Falko Peschel

Falko Peschel ( born January 20, 1965) is a German teacher and educator. He redefined the open class and was known for his radical attempts at teaching.

Life

Peschel founded at the age of 18 years, the company FAE, whose managing partner, he was until 1994. After he received his diploma as " Audio Engineer " of the " School of Audio Engineering". From 1987-1994 he graduated from the teacher training for primary education at the University of Cologne. From 1995 he worked as a teacher in the Rhein- Sieg-Kreis. From 1999-2003, he was also a research associate at the University of Siegen in Hans Brügelmann, 2003 doctorate Peschel Dr. phil. The dissertation was awarded the Prize of the University for outstanding academic performance. From 2003-2005 he worked as a vice-principal of the primary school in harmony Eitorf at Cologne, which has a close connection to the Freinet pedagogy.

Peschel is today principal of Education Sciences Harz Mountain, a free primary school. The school took in the school year 2009/2010 on the operation.

In the course of his professional career, he completed long-term placements in various international free alternative schools and experimental schools and was for many years supervisor of the German development association of Summerhill School. Since 1996 he works as a member of the OASIS project group led by Hans Brügelmann at the University of Siegen. 1997-1998 was a project-based employees in the State Institute of Education and Training NRW, since 1999, Peschel project developer and leader of the " integrated primary school experience " and for the construction of the " Integrative Learning Workshop in the Rhein- Sieg District " responsible.

Falko Peschel got teaching positions at the Universities of Cologne, Siegen, Frankfurt, Koblenz and Bremen.

Open education

Falko Peschel led four years a class through the elementary school years, without " teaching " to, ie the traditional activity of Belehrens for all has been replaced by the original and interest-driven activity of each individual student. The teacher becomes a companion, by supporting and gives suggestions.

In his teaching and his books Peschel shows the higher efficiency of open education on:

  • The achieved performance level was high ( more transitions to high school than elementary school average),
  • Problematic children were instead discarded at the special school, are re-integrated (duration 4 years),
  • The learning atmosphere was very stimulating, the children presented their projects before learning each other,
  • All subjects of the curriculum have been processed.

Peschel converts the best term to use fuzzy ' open education ' in a precise description to. He identifies five dimensions in terms of the freedoms of the student can be determined precisely the openness of each lesson. The dimensions are also useful to assess their own teaching in terms of its openness and to seek another opening.

" Open education allows the student to acquire under share of space and social form of knowledge and skills within an ' open curriculum ' to self-chosen content to methodically individual way. Open education aims in the social field as high a participation and co-responsibility of the student regarding the infrastructure of the class, the rule-finding within the classroom community as well as the common design of school time. "

In determining grid can be specified in 6 stages for each dimension, the degree of openness

  • Organizational openness: Determine the students about the conditions of their learning eg the period, the time, the place and the social form?
  • Methodological openness: Determination of the learning path by the students themselves?
  • Substantive openness: Determination of the learning material within the open curriculum requirements?
  • Social openness: determining decisions regarding classroom management, the entire teaching of the ( long-term ) planning lessons, the concrete teaching sequence, joint projects etc. ... determination of social interaction: Creating rules and rule structures, etc.
  • Personal openness: Relationships between teachers / children and between children / children

He performs a critical engagement with forms of ( previous ) open classroom: weekly schedule, learning stations, free labor, and other alternative forms of teaching and learning paths that much, but little openness can mean.

OASIS

Falko Peschel is factory staff: OASIS at the University of Siegen. The OASIS workshop in 1997 as part of the OASIS project ( "Open labor and social forms develop," 1994-2002 Friedrich Erhard Foundation ) emerged, which deals with the conditions for the opening of classes.

Publications (selection)

  • The best worksheet ... is the blank sheet. In: Falko Peschel, Boris Pfeiffer, Maiko Kahler (ed.): Self-organized learning as a form of work in the primary school: Situational fresh food after 40 years of teaching worksheet. Norderstedt 2012, ISBN 978-3-8448-0847-6.
  • Open education in the evaluation part I and II Schneider Publisher Hohengehren: Baltmannsweiler 2006.
  • Open Education - idea, reality, perspective and offer a proven concept in the evaluation. Baltmannsweiler (Schneider Publisher Hohengehren ) 2003
  • Open Education - idea, reality, perspective and offer a proven concept for discussion. Part I: General Didactic considerations. Baltmannsweiler (Schneider Publisher Hohengehren ) 2002
  • Open Education - idea, reality, perspective and offer a proven concept for discussion. Part II: Didactical considerations. Baltmannsweiler (Schneider Publisher Hohengehren ) 2002
  • With Reinhardt, Astrid: The linguist. Spelling. Seelze (Friedrich) 2001
  • With Reinhardt, Astrid: The linguist. Spelling. Information for teachers and parents. Seelze ( Friedrich Verlag) 2001
  • (Ed.) / Appleton, Matthew: Summerhill - children back their childhood. Democracy and self-regulation in education. Baltmannsweiler (Schneider Publisher Hohengehren ) 2000
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