Learning phases

The pedagogical term learning phases denotes different lengths of time in school learning , which is understood as goal-oriented, intentional action . The sequence of these phases is essential.

Learning progress

In order to achieve clearly perceptible learning progress and to facilitate access to demanding texts or other working media, these must each be linked to a problem that the students can deal with before they receive the relevant working medium. This gives you the opportunity to find your own answers in a self-directed, intuitive problem-solving phase, which can then be compared with the answers in the text in the subsequent, guided, controlled problem-solving phase. In this way, you can develop an understanding of the text ( text interpretation ) or the other working medium much more easily, assess the value of the answers given there and take a critical position.

Candy model of the learning process

The key is to find a qualified question that will lead students to develop an awareness of the problem addressed in the text in question and to anticipate possible solutions . In a meaningful way, the intuitive solutions are recorded on the blackboard and compared in the consolidation phase with the answers obtained from the text in the controlled problem-solving phase. The pupils can determine and assess for themselves how the level of reflection of their answers differs from that of the author under discussion. Sometimes they find that some of their answers do not need to hide from those of the expert , but have anticipated the solution in a less elaborate , but entirely accurate way. The teacher arranges a learning process together with the students in which the students can determine for themselves what progress they have made in dealing with the media in the controlled problem-solving phase. The learning process does not have to be identical to the course of a lesson, but can also extend over several lessons or can take place several times in one hour. It is only important that the teacher and, if possible, the learner also know which learning phase they are currently in.

The phasing of the learning process was initiated in 1910 by John Dewey's description of the stages of thinking and was adopted in Germany by the learning psychologists Heinrich Roth (1906–1983) and Werner Correll. According to this, the introduction should lead to a problem that is as precise and comprehensible as possible, on which the students can work independently or in cooperation with classmates in the following intuitive problem-solving phase. This allows them to understand the problem and anticipate possible solutions. This enables them to better and more easily meet the demands of the text or other media with which they are confronted in the controlled problem-solving phase. In the consolidation phase, the results of the controlled phase should be brought to the fore, questioned in comparison with those of the intuitive phase and brought into the context of the series. Ultimately, the transfer phase is about application and testing with examples, critical comments and subsequent open questions. In particular, the self-directed, intuitive problem-solving phase can vary in length. Depending on how detailed the students want to work out and contribute their solutions, it can last ten minutes, an entire hour or even several hours. The change between narrowly structured and widely spread teaching contributions can be represented in the form of a candy. Rolf Sistermann therefore speaks of the candy model as a structuring principle of a learning process.

In the different phases of the different learning methods are used philosophical focus upon which Ekkehard Martens (* 1943) in its methodology of philosophy teaching has extensively described. The different methods could be assigned to the individual learning phases as follows: The introductory phase is about the students using phenomenological methods to perceive something that leads to "problem constitution". In the self-directed, intuitive problem-solving phase, they should pursue further ideas using speculative methods. In the guided, controlled problem-solving phase, they should learn to understand texts using hermeneutic methods. The consolidation phase is about clarifying arguments and terms with the help of analytical methods, and finally in the transfer phase they should be able to “lead disputes” with the help of dialectical methods. Taken together, this describes a natural learning process in which open and closed phases or further and narrower questions alternate with one another. The phases of the learning process can, but need not, be identical to the structuring of a lesson. They can also extend over several lessons.

The problem orientation in the candy model compared to the levels of thinking in Dewey and the methods in Martens

Correll levels of instruction

1. Motivation by experiencing a difficulty

2. Setting goals for the work by defining the problem

3. Development of the approach of various possible solutions

4. Logical development of the foreseeable consequences of this approach of possible solutions through trial and error

5. Application of the conceived possible solution in the real situation: Assessment or verification of the correctness of the approach through the practical consequences. (W. Correll: Lernpsychologie, 1961, 56ff)

According to Roth

1. Level of motivation
2. Level of difficulty
3. Level of solutions
4. Level of doing and performing
5. Level of retention and practice
6. Stage of providing, transferring and integrating what has been learned

According to Martens

1. phenomenological method: being able to perceive something and
2. Constitute problems
3. speculative method: being able to have ideas
4. hermeneutic method: being able to understand someone
5. analytical method: being able to clarify arguments and terms
6. Dialectical method: being able to lead disputes

According to Sistermann

1. Introduction
2. Problem / focus
3. self-directed intuitive problem solving
4. guided, controlled problem solving
5. Consolidation / securing
6. Transfer / opinion

In the systematic alternation between the phases of subjective appropriation and the imparting of expert knowledge, the candy model corresponds to what Diethelm Wahl calls the sandwich principle. The sandwich principle prescribes inserting the most extensive active and self-directed learning phases between the shortest and most informative collective learning phases possible. However, there is too little emphasis on the fact that controllable learning progress, even with self-directed learning, requires a manageable and limited problem, the solution of which should be brought up to the concept in an equally manageable framework and consolidated through repetition.

Josef Leisen designed a similar scheme for the teaching and learning process. It distinguishes between the following six levels: (1) discovering the problem, (2) developing ideas, (3) working on learning material, (4) discussing learning product, (5) discussing learning gains and (6) networking and transferring. In contrast to the candy model, however, it does not give the introduction to the problem at all. In addition, it is not clear that the actual problem has to be narrower than the broader introduction.

Individual evidence

1. ↑ John Dewey: How We Think (Boston 1910). Re-edited with an afterword by Rebekka Horlacher and Jürgen Oelkers. Zurich: Pestalozzianum 20092, p. 57
2. ↑ Werner Correll: Learning Psychology. Basic questions and pedagogical consequences. (1961). 11.A. Donauwörth: Ludwig Auer 1971, 56ff
3. ↑ Rolf Sistermann: Teaching according to the candy model, a music video as an introduction to reflection on the finiteness of life (from grade 8), in: ZDPE 4/2008, 299–305
4. ↑ H. Roth, Pedagogical Psychology of Teaching and Learning, 12.A.1970, 208ff
5. ↑ E. Martens, Methodology of Ethics and Philosophy Lessons, 2003
6. ↑ Rolf Sistermann in: Journal for Didactics of Philosophy and Ethics, Issue 1/2005, 16–27 and Issue 4/2008, 299–305
7. ↑ D. Wahl: Designing learning environments successfully, From sluggish knowledge to competent action, Bad Heilbrunn 2006, Chapter 5, 95ff
8. ↑ Josef Leisen: Competence-oriented teaching with the teaching-learning model Archived Copy ( Memento of the original from January 29, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.