Learning counter
The learning counter is an open teaching concept that combines structural elements from reform pedagogy such as weekly plan work , workshop lessons as well as free work and learning at stations .
The students take on a high degree of responsibility for the design of their own learning processes. Working with the learning counter is therefore less oriented towards centrally specified learning goals than towards the development of skills.
Learning counter booklet
In the learning counter booklet (LTH) the specifications of the curriculum ( educational mandate) are formulated as competences to be achieved in a language suitable for children. The processing status and the level of competence achieved is documented in the individual areas by the students. Seen in this way, the learning counter booklet functions as a log of very personal learning processes. In addition to the selected exercises, tests and other level of learning controls, the learning counter booklet provides information about the success and scope of the competencies to be achieved.
Lesson structure
In the open teaching of working with the learning counter, there are competent introductions (element of frontal teaching) of the teaching topics for students. If they are of the opinion that they are sufficiently prepared for the individual processing of the topics, they can independently select and work on exercises and learning offers from the learning counter (prepared learning environment). They document their progress every day in the learning counter booklet.
Social forms
Basically, working with the learning counter is designed as individual learning. Depending on the current needs of the individual students, partner work and group work support the learning and training processes with their interactions.
Teacher action
The teachers are responsible for the provision of the prepared learning environment in the classroom (learning counter), the introduction of lesson topics, the supervision and control of the individual exercises of the students, the guidance of the students who are not yet sufficiently successful in the independent teaching work, the provision of the tests, Learning status checks, competence checks and their documentation, the organization of help and support, the organization of learning in various social forms, the monitoring of exercise activities with regard to the avoidance of incorrect acquisition processes as well as lagging behind the school year goal (curriculum), the working atmosphere in the room, prevention of disturbances, the support offers for low-performing as well as high-performing students.
Control, learning progress surveys
Taking into account the heterogeneity of the students and the different levels of competence development, tests are preferably not carried out at a common appointment for the learning community. Rather, after assessing their own level of competence, the pupils register with the teacher for individual learning progress surveys. These results then confirm the acquired competence and are documented in the learning counter booklet for the students as a conclusion.