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.