Lesson planning

The lesson plan is an important part of the work of teachers . It includes all considerations for preparing a lesson or teaching unit . In teacher training , therefore, concepts are taught which technical, didactic and pedagogical considerations must be made before a lesson and how these are to be documented.

The lesson planning serves on the one hand to provide orientation for the teacher while teaching. On the other hand, it should justify the desired learning objectives against the background of a selected didactic model .

Various models have been developed for this purpose. The four best known are the so-called educational theory approach by Wolfgang Klafki , the Berlin model developed by Paul Heimann and the resulting Hamburg model by Wolfgang Schulz . Newer models of lesson planning take up current questions of didactics and integrate them into the traditional planning categories. Tulodziecki, Herzig and Blömeke (2004) emphasize the importance of the new task culture in their planning model. Maier (2012) proposes a planning model that is designed for long-term teaching-learning processes and focuses on questions of diagnostics and competence development.

Planning scheme

→ Main article : phase structure (didactics)

When planning a lesson, the relevant questions of the individual planning components must be answered and the lesson-relevant decisions must be made on the basis of the pedagogical analysis created. There is no generally binding scheme for lesson planning, many universities and study seminars use the following structure. The scheme presented here contains more than the questions to be dealt with in individual cases, since, depending on the underlying model, individual points are not applicable or criteria for certain teaching contexts are not applicable.

Condition analysis

• Analysis and evaluation of the various conditions under which the lessons take place (for example according to the conditional factors of the Berlin model)
• Learning group description (especially with a description of their skills relevant to the lesson)

Factual analysis

• Presentation of the content
• Scientific classification of the selected topic
• Scientific problems

Didactic analysis

• Classification of the topic in the curriculum ( learning area , hourly rate)
• Analysis z. B. according to the Klafk perspective scheme
• Orientation towards the didactic principles
• Structure of the didactically reduced learning object (form and content)
• Definition of the learning objectives, differentiated according to scope, mental and spiritual dimension and complexity

Methodical analysis

• Selection of the basic forms of didactic activity ( teaching-learning methods )
• Selection of large methodological forms (forms of instruction or teaching methods , in some cases also didactic and methodological concepts )
• Presentation of possible difficulties and then development of alternatives and differentiations
• Selection of the social form and its form of work ( teaching technique or teaching method )
• Selection of media (see condition analysis)
• Development of teaching phases based on this

Evaluation

• Determination of Success Criteria
• Forms of representation for the learning controls
• Selection of suitable tests and a. Test procedure

The course planning is the script of the lesson or lesson unit in tabular form, planned chronologically. The appearance varies according to the selected didactic model. Science-based teaching follows a phase structure based on the objective .

Teaching phase	Learner activity	Material / media	Social form	Teacher activity	Form of work	Time approach
Started						2-10 min
Elaboration						10-15 min
Summary						≈5 min
deepening						10-15 min
Summary						≈5 min
Planning form

Systems can be:

• worksheets
• Sketch of the board picture
• Objects from the learner's world as an introduction

Competence-based lesson planning

Under competencies are understood cognitive abilities and skills to solve specific problems, and to use the associated motivational, volitional and social readiness and skills to problem solving in a variety of situations successfully and responsibly.

With the introduction of educational standards , there is increasing discussion about competence-based lesson planning . Competence orientation means that lessons have to be based on the long-term development of the students' skills in individual subject areas (reading, writing, foreign language, etc.). The development of competencies is not exhausted with pure knowledge acquisition. Rather, competence orientation means that subject-specific knowledge can also be applied in concrete situations (e.g. having a conversation in a foreign language, being able to solve a factual problem mathematically). For lesson planning, this means a move away from the detailed planning of individual lessons to the planning of long-term teaching-learning processes or processes of competence acquisition. The analysis of the individual learning requirements as well as the constant observation of the learning progress (formative performance diagnostics) play an important role. Teachers must also know how subject-specific competencies (e.g. knowledge of terms in physics or spelling competence) can be developed or built up in the learners (competence development models).

There are now first approaches or models for competence-oriented lesson planning:

Lersch (2007) outlines a model of didactics that promotes competence-enhancing teaching. In his opinion, competence models will allow a diagnosis of learning development processes in the future. Classes must then give the students the opportunity to demonstrate their skills. For teachers and teacher training, competence-oriented teaching means a complete rethink. So far, lessons have been planned and structured based on the subject system. Competence orientation, on the other hand, means that lessons have to be planned based on the learning objective and that the learning requirements as well as the skill development steps of the students have to be taken into account. For concrete lesson planning, Lersch (2007) suggests the development of competency acquisition grids with which the connections between the development of partial competences (vertical transfer), the application situations (horizontal transfer) and the general knowledge (lateral transfer) can be illustrated.

Maier (2012) describes five categories for planning competence-oriented teaching. These planning categories also include aspects of teaching-learning-theoretical didactics and pedagogical diagnostics:

Lesson planning Competence orientation Planning categories Lesson drafts Teaching-learning sequences Lesson design

1. Clarify curricular and subject-specific requirements:
   • Scientific background (factual analysis) and / or competence analysis (e.g. reading skills)
   • Curricular requirements: Anchoring in educational plans or educational standards
   • Formulation of learning objectives and competencies for the teaching-learning sequence
2. Observe the learning requirements and steps to acquire knowledge
   • Which models of knowledge or competence acquisition are relevant for the teaching-learning sequence (e.g. levels of written language acquisition, levels of cognitive development in mathematics, concept change theories, etc.)?
   • What options are available for recording relevant learning requirements (student observation, analysis of student work, short tests, standardized tests, etc.)?
   • Description of student learning requirements: general learning requirements (language, class climate, rituals, social background, etc.) and subject-specific learning requirements (at which level of competence acquisition are the students? What prior knowledge do they have?)
   • Should further differentiation or individualization of the learning objectives be considered against the background of the student learning requirements?
3. Methodical design of the teaching-learning sequence
   • Justification of the sequential structuring of the teaching-learning sequence with regard to prior knowledge and levels of subject-specific competence acquisition (red thread, steps of the teaching-learning sequence, articulation levels, forms of development, etc.)
   • Selection and analysis of tasks for the individual phases of the lesson
   • Justification of methodological decisions with regard to the following dimensions: Presenting knowledge (teacher-directed) vs. Let knowledge discover (student-directed); Relation to the environment, application and use of examples; collective learning vs. Individualization and differentiation; Forms of representation and use of suitable media; Individual work vs. cooperative learning
4. Pay attention to organizational aspects of the teaching-learning sequence
   • What could a sketch-like representation of the planned teaching-learning sequence look like (e.g. tabular representation as "stage direction")?
   • What should be considered when preparing the learning environment (e.g. learning materials, media, social forms, etc.)?
   • Class management: What rituals and rules are there in the class? How do teachers deal with disruptions? Which organizational elements are of particular importance for the implementation of this teaching-learning sequence?
5. Evaluation and reflection of the teaching-learning sequence
   • Reflection on the implementation of the lessons (personal reflection on the implementation of the lessons, reflection of the feedback from mentors or fellow students, student feedback)
   • Evaluation of the learning progress of students (learning progress diagnoses, class observation when solving tasks, suitable feedback formats for the students, etc.)
   • What are the consequences for carrying out the teaching-learning sequence again or for further lessons?

These five planning categories can be used for written lesson planning for teaching-learning units. The individual key questions structure a long-term planning of teaching-learning processes (e.g. teaching units lasting several weeks). Individual learning processes can also be planned depending on the heterogeneity of the student learning requirements. The five planning categories are also open to various methodological approaches (teacher-directed teaching, open teaching). Depending on the learning requirements, situational conditions and learning goals, it is important to choose a methodical form.

shape

The lesson planning is usually created in writing in accordance with the formal requirements of DIN 5008 . For formal assessments of lessons by trainers or supervisors, a certain scope of planning is specified (e.g. 8-10 pages). Outside of teacher training or assessment procedures, only individual points of the planning take place in writing, such as the design of a blackboard or a progress plan.

Criticism of the competence-oriented lesson planning

Critics of competence orientation and competence theory include Jochen Krautz , Matthias Burchardt , Konrad Paul Liessmann and Volker Ladenthin . You state that the competency concept has been implemented by the OECD as a new key objective of schools through their PISA studies. This happened without democratic legitimation. The competence concept is not didactically but economically motivated, scientifically unexplained, it empirically demonstrably reduces the level of education, contradicts the main goals of a democratic education system, disintegrates didactic and pedagogical thinking and action and hampers children and young people in their development into responsible citizens. Competence theory is ideologically immunized against criticism. Its anti-enlightenment and inhuman character contradicts the entire educational tradition and is the "most pronounced form of a theory of external control".

See also

• Special lesson preparation
• didactics
• Methodology (pedagogy)
• Pedagogy class

Individual evidence

1. ↑ Jörg Haas: From multiple perspectives to skills orientation using the example of running. Script of the State Seminar for Didactics and Teacher Training Freiburg, Freiburg im Breisgau 2013.
2. ↑ Jochen Krautz: Competencies make you immature (pdf), on gew-berlin.de
3. ↑ Ladenthin, Volker: Competence orientation as an indication of educational disorientation. In: Profile, member newspaper of the German Association of Philologists, 9/2011, pp. 1–6 [1]

literature

• Uwe Maier: Teaching-learning processes in schools: studies. Klinkhardt, Bad Heilbrunn, 2012, ISBN 978-3-8252-3767-7 .
• Rainer Lersch: Teaching that promotes competence. In: Pedagogy (Weinheim), Issue 59, Issue 12, pp. 36–43.
• Joachim Bröcher: teaching differently, * Peter Bimmel u. a .: Plan German lessons. Distance learning unit 18. Working with textbook lessons. (Learning materials) , Berlin, 2003. make school differently. Contributions to school and teaching development in the learning support priority. University Press Winter, Heidelberg, 2007.
• Wolfgang Klafki : Didactic analysis as the core of lesson preparation, In: Die deutsche Schule 1958, no. 10, pp. 450–471
• Wolfgang Klafki, Gunter Otto, Wolfgang Schulz: Didaktik und Praxis , Weinheim, 1979 (2).
• Horst Küppers / Hermann Schulz / Peter Thiesen: Errweg learning field conception in the teacher training. In "small & large" vol. 12/2014, Oldenbourg publishing house, Munich 2014
• G. Tulodziecki, B. Herzig, S. Blömeke (2004). Designing Lessons - An Introduction to Didactics. Bad Heilbrunn: Klinkhardt.
• Burchardt, Matthias: Education or Self-Regulation? In: lehrer NRW 7/2013, pp. 13–16 [2]
• Graupe, Silja / Krautz, Jochen: The power of measurement. How the OECD is implementing a new educational concept with PISA. In: Coincidentia. Journal of European Intellectual History. Supplement 4: The Other Look: Questioning Thinking on the Theoretical Framework of Empirical Educational Research. Edited by Schwaetzer, Harald / Hueck, Johanna / Vollet, Matthias. Kueser Akademie, Bernkastel Kues 2014, pp. 139–146 [3]
• Krautz, Jochen: Education as a commodity. School and university under the dictates of economics. Kreuzlingen / Munich 2007
• Krautz, Jochen: Education as Adaptation? The competence concept in the context of an economized education. In: Fromm Forum 13/2009, pp. 87-100 [4]
• Krautz, Jochen: Educational Reform and Propaganda. Strategies for the implementation of an economist image of man in education and training. In: Frost, Ursula / Rieger-Ladich, Markus (ed.): Democracy suspends: Against the gentle liquidation of a political way of life. Quarterly journal for scientific pedagogy - special issue 2013 (a), pp. 86–128 [5]
• Krautz, Jochen: Economism in Education: Human Images, Reform Strategies, Actors. In: Gymnasium in Niedersachsen 1/2013 (b), pp. 12-21 [6]
• Ladenthin, Volker: Competence orientation as an indication of educational disorientation. In: Profile, member newspaper of the German Association of Philologists, 9/2011, pp. 1–6 [7]
• Ladenthin, Volker: Proposal for an educational concept of competence. General considerations on the occasion of the "Training plan for testing for the courses of study at the higher vocational school that lead to professional knowledge and the advanced technical college entrance qualification (draft 2013)". In: Obermann, Andreas / Meyer-Blank, Michael (Hrsg.): The religion of vocational school religion teaching: considerations on the communication of religious topics with young people today. Münster 2015, pp. 99–127
• Liessmann, Konrad Paul: Witching Hour. The practice of ignorance. A polemic. Vienna 2014