In Germany, there are several teaching methods and strategies commonly used in classrooms. These methods aim to promote active learning, critical thinking, and student engagement. Some of the most frequently used approaches are:

1. Cooperative Learning: This method emphasizes group work and collaboration among students. It encourages them to exchange information, discuss ideas, and solve problems together.

2. Inquiry-Based Learning: This approach encourages students to ask questions, investigate topics of interest, and find solutions independently. The teacher acts as a facilitator, guiding students through the learning process.

3. Project-Based Learning: Students work on long-term projects that integrate different subjects and require critical thinking, collaboration, and problem-solving skills. This method enables students to apply their knowledge to real-life situations.

4. Flipped Classroom: In this method, students learn the theoretical concepts outside of the classroom through videos or readings. Classroom time is then dedicated to practicing and applying what they have learned, with the guidance of the teacher.

5. Differentiated Instruction: This strategy considers the diverse needs and learning styles of students. Teachers adapt their lessons and materials to accommodate varying abilities, interests, and backgrounds. Individualized tasks, group work, and targeted interventions are often involved.

6. Experiential Learning: Learning through direct experience is highly valued in Germany. Teachers organize field trips, outdoor activities, and hands-on experiments to enhance students' understanding and engagement.

7. Role-Playing/Authentic Tasks: Role-playing games and authentic tasks are frequently used to engage students in the learning process. This method allows students to explore different perspectives, develop empathy, and apply their knowledge in practical scenarios.

8. Use of Technology: Technology is integrated into the classroom to enhance learning experiences. Interactive whiteboards, educational software, online resources, and multimedia presentations are commonly employed.

It's important to note that teaching methods and strategies can vary between schools, teachers, and subjects in Germany. Teachers often customize their approach based on the specific goals, content, and needs of their students.

My teaching experience relates more to dual vocational training in the industrial sector at German vocational schools.

For this question, I think it is first important to clarify the terms more precisely.

In Germany, teaching strategies are usually considered part of a teaching method. Examples of teaching or learning strategies are small methods such as brainstorming, card quizzing, mind mapping, conversation or group of marbles, which can be part of a more comprehensive teaching method (e.g. project method, station learning, group jigsaw, etc.). A distinction between teaching and learning methods is usually made in a purpose-oriented manner. Teaching methods are therefore used by teachers to convey learning content, while learning methods are used by learners to acquire knowledge. Typical learning methods are mind mapping, flashcards or cheat sheets.

The basic teaching principles include factual orientation, student orientation and action orientation. The factual orientation can be achieved more through directive teaching and the student and action orientation through open teaching.

In this respect, the focus is on vocational action skills. Action-oriented teaching and the question of suitable teaching methods have been among the main topics of educational research here since the 1970s. The objective of vocational education and training requires that teaching be geared to a pedagogy tailored to the tasks of the vocational school, which enables young people to act independently in the context of their occupation.

Since teachers are also supposed to check the degree of fulfilment of the task in action-oriented teaching, it seems sensible for learners to create an action product in individual, partner or group work, which is used to assess learning performance. With the teaching methods used in class, a complete action is intended in the phases: Informing, planning, deciding, executing, controlling and evaluating, if this is reasonable and possible. Practising and repeating what has been learned should not be neglected either. In order to create action-oriented teaching and learning arrangements, it is therefore necessary, in addition to vocational work process knowledge and didactic experience, to know and select suitable teaching methods and to be prepared to develop and test the materials required for teaching.

After the learning content has been clarified, the question is which teaching method is suitable for it. To choose the right method, the teacher should ask him/herself the following questions: Is the method content-related? Does the method have the desired impact on the learners? Do the learners meet the requirements of the method? Does the teacher know how to use the method? Can the method be implemented? Is the method process-related?

It seems important to me that the teaching method must fit the learning objectives and learning content. It is not desirable to use as many different teaching methods as possible, because this is more likely to distract from the content to be taught.

Many teaching units have already been developed in this way at German vocational schools. In most cases it is likely to be cooperative teaching.

Best regards

, including proposed strategies based on Flipped Learning, and strategies based on Cooperative Learning and Collaborative Learning. To increase the quality of the share, to give the student a central role in learning to take responsibility for his own learning

How I help you ?

Mohamed Akim Sankoh from Sierra Leone, university of lunsar, in education there no specific teaching methods for a particular country but, the teacher has to understand the pedagogical skills which qualifies him/her to teach, if he/she wants to achieve his/her goal he needs to focus on child centered education so that he/she will achieve a positive learning outcome.

For education, whether it is a student or a student of general secondary education, they first need an experienced pedagogue. A teacher who comes with his own problems gets nervous during the lesson only because he does not find a solution to his problem, and this reduces the quality of education. Does not use creativity.

Tahir Majeed Dear, Thank you very much for your cooperation. Could you provide me with the reference for the teaching methods you wrote?

I don't teach in Germany.

Any teaching strategy can be important for as long as it is aligned with the competencies expected to be developed, developmentally-appropriate to the level and needs of learners and if it will help the learners achieve the learning objectives.

In Waldorfschools we often use the pedagogical three-step .

Waldorf teachers take this three-step approach with their students when something new is introduced, actually every day: They present an image that is as powerful and inspiring as possible (Conclusion), relate it to other related phenomena (Judgment), and finally conclude with a vivid concept.

Important to know that the picture can be everything: a fantasy journey, poem, a fairy tale or even a song. The picture has to touch the pupils in their hearts.

I would like to add a historicizing perspective, which may not be characteristic for Germany alone, but possibly also for other European countries. Of course, much has changed so far, especially in terms of learning theories and teaching methods, but certain formations are still - systemically - inscribed in education and teaching.

It is due, on the one hand, to the academic model of science from the 18th century and, on the other hand, to the creation of the public school system in the 19th century that teaching in Germany for many generations was based on a reductionist cognitivist-academic concept of knowledge and education - in strong contrast to personality development. For a very long time, the university and school system was dominated by a certain educational ideal of the book scholar. The normative mental model of typographic information processing that emerged during the industrial society represented and still represents a huge handicap for innovative teaching and learning concepts and alternative practices of knowledge transfer and knowledge acquisition.

In the past, education was structurally understood as a top-down process, more as instruction of a deficient clientele than as a democratic, emancipatory learning practice where everyone has something to contribute. At the same time, deep structures of school and teaching, which have become outdated, continue to prevail in terms of social practices and forms of knowledge as well as temporal rhythmization and spatial formation.

All of this has consequences for the reform of schools and teaching, especially with regard to holistic, inclusive, participatory and sustainable education in the digital knowledge-based network society.