Lesson design and teaching quality
The content on this page was translated automatically.
In the area of lesson design and teaching quality, further training and cooperation are offered on the following topics.
The topics are only briefly named so that the exact implementation of an offer can be coordinated on a school-specific basis.
Is a topic of interest to you? Please write to the relevant contact.
This is about learning strategies that promote long-term retention. The focus is not on making learning as easy as possible, but on incorporating obstacles that stimulate deeper processing of the learning material. Findings on some of these strategies will be presented.
Contact:
Prof. Dr. Mirjam Ebersbach, Head of the Department of Developmental Psychology
Explicit knowledge is factual knowledge that can be expressed. Implicit knowledge, on the other hand, is acquired rather involuntarily on the basis of experience. Children often have implicit knowledge before they can consciously reflect on their knowledge. We provide an insight into this implicit knowledge.
Contact:
Prof. Dr. Mirjam Ebersbach, Head of the Department of Developmental Psychology
Contact:
Prof. Dr. Natalie Fischer, Head of the Department of Social Relationships in Schools
Contact:
Prof. Dr. Natalie Fischer, Head of the Department of Social Relationships in Schools
What are the framework conditions for classroom interaction? How does classroom interaction typically take place? What is the relationship between teacher-student interaction, student-student interaction and peer interaction? Do the routines of classroom interaction present obstacles to the realization of subject-specific requirements?
Contact:
Prof. Dr. Friederike Heinzel, Head of the Department of Primary School Pedagogy
Beginning lessons have the task of introducing students to school practices. How do beginning lessons actually work? How do children starting school learn what happens in the classroom? Which subject-related learning opportunities are fundamental for the following school years?
Contact:
Prof. Dr. Friederike Heinzel, Head of the Department of Primary School Education
Mixed year groups are particularly common in elementary school, especially in the first year. What are the arguments for and against mixed year groups? What do we know about the effectiveness of mixed year groups? How is year group mixing implemented in practice?
Contact:
Prof. Dr. Friederike Heinzel, Head of the Department of Primary School Education
In an elementary school with a classroom teacher principle and the opportunity to organize the school week, individual learning, cooperative learning and collaborative learning must be brought into balance. What opportunities, challenges and limitations do the various learning arrangements offer?
Contact:
Prof. Dr. Friederike Heinzel, Head of the Department of Primary School Education
What characterizes effective teaching that promotes pupils' learning and increases their motivation? - Research over the last 20 years clearly shows which measures teachers can use to contribute to better teaching. These characteristics are the focus of this course. They will be explained and made tangible using examples.
Contact:
Prof. Dr. Frank Lipowsky, Head of the Department of Empirical School and Teaching Research
What should promising lesson development focus on? What role does research on the quality of teaching play here? And how can teachers be encouraged to engage in peer observation? - These are just some of the questions to which this course aims to provide answers.
Contact:
Prof. Dr. Frank Lipowsky, Head of the Department of Empirical School and Teaching Research
Greater individualization and personalization in learning is the supposedly logical consequence of the growing heterogeneity in German classrooms: Since learners are so different, teachers have no choice but to tailor learning opportunities to the needs of individual learners and organize learning processes in a largely individualized way, is the frequently held assumption.
But how effective is teaching based on individualization? Is individualization really the ideal way to achieve more successful learning? Do all pupils benefit from such concepts, especially the weaker ones? And how can the quality of such teaching be developed systematically and in the long term?
The course takes up findings on the effectiveness of concepts of individualization and explores the question of why these concepts have often not been able to achieve positive effects to date. Following on from this, impulses for the further development of individualized teaching will be presented and, among other things, the importance of cooperative learning and the relevance of the so-called deep structure of teaching will be discussed.
Contact:
Prof. Dr. Frank Lipowsky, Head of the Department of Empirical School and Teaching Research
It is often assumed that teachers should make learning easier for pupils. However, research shows that in many cases it is more promising to make learning more difficult. This offer presents these desirable complications in more detail and explains examples of how teachers can make their lessons more cognitively challenging and effective.
Contact:
Prof. Dr. Frank Lipowsky, Head of the Department of Empirical School and Teaching Research
Classroom discussions are one of the most frequently used forms of teaching in the classroom, but their importance is often underestimated and they are often unsatisfactory for both teachers and learners. Research points to the considerable potential of classroom discussions and has now also developed a series of approaches for more dialogical and cognitively activating forms of classroom discussion. The course presents key research findings on fruitful interaction in classroom discussions and provides impulses on how teachers can contribute to successful classroom discussions.
Contact:
Prof. Dr. Frank Lipowsky, Head of the Department of Empirical School and Teaching Research
Cooperative learning is not the same as group work, as it places considerable demands on teachers and students. The interactions between pupils and between teachers and learners play a special role here. This all-day course aims to raise awareness of important aspects of high-quality cooperation and interaction and to develop ideas on how to further develop the quality of interaction and support in cooperative learning. Teaching videos are also used for this purpose.
Contact:
Prof. Dr. Frank Lipowsky, Head of the Department of Empirical School and Teaching Research