Results of the discussion in class
|
Positive / strenghts
|
Negative / weaknesses
|
|
- Förderung verschiedenster Kompetenzen und der Kreativität der SuS
|
- Unterschied zu „normalem Unterricht“?
|
|
- Kommunikationskompetenz: fluency before accuracy im Mittelpunkt
|
|
|
- Einbeziehung von Vorwissen der SuS und Orientierung an deren Lebenswelt, Vorstellung
|
- Interessenkonflikte zwischen Jungen/Mädchen à welche Themen werden gewählt?
|
|
- Stärkung der Organisations-kompetenz innerhalb der Gruppen
|
- Gruppen und Gruppensprecher vorgeben oder selbst einteilen lassen (auch im Hinblick auf Assessment)
|
|
- Förderung der Eigenverantwortung und Mitbestimmung
|
- Verlust von Autorität der Lehrkraft?
|
|
- Transparenz der Aufgaben und deren Bewertung
|
- Projekt-Bewertung anstelle einer Klassenarbeit sinnvoll / angemessen / ausreichend?
|
|
- Bearbeitung verschiedenster Teilthemen durch verschiedenste Sozialformen und Aufgabenstellungen
|
- Differenzierung: arbeitsintensiv, manchmal unvorhersehbar und mit Stolpersteinen behaftet
|
|
- durch Realitätsbezug interessant relevant und authentisch für SuS
|
- Realitätsbezug sollte in Absprache mit SuS hergestellt werden, kein „künstlicher Realitätsbezug“
|
|
- Lehrerkraft rückt in den Hintergrund
|
- Nachteil für schwächere SuS?
|
|
- Aktivierung von Bewusstsein über Thema, Lernprozess Wissenskonstruktion durch Reflexion
|
|
|
- Bewertung kann sehr differenziert stattfinden
|
- genaues Assessment-Schema muss vorher festgelegt werden, Assessment oft sehr schwierig (Kreativität, Gruppenarbeit)
|
Eingetragen unter:(Fach-)didaktik, Aus dem Seminar, TU Do
Reading is an important source of input for second language acquisition, so it is important to motivate students to read! Through reading a huge amount of input can be given which is necessary to acquire high levels of literacy, in L1 and L2. Reading improves constantly like a cycle: competence in reading, promotes reading. Conversely, reading promotes competence…therefore successful readers have a positive attitude towards reading, read more and become better readers. As better readers, they have a larger vocabulary, are familiar with the syntactical structure found in books and have a broader knowledge base. This competence enables them to read more difficult books and become even better readers. As the cycle continues these successful readers develop a cumulative advantage. →The rich get richer and the poor get poorer!
Readings in class should be on the one hand self-selected by the students, they will choose books which they are interested in and they feel are of an appropriate level of difficulty, and on the other hand selected by the teacher to make sure that reading in content areas takes place. ESL readers need to be thought how to find and choose books they are interested in and they are able to read.
The selection of reading materials also involves the teacher in matters of both competence and choice, therefore the teacher should ensure that the students are able to choose from a large range of genres and in a very range of difficulty on a variety of topics. For example, easy books can be easy in terms of words but difficult in terms of character and theme. Therefore one could precede difficult books with easier ones on the same topic. The classroom environment plays a key role, too, it should be comfortable. Motivation is not only something within the child, but results from there own comfortable reading nooks.
All in all one could say that students need support to become engaged with reading. Teachers can help children become readers by developing the students sense of control and competence in tasks, materials and the environment or should even actively try to do so.
Eingetragen unter:(Fach-)didaktik, Aus dem Seminar
