Productive learning
Productive learning means learning through work experience. In order to produce something yourself, you need knowledge and ability, the result creates self-confidence and the experiences made in this way create curiosity for new things. As a form of education in Germany, productive learning emerged in 1987 as a youth education project and school trial Stadt-als-Schule Berlin . Today, Berlin , Brandenburg , Thuringia , Saxony-Anhalt , Mecklenburg-Western Pomerania , Saxony and Schleswig-Holstein offer productive learning in general schools . This form of education is also implemented in schools and extracurricular educational projects in other European countries. Theory, methodology and implementation of productive learning are continuously (further) developed by the Institute for Productive Learning in Europe (IPLE) together with the educators. A further education course at the IPLE qualifies the educators alongside the project.
features
Productive learning is a form of education at schools of secondary and non-formal education projects. The learning processes are activities in "serious social situations", i. H. in companies, institutions, associations etc. In productive learning, the week is divided into three days / week of activity and practical learning, and two days / week of learning in the school's “learning workshop”. Productive learning moves the individual and self-chosen activity into the center of the educational process, making sense and purpose of what has been learned recognizable and new educational interests arise. Productive learning is individual learning based on tasks that you have set yourself, which is supported by weekly educational advice and individual learning planning with specially qualified teachers. General knowledge, cultural knowledge as well as the contents of the classic school subjects serve to understand the practice and to cope with the requirements that result from the activity. In addition to general education, productive learning particularly enables personal development in the areas of social skills, methodological skills, decision-making skills, independence and self-confidence. The experiences that the young people gain at six different practical training locations in two years promote intensive, sustainable and individual career orientation . The students are allowed to choose their own practice place.
History of origin and distribution
Productive learning is a form of education that replaces traditional school-based learning in the final years of general education. Inspired by the alternative state high school City-As-School in New York , Ingrid Böhm and Jens Schneider together with others initiated Die Stadt-als-Schule Berlin as a youth education project in 1984 . The Stadt-als-Schule Berlin was opened in 1987 and converted into a school trial in 1991 . The extremely positive educational experiences in the city-as-School Berlin prompted Ingrid Böhm and Jens Schneider, 1991, the Institute for Productive Learning in Europe (IPLE) as an affiliated institute of the Alice Salomon University to found. The institute further developed the concept of the Stadt-als-Schule Berlin for productive learning in order to spread this form of education and its methodology in Germany and internationally. A dissemination concept arose from a project-accompanying further education course and a "location advice" that accompanies the introduction, concept development and evaluation at the individual school or at the extracurricular educational institution. From 1996 onwards, productive learning was carried out as a school trial at 12 Berlin schools with great success and was transferred to regular educational offers in the 2004/05 school year. Since then, Brandenburg, Saxony-Anhalt, Thuringia, Mecklenburg-Western Pomerania and Saxony have introduced productive learning in their schools. Productive learning projects have been implemented not only in Germany, but also in other parts of Europe. In 1991, on the initiative of Ingrid Böhm and Jens Schneider, they joined forces on the occasion of an international conference to form the International Network of Productive Learning "ng Pr" projects and schools ("INEPS"). The pupils can choose their own practice place.
theory
The educational theory of productive learning follows successful practice in order to understand and improve it, not the other way around. She refers in particular to the cultural-historical school of Vygotsky and Leontiev and is linked in many aspects to the reform pedagogical movement; she shares essential basic assumptions about learning with her .
A central concept of productive learning is the ' activity ' which, according to Leontjew, mediates between the individual and nature / society (Leontjew 1979). The learners in productive learning should be encouraged to take responsibility for shaping their educational process based on their own work experience gained in self-selected “serious social situations”. They are supported in processing and reflecting on their work experience in educational processes and in discovering new fields of activity. The own productive activity in a self-chosen practice thus becomes the starting point and goal of education . Knowledge and ability are understood as a tool that is necessary for planning, implementing and evaluating practice ( practical relevance of productive learning ). Activity and education are individually justified and self-designed ( personal reference of productive learning ). The practical work in serious social situations enables the students to experience and reflect on social, cultural and political decisions and developments ( cultural reference of productive learning ).
In the educational programs developed so far, the students of productive learning are usually active for three months on three days a week at an individually chosen practical learning location: in a carpentry shop, in a vegetable shop, at a newspaper, in a hospital, at Amnesty International, at Television or wherever something else socially 'serious' happens. Together with the educators who advise them, the young people design individual curricula based on their work experience; in this way, the individual educational needs of young people can be optimally taken into account. The school year is divided into trimesters, so that the students visit three different practical learning locations per school year. Through this form of general education, productive learning also offers an individualized, practice-related and therefore extremely sustainable professional orientation . By working in different professional fields, the young people can develop, substantiate, change job ideas or even say goodbye to them with justification.
As a result of the requirement to decide and shape their own educational process as much as possible themselves, the young people develop “ key skills ”: methodological skills (e.g. planning work processes, researching and processing information, presenting results), personal skills (e.g. independence, self-confidence , Self-assessment, setting goals) and social skills (e.g. following rules, constructive discussions, tolerance, working in a team).
Educational goals, curriculum and methodology
Based on the educational goals formulated similarly everywhere in German and European school laws, the Institute for Productive Learning in Europe (IPLE) has formulated three educational goals of productive learning and differentiated them in a curriculum framework within which the students develop individual curricula with the educators:
- Developing yourself as a person (establishing personal references to the job, developing interests, making decisions)
- Development of social practice (planning, carrying out, evaluating activities, establishing theoretical references)
- Development of Culture (questions develop into practice, produce professional references, cultural references company covers)
In the most extensive curriculum element, learning in practice, the students choose a practical learning location in companies or in social, cultural or political institutions three times a school year, where they work 17 hours a week and at the same time explore, question and reflect on their activities . In the communication group, the students exchange the experiences they have gained and prepare further activities, observations and research. This happens especially in the learning workshop , which replaces the traditional classroom. Only eight hours per week are subject-related, but should also be related to practical experience: German, English and mathematics in productive learning as well as the epoch-making areas of human and culture, society and economy and nature and technology. Depending on the federal state, art and music, sport, ethics / religion or a compulsory elective also belong to subject-related learning.
In addition to practical learning, individual educational counseling is the most important methodological element of productive learning. The pupils meet once a week with “their teacher” for an individual educational counseling, in which the individual curricula are jointly developed, discussed, followed up and evaluated. This is where practical experience is reflected, questions and tasks are developed and individual questions, topics and experiences are discussed. For educators as well as schoolchildren, this educational support is to a great extent unusual and challenging.
The role of educators changes fundamentally in productive learning: subject communication as well as the specification of questions and tasks that are almost naturally expected and performed by the teachers in traditional schools, legitimized by their experience and qualification lead, are passed on to the learners and their challenges the situation (back) shifted. The competencies required by the changed role of educator lie in the areas
- Educational advice and evaluation,
- Development of productive activities for educational processes,
- Development of productive situations,
- Moderation of group learning processes,
- Project evaluation, project management and project development .
In productive learning, different school qualifications can be achieved depending on the federal state, in Berlin for example the secondary school certificate, the extended secondary school certificate and the middle school certificate.
effectiveness
The successes of productive learning demonstrate the appropriateness of the educational paradigm and the methodology for accelerating social change: high graduation rates and high transition rates in vocational training and employment, namely by students who were largely predicted to fail their school career, make it clear that productive learning is not only theoretically plausible, but also practicable and successful. The projects are evaluated by the IPLE in the development phase . Data on school-leaving qualifications, prospects, etc. are documented and evaluated in the evaluations of the productive learning projects.
Institute for Productive Learning in Europe (IPLE)
The IPLE (short for Institute for Productive Learning in Europe ) has been a scientific institute and registered association for productive learning since 1991 . As an affiliated institute of the Alice Salomon University of Applied Sciences Berlin , the IPLE offers a two-year project-accompanying further education course in which the educators familiarize themselves with the educational approach and its methodology and deal with their changed role. The continuing education course consists of the written answer to 12 study letters and participation in 20 seminar events, including international conferences and seminars. The training is supplemented by monthly location-based team consultations. The IPLE also acquires and manages funds. The IPLE initiates and supports the development of productive learning regionally, nationally and internationally and promotes its national and international networking .
International Network of Productive Learning Projects and Schools (INEPS)
Productive learning is also international and intercultural learning . In the International Network of Productive Learning Projects and Schools (INEPS) have schools and extracurricular organizations from currently 15 European and non-European countries linked, are in regular conferences their experiences and carry out youth conferences and exchange programs for students and educators through.
See also
literature
- Ingrid Böhm / Jens Schneider: “ Productive learning. General education as career orientation ”, in: Pedagogy, 61st year 2009, issue 5, pp. 16-19
- Heike Borkenhagen / Holger Mirow: “ Productive learning: from activity to education. A connection between general education and professional orientation ”, in: Die Deutsche Schule, 94th year 2002, issue 4, pp. 442–456
- Ruth C. Cohn / Christina Terfurth: “ Lively teaching and learning. TZI goes to school ”, Klett-Verlag, Stuttgart 2001
- Institute for Productive Learning in Europe, IPLE (Ed.): Productive learning - from activity to education. A contribution to school reform in lower secondary level , Schneider Verlag Hohengehren, Baltmannsweiler 2004
- Aleksey Nicolaejevic Leontjew: " Activity, Consciousness, Personality ", Klett-Verlag, Stuttgart 1979
- Carl R. Rogers: " The non-directive advice ", Fischer-Verlag, Frankfurt / M. 1985
Individual evidence
- ↑ On productive learning in Berlin and its anchoring in the integrated secondary school and in dual learning cf. www.berlin.de/sen/bildung/unterricht/duales-lernen/ ( Memento of the original from May 14, 2012 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. (accessed March 5, 2012).
- ↑ See the page “ Productive learning in Saxony-Anhalt” at www.sachsen-anhalt.de/index.php?id=produktives_lernen (accessed on July 27, 2015).
- ↑ See the page “ Productive learning in Mecklenburg-Western Pomerania” at www.bildung-mv.de/de/schule/entwicklung/produktives_lernen (accessed on July 30, 2009).
- ↑ Cf. Comenius School in Quickborn at www.csquickborn.de/produktives-lernen/index.php ( Memento of the original from October 8, 2011 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (accessed March 5, 2012).
- ↑ See the International Network of Productive Learning Projects and Schools (INEPS) at www.ineps.org (accessed on March 5, 2012).
- ↑ See the IPLE website at www.iple.de and the literature list.
- ^ T. Pfeiffer: Observation of the visitor behavior of a homepage on the WWW . In: Multimedia learning . Deutscher Universitätsverlag, Wiesbaden 1999, ISBN 978-3-8244-6993-2 , p. 265-267 , doi : 10.1007 / 978-3-322-95212-7_18 .
- ↑ See e.g. B. Institute for Productive Learning in Europe (Ed.): " Productive learning in Mecklenburg-Western Pomerania - Education for tomorrow. Evaluation of the pilot project ", 2008, online version at www.iple.de/Pdf/Abschlussevaluation-PilotMV-2008. pdf (accessed March 5, 2012).
