Open teaching

from Wikipedia, the free encyclopedia

Open teaching is a teaching concept that aims to open up school teaching , which means above all a clearly comprehensible lesson planning and a changed function of the teacher; This is not only the focus of the lesson, but provides needs-based learning environments inside and outside the school in which the children can organize their own learning. Open lessons consist of alternating phases designed by the teacher and partially or completely freely designed by the learners.

term

There is no standard definition of open teaching in educational science. Usually, the term open teaching is intended to indicate that the respective form of teaching is more open than frontal teaching .

Falko Peschel's dissertation "Open Classes" uses grids to determine how any form of class can be described in terms of its openness. Peschel's concept of open teaching is sometimes received in scientific literature as “radically open teaching”.

General

Open teaching differs from other types of teaching in that:

  • the individual technical and interdisciplinary learning interests of the children determine the learning process, and beyond that too
  • the social happenings and
  • the interactions beyond the learning group / class - including those outside of school -

to be regulated by the children themselves.

The core element of open teaching are the individuals in the learning group and the interests of these learners. The division of the lessons according to subjects is just as unnecessary as the definition of a canon of content and stands in the way of open teaching.

The Open instruction but as a form of organization required at every stage of full support by the participating adults (teachers, school administration and organization, parents). Over time, the learning group stabilizes and becomes independent of the teacher in its decisions.

There is a wide range of experiences from teaching practice. The educators who founded and spread the concept are primarily Hans Brügelmann , Falko Peschel , Jörg Ramseger and Wulf Wallrabenstein.

Implications in practice

The swapping of the organizational principles of subject didactics for the interests of the individual has far-reaching consequences for everyday school life:

organizational

The learners decide for themselves:
time : when you are working on a topic
spatial : where you are working on a topic
cooperative : with whom you are working on a topic

methodical

The learners decide for themselves:
How they work on their topic
Which methodological approach to the topic you choose

content

The learners decide for themselves:
What you are working on / what topic you are working on

social

The learners decide for themselves:
about the rules and flow of class life
about the consequences that arise in problematic cases

personally

The learners decide for themselves:
What values ​​and priorities they choose for their life

to form

Common forms of this open teaching are

Under certain circumstances, the lessons mentioned below can be a working form of open lessons, namely when the student can work independently and responsibly on his or her own chosen work project. But it can just as well be a closed (teacher, material or topic-centered) lesson.

The following forms of instruction are often included in open instruction. In fact, the openness of this lesson is limited to doing given tasks at prescribed stations, at best choosing 'freely' between different tasks or, in material-guided lessons, 'freely' choosing between given materials. In the method of learning through teaching (LdL) z. B. The materials are usually given by the textbooks, whereby only the type of knowledge transfer (social forms, teaching and learning techniques) is the responsibility of the students. In advanced lessons, the students themselves can choose or create new content for the purpose of teaching.

There is always a mixture of the radical "open teaching" according to Peschel, reform-pedagogical oriented teaching of different directions and other "open teaching", which claims to be "open", but in terms of content the "openness" entirely different - namely much more restricted - definitely. An example of the didactic implementation of the concept is the language experience approach for promoting written language acquisition .

See also

literature

Open teaching in Peschel's definition

  • F. Peschel: Open teaching - idea, reality, perspective and a tried and tested concept for discussion. Volume I: General didactic considerations. Volume II: Didactic considerations. Schneider Verlag Hohengehren, Baltmannsweiler 2002.
  • F. Peschel: Open teaching in evaluation, part I. 2nd edition. Schneider Verlag Hohengehren, Baltmannsweiler 2006.
  • F. Peschel: Open Lessons in Evaluation Part II. 2nd edition. Schneider Verlag Hohengehren, Baltmannsweiler 2006.
  • H. Brügelmann: Understanding and shaping schools - perspectives of research on problems of education and teaching. Libelle Verlag, CH-Lengwil 2005.
  • J. Göndör: Open lessons: ... here I learn what I want! The freedom to determine your own learning in class. Edition Winterkorn, Borsdorf 2013, ISBN 978-3-86468-520-0 .

Open teaching as a general term (more open teaching forms)

  • Michael Bannach: Self-determined learning. Free work on topics of your choice. Baltmannsweiler 2002, ISBN 3-89676-525-6 .
  • Michael Bannach, L. Sebold, B. Wehmeyer (eds.): Ways to open up teaching . Oldenbourg Verlag, Munich 1997, ISBN 3-486-98749-6 .
  • Hans Brügelmann, Erika Brinkmann: Opening of the initial lessons. Theoretical principles, practical teaching ideas and empirical findings. 2nd Edition. Working group primary level / university. Universi Verlag, Siegen 2009. [1]
  • Eiko Jürgens: The 'new' reform pedagogy and the open teaching movement - theory, practice and research. 6th edition. Academia Verlag, Sankt Augustin 2004, ISBN 3-89665-323-7 .

Web links

also open lessons, but as a general term:

proof

  1. ^ Gernot Gonschorek, Susanne Schneider: Introduction to school pedagogy and lesson planning. 7th edition. Auer, Donauwörth 2010, ISBN 978-3-403-03216-8 , p. 260 f.
  2. ^ F. Peschel: Open teaching in the evaluation part I, Baltmannsweiler 2006, p. 54f.
  3. ↑ E. Riethmayer: Open teaching in primary and secondary level I. 2010, p. 2 f. URN: urn: nbn: de: 0111-opus-33217 (available online: http://www.pedocs.de/volltexte/2010/3321/pdf/Offener_Unterricht_in_der_Primar_und_der_Sekundarstufe_I_D_A.pdf accessed: July 22, 2017)
  4. ^ F. Peschel: Open teaching. Part II, Hohengehren, 2002, p. 36ff.

The source for this article is Falko Peschel's dissertation: Open teaching - idea, reality, perspective and a tried and tested concept for discussion . Volumes I, II and Open Lessons in Evaluation. Part I, II.