Rhythm (teaching)

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In the pedagogy of the designated rhythm of teaching , even rhythm called, the way a predominantly methodological structuring of school life , with the aim, among others, the learning performance to improve. The rhythm is discussed, especially with regard to the design of daily routines in the concept of all-day schools .

Concept and design

The rhythmization is to be distinguished from the articulation of the lesson , which is also part of the methodical structuring, but is based on the design and the course of individual learning sections, such as lessons, while the rhythmization usually affects the entire school day. Individual phases of learning and leisure are in a designed alternation. The rhythm of the lesson can be implemented, for example, by:

  • a change of expression and expression or phases of tension and relaxation, as anchored in the concept of the work school ,
  • an integration of lessons and free time through voluntary elective offers in the afternoon such as a circus group or yoga ,
  • a change between predetermined, structured phases and phases of free work , in which each student can follow his own rhythm,
  • a sequence of cognitively oriented subjects and subjects in which students can relax,
  • a timing of lesson and break sections, for example the change from 90 minutes of lessons to a 20 minute break.

Justification and objective

A school creates a rhythm for the pupils through its design, for example by regulating lesson and break times and thus becomes a timer . The justification for an adequate design lies in neuroscience . The better a learner's biological rhythm matches the rhythm in school, the better the ability to develop optimal skills. This also means that different learning types and chronotypes as well as the biological performance curve should be taken into account, among other things, by creating participation in the design of the learning phases , for example through open learning forms such as weekly plans . The focus is on affective goals , such as loosening up classes and releasing tensions, motivating and increasing concentration in order to ultimately improve learning and performance.

See also

literature

Ursula Weier: Rhythmization Why? When? And how? In: Christian Nerowski (ed.): Organize all-day schools - design all-day lessons . Forum for Educational Science and Educational Practice. tape 2 . University of Bamberg Press, Munich 2010, ISBN 978-3-923507-90-0 .

Individual evidence

  1. ↑ Hartwig Schröder: Learning - teaching - teaching: learning psychological and didactic basics . 2nd Edition. Oldenbourg Wissenschaftsverlag, Munich 2002, ISBN 978-3-486-25973-5 , p. 214 ( limited preview in Google Book search).
  2. ↑ From the circus project to the big tour. In: Göttinger Tageblatt. February 12, 2016, accessed May 4, 2016 .
  3. ↑ Individual learning. In: Süddeutsche Zeitung. April 4, 2016, Retrieved May 4, 2016 .
  4. ↑ Two comprehensive schools are about to start. In: Hannoversche Allgemeine Zeitung. April 15, 2016, Retrieved May 4, 2016 .
  5. ↑ Ursula Carle: Why is rhythmization necessary? Retrieved May 4, 2016 .
  6. ↑ Ursula Carle: Why is rhythmization necessary? Retrieved May 4, 2016 .