Abstract
Reading strategies are very important for students to obtain as they can foster reading comprehension. Additionally, it is not only essential to teach students reading strategies, but also that they know how to use them. The university class discussed in this article is for education students, who want to become teachers or work in the educational sector. The class's focus is reading support in which reading strategies and methods are incorporated. One important focus is the content. The first sessions of the class are destined to give the students an overview of the definition of reading, reading models, their own reading history, etc. The second target of the class is the student-centered learning approach in the form of a double didactics design. After the basics are covered, a prototype of a group of experts, which is a student-led class session is presented and explained. A group of experts, composed of students, do research and teach the given topic. The students need to plan their lesson by selecting appropriate reading material and determining methods. This means that the student-centered learning approach puts the students in the position of the teacher/lecturer, by having them teach their fellow students. A discussion follows after each session, in which the implementation of the reading strategy and applied reading methods are discussed. This intends that the students do not just give a regular presentation, but that they acquire knowledge, skills, and experience on how to actually implement reading strategies and reading methods in their future classroom.
Author Information
Judith Hanke, University of Flensburg, Germany
Paper Information
Conference: ERI2023
Stream: Instructional Design and Learning Sciences
This paper is part of the ERI2023 Conference Proceedings (View)
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To cite this article:
Hanke J. (2023) Double Didactics to Prepare Future Educators ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2023.16
To link to this article: https://doi.org/10.22492/issn.2435-1202.2023.16
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