Form of instruction

In general didactics, basic types of instruction are referred to as forms of instruction (also known as “large methodological forms”) . These basic types each aim to enable their own forms of learning . In this function, one type of teaching cannot be replaced by another. The forms of teaching differ significantly in their courses. They are divided into individual teaching phases that can have different work and social forms.

There is no consensus in didactics about the number of forms of teaching. In Wolfgang Klafki there are four forms of teaching, Hilbert Meyer calls them teaching methods and counts significantly more. Three forms of teaching are central here:

• The course that serves to acquire declarative knowledge.
• The training that serves to practice knowledge and skills.
• The project where problem-solving learning takes place.

Further forms of teaching are z. B. workshop , internship , field trip or of Waldorf schools practiced lesson teaching .

In the teaching forms, the following social forms (first level of the list) and working forms (second level) can be used in individual phases of the lesson:

• Class teaching , d. H. Working in large groups and teaching from the front
  • Teacher lecture
  • research-based teaching
  • Class discussion
• Group work and project days
• Partner work
• Individual work

Alternative forms of teaching

Alternative forms of teaching are based on a completely different understanding of teaching: The child / pupil determines with his or her interests what is the content and subject of the lesson. These learning interests are reflected in the class - e.g. B. published in the class council and developed into learning projects in which other students can participate. The development of the learning project also includes methodological, temporal and organizational considerations by the students as to how they want to implement the learning project. In open lessons , the students then pursue their learning project, which can extend over several weeks. After completing the learning project, the students present their results to the class. Other students take part in these presentations and can also ask questions. A new learning project may develop from this.

See also

• Teaching method
• Didactics on the net
• Teacher Online

literature

• Wolfgang Klafki : New Studies on Educational Theory and Didactics. Contributions to critical-constructive didactics. Beltz Verlag, Weinheim, Basel, 1985.
• Hilbert Meyer: teaching methods I, theory volume. Frankfurt am Main, 1994.
• Falko Peschel: Open Classes , Part I and II, Schneider Verlag, Hohengehren, 2002.