Projekte zum dialogischen Lernen - Implementierung des Dialogischen Lernens in Schulen
Dialogic learning is a form of teaching and learning which has been tried and tested in many different schools and subjects at primary level, and in German and Maths at Gymnasium level. The model is theoretically well supported by various results from the empirical sciences of teaching and learning. |
| We now want to find out what changes are necessary so that it will work effectively in the practice of the different schools. For that purpose, we first establish cooperation with a school as a whole. Different eachers with different subjects are invited to participate, to support each other, exchange ideas and experiences. |
| These thoughts and ideas are then published on the Internet and serve as guidelines for further teachers interested in implementing dialogic learning. |
We will focus primarily on the workload that teachers are confronted with in this kind of teaching, as well as in how experiences from one subject can be transferred to another. Also, we want to study the students' reactions to the methods in
question. |
| These results will pave the way for evaluating the effectiveness of the model as a whole. |
Gallin, Peter: Dialogic Learning as an Answer to Standardization
Standards are being introduced everywhere in schools at the moment, and influence the work of both teachers and students. The main hypothesis of this project is that standards can have a positive effect on learning only if the algorithms on which they are based are the outcome of a dialogic interaction of the learner with the task contained in those standards. The respective competence can only be gained in a learning situation not characterized by a large hierarchical gap between teacher and learner, a situation in which the teacher systematically encourages learners to take responsibility for their own learning. |
Stirnemann, Knut: Qualities in Learning Journals – A Rubric for Teachers
The aim of this study is to produce a rubric which helps teachers to assess student texts in learning journals. Starting from the concept of hermeneutical competence, it analyses examples of student writing from learning journals in German. From these examples, it aims to deduce a system of qualities and ‹promising learning operations›, i.e. actions of learning that are likely to lead to good results. Besides, the study will show how the process of learning can continue after and beyond assessment. |
Winter, Felix: Portfolio Work in Pedagogic Contexts
Portfolios can be used to conduct teaching, plan courses of study, give feedback about and assess student competence, inform the public about work at schools, and make decisions about qualifications. This project aims to test new ways of using portfolios in various pedagogical contexts. It focuses specifically on the development and properties of reflective competencies in working with portfolios. |
Winter, Felix: Finding Qualities and Giving Feedback
Searching for and finding qualities in student texts is important whenever teachers assess student work. This project aims to study how teachers proceed when assessing student work, and what conditions make finding qualities easier or more difficult. Also, it aims to show what qualities feedback needs to have if it is to be understood by its addressees, the students or learners. |
Pfau, Anita: Poems – Few Words, Large Effects
This is an investigation of the question how far instruments of dialogic learning are suitable for the analysis of poems in the foreign language classroom at Gymnasium level. This includes both aspects of reception and production. |
Rüede, Christian: Reading Mathematical Terms
This dialogic learning arrangement is designed to study students' understanding of fraction terms and fraction term equations. |
Rüede, Christian: Dynamic Systems
This dialogic learning arrangement is designed to study students' strategies of mathematical modeling and exploring. |
Weber, Christine: The Narrated «I» Autobiographies in German
In this dialogic setting, students at the Gymnasium learn to analyse auto-biographies, and also to write their own autobiographical texts. The research is focused on the journals in which students document their learning progress. |
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Leitung
Prof. Dr. Urs Ruf (UZH)
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Mitarbeiterinnen und Mitarbeiter
Dr. Peter Gallin (UZH)
Anita Pfau (UZH)
Felix Winter (UZH)
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Kooperationen mit Schulen der Primar- und Sekundarstufe
Odenwaldschule in Ober-Hambach
Siessener Schulen
Integrierte Gesamtschule
Franzsches Feld
Braunschweig
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