Self-discovery learning overwhelms children

Mrs Stern, one child's learning material just flies at them, while the other has to cram for hours on end. Why are there such big differences?

We should not underestimate the genetic differences in intelligence that can also be found between siblings. But genetic variations do not automatically translate one-to-one into learning outcomes. Everyone can and everyone must learn. Depending on the goal that is set, every child can experience success or reach their limits.

You argue in favour of creating as many learning opportunities as possible to make it easier for all children to acquire skills. How can this be achieved both at home and at school?

We need to enable competences to be experienced by setting learning objectives at different levels. Learning opportunities should be so open that different pupils can learn different things from the same activities. The learning opportunities must be geared towards the minimum requirements: What should everyone be able to do when they obtain a certain qualification?

Semi-structured assignments achieve the highest learning effectiveness for all age groups.

It is important to consider in advance what performance beyond the minimum requirements looks like and at the same time be open to excellence. It is important for both teachers and parents not to rush into a rigid picture of the children's competences - in any direction.

You have been researching the prerequisites for successful learning in maths and science subjects for more than 30 years. What specifically characterises effective learning in the classroom?

Above all, he should offer cognitively activating assignments and tasks that make learners think. It is important that routines that are not half-understood or not understood at all are not practised. If the latter happens, learners will not be able to transfer their knowledge to new situations - which is the aim of learning at school. It is true for all age groups that semi-structured tasks are the most effective for learning. Self-discovery learning generally overtaxes children, and too much structure prevents them from thinking independently.