Glossary

Table groups

Freinet pedagogy requires cooperation and communication. So that learners can give each other impulses, support and feedback while learning, but also interact socially, they usually sit in table groups. Table groups of four are often set up, which ideally consist of individual tables so that they can be arranged differently to suit the respective learning situation. The table groups are usually put together over a certain period of time, e.g. from vacation to vacation, in fixed learning groups. These are often age- and strength-oriented –> heterogeneous.

Tree of competencies

The idea of the tree of competencies is a Freinet method in its own right, as it is based on the uniqueness of each person. The people in a group/system (tree trunk) are represented as leaves on different branches (work groups/departments). The competencies of each person become visible through various symbols or terms. The tree of competencies can be used to visualize the diversity of expertise, knowledge and skills in groups.

Triad principle

One method of working in Freinet pedagogical groups is the triad principle. Particularly in groups that have been working together for a longer period of time, fixed learning groups are put together consisting of three people from different institutions. The number 3 as a group size has a special meaning: it brings more dynamics to the group process than two people working together. However, 3 people usually also work together more effectively than groups of four, as each person takes on a task and no one can “rest” on the learning successes of the others. In fixed Freinet groups, e.g. in further training, the triad is a group that stays together for a longer period of time and uses reflection impulses to exchange ideas with each other, especially between meetings.

Trying the keys

Learners control their development by experimenting. To do this, they need open spaces in which they can research and practise their questions. Detours are not only allowed, but expressly encouraged. It’s like learning to walk: the child takes a few steps, falls down, gets up again, tries again and so on until they succeed.