Learning by teaching

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In the field of pedagogy, learning by teaching (German: Lernen durch Lehren, short LdL) is a method of teaching in which students are made to learn material and prepare lessons to teach it to the other students. There is a strong emphasis on acquisition of life skills along with the subject matter. This method was originally defined by Jean-Pol Martin in the 1980s.

Contents

Background

Student teaching vocabulary Ldl-wortschatz.jpg
Student teaching vocabulary

The method of having students teach other students has been present since antiquity. [1] Most often this was due to lack of resources. [1] For example, the Monitorial System was an education method that became popular on a global scale during the early 19th century. It was developed in parallel by Scotsman Andrew Bell who had worked in Madras and Joseph Lancaster who worked in London; each attempted to educate masses of poor children with scant resources by having older children teach younger children what they had already learned. [2]

Systematic research into intentionally improving education, by having students learn by teaching began in the middle of the 20th century. [3]

In the early 1980s, Jean-Pol Martin systematically developed the concept of having students teach other in the context of learning French as a foreign language, and he gave it a theoretical background in numerous publications. [4] The method was originally resisted, as the German educational system generally emphasized discipline and rote learning. [1] However the method became widely used in Germany in secondary education, and in the 1990s it was further formalized and began to be used in universities as well. [4] By 2008 Martin had retired, and although he remained active Joachim Grzega took the lead in developing and promulgating LdL. [1] [5]

LdL method

LDL, modeled on the structure of the brain by Martin Learning by teaching phases.png
LDL, modeled on the structure of the brain by Martin

After preparation by the teacher, students become responsible for their own learning and teaching. The new material is divided into small units and student groups of not more than three people are formed. [1]

Students are then encouraged to experiment to find ways to teach the material to the others. Along with ensuring that students learn the material, another goal of the method, is to teach students life skills like respect for other people, planning, problem solving, taking chances in public, and communication skills. [7] [8] [9] [10] The teacher remains actively involved, stepping in to further explain or provide support if the teaching-students falter or the learning-students do not seem to understand the material. [1]

The method is distinct from tutoring in that LdL is done in class, supported by the teacher, and distinct from student teaching, which is a part of teacher education. [4]

Plastic platypus learning

Plastic platypus learning in action Plastic platypus learning cropped.jpg
Plastic platypus learning in action

A related method is the plastic platypus learning or platypus learning technique. This technique is based on evidence that show that teaching an inanimate object improves understanding and knowledge retention of a subject. [11] [12] [13] The advantage of this technique is that the learner does not need the presence of another person in order to teach the subject. The concept is similar to the software engineering technique of rubber duck debugging, in which a programmer can find bugs in their code without the help of others, simply by explaining what the code does, line by line, to an inanimate object such as a rubber duck. [14]

Feynman technique flowchart Flowchart - Feynman Technique.svg
Feynman technique flowchart

A similar process is the Feynman technique, developed by physicist Richard Feynman, in which a person attempts to write an explanation of some information in a way that a child could understand, developing original analogies where necessary. When the writer reaches an area which they are unable to comfortably explain, they go back and re-read or research the topic until they are able to do so. [15]

Flipped learning + teaching

Traditional instructor teaching style classes can be mixed with or transformed to flipped teaching. Before and after each (traditional/flipped) lecture, anonymized evaluation items on the Likert scale can be recorded from the students for continuous monitoring/dashboarding. In planned flipped teaching lessons, the teacher hands out lesson teaching material one week before the lesson is scheduled for the students to prepare talks. Small student groups work on the lecture chapters instead of homework, and then give the lecture in front of their peers. The professional lecturer then discusses, complements, and provides feedback at the end of the group talks. Here, the professional lecturer acts as a coach to help students with preparation and live performance. [16]

See also

Related Research Articles

Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).

International English is the concept of using the English language as a global means of communication similar to an international auxiliary language, and often refers to the movement towards an international standard for the language. Related and sometimes synonymous terms include: Global English, World English, Common English, Continental English, General English, and Engas. Sometimes, these terms refer to the actuality of the situation, where English is spoken and used in numerous dialects around the world. These terms may acknowledge the diversity and varieties of English spoken throughout the world.

A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.

Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.

<span class="mw-page-title-main">Teaching</span> Process or activity of imparting knowledge and skills

Teaching is the practice implemented by a teacher aimed at transmitting skills to a learner, a student, or any other audience in the context of an educational institution. Teaching is closely related to learning, the student's activity of appropriating this knowledge. Teaching is part of the broader concept of education.

<span class="mw-page-title-main">Constructivism (philosophy of education)</span> Philosophical viewpoint about the nature of knowledge; theory of knowledge

Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.

Suggestopedia, a portmanteau of "suggestion" and "pedagogy" is a teaching method used to learn foreign languages developed by the Bulgarian psychiatrist Georgi Lozanov. It is also known as desuggestopedia.

<span class="mw-page-title-main">Jean-Pol Martin</span>

Jean-Pol Martin studied teacher education for foreign language teachers in Germany, and developed a teaching method called learning by teaching. He spent most of his career at Catholic University of Eichstätt-Ingolstadt and was a Professor there when he retired in 2008.

This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with G – L. Select a letter from the table of contents to find terms on other articles.

<span class="mw-page-title-main">Discovery learning</span> Technique of inquiry-based learning and is considered a constructivist based approach to education

Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.

Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussions, recitation, seminars, workshops, observation, active learning, practicum, or internships. Model includes "I do" (instructor), "We do", "You do".

<span class="mw-page-title-main">Martin Wagenschein</span>

Martin Wagenschein was a science educator who worked in mathematical and scientific didactics.

LDL is a low-density lipoprotein, one of the five major groups of lipoproteins.

Wolfgang Butzkamm is Professor Emeritus of English as a foreign language at Aachen University, Germany. He is credited with the development of a principled and systematic approach to the role of the mother tongue in foreign language teaching which radically differs from a target-language-only philosophy prevailing in many countries. For him, traditional monolingualism is an instance of a more general naturalistic fallacy which is committed when foreign language teaching is modelled after the natural acquisition of a first language (L1), as in the direct method (education) which was also called the natural method.

<span class="mw-page-title-main">Piano pedagogy</span> Study of teaching piano playing

Piano pedagogy is the study of the teaching of piano playing. Whereas the professional field of music education pertains to the teaching of music in school classrooms or group settings, piano pedagogy focuses on the teaching of musical skills to individual piano students. This is often done via private or semiprivate instructions, commonly referred to as piano lessons. The practitioners of piano pedagogy are called piano pedagogues, or simply, piano teachers.

Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies.

<span class="mw-page-title-main">Joachim Grzega</span> German linguist

Joachim Grzega is a German linguist. He studied English and French at the Catholic University of Eichstätt-Ingolstadt, University of Utah in Salt Lake City, Paris-Sorbonne University and the University of Graz. He has taught since 1998 at the Catholic University of Eichstätt-Ingolstadt. Grzega obtained his doctorate in 2000 in Romance, English and German linguistics. He obtained his habilitation in 2004. Professor Grzega has held interim or guest professorships in Münster, Bayreuth, Erfurt, Freiburg, and Budapest.

<span class="mw-page-title-main">Flipped classroom</span> Instructional strategy and a type of blended learning

A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance.

Agile learning generally refers to the transfer of agile methods of project work, especially Scrum, to learning processes. Likewise, agile learning proceeds in incremental steps and through an Iterative design which alternates between phases of learning and doing. The tutors rather have the role of a learning attendant or supporter. In a narrower sense, it is intended to allow competence-oriented, media-based learning in the work process within companies. In addition, the term can take several other meanings and is also often used within e-learning and online environments.

<span class="mw-page-title-main">Wilfried Gruhn</span> German musicologist and music educator

Wilfried Gruhn is a German violinist, musicologist, music educator, and professor emeritus at universities in Germany and abroad. His focus is the music education of small children. He founded and directed the Gordon Institute of early childhood music learning in Freiburg in 2003. He is engaged in several international organisations such as International Society for Music Education (ISME) and the Internationale Leo Kestenberg Gesellschaft which published Leo Kestenberg's complete writings in six volumes.

References

  1. 1 2 3 4 5 6 Heinrich, Christian (November 2007). "Learning by Teaching: The Goal is Independence". Goethe-Institut.
  2. ↑ Graves, Frank Pierrepont (1915). A Student's History of Education. Macmillan Company. pp. 239ff.
  3. ↑ Gartner, Alan; Kohler, Mary Conway; Riessman, Frank (1971). Children teach children; learning by teaching (1st ed.). New York: Harper & Row. ISBN   978-0-06-013553-9.
  4. 1 2 3 Safiye, Aslan (October 5, 2015). "Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers". Educational Sciences: Theory and Practice. 15 (6). ISSN   1303-0485.
  5. ↑ "About me" (in German). Jean-Pol Martins Weblog. 11 November 2008. Retrieved 10 June 2018.
  6. ↑ Kahl, von Reinhard (2005). Treibhäuser der Zukunft wie in Deutschland Schulen gelingen; eine Dokumentation (2nd, überarb. Aufl. ed.). Berlin: Archiv der Zukunft [u.a.] ISBN   978-3-407-85830-6.
  7. ↑ Thimm, Katja (1 July 2002). "Guten Morgen, liebe Zahlen". Der Spiegel.
  8. ↑ Kahl, Reinhard (October 22, 2008). "Unterricht: Schüler als Lehrer". Zeit (in German).
  9. ↑ Stollhans, S. (2016). "Learning by teaching: developing transferable skills." (PDF). In Corradini, E.; Borthwick, K.; Gallagher-Brett, A. (eds.). Employability for languages: a handbook (PDF). Dublin: Researchpublishing.net. pp. 161–164. doi:10.14705/rpnet.2016.cbg2016.478. ISBN   978-1-908416-39-1. S2CID   63643548.
  10. ↑ Grzega, Joachim; Schöner, Marion (4 July 2008). "The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society". Journal of Education for Teaching. 34 (3): 167–175. doi:10.1080/02607470802212157. S2CID   59268569.
  11. ↑ "Learning by teaching others is extremely effective – a new study tested a key reason why". 2018-05-04.
  12. ↑ Aslan, Safiye (2015). "Is Learning by Teaching Effective in Gaining 21st Century Skills? The Views of Pre-Service Science Teachers". Educational Sciences: Theory & Practice. 15 (6). doi: 10.12738/estp.2016.1.0019 .
  13. ↑ Bargh, John A.; Schul, Yaacov (1980). "On the cognitive benefits of teaching". Journal of Educational Psychology. 72 (5): 593–604. doi:10.1037/0022-0663.72.5.593.
  14. ↑ Koh, Aloysius Wei Lun; Lee, Sze Chi; Lim, Stephen Wee Hun (2018). "The learning benefits of teaching: A retrieval practice hypothesis". Applied Cognitive Psychology. 32 (3): 401–410. doi:10.1002/acp.3410.
  15. ↑ Staff (5 March 2021). "Feynman Technique for Learning". Library, William S. Richardson School of Law, University of Hawaiʻi . Retrieved 31 July 2021.
  16. ↑ Mastmeyer, A. (2020). "Quantitative and Qualitative Evaluation of Transforming to Flipped-Classroom from Instruction Teaching using Micro Feedback Loops". Manuscript Work in Progress: 1–42. doi:10.5281/zenodo.4000357.

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