School and Education

1
Science – Practice – Research
2
Exploring lifeworlds
3
Internationalisation online: teacher education around the globe
4
Plan D for digitization
5
Life under Corona as a complex task
6
Digital distance learning with complex tasks
7
Learning in the cloud
8
Flipped-classroom grammar

Exploring lifeworlds

The teachers’ cultural knowledge of the learners’ lifeworlds is a linchpin of all pedagogical efforts in school education and its educational theoretical foundation. In condensed form this setting occurs in the established principle of learner orientation, but also in many other concepts such as that of differentiation, adaptivity, or individualized teaching and learning. Learner orientation […]

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Plan D for digitization

The findings in studies on distance learning in Germany during the Covid19 lockdown period that are available so far are rather shocking: learning has often been unstructured, inefficient and in no way comparable to what is expected from orderly teaching processes in classrooms. Admittedly, empirical studies like the most recent one by the ifo Institute […]

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Life under Corona as a complex task

The Corona virus has significantly changed our everyday life. Since 16 March 2020, regular classes as we know them no longer take place. Instead, the new directive was to make learning possible through various online options, which poses new challenges for teachers as well as students and their parents, and in a 5th grade in […]

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Digital distance learning with complex tasks

Learning at a distance requires a way of learning that does not rely on permanent pedagogical control, small-step instruction and control and constant reassurance. Instead, students must learn to organise their work and learning processes with a high degree of independence, activating all the abilities and competences available to them Distance learning with tasks However, […]

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Flipped-classroom grammar

Teaching grammar in the modern classroom should always be adapted to the target group, structured, communicative and organised in a sequence of learning stages (see Ziegésar&Ziegésar, 1992, and Hass 2019). Grammar-oriented teaching scenarios allow for an acquisition-oriented language learning process, including foreign language skills. The target-oriented structure of learning stages is modeled upon native language […]

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Copyright © 2018 Wolfgang Hallet