Self-organized learning as a didactic teaching and learning concept is based on the theoretical models of self-control and self-organization within the framework of systemic and constructivist learning theories. In the present concept, this means the participation or transfer of responsibility to learners who, from an organizational point of view, co-determine the subject matter, learning time, methods, place of learning and social form within certain time or content specifications and external structures. The objectives of self-organized learning are to increase the learners' self-competence and knowledge of their own learning and to enable learners to act responsibly and competently. They take responsibility for their learning process and their learning success, whereas teachers in self-organized learning processes take on a supporting, individually advisory or accompanying role. The results of an empirical study (complete survey of teachers by group discussion method according to Bohnsack, 2003) at a New Middle School show that the teaching-learning concept SoL is oriented towards the two action-guiding principles of competence orientation and the teaching and learning setting: self-organization in learning. It takes into account different quality characteristics (e.g. reflection of the learning process, learning success control, ...) and, with regard to the question of the encounter of heterogeneity in the classrooms, it enables different aspects of self-control and, out of itself, ways to a teaching and learning culture in which the learners take responsibility for their learning. In this setting, learners can to a certain extent plan and decide what, when, how, where and with whom they learn.
Ingrid Geier, Salzburg University of Teacher Education, Austria
Stream: Educational Research
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