Didactic method

The didactics ( ancient Greek: διδάσκειν didáskein, teach ) is a sub-discipline of pedagogy. It is often referred to as its centerpiece. In a narrower sense it deals with the theory of education, in the broad sense of the theory and practice of teaching and learning. After Johann Amos Comenius (1592-1670) is teaching " art of teaching ", while the " learning art" is the subject of Mathetik. Wolfgang Klafki different didactics as a strictly theoretical science of the methodology, which deals with the practical methods of teaching and learning ( the how of learning compared to the What ) is concerned. Another fundamental antonym of teaching as " teaching by precept " is the Maieutics, the didactic aspect of the Socratic method, as " teaching through conversation" or " teaching through self-knowledge ."

• 5.1 Learning by Teaching

• 6.1 Didactic action
• 6.2 Didactic competence
• 6.3 Didactic Triangle
• 6.4 Didactic relativism

Definition, classification and demarcation

Teaching is a discipline of pedagogy and is referred to by some as its centerpiece. She works with the selected by the selected educational theory contents and objectives, but is independent of it applicable to several educational theories. In contrast, it is dependent on the selected learning theory, that is, depending on which view one takes about the process of learning, you will select, cut and line up the elements of knowledge in such a way that the process is optimally supported.

In a narrower sense is meant by teaching the science of teaching, to distinguish them from the Mathetik, which sees itself as the science of learning.

"Both are inseparably linked to each other because you can not teach successfully in modern terms, without at the same time to ask: how students learn "

As the " General Education " it deals independent of specific learning content with the design of learning and learning technology. With the teaching and learning of certain instructional content is concerned, the subject didactics, learning in specific grade levels is discussed in steps didactics. Learning with media-based learning opportunities will be processed in Educational Media.

For a long time didactics related solely to school education and was considered as a reference discipline for the actions of teachers ( pause ) n mainly of primary and secondary education. Other learning contexts, such as adult and continuing education, learning in professional contexts or the university have been hidden or neglected. The fixation on the actions of the teachers has been relativized in the 90s through the discussion of constructivism. Teaching is no longer (solely) action science teacher (s), but also deals more generally with all arrangements conducive to learning, as it emphasizes the constructivist didactics. So in the 90 years has brought quite a substantial impetus for didactic discussion about the media didactics. With the increasing importance of different learning contexts outside of school, teaching constituted as cross-context discipline that deals with the design of learning.

According to Werner Jank and Hilbert Meyer, Didactic models ( 1994th S. 16 ) to didactics with the question: "Who what when with whom of whom where, how, what and why bother to learn ." Teaching is defined as " the theory and practice of teaching and learning ". This approach corrects the widespread in teacher education " vulgar definition " [ Jank / Meyer, cited above ] showing that there is only teaching the what care, in contrast to the methodology, which deals with the how of teaching. Proper it (following Klafki ) to understand methodology as a sub-discipline of teaching appears.

History of didactics

Jan Amos Comenius (Comenius) developed the first teaching of modern times.

Early didactic models are the opinion pedagogy of the 19th century and the work of education of the 20th century as part of the reform pedagogy.

Objectives of teaching

Didactics to filter out usually consisting of the respective technical disciplines, is that of a general, existential importance for life ( survival and dignified life ) and therefore can be considered as a legitimate educational need (Wolfgang Hilligen 1991). A misunderstanding of didactics is the so -called " image didactics ", after which it merely involved in any way whatsoever to convey the results of specialized science in the students heads. The special sciences are only a point of reference for teaching, others are society and the needs of the student himself

General didactics: Didactic Models

As a general didactic model Jank / Meyer denote by Blankertz (1969 ) a " complete goal- forming theory building for analysis and planning of didactic action in schools and other teaching and learning situations " ( Jank / Meyer, S. 17) ( see also the model). Are becoming increasingly important didactic " concepts" (lower range), which relate to the empirical teaching-learning research and research on instructional design.

The following " educational models " have been discussed a long time in Germany:

• Educational theory didactics, renewed critical - constructive didactics,
• Learning theory didactics,
• Information-theoretically - cybernetic didactics,
• Constructivist didactics,
• Logic of development and didactics
• Communicative didactics.

Additions are the

• Evolutionary didactics ( A. Scheunpflug ) and the
• Subjective didactics ( Edmund Kösel ).

This 1930-1990 incurred in German-speaking approaches attempted understood to establish itself as each competing directions that emerged on the background of teacher training and in each case the formation of a separate "school". By focusing on these " educational models " and " schools " remained the discussion in Germany largely cut up in the 90s by the international research community. Only at the end of the 20th century found the research subsequent to the international debate and research on mediation style. Instead of the " school education" that has characterized long time the German discussion, to didactics increasingly developed into an interdisciplinary science with a high proportion of empirically based. The theoretical foundations for this were from the fields of brain research, won survivor from recent social theories, constructivism, communication theory and the theory of systems ( autopoiesis ).

Education Theoretical Teaching

Representatives of education theoretical didactics are: Wolfgang Klafki, Eduard Spranger, Herman Nohl, Wilhelm Flitner, Erich Weniger, Theodor Litt, Claus Gnutzmann.

The formation of Theoretical teaching was developed in 1958 by Wolfgang Klafki specific. On him the thesis of the " primacy of teaching " goes back, the methodology is subordinate. Due to the current discussions and epistemological reorientations Wolfgang Klafki has further developed its system for critical and constructive didactics.

The focus of this educational model is the content of teaching: What must address young people to form and become mature? To answer leads the " Didactic analysis as the core of preparation of lessons " (1963) with sub-questions on the substance under consideration: Which fundamental, present, future, exemplary significance of the material to be conveyed? Furthermore, the formation Theoretical didactics asks about the accessibility of the student and the material structure of the content of the teaching point of view. So in essence, it is always to a reasonable selection and arrangement of items are to be initiated by the learning processes. Klafki requests that the necessary decisions are to be developed in the " didactic analysis ".

The formation of Theoretical teaching is aimed at the formation of the people as a whole, not just on special and useful properties and capabilities. This will be achieved through the synthesis of substantive education ( broad knowledge, classic - knowledge) and formal education (mental potential exploitation, methodological competence and instrumental skills ). The dialectical unity of material and formal education Klafki summarizes under the term " categorical education". The idea is that the problem of selecting appropriate teaching content can be achieved by exemplary items to which can acquire the spiritual order of the world, the universal aspects ( categories).

Learning theory didactics

The learning theory teaching has been developed in the "Berlin model " of Heimann. It is a tool for analysis and planning of lessons. It is assumed that teaching is always formally structured, but its content is variable and depends on the situation. There are four elementary structures of teaching and learning events, which must always be weighed against each other and reconciled. These are the intention, so the What, the content, the what, the method, the how and the medium, the What. Each element is a function of the other. This quad structure is in turn a function of the socio-cultural and anthropological- psychological conditions that have an impact on the system and remove socio-cultural and anthropological- psychological consequences, which are the new requirements in the next Lehr-/Lernphase. This creates an ongoing cycle. The principles of interdependence, the variability and controllability are planning lessons based. The interdependence is the consistent interaction and combination of structural elements. The variability is to enable a flexible planning and implementation. The controllability enables a professional evaluation of teaching.

Another classic learning theory of didactics is the " Psychological didactics " of Aebli ( 1983, 2003). It is regarded as a model for the integration of learning psychological knowledge in teaching thinking. Aebli linked this to the cognitive learning and development theory of Jean Piaget. In a second step, a general structure of the to be acquired in the school knowledge is proposed. Aebli differs here only three very broad categories: operations, storylines and concepts. However, this simple and rough distinction was enormously stimulating and versatile for general educational thinking. In a third step prototypical learning courses must be described in terms of the individual categories of knowledge. Aebli postulated, for example, four overarching learning steps for the acquisition of operations, action sequences or concepts. In a fourth and final step didactic conclusions. What teacher and student actions, or what aspects in the learning environment support the learning process?

Meanwhile, there are also current teaching models that address the learning theory thinking. Maier ( 2012) for example developed five categories for planning lessons that relate to findings of educational psychology, neuroscience, the teaching-learning research and pedagogical- psychological diagnostics. Likewise, current thoughts on a competency-based teaching process in this learning theory model of planning. The planning categories:

Especially in the planning category 2 play learning theoretical considerations a central role. Teacher (s) must be able to describe the prior knowledge of students ( pause ) n. Likewise, teachers need to understand how things develop specific knowledge and subject- specific competences are established (eg stages of reading acquisition ). Only against the background of learning psychological knowledge steps of the teaching-learning process can be scheduled.

Curricular teaching

Information theory - cybernetic didactics

Information theory, founded in 1948 with the paper by Claude Shannon, is a sub- field of telecommunications. Under the name of cybernetics Norbert Wiener particular applications has proposed far beyond technology. Basic model of the control loop. A typical information technology term that is permanently converted in the humanities, is redundancy.

The application to the teaching goes back to Helmar Frank, Felix von Cube, Milos Lansky.

The approach is only of historical importance and has no " professing " trailer in the didactics.

Constructivist Didactics

The basic assumption is the finding that displayed no reality in the process of perception, but rather created a relative and subjective reality ( constructed ) is. A constructivist -oriented teaching is in this sense the following assumptions: "Knowledge can never be transmitted as such from one person to another. [ ... ] The only way in which an organism can acquire knowledge, ( is ) to build it yourself or to construct for themselves. [ ... ] The activity of teaching (should) be viewed as an attempt [ ... ], the environment of a student to change so that this possible build those cognitive structures that wants to convey to the teacher " ( Ernst von Glasersfeld, 1987, 133). Contrary to popular immersion lessons approximate theories ' is a constructivist didactics understand learning as a process of self-organization of knowledge, based on the reality and meaning making takes place each learners individual and thus is relatively individual and unpredictable. As a teacher, you should create as rich, multimodal, interesting and communication-oriented environments that appeal to subjective experience, while maintaining new puzzles ' in that invite pragmatic, interactive and creative self- orientation. Cooperation, communication and interaction are used for problem definition and problem solving, with the meaning negotiation plays a major role. Aligned Stronger cultural theory in the constructivist teaching approach of the Kersten Reich, who has written a widely used teaching and study book on the topic of constructivist didactics. Constructivism wins at Edmund Kösel ( Volume III: A didactic construction of knowledge epistemology SD Verlag, 2007.. ) Is of fundamental importance in the generation of knowledge in the mediation process between teachers and learners.

Communicative teaching

Older communicative didactics

The proponents of this teaching to respond to the predominant in cognitive didactics fixation on the learning subject and consider teaching as a communicative action. They draw attention to the relationship happens in the interaction between teachers and learners. Also how is communicated with each other, influenced learning. For this reason, the communicative teaching emphasizes particularly the design of the relationship level. Content covers: Communication Theory of Paul Watzlawick, theory of communicative action of Jürgen Habermas. Founder of communicative didactics are Karl- Hermann Schäfer and Klaus Schaller.

Subjective teaching

The theory of subjective didactics (after Kösel ) draws its basic axioms from the knowledge that each person is a self-contained system with its own unique awareness and behavior structure. The transfer of knowledge and experience is done solely by the self-organization of the individual. The transfer of knowledge can only be done through mutual communication, and they will never reach a 1:1 image in the other. Through an interdisciplinary approach, an alignment of teaching is developed that includes both social and anthropological and historical individual dimensions. Theoretical foundations are the theory of living systems ( autopoiesis ), systems theory ( didactics in systems ), constructivism ( knowledge construction ), results from brain research ( consciousness systems of teachers and learners ) and its own didactic theory of action. The field of mediation is characterized as a drift region between teachers and learners. The representation of knowledge structures and the development of post-modern cultures of learning are fundamental to any general didactics.

Newer communicative didactics

As part of the learner orientation of the views of the student interactions is directed. The teaching-learning process is seen no more than imparting knowledge through a knowledge source ( teacher ) to the group, but as a collective construction of knowledge. Here the group of learners and their interactions play a central role. Also part of the collective construction of knowledge that learners acquire the ability to communicate intensively and relevant (see Collective Intelligence ). This is done in the context of open teaching methods. This development is in the beginning because higher demands on the communication skills of people are getting through the spread of the Internet provided. The task of schools and universities be to prepare students adequately to these new challenges is.

See also: Critical - communicative didactics, Action-oriented teaching, action orientation ( language teaching ), learning orientation ( language teaching ) and learning by teaching

Methods

A method is a coherent set of theoretical framework and practical implementation.

Learning by Teaching

Since the early 1980s, the method has developed learning by teaching ( LdL ) rather independently of the established methodology. The concept was tested for example by Jean-Pol Martin in French classes at the Gymnasium and disseminated. Currently, the transmission of teaching functions to students in all current didactic concepts (for example, open teaching, didactics subjective, constructivist teaching, communicative didactics, action orientation ) is taken up and integrated. In the manual for French didactics of Nieweler (2006) LdL is defined as " radical form of student and action orientation " in the glossary. From the education a practical and theoretical foundation is required (see, inter alia, Alexander Renkl 2006), although both present since 1994 ( Bibliography, inter alia, in: Martin / Oebel 2007). The method of Grzega is theoretically and practically developed in Germany, and in Japan LdL is implemented and disseminated since the 1990s by Guido Oebel.

With regard to the dissemination of collective knowledge construction in the network, LdL offers as a method that contributes particularly suitable for the development of empathy and network sensitivity.

Other terms

Didactic action

The Didactic action is not theory, but primarily daily actions with everyday mechanisms ( habituation, typing, paradoxes, power relations, etc. ) in a here-and -now situation (H 1) that can not be undone. In addition, didactic action usually tied back on habit formation (H2 ); on the other hand reflection ( H3) and the recourse to empirical and theoretical findings ( H4) are rare.

Didactic competence

The Didactic competency describes the skills and abilities of a teacher to promote the mediation process and the promotion of optimal individual student in a school system. This teaching skills can be broken down into different sub-skills, and it is impossible any of them at any time and equivalent to consider side by side with the teachers. You can only differentiation as possible, must not be seen as prescriptive guidelines to the teachers. Competencies are the skills of a teacher, which - based on lessons - show is that it for the balance between the demands and expectations of the individual learner, the learner group, the conditions of knowledge architecture, the demands of the curriculum, the possibilities can set up and maintain the development of modern learning cultures and their own wishes and ideas, so that a positive learning environment is created as possible. Depending on the situation and needs of stakeholders will be necessary different behavior. The appropriateness of this behavior is guaranteed by the fact that the teacher on the basis of experience, perhaps professional knowledge and theory consciousness developed as large a repertoire of sub-competencies and patterns of behavior in order to be his or external requirements may or distinguish itself in exuberant expectations.

Didactic triangle

The Didactic Triangle is a picture of the relationship between teachers, students and learning content. Specifically, the following relations will be addressed:

• The learning content comes from the variety of possible objects of learning in the world.
• The teacher selects the content and prepares him, where he also represents the interests of the company, what is to be learned ( eg held in curricula).
• The student will acquire the learning contents, if no difficulties in his person or in the environment stop him.

The Didactic site describes the temporal position of a teaching element (eg group work ) in the time course of a lesson and in the methodological development of a teaching unit, which plays a clear role in school life.

Didactic relativism

In the incipient knowledge society in the 21st century is no longer to deal with the conventional ontological truth claims by Edmund Kösel the term knowledge. Knowledge will in future therefore seen as a distinction in many ways and reference systems. Each topic or problem can be constructed under very different and different references, and each of these structures has its own meaning depending. Knowledge is based primarily on terms, types of knowledge, knowledge contexts, logics of knowledge and fields of knowledge.

Kösel in favor of a solid educational relativism, which assume that teachers and learners to each other their reference systems and the underlying architecture ( reference ranges, relations, dimensions, types of knowledge, knowledge concepts, knowledge logics, etc.) to disclose. The long time debate about the reduction of complexity in the transfer of knowledge ( principle of the exemplary, the Classical, reduction, etc.) could be processed in the new medium of an educational epistemology are then implemented in the classroom. The school should offer not only reproductive knowledge as an educational product in the context of modern didactics, but must come to allow new educational products, such as reconstruction, new construction, deconstruction of knowledge and pattern recognition for current and possibly future contexts and situations. To this end, in recent times, an instrument of knowledge construction was developed. ( Kösel, 2007)

The Didactic reduction referred to by Manfred Broy the simplifications and aids that are made to facilitate the understanding of a complex learning object from the teachers for the students with regard to their skills and knowledge. So many aspects may be omitted entirely. Typical reductions are didactic models in which the essence is highlighted: for example, a globe, an atomic model, a communication model.

The Didactic Reconstruction goes beyond the didactic reduction. The teacher attempts to convey not only the cognitive and possibly pass on the psychomotor dimension of learners in a suitable manner, but with respect to understanding and meaning offer new or in academia did not notice individuale and social relations ( affective dimension ); it leads to a value-added educational efforts. Examples of this "value added" are about ethical issues for the recruitment and use of certain measurements, theoretical assumptions, controversial opinions or multidisciplinary results.

The Didactic transformation is a typical remit of didactics: A predetermined content is structurally analyzed, taking into account the cognitive structure of the learner and the learning objectives so redesigned to teaching objectives and content that it contains at least the Elementary and is not available to previous learning processes in contradiction. The teacher is not neutral, but brings an extensive knowledge of content, teaching methods and learning process.