Lesson entry

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The start of the lesson is one of the three essential teaching phases , in addition to developing and securing the results . It denotes the first step towards the introduction to the lesson topic or a new learning task. For problem-oriented or problem-based learning , it must lead to a problem that carries the further lesson or teaching unit .

Forms of starting lessons and their functions

Hour opening

The beginning of a lesson is by first hours opening ritual marked. These consist of recurring, immediately understandable, abbreviated and ritualized actions that are often condensed into symbolic allusions with a prompting character. All opening rituals have the character of the “preliminary phase” in common, i. In other words, they are before the actual technical work begins. The teacher “doesn't get straight to the point”.

Lesson openings have the following functions:

  • Stabilization of the balance of power between teachers and students: The students have to bow to a certain ritual, which creates the conditions for teaching. At the same time, distance and closeness are established within the learning group and to the teacher, since the exercise of power is directed away from the teacher to an object or a process. In the entrance situation, a clear teaching structure is promoted by the opening of the lesson.
  • Rhythm of communal life in class, reliable orientation for living together. This integration feature is particularly useful for new students.
  • (Self-) reassurance according to the motto: “Let's go!”: Students often need a short phase at the beginning of the lesson in order to detach themselves from the breaks or the previous lessons and to adjust to the new lesson.
  • Building a tension on the new that will come after the same thing regularly. Lesson openings embody within the dialectic between reliability and freedom or spontaneity, which is indispensable for good teaching, the dormant, familiar pole that students can rely on without risk.

As a result, the opening of the hour creates a calm and relaxed atmosphere and discipline. The students know the expectations that are placed on them.

Entry into a new lesson topic

The start of the lesson should open up or open up the new topic for the students. This can be a topic that is only dealt with in this lesson, or an introduction to a longer project, e.g. B. in a teaching unit lasting several hours or a project .

Entries can have very different objectives:

  • The entry point is used to inform the students about a topic when students receive (factual) information on the topic or subject matter or if they obtain it themselves.
  • Students are to be motivated for the lesson and the topic of the lesson . The beginning of the lesson should draw interest and attention to the new topic, the problem to be solved or the qualification to be sought.
  • The pupils should achieve a questioning attitude that urges them to further study the topic and to clarify questions. A questioning attitude based on a problem that is to be solved by the students ( problem orientation ) is particularly fruitful .
  • Entering lessons provide orientation . In this way, you can inform the students about the planned course of the lesson and thus give them a precise orientation framework if the teacher gives the students a general idea of ​​the topic that will be discussed below. This orientation can be limited to a rough indication of the thematic focus or it can go more or less precisely to the goals, questions and problems to be treated. In this learning goal orientation (LZO), students can also be informed of the intended approach to the topic and the planned processing steps. In this way, a horizon of expectation is designed. This means that students can be informed about the importance of the topic under consideration and the intended teaching and learning goals at the start of the lesson.
  • The start of the lesson should awaken the students' previous knowledge and experience on the subject in order to build on them. Thus, at the beginning of a lesson, they have the opportunity to express their previous experience and their own questions about a topic and to articulate their interest or disinterest in a topic or in individual focal points.
  • Your willingness to take responsibility will be challenged. During the start of the lesson, students should be given the opportunity to help plan and have a say, to supplement or correct the teacher's specifications with their own suggestions.
  • If the entry consists of a provocation of the students, it has the function of questioning, alienating, even devaluing and rejecting, but also enhancing, familiar ideas, habits and knowledge.
  • Often the entry also links what is already known with what is to be newly developed. The entry then provides a network of securing results and a new beginning (e.g. in the repetition or in the homework control at the beginning of the lesson).

In practice, many teachers develop their own forms of starting lessons: B. Refrain from “motivational hype” and get down to business like a raid; Enter the class calmly and calmly, ask about the students' health, take detours in order to begin the actual teaching work later, but in a more “tidy” atmosphere.

A guided class discussion can lead the new topic, which is then recorded on the blackboard as a heading. Other teachers start each lesson with brief information about the planned course of the lesson.

Teachers with deductive or inductive approaches also differ . In deductively organized lessons, the topic is introduced with conceptual-abstract preliminary explanations or basic structures, while in the inductive approach, examples, application references or the like begin.

Didactic criteria for a good start into lessons

In view of the differences between the didactic-methodological requirements developed in theory and the habits found in practice, the didactic engineer Hilbert Meyer has developed five criteria for planning and assessing lessons, the fifth being action-oriented is his special grade.

The entry should

  1. provide an orientation framework.
  2. introduce key aspects of the new topic.
  3. build on the prior understanding of the students.
  4. discipline the students.
  5. allow the students to deal actively with the new topic as often as possible.

The main purpose of starting the lesson is to reduce complexity. It makes the new topic tangible and editable for the teacher and the students.

Forms of entry in the classroom

There are various forms of entry into lessons. These can be differentiated according to the degree of teacher guidance, the degree of student self-employment and the media used. Hilbert Meyer shows the different beginnings of lessons using a so-called "didactic map".

List of possible entrances

Opening rituals

  • Welcome
  • Stand up, stand still
  • Stand still
  • Morning circle, sitting circle
  • Movement exercises
  • Resting exercises, concentration exercises, relaxation exercises
  • Guessing game
  • Daily calendar

Exercises for material warming up

  • Homework control
  • To repeat
  • Log reading
  • Arithmetic snake, word snake
  • Interrogate
  • Shotgun issues

Forms of entry mediated by language with a high degree of teacher guidance (linguistically mediated to "cerebral" entrances)

  • Informative entry into the classroom: teacher lecture, telling a story

Entry forms conveyed through picture and play with a high degree of teacher guidance

  • Food for thought: fooling / showing something, constructing a contradiction, alienating / puzzling, provoking / bluffing
  • Trial lessons: index card presentation, offer table, topic exchange, menu, thematic map, work plan

Forms of entry conveyed through play and action with a high degree of teacher guidance (holistic and action-oriented entry)

  • Simulation games: business game, role play, building a still image
  • Staged games: impromptu games, staged interpretations, text theater
  • Educational games: puzzle, memory, dominoes

Forms of entry conveyed through actions and games with a higher degree of student self-employment (more holistic and action-oriented entry)

  • Open forms of play: free flight, open role play, open still picture building
  • Explorations at school and on site: explorations, rallies, interviews, experiments, expert surveys, reports
  • Associative forms of conversation: planning discussion, brain storming, lettuce
  • Sorting and structuring: sorting, clustering, index card game ("two out of three")

Forms of entry mediated by image and language with a higher degree of student self-employment (linguistically to "mentally" mediated entrances)

  • Cooperative forms of conversation: flashlight, group puzzle, circle discussion, argument, debate
  • Topic-centered self-presentation: colorful picture sheet, collage, opinion carousel, partner interview, talking mill
  • Relaxed boarding: imaginary journey, criticism from the students

literature

  • Johannes Greving, Liane Paradies: Entrance to teaching. Cornelsen-Scriptor, Berlin 1996, ISBN 3-589-20981-X .
  • Hilbert Meyer: Guide to lesson preparation. Cornelsen-Scriptor, Frankfurt am Main 1996, ISBN 3-589-20969-0 .
  • Hilbert Meyer: teaching methods. II practice volume. Cornelsen-Scriptor, Frankfurt am Main 2000, ISBN 3-589-20851-1 .
  • Hilbert Meyer: teaching methods. I volume of theory. Cornelsen-Scriptor, Frankfurt am Main 2002, ISBN 3-589-20850-3 .
  • Gerhard Schneider: Successful entries. Requirements for successful history lessons. Wochenschau-Verlag, Schwalbach / Ts. 2001, ISBN 3-87920-740-2 .
  • Arthur Thömmes: Productive lessons . Verlag an der Ruhr, Mülheim 2005, ISBN 978-3834600226 .

Single receipts

  1. ^ Hilbert Meyer: Teaching methods II practice volume . Cornelsen Scriptor 1987, p. 129