Kooperative Methoden

CO-OPERATIVE LEARNING

Co-operative Learning

The learning concept for the idea behind our teaching units

„Die Schule hat die Aufgabe, die Annäherung der europäischen Völker und Staaten und die Neuordnung ihrer Beziehungen bewusst zu machen. Sie soll dazu beitragen, dass in der heranwachsenden Generation ein Bewusstsein europäischer Zusammengehörigkeit entsteht und Verständnis dafür entwickelt wird, dass in vielen Bereichen unseres Lebens europäische Bezüge wirksam sind und europäische Entscheidungen verlangt werden. Die Schule hat zudem die Aufgabe, Respekt vor und Interesse an der Vielfalt der Sprachen und Kulturen zu wecken und auszubauen.
Um diese Dimension in Bildung und Erziehung zu verwirklichen, muss die Schule Kompetenzen vermitteln, die zu einem gelingenden Leben in Europa befähigen.“ 1

The project ImTeaM4EU set itself the task of achieving these "Europe orientated competences" (loc. cit. page 5), also called "citizenship competences"  or "civic competences" . Knowledge about "basic democratic concepts"  as well as "structures in the EU"  need to be made clear to pupils as they "look outside their national box", so that they will understand how European matters interlink and interact as well as their own role in this.
Following the recommendation of the European Parliament and European Council for lifelong learning (2006) the following are key skills and competences (skills): mathematic and digital skills, skills in science and technology, social and civic skills as well as foreign language skills. The organisation and also the basic idea of teaching with reference to European topics automatically lead one to choose methods that can convey each such subject matter and skills. In the end specialist, methodical, social and communicative skills should give pupils the necessary skills that will let them become European citizens who are informed, democratically minded and able to think critically.

„Ebenso leistet das Kooperative Lernen einen wichtigen Beitrag zum Erhalt der Demokratie: Die intensive Kommunikation in Klein- und Großgruppen, der respektvolle Umgang der Teammitglieder miteinander, die Toleranz gegenüber anders denkenden Menschen und gegenüber Menschen aus anderen Kulturen, die Notwendigkeit Kompromisse zu schließen, dies alles sind wichtige demokratische Kompetenzen, die Schülerinnen und Schüler nicht abstrakt lernen, sondern im Gruppenprozess erfahren. “6

Teaching units were designed for this project (derived from the teaching curriculum of each of the specific countries) that, in each case, would lead to problems being solved through a complex and skills-orientated learning task  as well as having a learning product to be achieved. In order to develop high democratic and social skills appropriate co-operative methods were chosen or developed for each subject matter and the aims. They are used in the teaching units by way of example and are specifically included and explained both for teachers (the Teacher Information and Material sheets) as well as for pupils (the Worksheets). Links to the website give a general explanation of these methods, which will enable the user to apply these methods in a sustained way in other teaching situations and so expand and consolidate their repertoire of methods.

The teaching curricula of the individual countries were analysed. All teaching units are therefore based on the skills and relevant subject matter of the person from the individual country who developed them. The website users can integrate these into their internal school curricula – they should not be regarded as something additional to the teaching curricula. The one exception is the Teaching Unit "All roads lead to Tallinn, both yesterday and today" , since this was compiled jointly by partners from all the countries involved.

This project does not provide a pool of co-operative methods, but rather regards "co-operative methods" as a teaching principle or learning concept. Applying the basic principle of co-operative learning "Think – pair – share"  pupils will take an active role in the teaching process. This is significant both for each Teaching Unit as well as for the whole project.

Different co-operative methods are embedded in the Teaching Units that correspond to the various skills that are to be imparted. This basic principle was not always strictly adhered to, since otherwise the scope of the Units would have become unmanageable. This is also true for the learning loops that are not specifically mentioned (see below). Complicated methods or methods requiring pupils to exhibit a high degree of independence (e.g. group puzzles or debates) need to be practised for a (often long) period of time. At the beginning you should allow a lot of time for this. It will be worth the effort, since by acquiring a higher degree of independence pupils will be able to understand and implement methods much more quickly. In this way a learning (and also a subject matter-based) progression will be achieved.

The Teaching Units have been designed in such a way that it is always possible to include matters and have periods of practice. Every learning groups is different, both in what they need and what they want. The Teaching Units offer the possibility to implement each subject matter and the methods in such a way that these can be adjusted individually to suit your learning group. So that this works, all methods are once more linked together and generally explained in the matrix (e.g. http://www.imteam4.eu/de/esskultur.html). Thus it is possible to develop individual method cards that can also be used for other series of lessons. The deliberate use of learning loops  result in pupils being able to deal with problems independently. It ensures a sustained learning progression and leads to high degree of thinking for oneself.

 

After: http://vielfalt-lernen.zum.de/images/6/62/Basisartikel_KL_2011.pdf

The lesson structure, Brüning and Saum call it the "dramatic composition of teaching" , is always similar. Working individually, liaising with others, presenting results and communicating about all this. This ritualized teaching structure leads to a high degree of transparency. It makes both teaching and learning at school easier. Clear structures, the use of symbols (see the icons on the Worksheets) and sensible classroom management create a learning environment that allows for times of both learning and achievement in lessons.

„Ebenso leistet das Kooperative Lernen einen wichtigen Beitrag zum Erhalt der Demokratie: Die intensive Kommunikation in Klein- und Großgruppen, der respektvolle Umgang der Team-mitglieder miteinander, die Toleranz gegenüber anders denken-den Menschen und gegenüber Menschen aus anderen Kulturen, die Notwendigkeit Kompromisse zu schließen, dies alles sind wichtige demokratische Kompetenzen, die Schülerinnen und Schüler nicht abstrakt lernen, sondern im Gruppenprozess er-fahren. “12

We hope that these Teaching Units will support in successfully realizing the teaching and educational mission in your schools. We wish you all success in educating your pupils to become interested and knowledgeable citizens and in imparting to them enthusiasm about Europe.

 

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1 „Europabildung in der Schule“, Empfehlung der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland, Beschluss der Kultusministerkonferenz vom 08.06.1978 i. d. F. vom 05.05.2008, S. 5
2 https://www.jugendpolitikineuropa.de/beitrag/zauberziel-buergerkompetenz-citizenship-education-an-den-schulen-in-europas.8832/ ,accessed on 17.08.2017, 16:40 Uhr
3 dito
4 dito
5 dito
6 http://www.thomas-kremers.de/kooperatives-lernen/ein-erster-ueberblick/ (accessed on 18.8.2017, 8:40 Uhr)
7 Link
8 http://www.imteam4.eu/de/sbk_reise_tallinn.html
9 Ludger Brüning, Tobias Saum „Schüleraktivierendes Lehren und Kooperatives Lernen –ein Gesamtkonzept für guten Unterricht“, aus: GEW NRW (Hg.), Frischer Wind in den Köpfen. (Sonderdruck) Bochum 2011, S. 5
10 nach: Ludger Brüning, Tobias Saum „Schüleraktivierendes Lehren und Kooperatives Lernen –ein Gesamt-konzept für guten Unterricht“, aus: GEW NRW (Hg.), Frischer Wind in den Köpfen. (Sonderdruck) Bochum 2011, S. 10
11 Ludger Brüning, Tobias Saum „Schüleraktivierendes Lehren und Kooperatives Lernen –ein Gesamtkonzept für guten Unterricht“, aus: GEW NRW (Hg.), Frischer Wind in den Köpfen. (Sonderdruck) Bochum 2011, S. 8
12 http://www.thomas-kremers.de/kooperatives-lernen/ein-erster-ueberblick/ (accessed on 18.8.2017, 8:40 Uhr)

 

Links (no claim for completeness)

General
•   https://www.iqesonline.net/index.cfm?id=82237de2-1517-6203-6084-cb1d9730d59e (accessed on 18.08.2017 at 10:50 am)
•   https://www.jugendpolitikineuropa.de/beitrag/zauberziel-buergerkompetenz-citizenship-education-an-den-schulen-europas.8832/ (accessed on 18.08.2017 at 10:51 am)
•   http://methodenpool.uni-koeln.de/ (accessed on 18.08.2017 at 10:53 am)
•   https://www.iqesonline.net/index.cfm?id=9491f280-e0c6-b4e6-2380-a76ecce798c7&doc_id=a7eab91d-e0c6-b4e6-2376-7d6971cf6867 (accessed on 18.08.2017 at 10:55 am)
•   http://www.pedocs.de/volltexte/2008/309/pdf/kooperatives_lernen_komplett.pdf (accessed on 18.08.2017 at 10:59 am)
•   https://www.uni-due.de/imperia/md/content/zfh/methodenbar_2012.pdf (accessed on 18.08.2017 at 11:03 am)
•   https://heterogenitaet.bildung-rp.de/materialien/aktivieren/prinzipien-des-kooperativen-lernens.html (accessed on 18.08.2017 at 11:17 am)

Material
•   http://www.bpb.de/shop/lernen/thema-im-unterricht/36913/methoden-kiste (accessed on 18.08.2017 at 11:05 am)
•   https://www.schulentwicklung.nrw.de/methodensammlung/ (accessed on 18.08.2017 at 11:06 am)

Der Fokus ist ein an aktuellen Themen ausgerichteter und handlungsorientiert gestalteter Unterricht , der sich aus unserer Sicht positiv auf den Erwerb der europäisch orientierten Kompetenzen für die Schülerinnen und Schüler auswirken wird.

- Projektbeschreibung -

Die Methodenkompetenz der Lehrerinnen und Lehrer hat die Verbesserung von Unterrichtsqualität zum Ziel.

- Projektbeschreibung -

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