. The pupils should feel that they are being prepared for the future when they are treated (need for meaning).

Practical applications

From the beginning, Martin tried to provide interested teachers with concrete practical instructions (see didactic letters 1985–1988).
Regarding the procedure : Before each lesson, the teacher divides the material into sections to be worked on. Learner groups are formed from a maximum of three students, and each group is given a defined section of material and the task of conveying this content to the entire group. The students prepare the material didactically (exciting impulses, variety in social forms, etc.). During this preparation, which takes place in the classroom, the teacher is at the side of the individual learner groups and gives impulses and advice. If the lessons take place in suitable rooms, additional information should be obtained from the Internet and the preparations uploaded to student wiki pages. In the LdL sequences, the wiki pages are projected onto the screen using a beamer. In general, teachers tend to greatly underestimate the teaching skills of learners. After a familiarization phase, students usually show considerable educational potential. In terms of optimized didactics, LdL demands that the self-designed teaching units are not misunderstood as frontal teaching given by learners or teaching through the presentation of presentations. The teaching pupils should constantly assure themselves with suitable means that every piece of information is understood by the addressee (ask briefly, have them summarized, include brief partner work). Here the teacher has to intervene if he realizes that the communication is unsuccessful or that the motivation techniques used by the learners are not working.

The class as a neural network

Martin tried to use the functionality of neural networks in a schematic form to describe the LdL teaching. The sequence of the teaching phases as well as the differences that distinguish LdL from other methods are summarized in this overview:

Teaching phase Expected student behavior Teacher behavior Difference from other methods
Preparation and follow-up at home All students work consistently at home, because the quality of the classroom discourse ( collective thinking , emergence ) depends on the preparation of the students (“neurons”). Those who are not prepared or who are often absent cannot react to any impulses in class and cannot “fire” any impulses themselves. The teacher (“ frontal lobe ”) has to master the material very well so that he can intervene at any time to provide additional and stimulus in order to increase the quality of the discourse. At LdL, the lesson time is not primarily used for teaching material, but for interactions in partner work and in plenary sessions (collective reflection). The focus in the class is on the oral. The domestic work is a preparation for these interactions.
Entire teaching discourse The students sit in a circle. Each student listens closely to his classmates and asks questions when something is not clear in the presentation. The teacher ensures absolute calm and concentration on the student utterances, ensures that each student can express his thoughts undisturbed and the class responds to his contributions. The teacher must always be aware that before valuable thought processes “emerge” in the group, a whole series of interactions between the students is necessary in advance (incubation), which the teacher should not accelerate or interrupt. At LdL there has to be absolute calm so that the students utterances are followed by everyone. While the students are interacting, the teacher is holding back a lot.
Entry : Collection of material in partner work: Example " Don Juan von Molière " Resource orientation : the students who lead the lesson briefly introduce the new topic and let the classmates collect what they already know about this topic (e.g. knowledge about Don Giovanni by Mozart ) in partner work . The teacher makes sure that the partners share their thoughts. At LdL, the level of knowledge of the individual students in small groups is noted before the new material is introduced.
First specialization : collection of material in plenary With the moderation of the leading students, the class interacts until all topic-related questions have been asked and clarified (the students interact like neurons in neural networks and thoughts and problem solutions emerge ). The teacher ensures that every student can intervene, asks if something is not yet clear and should be clarified by the class through interactions until the " emergence " has reached a corresponding quality (cf. collective intelligence ). The previous knowledge of the individual is exchanged and adjusted in the plenum before the new material is fed in.
Introduction of the new material in the plenary ("Molière's comedy using the example of Don Juan ") The leading students introduce new knowledge in the plenary, divided into small portions (e.g. corresponding scene from Don Juan ) and with constant inquiries, so that it is certain that everything is understood. The teacher watches the communication and intervenes if anything is unclear. He repeatedly calls for clarification of unclear content or thoughts. At LdL, the new substance is fed in in small portions that are processed step by step.
Second specialization : playing individual scenes Under the guidance of the responsible students, relevant passages are played and practiced in partner work (e.g. how Don Juan seduces peasant girls). The teacher brings in new ideas, ensures that the acting is appealing and that everyone else follows it in a focused manner. At LdL, the teacher sees himself as a director and is not afraid to interrupt if the presentations in front of the class are not appealing / clear enough (workshop atmosphere).
Third specialization : Written homework (word assignment, interpretation of a passage, for example Don Juan's argument with his father) All students work consistently at home. The teacher collects all homework and corrects it very carefully. In younger grades, the LdL lessons are prepared during the lessons themselves. As the level rises (upper level), the preparation shifts more and more to domestic work so that an even larger proportion of the class time is available for interaction (collective reflection).

The LdL reception

The reception in practice

Elementary school students teach each other how to divide in writing
  • LdL was initially received in teacher training and in teacher seminars: from 1985, trainee theses were written in all subjects via LdL. The school authorities also took on LdL and dealt with both practice and theory (cf. Margret Ruep 1999). In numerous curricula, especially in Bavaria, LdL is recommended as a standard technique together with other methods. In Bavaria, too, the LdL method was offered in 2005/2006 as part of the MODUS 21 model experiment by the Ministry of Culture as advanced training for all participating schools. Most teachers do not use the method in general, but in phases and / or only in some particularly suitable groups.
  • In a survey of 480 teachers carried out by Martin in 1993, the following advantages and disadvantages of the method were given: From the point of view of the teachers surveyed, the material is worked on more intensively and the students are much more active. Furthermore, the informants are of the opinion that the pupils acquire further key qualifications in addition to specialist knowledge : the ability to work in a team, the ability to plan, the reliability, the ability to present and moderate as well as more self-confidence. Disadvantages mentioned are the longer time required to introduce the method and the risk of monotony if the teacher does not provide any didactic impulses. This research was carried out at the end of the 20th century and has not been repeated.

The LdL reception in science

  • LdL was also included in subject didactics as a science, albeit with a delay. In his standard work on French didactics published in 2002, Eynar Leupold explains the success of the LdL concept as follows: “(...) teachers notice that their traditional way of teaching leads to monotony, restlessness and not always satisfactory learning success. While looking for an alternative, coherent method concept, they came across Martin, whose concept has the advantage that it is not too 'alternative' and can be implemented without special training ”. For Nieweler, the editor of the other currently authoritative handbook on French didactics (2006), LdL is “ a radical form of student and action orientation ”.

Further development of the LdL concept from 2005

At the university, LdL was initially picked up occasionally by university lecturers, mostly language-practical courses. As of 2008, LdL has found greater acceptance in the university against the background of the bachelorisation of all study programs as part of the Bologna process .

Joachim Grzega

One of the main players in the further development and dissemination of the LdL method in Germany is Joachim Grzega , who is committed to both schools and universities with his own emphasis. According to Grzega, teaching should consist of three pillars:

  1. Conveying core knowledge
  2. Platform for specific projects (editable individually or in a team)
  3. Practice of key skills (personal, social and methodological skills)

As a linguist, Grzega is primarily concerned with the role of language and communication in knowledge transfer . On the one hand, language is an information carrier (here he particularly emphasizes the ability to communicate between experts and laypeople as an important skill that needs to be imparted at universities and technical colleges), on the other hand, language is a means of creating social ties, so that the way of dealing with people of the individual participants in the learning process should be addressed. In addition to Joachim Grzega and Bea Klüsener, Christian Spannagel and Oliver Tacke have also been promoting “learning through teaching” since 2008 . In their activities, they were able to identify and correct misconceptions about LdL practice that had arisen in the professional community over the years: for example, the fact that the teacher does not remain passive in the background, but rather actively and continuously intervenes in the process that an hour is not a continuous presentation by two students, but rather a discursive one from the start and, finally, that it is not laissez-faire that shapes the mood, but rather high concentration and discipline.

Reception from 2015

  • LdL as a constructivist, connectivist method

In the course of digitization, constructivist and connectivist justification models for learning arrangements come to the fore. Marc Steen's study shows that LdL fulfills constructivist wishes.

  • Since 2015, in the course of the change in perspective from instruction to construction in the learning process, there has been an increased reception of the LdL method and its theory. So Weng / Pfeiffer (2016): “ Martin (...) can therefore be seen today as a forerunner of the much-cited 'shift from teaching to learning'. "

In France

  • Jean-Pierre Decroix, instructor at the “école de la deuxième chance in Armentières” and master's student at Liller University (Center de l'Innovation) discovered Martin's work in 2015 and made it the subject of his master's thesis.
  • Vincent Faillet relied on the work of the école mutuelle and developed his own method on his own. In 2017, he published the first large-audience work on the subject in France

LdL with robots

"Starting in the eighties, Martin, professor in languages ​​didactics, used the approach of" Lern ​​durch Lehren "to develop the teaching of the French language to German students. This educational method will then widely spread in France then, during recent years, in educational robotics. "

LdL as a concept conducive to democracy

The scientist and education politician Margret Ruep states: "A special value of the concept also lies in its deeply democratic principles and action patterns, which is of outstanding importance for the globalized world with its uncertainties and imponderables. In this respect, the LdL approach contributes to a world improvement at. "

Selected articles from practice since 2019

  • Anne Molitor: Participation of learners in the design of lessons at the Lycée Ermesinde . In: Mateneen | theoretical part. University of Trier | Center for Civic Education | Ministère de l'Éducation nationale, de l'Enfance et de la Jeunesse. Trier: 2019. pp. 9–12.

Learning through teaching outside the LdL context

  • In educational psychology , A. Renkl dealt with central mechanisms of action in cooperative learning. For his habilitation thesis published in 1995, he chose the title “Learning through teaching”. However, the work shows little reference to the processes and research areas designated as “learning through teaching”.
  • In the field of neuroanatomy , Gertrud Teuchert-Noodt has been concerned with the effects of learning through teaching on the neural level since the 1990s. She comes to the conclusion that “ (1) learning takes place in small and large control loops, which are selectively stabilized through structure-function coupling; (2) Learning follows the rules of activity-related reorganization and is always based on individual motivational and emotional dynamics and neither IQ nor EQ alone, but both together form the prerequisite for successful learning; (3) the individual integrates sensorimotor and associative control loops holistically and in a self-reinforcing manner into the learning process, that is to say necessarily 'learning through teaching'. “The main focus of her work was the physiological aspect of the brain.

See also

literature

  • Lutz Berger, Joachim Grzega, Christian Spannagel (eds.): Focus on learning through teaching - reports from LdL beginners and LdL experts. Epubli, 2011. epubli.de
  • May Naomi Blank, application potential and adaptation of the method “learning by teaching” in the Chinese university context. Information German as a Foreign Language, Volume 46, Issue 2, Pages 287–306, 2019 Walter de Gruyter GmbH, Berlin / Boston.
  • Roland Graef, Rolf-Dieter Preller (ed.): Learning through teaching. Verlag im Wald, Rimbach 1994, ISBN 3-929208-10-5 .
  • Joachim Grzega: LdL in university courses - a university didactic way to prepare for the knowledge society. Internet Ms., 2003.
  • Joachim Grzega: Learning through teaching and research - educational, teaching and learning economics tips and materials. Internet Ms., 2005.
  • Joachim Grzega, Franz Waldherr: Learning through teaching (LdL) in technical and other subjects at universities of applied sciences. In: Center for University Didactics of the Bavarian Universities of Applied Sciences (DiZ) (Ed.): Project seminars for teachers in technical subjects. (= Series DiNa. 11/2007). ISSN  1612-4537 , pp. 1-17.
  • Joachim Grzega, Bea Klüsener: LdL for Pepe, Pfeiffer and the Pauker - teaching tips after 30 years of proven, reliable, creative and effective learning through teaching. Epubli, 2012, ISBN 978-3-8442-3783-2 .
  • Jean-Pol Martin: To build up didactic sub-competences in students - foreign language teaching on the theoretical basis of the information processing approach. Dissertation University of Gießen 1985. Narr Verlag, Tübingen 1985, ISBN 3-87808-435-8 .
  • Jean-Pol Martin: Proposal of an anthropologically based curriculum for foreign language teaching. Habilitation thesis University of Eichstätt 1992. Narr Verlag, Tübingen 1994, ISBN 3-8233-4373-4 .
  • Jean-Pol Martin: “World improvement competence” as a learning objective? In: Pedagogical Action - Science and Practice in Dialog. 6th year, 2002, issue 1, pp. 71–76.
  • Jean-Pol Martin, Guido Oebel: Learning through teaching - paradigm shift in didactics? In: German Lessons in Japan. (= Journal of the Japanese Teachers Association. Issue 12). Fall 2007, ISSN  1342-6575 , pp. 4-21.
  • Jean-Pol Martin: Learning through teaching: conceptualization as a source of happiness. In: Olaf-Axel Burow, Stefan Bornemann (Hrsg.): The large manual for teaching & education in school. Carl Link Verlag, 2018. pp. 345-360. ISBN 978-3-556-07336-0 .
  • Guido Oebel (Hrsg.): LdL - learning through teaching goes global: paradigm shift in foreign language didactics and culture-specific learning traditions. Publishing house Dr. Kovac, Hamburg 2009, ISBN 978-3-8300-4096-5 .
  • Guido Oebel: LdL bibliography. In: Guido Oebel (Ed.) With the collaboration of Shinji Aiura: LdL (learning through teaching) goes global! Paradigm shift in foreign language didactics taking into account culture-specific learning traditions. Publishing house Dr. Kovac, Hamburg 2006, ISBN 3-8300-4096-2 , pp. 507-530.
  • Margret Ruep: Learning through teaching - an action-oriented and democracy-oriented educational concept . In: Regier S., Regier K., Zellner M. (eds) Promotion of language skills in university teaching. 2020. Springer VS, Wiesbaden, 53–74
  • Christine Schelhaas: “Learning through teaching” for production and action-oriented foreign language lessons - a practical guide with numerous creative teaching ideas and a wide selection of materials. 2., verb. Edition. Tectum-Verlag, Marburg 2003, ISBN 3-8288-8548-9 .
  • Marc Steen: Successful learning in heterogeneous classes - Why constructivist didactics should make school. (= Studies on plurality in education and training. Volume 7). The other publisher, 2012, ISBN 978-3-86247-246-8 .

Web links

Latest research

Videos / films

Long-term documentation FWU

From 2000

Fonts

Portals

Individual evidence

  1. ↑ See dissertation: To build up didactic partial competencies in the student. Foreign language teaching on the theoretical basis of the information processing approach. Narr, Tübingen 1985.
  2. ↑ Jean-Pol Martin: World improvement competence as a learning goal? In: Pedagogical Action - Science and Practice in Dialog. 6th year, 2002, issue 1, pp. 71–76.
  3. ↑ The learning effects that are achieved through the introduction of new material by classmates from their own class have a different quality than when older students act as tutors. In the latter case the lessons hardly differ from normal teacher lessons.
  4. ↑ Seneca: Epistulae morales ad Lucilium . Book I, Letter 7, Section 8.
  5. ^ Alan Gartner et al .: Children teach children. Learning by teaching. Harper & Row, New York 1971.
  6. ^ Rudolf Krüger: Project "Learning through Teaching". Students as tutors of classmates. Klinkhardt, Bad Heilbronn 1975.
  7. ↑ Wolfgang Steinig: Schoolchildren do foreign language lessons. Narr, Tübingen 1985.
  8. ↑ Jean-Pol Martin: To build up didactic partial competences in the student. Foreign language teaching on the theoretical basis of the information processing approach. Dissertation. Narr, Tübingen 1985.
  9. ↑ Udo Kettwig: Learning through teaching, a plea for teaching through learning. In: The German School. No. 4, 1986, pp. 474-485.
  10. ↑ Theodor F. Klassen: Learning through teaching, the example of the Jenaplan School in Ulmbach. In: Journal of Pedagogy. No. 11, 1988, pp. 26-29.
  11. ↑ Ursula Drews (ed.): Special issue: Students as teachers. In: Pedagogy. 11/49 Beltz-Verlag, Weinheim 1997. In detail: Johannes Bastian: Schoolchildren as teachers - or learning through teaching. Pp. 6-10; Meinert A. Meyer: Student participation and didactic competence. Pp. 11-14; Lutz Lehmann: "and tomorrow we will lead ..." steps for students to take over management tasks. Pp. 16-18; Elke Andresen: Learning through teaching - pupils help pupils. Pp. 20-22; Jenaplan School team in Jena: Everyone learns and teaches at our school. Pp. 23-25; Hans Oswald: What do children learn from children? Examples from different areas of interaction. Pp. 27-29.
  12. ↑ Laura Cau: Learning through teaching - very concrete. In: Pedagogy. Issue 2, Beltz, Weinheim 2015, pp. 20–23.
  13. ↑ Learning through teaching: conceptualization as a source of happiness. In: Olaf-Axel Burow, Stefan Bornemann (Hrsg.): The large manual for teaching & education in school. Carl Link Verlag, 2018. pp. 345-360. ISBN 978-3-556-07336-0 .
  14. ↑ Ludger Schiffler: Interactive foreign language teaching. Klett, Stuttgart 1980.
  15. ↑ At that time instructionism prevailed in didactics , in which teachers instruct their students from the front, and behaviorism dominated in foreign language didactics, which seeks to initiate learning processes by imitating and repeating the patterns offered by the teacher.
  16. ↑ Jean-Pol Martin: Active Students Learn Better - New Ways in French Classes . FWU, Munich-Grünwald 1983; Jean-Pol Martin: Pupils organize their own lessons. New ways of teaching French . FWU, Munich-Grünwald 1984; Jean-Pol Martin: Students between formal language and free expression - New ways in French lessons . FWU, Munich-Grünwald 1987; Jean-Pol Martin: Paris-Torcy. Students explore the Villes Nouvelles . FWU, Munich-Grünwald 1987; Jean-Pol Martin: To build up basic knowledge in the 11th grade - New ways in French lessons . FWU, Munich-Grünwald 1987.
  17. ^ Jean-Pol Martin: Proposal of an anthropologically based curriculum for foreign language teaching. Habilitation. Narr, Tübingen 1994.
  18. ^ Jean-Pol Martin: For a takeover of teaching functions by students. In: Practice of modern language teaching. 4/1986, pp. 395-403; Jean-Pol Martin: Students in complex learning environments. Proposal of a cognitive psychology-based curriculum for foreign language teaching. In: Practice of modern language teaching. 3/88, pp. 294-302; Jean-Pol Martin: The “Learning through Teaching” project - a preliminary assessment. In: G. Henrici, E. Zöfgen (Ed.): Foreign languages ​​teaching and learning (FLuL). Main topic: Innovative-alternative methods. 25th year, Narr, Tübingen 1966, pp. 70–86; Jean-Pol Martin: World improvement competence as a learning goal? In: Pedagogical Action - Science and Practice in Dialog. 6th year, issue 1, 2002, pp. 71–76: Jean-Pol Martin: Learning through teaching (LdL). In: The school management - magazine for educational leadership and training in Bavaria. 4/2002, pp. 3-9.
  19. ^ Jean-Pol Martin: Kontaktnetz: a training concept. In: Eberhard Kleinschmidt (Hrsg.): Foreign language lessons between language politics and practice: Festschrift for Herbert Christ on his 60th birthday. Tübingen 1989, ISBN 3-8233-4191-X , pp. 389-400; Roland Graef, Rolf-Dieter Preller (ed.): Learning through teaching. Verlag im Wald, Rimbach 1994, ISBN 3-929208-10-5 .
  20. ↑ Research methodologically, Martin's approach can be classified in action research (cf.: Jean-Pol Martin: The project 'Learning through teaching' - subject-didactic research in the field of tension between theory and self-experienced practice. In: M. Liedtke (Ed.): Gymnasium: neue Forms of instruction and upbringing. Klinkhardt, Bad Heilbrunn / Obb. 1998, pp. 151–166.)
  21. ↑ Central to Martin's theory and practice was Dörner's study: Dietrich Dörner et al. (Ed.): Lohhausen. How to deal with uncertainty and complexity. Huber, Bern / Stuttgart / Vienna 1983.
  22. ↑ Jean-Pol Martin: “Competence to improve the world” as a learning goal? In: Pedagogical Action - Science and Practice in Dialog. 6th year, 2002, issue 1, pp. 71–76.
  23. ↑ Niels Birbaumer, Robert F. Schmidt: Biological Psychology. 2nd Edition. Springer Verlag, Berlin / Heidelberg 1991, pp. 540ff.
  24. ↑ Didactic letters I to III , printed in: Roland Graef, Rolf-Dieter Preller (Ed.): Learning through teaching . Verlag im Wald, Rimbach 1994, pp. 29-48.
  25. ↑ Jean-Pol Martin in: Reinhard Kahl: Green houses of the future - How schools succeed in Germany. A documentation by Reinhard Kahl and the German Children and Youth Foundation. 1st edition. Beltz, Weinheim 2004, ISBN 3-407-85830-2 . (3 DVD videos)
  26. ↑ A reduced form of the following overview can be found in: Jean-Pol Martin, Guido Oebel: Learning through teaching: Paradigm shift in didactics? In: German Lessons in Japan. (= Journal of the Japanese Teachers Association ). Issue 12 / autumn 2007, ISSN  1342-6575 , pp. 4–21. See also: Jean-Pol Martin: Long incubation, sudden emergence In: Lutz Berger et al .: Learning through teaching in focus - reports from LdL beginners and LdL experts. Epubli. Berlin. 2011. pp. 21-25
  27. ↑ The first work was done in the subject of French in Kiel: Katharina Appel: Attempts to activate students in the initial French lessons (Obertertia F3) . Written term paper for the pedagogical examination for teaching at grammar schools in French, Kiel Seminar for grammar schools, September 1985 (PDF, 143 kB, via archive.org) ( Memento from 23 August 2011 in the Internet Archive ); Step by step, around 120 further papers were created in all subjects by 2007, for example in Sport in 1992 by Ute Luzay in Erlangen: Learning through teaching in physical education. A teaching project with 10th grade students ; in mathematics in 1997 by Claus Hilgers: Testing of the method "learning through teaching" using the example of circular measurement in mathematics lessons in the 10th grade and in English lessons at secondary school in 2006: Claudia Müller, Regensburg: learning through teaching or how to be responsible and independent Learning can be realized in the English lesson of the secondary school - demonstrated by the example of two sequences in my 5th grade . Further works have been created since 2007. Current figures are not available.
  28. ^ Margret Ruep: School as a learning organization - a living organism. In: Margret Ruep (Ed.): Inner school development. Theoretical foundations and practical examples. 1st edition. Auer Verlag, Donauwörth 1999, ISBN 3-403-03224-8 , pp. 17-81, in particular pp. 32ff.
  29. ↑ see, inter alia, Bavarian State Ministry for Education and Culture (Hrsg.): Curriculum for the six-stage secondary school . 2001, p. 228.
  30. ↑ see: Martin 1994, pp. 209-213.
  31. ^ Eynar Leupold: Teaching French. Basics. Methods. Suggestions. Kallmeyersche Verlagsbuchhandlung, Seelze-Velber 2002, p. 139.
  32. ↑ Andreas Nieweler (Ed.): French Didactics - Tradition | Innovation | Practice. Klett, Stuttgart 2006, p. 318.
  33. ↑ Anne Rusam, Joachim Pfeiffer: The student as a lecturer: The method "learning through teaching" at the university. In: Udo O. Jung (ed.); Heidrun Jung (employee): Practical guide for foreign language teachers. (= Bayreuth contributions to glottodidactics. 2). Lang, Frankfurt am Main et al. 1992, pp. 425-433; Jody Skinner: Learning by Teaching. In: target language English. 2/1994, pp. 38-39.
  34. ↑ Joachim Grzega, Marion Schöner: The didactic model LdL (learning through teaching) as a way of preparing students for communication in a knowledge society. In: Journal of Education for Teaching: International research and pedagogy. 34 (3), 2008, pp. 167-175. doi: 10.1080 / 02607470802212157
  35. ^ Sascha Stollhans: Learning by teaching: developing transferable skills. In: Erika Corradini, Kate Borthwick, Angela Gallagher-Brett (Eds.): Employability for languages: a handbook. Dublin, Ireland 2016, pp. 161–164. doi: 10.14705 / rpnet.2016.cbg2016.478 .
  36. ↑ Joachim Grzega, Bea Klüsener: Learning by Teaching through Polylogues: Training Communication as an Expert in Information and Knowledge Societies with LdL (learning through teaching). In: International Journal of Specialized Communication. 33, 2011, pp. 17-35.
  37. ↑ Lutz Berger, Joachim Grzega, Christian Spannagel (eds.): Learning through teaching in focus - reports from LdL beginners and LdL experts . Epubli, 2011.
  38. ↑ Blog entry: My impression of Eichstätt
  39. ↑ Marc Steen: Successful learning in heterogeneous classes - Why constructivist didactics should make school. (= Studies on plurality in education and training. Volume 7). The other publisher, 2012.
  40. ↑ Annegret Weng, Anke Pfeiffer: “Learning through teaching” in mathematics - video tutorials and apps in a practical test. 2016, p. 2. URN: um: nbn: de: 0111-pedocs-122641
  41. ↑ Jean-Pierre Decroix: En quoi le dispositif "LdL: enseigner pour apprendre" expérimenté à l'école de la deuxième chance, modified-t-il le rôle du formateur? , Lille, 2017; Jean-Pierre Decroix. Ecole de la deuxième chance Grand Lille; Lucie Petit, University of Lille Enseigner pour apprendre. A pédagogique à l'E2C experiment. Territories et décrochages scolaires Nantes: May 30th-1st June 2018.
  42. ↑ Vincent Faillet, La métamorphose de l'école - Quand les élèves font la classe , Editeur: Descartes et Compagnie, 2017
  43. ↑ Frank Jamet, Olivier Masson, Baptiste Jacquet, Jean-Louis Stilgenbauer, Jean Baratgin: Learning by Teaching with Humanoid Robot: A New Powerful Experimental Tool to Improve Children's Learning Ability. In: Journal of Robotics. 2018, 2018, p. 1, doi : 10.1155 / 2018/4578762 .
  44. ^ Margret Ruep: Learning through teaching - an action-oriented and democracy-oriented educational concept. In: Regier S., Regier K., Zellner M. (eds) Promotion of language skills in university teaching. 2020. Springer VS, Wiesbaden, p. 71
  45. ↑ Alexander Renkl: Learning through teaching - or would you prefer conventional? (= Research report. No. 61). LMU Munich 1995: Chair for Empirical Pedagogy and Educational Psychology, Internet, ISSN  1614-6336
  46. ↑ From the abstract of his book: (...) The aim of the present experiment was to compare explanations vs. Listening in terms of motivational effects and learning performance. 40 first-year students of pedagogy learned probability calculus using elaborated sample tasks. The subjects were grouped into pairs (20 dyads). After an individual learning phase, the two learners were brought together, with one person taking on the role of explainer or listener. It was found that the role of the listener was more favorable in terms of both motivational and learning performance. There were indications that learning by explaining only leads to comparatively good learning success if the learners have teaching or tutoring experience. Learning by teaching - or better back to what we know?
  47. ↑ Francesco Bagorda, Andrea Busche, Thorsten Grund, Sven Horstmann, Konrad Lehmann, Jörg Lesting, Jörg Neddens, Dierk Polascheck, Ulrike Schroeder, Gertraud Teuchert-Noodt: Learning through teaching shapes network formation in the brain. Simulation of structural developments in neural and social networks. In: Practice of Natural Sciences - Biology in School. 55, 2006, p. 5, pp. 39-44.