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In professional Education learning by teaching designates a method which centers on Student Voice , allowing pupils and students to prepare and teach Lesson s or parts of lessons. Learning by teaching should not be confused with presentations or lectures by students, as students do not only convey a certain content, but choose their own methodological and didactical approach in teaching their classmates a certain area of the respective subject. It should neither be confused with Tutoring , because of the intensive control and supporting of the learning-process through the teacher by learning by teaching in contrast to the other methods. HISTORY Already Seneca told in his letters to Lucilius that we are learning if we teach (epistulae morales I, 7, 8): ''docendo discimus'' (lat.: "by teaching we are learning"). At all times in the school-history there have been phases where students were mobilized to teach their peers. Most of the time, it was in order to reduce the number of needed teachers, so one teacher could instruct 200 students. However, since the end of the 19th century, a number of didactic-pedagogic reasons for student teaching have been put forward. Students as teachers in order to spare teachers In 1795 the Scotsman . The Londoner Joseph Lancaster picked up this idea and implemented it in his schools. This method was introduced 1815 in France in the "écoles mutuelles", because of the increasing number of students who had to be trained and the lack of teachers. After the French revolution of 1830, 2,000 "écoles mutuelles" were registered in France. Due to a political change in the French administration, the number of écoles mutuelles shrank rapidly and these schools were marginalized. It is important to stress that the learning level in the Bell-Lancaster-schools was very low. In hindsight, the low level can probably be attributed to the fact that the teaching-process was delegated entirely to the tutors and that the teachers did not supervise and support the teaching process. Students as teachers in order to improve the learning-process The first attempts using the learning by teaching method in order to improve learning were started at the end of the 19th century. Selective descriptions and researches Accurate researches are starting in the middle of the 20th century, however just as selective descriptions. For instance Gartner 1971Alan Gartner et al.: ''Children teach children. Learning by teaching''. Harper & Row, New York 1971 in the US, in Germany Krüger 1975,Rudolf Krüger: ''Projekt „Lernen durch Lehren“''. Schüler als Tutoren von Mitschülern'.' Klinkhardt, Bad Heilbronn 1975 Wolfgang Steinig 1985, Wolfgang Steinig: ''Schüler machen Fremdsprachenunterricht''. Tübingen: Narr.1985 Udo Kettwig 1986,Udo Kettwig: ''Lernen durch Lehren, ein Plädoyer für lehrendes Lernen''. In: ''Die deutsche Schule'', Nr. 4 1986, 474-485 Theodor F. Klassen 1988, Theodor F. Klassen: ''Lernen durch Lehren, das Beispiel der Jenaplanschule Ulmbach''. Zeitschrift Pädagogik, Nr. 11 1988, (S. 26-29) Ursula Drews 1997Ursula Drews (Hrsg.): ''Themenheft: Schüler als Lehrende.'' ''PÄDAGOGIK.'' 11/49/1997. Beltz-Verlag, Weinheim and A. Renkl 1997Alexander Renkl:''Lernen durch Lehren. Zentrale Wirkmechanismen beim kooperativen Lernen.'' Deutscher Universitätsverlag: Wiesbaden, 1997. LdL as a comprehensive method The method received broader recognition starting in the early eighties, when Jean-Pol Martin developed the concept systematically for the teaching of French as a Foreign Language and gave it a theoretical background in numerous publications. Jean-Pol Martin:''Zum Aufbau didaktischer Teilkompetenzen beim Schüler. Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes''. Dissertation. Tübingen: Narr. 1985; Jean-Pol Martin: ''Vorschlag eines anthropologisch fundierten Curriculums für den Fremdsprachenunterricht''. Habilitation. Tübingen: Narr 1994. Jean-Pol Martin: '' Das Projekt „Lernen durch Lehren“ - eine vorläufige Bilanz''. In: Henrici/Zöfgen (Hrsg.): ''Fremdsprachen Lehren und Lernen (FLuL). Themenschwerpunkt: Innovativ-alternative Methoden.'' 25. Jahrgang (1996). Tübingen: Narr, S. 70-86 ( PDF; 0,2 MB ), Jean-Pol Martin (2002a): ''Weltverbesserungskompetenz als Lernziel?'' In: Pädagogisches Handeln – Wissenschaft und Praxis im Dialog, 6. Jahrgang, 2002, Heft 1, S. 71-76 ( PDF ) 1987 he founded a network of more than a thousand teachers that employed learning by teaching (the specifical name: LdL = "Lernen durch Lehren") in many different subjects, documented its successes and approaches and presented their findings in various teacher training sessions. Jean-Pol Martin (1989): ''Kontaktnetz: ein Fortbildungskonzept'', in: Eberhard Kleinschmidt,E.(Hrsg.), ''Fremdsprachenunterricht zwischen Fremdsprachenpolitik und Praxis: Festschrift für Herbert Christ zum 60. Geburtstag'', Tübingen. 389-400, (PDF 62 KB) From 2001 on LdL has gained more and more supporters as a result of educational reform movements started throughout Germany. LEARNING BY TEACHING BY MARTIN (LDL) LdL by Martin consists of two components: a general anthropological one and a subject-related one.
The LdL-Approach After intensive preparation by the teacher, students become responsible for their own learning and teaching. The new material is divided into small units and student groups of not more than three people are formed. Each group familiarizes itself with a strictly defined area of new material and gets the assignment to teach the whole group in this area. One important aspect is that LdL should not be confused with a student-as-teacher-centered method. The material should be worked on didactically and methodologically (impulses, social forms, summarizing phases etc.). The teaching students have to make sure their Audience has understood their message/topic/grammar points and therefore use different means to do so (e.g. short phases of group or partner exercises, comprehension questions, quizzes etc.) Step by step: using Human Resources - the group as Neural Network Martin made first steps in order to transfer the Brain structure - especially the operating mode from Neural Network s - on the classroom-discourse Jean-Pol Martin (2004)in: ''Treibhäuser der Zukunft - Wie in Deutschland Schulen gelingen. Eine Dokumentation von Reinhard Kahl und der Deutschen Kinder- und Jugendstiftung''. ISBN 3-407-85830-2 (BELTZ), DVD 3. The consequences regarding the lessons phases and the '''differences to the other methods''' will be sumed up in the following overview: Most teachers using the method do not apply it in all their classes or all the time. They state the following advantages and disadvantages: Advantages:
- Teamwork - Planning abilities - Reliability - presentation and moderation skills - self-confidence Disadvantages
The Martin-reception Martins Work has been largely received in teacher training and by practicing teachers: since 1985 more than 100 teacher students in all subjects wrote their ending thesis about LdL. Also the education administration received both the theory and the practice of LdL (vgl.Margret Ruep 1999Margret Ruep(1999): ''Schule als Lernende Organisation - ein lebendiger Organismus,'' in: Margret Ruep (Hg.)(1999): ''Innere Schulentwicklung - Theoretische Grundlagen und praktische Beispiele.'' Donauwörth: Auer Verlag, S.17-81, insbesondere 32ff.). |
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