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Pedagogics
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4. LESSON STRUCTURE ESSENCES
- Teaching aim [The part played by teaching and learning in the child's becoming a
proper adult].
- Lesson aim [The role of the teacher in a particular lesson (e.g., his form of presentation) in order to achieve a particular aim (unlocking an aspect of reality)].
- Learning aim [The role of the child in accomplishing a particular effect (i.e., what he, as a learning child, must achieve)
from the lesson].
- Actualizing foreknowledge [Existing meaningful and relevant experiences are brought forth].
- Becoming aware of foreknowledge [The child is made aware of the relevant meaningful experiences at his disposal].
- Eliciting foreknowledge [Bring to light the relevant essentials from the experiential world of the child upon which there
can be further building].
- Enlivening foreknowledge [Attunement to relevant meanings and effort to actualize them].
- Stating the problem [Posing a meaningful question to the child which makes him aware that he has a problem].
- Leading to formulate the problem [The child is helped to state the learning aim, as defined by the teacher, in the form of
a question].
- Experiencing the lesson problem [The problem posed has to be experienced by the child as "meaningful-for-me"].
- Experiencing the inadequacy of knowledge [A feeling and knowing awareness arises that his existing knowledge is incomplete
for the solution of the problem to emerge or to break-through].
- Accepting responsibility for the solution to the problem [It is decided that as great and active a part as possible will be
taken to actualize everything that must occur subsequently].
- Exposing the new content [Exposing or unlocking new knowledge].
- Reducing to essentials [Search for and present the essential, core facts of the learning content relevant to the solution of
the problem].
- Perceiving relations [Meaningful connections among the core facts are sought].
- Insight into concepts [The teacher represents the essentials and the child participates in order to form concepts].
- Actualizing (controlling) the lesson content [Mastery or control of the child's insights regarding the reduced content].
- Principle of activity [Actualization of: the appeal to do something; present the content; work together; appeal to the child
to learn; decide on self-activity and encourage independent activity].
- Principle of individualization [Actualization of: being open to the teacher; respecting the child's uniqueness; encouraging
the child to achieve and to be someone himself; acquiring one's own style of learning].
- Principle of socialization [Actualization of: established relationships; intervention regarding the child's achievement;
experience of a stable class context and an initiation of working together].
- Principle of tempo differentiation [Take part in the actualization of the essentials of the lesson structure and the presented
content with an optimal individual work-tempo].
- Functionalizing [Transfer of acquired knowledge by using it (making it functional) in new situations].
- Exercising insights [Insights which have been made one's own are practiced and cultivated in meaningful ways].
- Integrating the new knowledge [Foreknowledge and newly acquired knowledge are synthesized, via remembering, to make
them a meaningful unity].
- Applying to the life-world [Determine the meanings that the newly acquired knowledge and insights have for his own way
of living].
- Evaluating [Judge the extent to which the child has an insight into the content and can apply it].
- Testing as orientation [Clarify the present status of insights with the aim of planning what to do next].
- Differentiating instruction [Determine the role of the individual learner's interests, experiences, etc., in carrying out tasks].
- Carrying out the tasks [Encourage the child to carry out the tasks in the most effective ways].
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