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adaptive teaching extended

More specific terms and informations about adaptive teaching:

*mission of primary schools
*requirements and conditions for the learning process
*best practise schools
*digitalisation and media education
*pupils reading deficit
*interview insight pupils and parents
*concept di2Lesen

*mission of primary schools

The primary school's mission is to provide pupils with a basic education, this mainly includes the key skills of reading and writing as well as maths:
Pupils come from different backgrounds in terms of family, culture, religion and socio-economic background as well as age, gender and experience. Interests and strengths, pace of learning and development as well as talents and support needs vary from individual to individual.
The challenge of heterogeneity and inclusion is utilised productively by teachers as an opportunity. All members of the school community are challenged to create and live a culture of appreciation, consideration, tolerance and respectful co-operation.

Vgl. „Empfehlungen zur Arbeit in der Grundschule” vom KMK Kultusminister Konferenz - (Beschluss der KMK vom 02.07.1970 i. d. F. vom 11.06.2015) S. 3 - 4

*requirements and conditions for the learning process

Learning is an individual and social process that is influenced by the quality of teaching and learning. In primary school, a pedagogical balance is created between guided and self-active educational processes:

Vgl. „Empfehlungen zur Arbeit in der Grundschule” vom KMK Kultusminister Konferenz - (Beschluss der KMK vom 02.07.1970 i. d. F. vom 11.06.2015) S. 9 - 11

Learning is an individual, self-directed but also social process:
  • The quality of support is crucial for children's acquisition of skills
  • Teachers support in self-determined and self-responsible learning
  • Learning opportunities in the classroom are communicative
  • In social interaction, pupils learn in a self-directed and active way
  • Feedback serve as a basis for discussions with children and parents

Vgl. (Martschinke und Kammermeyer 2003; Bräu 2005; Ratzki 2005; Oelkers 2009; Maykus et al. 2011; Behrensen et al. 2012). Du Mont S.19

Exchange between teacher and child in supportive lessons:
  • In regular learning dialogues, the teacher shows the level of learning achieved and sets realistic goals together with the child
  • The teacher promotes confidence in the child's own competences
  • Learning observations, documentation of the learning and development process are important as a basis
Children want to learn and achieve:
  • The lessons build on existing competences in order to individually and systematically expand the performance potential of each child
  • An appreciative and anxiety-free learning atmosphere contributes to the best possible performance
  • Motivation, willingness to make an effort and self-esteem increased
  • The development of personal learning strategies and working attitudes is supported
Individualised and differentiated teaching:
  • Targeted methods, social forms, working methods and task formats are chosen based on the individual requirements of the pupils
  • Structuring aids and learning counselling are offered
  • Pupils can find suitable learning challenges and practice opportunities for themselves and find different solutions

*best practise schools

Teaching practices based on adaptive teaching are implemented sporadically and selectively, but an overall strategy for adaptive teaching only seems to exist in very few schools.

Award-winning schools focus on these main points:‍
  • The emotional state is crucial for good learning success
  • A support team consisting of several parties can create the best possible learning and development environment for individual pupils
  • Teachers are moving from staff towards learning support
  • Pupils support each other
  • Self-responsibility and self-organisation of pupils play a major role and have an intrinsically motivating effect
  • Observation plays a major role, which is used to find suitable, individualised means of support

Vgl. (Martschinke und Kammermeyer 2003; Bräu 2005; Ratzki 2005; Oelkers 2009; Maykus et al. 2011; Behrensen et al. 2012). Du Mont S.19

*digitalisation and media education

During our research work, as well as in dialogue with experts, we noticed that digital media are not always used profitably.

Challenges of digital media in the classroom:
  • Lack of technical equipment or lack of digital infrastructure
  • Lack of teacher training
  • Teachers express reservations about the use of media with regard to the functions and possibilities of digital media
  • Uncertainties regarding data protection and usage rights also prevent teachers from using digital devices During our research
  • Teachers are not trained and usually analogue functions are simply transferred to digital.

„Neuer Schlauch für alten Wein? - Eine konzeptuelle Betrachtung von individueller Förderung im Unterricht” von Prof. Dr. Hanna Dumont

*pupils reading deficit

The reading performance of German children has been declining continuously since the start of the Pisa study in 2001.
In concrete terms, this means that one in four children cannot read properly after four years of primary school and does not reach the minimum level of the international standard. This is seen as a necessary for being able to cope with the demands of the rest of the school years.

https://www.deutschlandfunk.de/iglu-studie-2021-lesekompetenz-kinder-100.html#:~:text=2001%20hatte%20nur%20jedes%20sechste,das%20Mindestniveau%20beim%20internationalen%20Standard

*interview insights pupils and parents

In order to get a far-reaching view, we talked to pupils and their parents in informal conversations. Parents report that the roles are not clearly defined and that they sometimes have no contact with the teachers.
The pupil stakeholder map is the only one that can be derived from desktop research or conversations about pupils, which is why we consider these insights with caution. However, we had the chance to join a panel discussion at KonfBD21. This gave us insights into self-organised learning in distance learning from students of different ages.
Educational equity does not only happen at school, but is also heavily dependent on parents and guardians and their commitment. Extremes can also be recognised here; there are over-motivated parents, but also parents who do not act in a supportive manner due to a lack of time or interest.

*concept di2Lesen

We have been able to establish close contact and dialogue with the di2Lesen project. In addition to weekly meetings, in which our emerging questions were answered, we were allowed to use conceptual ideas, scientifically developed content and contacts with teachers.

di2Lesen is a comprehensive concept based on the three pillars of adaptive teaching. The project aims to offer pupils in all primary school classes support based on an ongoing assessment of their reading skills that is tailored to the current level and development of each pupil's reading skills:
+ Quop Internet-based learning progress diagnostics:
It provides information on how to interpret the results of the reading tests and gives recommendations on which level of reading competence is currently suitable for further practice. Based on these analyses, the children are divided into different categories: LG, LF, LV and LV+. This categorisation is then used to form groups that are homogeneous or heterogeneous depending on the working materials.
+ Structured feedback dialogue:
Pupils are not only given feedback on their performance status and development, but are also involved in the planning of their learning process. Teachers are shown how to give valuable feedback using a guideline, and students are actively encouraged to reflect.

+ Materials to teach reading with the reading athlete:
Finally, the teacher forms working groups based on the test results and the learning goal. These groups are assigned work materials from the Reading Athlete material pool. The Reading Athlete offers suitable workmaterial for all relevant sub-skills and performance areas.

After about three weeks, a new test is carried out to check how the level of education has developed. This whole cycle overlaps the entire school year. It requires a very large amount of analogue materials and a considerable amount of time to get used to it, mainly for the teacher, but the students also need time to get into.