The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society

Grzega, Joachim; Schöner, Marion

doi:10.1080/02607470802212157

Cited by 72 publications

(48 citation statements)

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“…Grzega and Schöner (2008) emphasise that by using learning by teaching methods, "learners are given the chance to acquire creativity, independence, selfconfidence and key competencies, such as the ability to work in teams, the ability to communicate, complex thinking, the competence to seek and find information, explorative behaviour, presentation skills, project competence, Internet skills, the ability to structure information and generate knowledge, punctuality, reliability and patience" (p. 169).…”

Section: Resultsmentioning

confidence: 99%

Learning by teaching: developing transferable skills

Stollhans¹

2016

Employability for Languages: A Handbook

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A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.For more information, please contact eprints@nottingham.ac.uk IntroductionLearning by teaching (German: Lernen durch Lehren, commonly abbreviated as LdL) is a teaching and learning approach which was developed by the French language teacher Jean-Pol Martin in German schools in the 1980s (Martin, 1985). The method sees students in the role of the teacher, and enhances their learning experience by encouraging them to teach other students and collaborate with fellow learners.This case study presents an ongoing project in which second year students of German at the University of Nottingham plan, design and deliver a teaching session for first year beginners' students. The sessions are either carried out faceto-face or via video tutorials. This is an opportunity for the 'student teachers' to apply the knowledge they have acquired within the linguistics module Fremdsprachen lernen und lehren ('learning and teaching foreign languages') in a real-life context and to consolidate their own knowledge of German. The first year students, on the other hand, benefit from their peers' experience, knowledge and enthusiasm. By working on their projects, students have the opportunity to develop a number of transferable skills, such as teamwork, presentation and communication skills, and creativity.

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Section: Resultsmentioning

confidence: 99%

Learning by teaching: developing transferable skills

Stollhans¹

2016

Employability for Languages: A Handbook

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“…Una vez desarrollado y puesto en funcionamiento, se comprobó que ya existían otros métodos docentes similares, con los que compartía algunas ideas y objetivos. Por ejemplo, por un lado está el método "learning by teaching" de Jean-Pol Martin (Grzega, Schöener, 2008), en el que los alumnos se tienen que preparar los contenidos de la asignatura para enseñarlos a sus compañeros. Un elemento importante de este método es que los alumnos no sólo tienen que transmitir el contenido mediante presentaciones, sino que también tienen que elegir las técnicas didácticas que quieren emplear para enseñar.…”

Section: El Método Del Alumno Expertounclassified

De la clase magistral tradicional al MOOC: doce años de evolución de una asignatura sobre programación de aplicaciones web

Luján‐Mora

2013

REDU

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En este artículo se muestra la evolución de la enseñanza de una asignatura de la carrera de ingeniería en informática, “Programación en Internet”, a lo largo de doce años. En esta asignatura, los alumnos aprenden las tecnologías y métodos que se emplean en la programación de aplicaciones web.A lo largo de estos doce años, el método docente en la asignatura ha ido cambiado de forma más o menos natural. Durante los primeros años de “Programación en Internet” se utilizó la clase magistral como método de enseñanza. Aunque el resultado del aprendizaje de los alumnos no era malo, entre los profesores existía la sensación de que se podía hacer mejor. En los siguientes años, se experimentó con otros métodos docentes hasta llegar al último año, en el que se ha utilizado el método de la clase invertida junto con un curso abierto en línea a gran escala (Massive Open Online Course, MOOC). El empleo de este método docente ofrece dos ventajas importantes. Por un lado, permite aprovechar la clase presencial para realizar actividades de aprendizaje en las que el papel del profesor es esencial. Por otro lado, permite que cada alumno pueda consultar los materiales docentes a su ritmo.

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“…This idea is not new and it has inspired many practitioners from Andrew Bell's 1795 "mutual teaching method" to Jean-Pol Martin's (1985) 'learning by teaching' (Lernen durch Lehren, 'LdL') methodology, expanded on by Grzega and Schoner (2008). However, such a reversal of roles implies a conception of a classroom methodology that moves towards a more cooperative and collaborative model encompassing teacher-guided peer-to-peer interaction.…”

Section: Pedagogical Context and Previous Researchmentioning

confidence: 99%

Teaching Shakespeare in the Digital Age: The eZoomBook Approach

Evain¹,

Marco²

2016

ELT

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What collaborative process can teachers offer in order to stimulate their students' reading of and writing on Shakespeare's plays? How can new technologies contribute to facilitating the classroom experience? The eZoomBook (eZB) template was designed for teachers to create and share multi-level digital books called "eZoomBooks" that allow readers to access enriched versions of the original, organized according to different tabs related to places mentioned in the original text. A zooming in and out function enables the readers of the eZoomBooks to navigate freely between the original and the enriched tabulated versions. This paper focuses on a pilot study of the methodology using a simplified version of the template. The targeted learners were English as a Second Language engineering students. Our objective is to show that the eZB framework and pedagogical applications are especially appropriate in making a difficult subject easier to teach (giving and correcting group assignments) and learn by providing learners an innovative and motivating approach to reading literature.

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The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society

Cited by 72 publications

References 2 publications

Learning by teaching: developing transferable skills

Learning by teaching: developing transferable skills

De la clase magistral tradicional al MOOC: doce años de evolución de una asignatura sobre programación de aplicaciones web

Teaching Shakespeare in the Digital Age: The eZoomBook Approach

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