Everything at a glance: Our teaching is based on these principles

The foundations of our teaching in the field of inclusive education

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How can teacher-training students specialising in special educational needs successfully assess and teach basic skills, such as reading and writing, in an inclusive classroom? This is a key question in our courses. We therefore aim to provide you, as students, with a solid understanding of fundamental concepts, materials, methods and models. These are intended 

a) firstly to provide you with a subject-specific and empirically sound framework, and 

b) secondly to give you a practice-oriented basis for planning, designing and reflecting on your teaching.

Our focus is on teaching at lower secondary level (Years 5–10; in Brandenburg, Years 7–10). Below, we would like to provide you with an overview of the core content on which our courses are based:

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Potsdam Inclusion-Based Teaching Model (PIMODE)

For the planning, design and reflection of inclusive teaching and learning activities in the classroom, the Potsdam Inclusion-Based Teaching Model (PIMODE) forms the central basis for our work. PIMODE was developed between 2021 and 2024 in collaboration with researchers, teachers, trainers, training coaches, school leaders and students, and outlines the key aspects of inclusive lesson design.

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Design-Based-Research

Our work on teaching projects and practice-oriented publications is based on the methodological framework of Design-Based Research (DBR). Using this approach, we address issues arising from school practice and work on them together with partners in the field, such as students, teachers and training coaches. As part of this collaboration, teaching materials, amongst other things, are developed, evaluated and adapted in cycles. Examples of research and teaching projects based on the Design-Based Research approach include ‘Fair Debating and Written Argumentation’ and ‘Stop Bullying! A Theatre Project’.

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Complex Instructions

In our view, norms and rituals in the classroom form a fundamental basis for successful collaborative learning in heterogeneous learning environments. This is because your inclusive teaching approaches can only be effective if the framework for social interaction within a class is in place. With regard to norms and rituals in the classroom, we draw on the ‘Complex Instructions’ approach. Complex Instructions is a pedagogical and didactic approach to cooperative learning, developed with reference to sociological theories and concepts, to enable all pupils to access high-quality learning processes.

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Designing differentiated learning opportunities and learning spaces 

When it comes to designing inclusive teaching, we consider the design of differentiated learning opportunities and learning spaces to be particularly important. For example, in our teaching projects we have developed so-called ‘learning buffets’, which offer pupils the opportunity to practise their language skills at different levels. Materials for such learning buffets were developed, amongst other things, as part of the ‘Fair Debating and Discussion’ project. Furthermore, alongside PIMODE, we work with models and concepts that help teachers and educationalists to plan, design and reflect on inclusive teaching. These include, amongst others, the RTI approach and the ReMi models. 

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The Rosebrock and Nix Reading Competence Model

In the field of reading competence, we base our approach at a theoretical and academic level on the Rosebrock and Nix Reading Competence Model. The model divides reading competence into three distinct domains: the process level, the subject level and the social level. This framework therefore takes into account not only the act of reading itself as a linguistic activity, but also all the pupils’ associated attitudes towards reading, as well as their discussions about texts they have read (follow-up communication). The project “Stop Bullying! A Theatre Project” demonstrated how the model can be put into practice in schools.

Furthermore, we refer to existing materials in teacher training that have been developed for the states of Berlin and Brandenburg and which can support the promotion of reading among pupils. 

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Self-Regulated-Strategy-Development (SRSD)

For us, the Self-Regulated Strategy Development (SRSD) teaching approach represents a holistic concept for designing writing support in mixed-ability classes. The SRSD approach comprises a range of measures and strategies that enable teachers across all subjects and age groups to effectively integrate the development of writing skills into their lessons. Key elements of the SRSD approach include, in particular, working with criteria-based checklists, modelling, memorisation, and collaborative and cooperative writing. The “Fair Debating and Written Argumentation” project demonstrates how this approach can be implemented in practice. 

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Diagnostics

In the field of diagnostics, both pupils’ learning processes and learning outcomes can be used to assess their attitudes and competences in the area of (written) language. Learning processes can be recorded, for example, using questionnaires, position lines or learning diaries as reflection tools, in order to ascertain pupils’ perceptions of their own competences. Learning outcomes in a performance-based context can be assessed using standardised and non-standardised methods. In the field of reading assessment, we work with, amongst others, the Salzburg Reading Screening (SLS 2–9) and the Reading Speed and Comprehension Test (LGVT). Both assessment tools are available in the reference collection of the Junior Professorship. Please feel free to contact us if you would like to view these tests at our premises (see below).

For writing assessment, we have developed a coding manual based on over 1,000 pupil texts from the ‘Fair Debating and Discussion’ project, in order to assess writing skills holistically.