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at various stations - Part 2

role of the teacher

transforms the role of the teacher in the course of open work forms of "instruction" to the "organizers and volunteers. Students are served up not a pre-knowledge, but they themselves should do research to discover and understand. They should see themselves as responsible actors themselves learning "(Lange, 2004, p.174.).
The preparation and handling of subjects is an important part in teaching. Of great significance, it is an issue for the different types of learners to process and provide the learning materials in various aspects of the learning stations.
During the class time is the teacher "consultants and assistants and will support the students in their learning process. "Learning at Stations" allow the teacher to individual students to address and observe the way people work.
leave after Bauer The following opportunities for the teacher to demonstrate by this method (see Bauer, 1997, p. 28 / 29):
- The direct pressure to act in the classroom is reduced.
- Does the teacher more opportunities to detached observation.
- The teacher has more design opportunities for productive work of the children.
- The teacher has more opportunities to remove them from the center of curricular events.
- Direct load (energy expenditure) in the classroom is lower. Intensive preparations are time consuming, but not as energy consuming as teacher-centered lessons.

It can, however, still find many Opportunities and possibilities for teaching and related risks. In my opinion, one should consider the following decision problems and know to apply the necessary patience.
- The direct and constant review of the children is not possible.
- The overview of the performance level of the class will eventually be lost temporarily.
- parents may get a temporary difficulty with this type of teaching work and the teacher has to justify himself.
- The performance measurement is difficult, at least it seems so.
- activity and responsibility must be handed in, which is difficult for many.

organization

to external design, the classroom design can be said that it needs no special arrangement of the tables, but you need storage space for the station cards and worksheets. Suitable for this window sills, bulletin boards, surplus desks or chairs and shelves. The organization and delivery of work orders, eg in storage baskets is important for the smooth running of the station work.
The assignments of the stations may be provided in various forms, such as a written work instruction, test setups, references to books or sketches with challenging character. (See Bauer, 1997, p. 46)
Further organizational issues are the attachment of signs and numbers, cards that the students are already visible from her seat and provide a guide. Equally helpful to the students not to use tables as a station, so that stations can stay up longer term and the students at the beginning is just keeping a permanent job. (See Bauer, 1997, p. 48ff.)
Since the students from the beginning all work orders are available, and are not purely passed piecemeal, it is advisable to prepare docket so that the students an overview and be able to document their learning progress.


Conclusion

The strength of the "Learning at Stations" is the way all students teaching content and learning objectives can be the same without the Ways need to be standardized.
responsibility for their own learning process can give the teachers gradually and type according to the students.
The art of teaching it "as a teacher to become superfluous" (Bauer, 1997, p. 29).



literature:

Bauer, Roland-station learning in elementary school. One way of child-oriented learning. Berlin: Cornelsen Scriptor, 1997.

Hegele, Irmintraut: Introduction. In: Hegele, Irmintraut: Objective: work station. - 4 refurbished edition, Weinheim and Basel: Beltz, 1996. P.7-13 (= shop manual elementary school)

Lange, Dirk: at various stations. In: Kaiser, Astrid and Pech, Detlef: lesson planning and methods Baltmannsweiler: Schneider, 2004. (Basic knowledge of social studies, vol.5)

Mario Salieri En Free

at various stations - Part 1

Method: Learn to stations

source of the learning station

In Developed in 1952 the British Morgan and Adamson a training system for competitive sports, which they named according to its structure and circuit (circuit, rounded). Its origin in accordance with this "circuit training" was fixated on a specific learning goal that had to be reached in several repeatable steps. The advantage over conventional training methods was that within the study group all at once practiced and every level of learning could be supported individually. (See Bauer, 1997, p. 26)
His characteristic expression today has experienced the "Learning at Stations" but only in the last 15 years. Key characteristics of this teaching method were developed in the course of Sindelfingen. (See Wallaschek 1991 Hegele, 1999, p.7.)


disambiguation and definition

The term 'learning at stations' was coined in 1989 by Gabrielle Faust Siehl. There are many terms used synonymously, such as "learning circles" and "Practice Circle", but these lead-Faust said Sieh erroneous associations and remember the used circuit training on physical performance. (See Bauer, 1997, p. 27)
In principle, all terms, including "stop work" and "learning stations" possible, since you do not have substantive differences . Testify should be avoided for the comparison method "learning street", as this is usually a certain order, a certain amount of time reporting and the exhaustiveness of the run, and thus the goals of "Learning at Stations" repugnant. (See Lange, 2004, p. 173)

Bauer defines the term "at various stations," as "... the composite offer several learning stations that process the children under a particular theme and may have some shaping itself." . (Bauer, 1997, p. 27)
Several features characterize the long loud "at various stations," such as: independence, Independence, free choice of social forms, custom timing, order of the free stations and varied range of offerings. Self-regulation as a methodological-didactic way, he emphasizes particularly because responses are all the more motivating, the faster they follow the event. It also relieves the teacher and the responsibility of children is strengthened. (See Lange, 2004, p. 173)


justification for the "Learning at Stations"

According to Lange, in contrast to the chalk and talk "at various stations," address the different requirements of a heterogeneous study group ( See Lange, 2004, p.174).
- In terms of difficulty level can be better differentiated and more likely to choose children for their individual level of performance tasks. This is the basis for intrinsically motivated learning.
- The child's need for direct feedback can be meet him through self-control.
- Through the individual pace of work so can cause classroom disruptions are avoided.
- The task may be differentiated and thus use the auditory, visual, and kinesthetic learning channels simultaneously. The students is to open an appropriate Admission form select.
- By an appropriate design can make the task "at various stations," a contribution to the development of problem solving skills.
- "Learning at Stations" provides the ability to get through assignments to additional tasks and initiates the content willingness to participate.