How can lessons be organised effectively and at the same time take into account the diversity of different learning groups? An interdisciplinary team of researchers from the Universities of Cologne, Bielefeld and Paderborn is addressing this question in a new joint project. The project is being sponsored by the Federal Ministry of Education, Family Affairs, Senior Citizens, Women and Youth with around 1.1 million euros for a period of three years. The aim is to identify teaching strategies that enable as many children as possible to achieve different learning goals - subject-related, interdisciplinary and social. The project involves close co-operation between science and practice. Results are validated in subject lessons using a control group design.
With "AdamS"[1] - as the project is called - the researchers involved are continuing an already proven cooperation: "In the joint project DiPoSa 'Didactic-diagnostic potentials of inclusion-oriented subject teaching', we have already worked closely with proven practitioners from primary schools of joint learning in Bielefeld, Herford, Gütersloh and Paderborn University from 2021 to 2024 and gained many insights," explains joint coordinator Prof Dr René Schroeder from the Paderborn University of Cologne. This is where the team comes in and is now focussing on specific teaching strategies. "In primary schools in particular, we can already observe lessons that teachers design adaptively in order to do justice to the children in the heterogeneous learning groups as far as possible," adds Prof Dr Susanne Miller from Bielefeld University. "We now want to find out exactly how they plan and implement these lessons and how these strategies can be systematised with representatives from primary schools and centres for practical teacher training in the Ostwestfalen-Lippe region, among others," continues Prof. Miller.
"As a core subject at primary school, non-fiction teaching offers enormous potential for these questions. It has a central role to play in thematising diversity and community as well as concrete references to the real world. In accordance with the general education requirement, this should contribute to social participation in the sense of greater empowerment for self-determination and co-determination as well as the ability to show solidarity and sustainable education," explains Prof Dr Eva Blumberg from Paderborn University. Prof Dr Brigitte Kottmann, also from Paderborn University, adds: "In order to meet this requirement, it is necessary to adapt teaching to the children's needs. This is a complex and demanding challenge for teachers and they need to be prepared and supported in the best possible way. All children should experience professional stimulation, recognition and appreciation at school, which also has an impact on their motivation and social integration. It is therefore important that children learn in the best possible way and can experience both education and participation."
Dr Anne Reh from the University of Cologne describes the specific procedure: "In the DiPoSa project, we were able to film the subject lessons at seven primary schools in the OWL region and already have 235 hours of video material. We now want to review and analyse this again and find out which strategies are being used." As a result, a so-called adaptation matrix is to be developed for general knowledge lessons that can be transferred to primary school practice. The aim is to provide teachers with an orientation framework for the systematic use of adaptive strategies. The matrix is intended to make a lasting contribution to meeting the diverse requirements of learners in terms of optimising educational opportunities.
This text was translated automatically.
[1]
Detailed title: "Adaptive teaching skills as the basis for effective learning and diversity-sensitive teaching: development of an adaptation matrix for subject teaching".
