Open lessons

There is no uniform definition of open teaching in pedagogy. The term is usually used to indicate that the form of teaching in question is more open than conventional face-to-face teaching. Different levels of openness in teaching can be identified. Organizationally: The learners themselves determine when they work on a topic (time), where they work on a topic (space) and with whom they work on a topic (cooperatively). Methodological: Learners themselves determine how they work on their topic and which methodological approach to the topic they choose. Content: Learners decide for themselves what they work on/what topic they work on. Social: The learners themselves determine the rules and the course of life in the learning group and the consequences that arise in problematic cases. Personal: The learners themselves determine which values and priorities they choose for their lives. The core element of open lessons are the individuals in the learning group and the interests of these learners. The division of lessons into subjects does not correspond to open lessons, nor does the predetermination of a canon of content. Freinet teachers always open up the learning situations they create as much as possible. In order to give the open learning processes a structuring framework, they work with Freinetian instruments such as –> weekly plan and –> class or group council.