Visual and deep structures

Articles sight and deep structures , view structures and deep structures overlap thematically. Help me to better differentiate or merge the articles (→  instructions ) . To do this, take part in the relevant redundancy discussion . Please remove this module only after the redundancy has been completely processed and do not forget to include the relevant entry on the redundancy discussion page{{ Done | 1 = ~~~~}}to mark. Karsten11 ( discussion ) 17:29, Jul 30, 2017 (CEST)

Visual and deep structures relate to teaching in schools. They encompass different levels of consideration of educational delivery, such as organizational forms, methods , social forms and teaching-learning processes, but can occur independently of one another and in different forms.

Visual structures

Visual structures provide the framework for all teaching processes and are therefore easy to grasp even for outsiders during a short period of time.

• Organizational forms describe the external structure of the learning environment . A distinction is made here, for example, between courses and class groups, as well as the type of school itself. This defines the first level.
• The second level is made up of teaching methods or instruction models. These describe the planning and organization of various teaching units and can contain, for example, instructive , open and performing lessons, as well as projects.
• Another level closely related to the methods are the social forms. They determine the structure of communication in the classroom. A distinction is made between learning in small groups, in the curriculum or individually.

Deep structures

The deep structures influence every level of the visual structures and deal with the type of content-related learning material processing and the interaction between students or between teachers and students. This is described by the teaching-learning processes. This also includes dealing with disorders, cognitive activation and individual support.

literature

• Kunter, Mareike; Trautwein, Urich (2013): Psychology of teaching, Paderborn: Verlag Ferdinand Schöningh

Individual evidence

1. ↑ Kunter, Mareike; Trautwein, Urich (2013): Psychology of teaching, Paderborn: Verlag Ferdinand Schöningh: 65