Chemistry Reference
In-Depth Information
social-cultural
prerequisites
Anthroposophic
prerequisites
contents
intentions
media
methology
social-cultural
conclusions
anthroposophic
conclusions
Fig. 3.2
Scheme of steps for planning lectures according to Schulz [
8
]
2. Analysis of requirements
- Who are objectives and
content for? (class,
grade, school)
- Which sociological and
social-psychological
aspects have to be taken
into account? (manners,
working methods)
- Which prior learning is
desirable, which can be
taken for granted? (prior
knowledge as related to
objectives and content)
- What do the sociocul-
tural requirements look
like? (extracurricular
experience, family back-
ground, choice of langu-
age, attitude towards
school)
1. Objectives and content
- Aimed objectives
- How can their choice be
justified?
- Are these objectives pre-
defined by curricula or
guidelines? How are they
justified there?
- Did the students partici-
pate in the definition and
justification of the objec-
tives?
- Which contents is used to
achieve these objectives?
- What are the single
aspects of the teaching
content?
3. Methods and media
- How can the objectives be
achieved?
- How can the students be
motivated? (problem,
objectives, discussion)
- Which social method can
be used? (teacher-centred
teaching, group work,
round table)
- Which media can be used?
Which role do they play?
(teaching aids, working
materials)
- Which method is appro-
priate for which stage of
the lesson? (direct: lecture,
question, demonstration;
indirect: written instruc-
tions, learning materials,
educational games)
- How can the results be
saved?
- How can the results be
tested?
Fig. 3.3
Analysis of lecture planning according to Bonsch [
16
]
