Workshop lessons

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The term workshop lesson is used, especially in primary school didactics, but also increasingly in secondary schools, to denote a teaching and learning method in which the pupils are supposed to independently achieve certain learning goals based on suitable tasks and reflection phases within the prepared material. This can be in the cognitive domain to reading workshop , writing workshop or mathematics workshop act, but also sachunterrichtliche topics or artisanal artistic workshops , in secondary philosophers workshop or workshop globalization .

Forms of workshop teaching

Workshops are highly inviting and invite you to be creative. It is important to use this experience in one's own actions for teaching:

  • Students work mostly independently
  • various orders ( internal differentiation )
  • alone or in groups
  • with material provided or to be obtained
  • with or without the help of a competent contact person

Workshop lessons are not a rigid form of teaching ; it varies under four main aspects: duration, content, form and degree of independence .

During the planning and implementation, the lecturer must carefully consider the choice of topic ( framework plan , learning process, subject combination) and the didactic function ( learning objective , heterogeneity of a group, methodology ) if learning success is to be guaranteed. Sufficient material, which may have been collected beforehand, and the clarification of the organizational requirements ( timetable , consultation with specialist teachers) ultimately lead to the establishment of the workshop.

Task

Action-oriented tasks must be created that students can work with independently. Workshop lessons stand or fall with the learning opportunities and materials. The learning assignments must be checked with regard to the scope, variety and content of the offers. The workshop should have the following requirements:

  • clear and appealing presentation of the offers; they should be provided with order cards
  • Offers must challenge children and young people and arouse interest
  • Orders must be known or easy to understand
  • Enable self-control, otherwise the teacher is overwhelmed. Didactic devices such as LÜK , clip cards or Profax often serve as aids .
  • Tasks and offers should be based on the needs of the students and the class
  • not only worksheets, also active handling of tasks
  • Time determines the scope of a task
  • Differentiation between compulsory and optional tasks
  • Install interdisciplinary learning opportunities
  • the offers should form a unit (workshop must have a common thread)
  • Students should be able to contribute with their own ideas

Teaching at workshop lessons

The classroom should be adapted to the workshop so that it is clear and manageable for students. The tasks of the teacher in the workshop, which primarily demands and would like to achieve independence from the students, consists of the organization, management in the classroom, teaching individual students and groups and stimulating learning processes through discussions with students. With previously instructed students, he is also subject to control of work behavior and learning progress.

execution

The duration of a workshop phase depends on the topic and number of orders. In addition, of course, on the number of hours per week that are available for the subjects. In primary school , the class teacher can usually decide for himself.

After completing a workshop phase, a presentation is recommended. This can take different forms. This includes exhibitions (within the class / school), the creation of a newspaper with texts that were created during the workshop. A final party and a so-called parents' morning with a presentation of the results are also possible.

literature

  • Annette Neubauer, Beate Speck-Kafkoulas: My hedgehog booklet. Bicycle! Hase and Igel, Ismaning 2005.
  • Annette Neubauer, Beate Speck-Kafkoulas: My hedgehog booklet. A closer look: the eye! Hase and Igel, Ismaning 2005.
  • Jürgen Reichen : General instruction and technical encounter. Basics of the series of teaching materials "Human and Environment Series". Sabe, Zurich, 1991. Reprint: Heinevetter, Hamburg 2008, ISBN 978-3-87474-211-5 .
  • Jürgen Reichen: Hannah has cinema in her head. Heinevetter, Hamburg 2003, ISBN 3-87474-590-2 .
  • Anders Weber: What is workshop teaching. Verlag an der Ruhr, Mülheim an der Ruhr 1998. ISBN 3-86072-377-4 .
  • Werner Wiater , Elisabeth Dalla Torre, Jürgen Müller: Workshop lessons: theory - practice - evaluation. Vögel, Munich 2002, ISBN 3-89650-130-5 .
  • Käthi Zürcher: Workshop lessons using the example of 1 × 1. Winter, Vienna 1987, ISBN 3-7296-0240-3 .