Adaptive learning support as a key element of innovative teaching in Germany
Research output: Contributions to collected editions/works › Chapter › peer-review
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Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. ed. / Timo Ehmke; John Chi-Kin Lee. Taylor and Francis Inc., 2025. p. 13-22.
Research output: Contributions to collected editions/works › Chapter › peer-review
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RIS
TY - CHAP
T1 - Adaptive learning support as a key element of innovative teaching in Germany
AU - Lemmrich, Svenja
AU - Ehmke, Timo
AU - Reusser, Kurt
N1 - Publisher Copyright: © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.
PY - 2025/5/29
Y1 - 2025/5/29
N2 - This chapter explores the challenges and research topics surrounding innovative teaching in German-speaking countries, focusing on adaptive teaching to address the diverse needs of students in increasingly heterogeneous classrooms. The German school system promotes inclusive classrooms and a positive diversity climate, but teachers often struggle to balance multiple demands. These include (a) teaching subject-specific skills, (b) fostering transversal competencies, and (c) adapting instruction to individual learners’ needs for their optimal development. Adaptive learning, rooted in European pedagogical traditions, emphasizes personalized instruction and the teaching-learning dialogue, centring on each student. This chapter outlines the key features of adaptive learning support and examines the difficulties of implementing these strategies compared to more traditional, teacher-centred approaches.
AB - This chapter explores the challenges and research topics surrounding innovative teaching in German-speaking countries, focusing on adaptive teaching to address the diverse needs of students in increasingly heterogeneous classrooms. The German school system promotes inclusive classrooms and a positive diversity climate, but teachers often struggle to balance multiple demands. These include (a) teaching subject-specific skills, (b) fostering transversal competencies, and (c) adapting instruction to individual learners’ needs for their optimal development. Adaptive learning, rooted in European pedagogical traditions, emphasizes personalized instruction and the teaching-learning dialogue, centring on each student. This chapter outlines the key features of adaptive learning support and examines the difficulties of implementing these strategies compared to more traditional, teacher-centred approaches.
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=105005048640&partnerID=8YFLogxK
U2 - 10.4324/9781003436065-3
DO - 10.4324/9781003436065-3
M3 - Chapter
AN - SCOPUS:105005048640
SN - 9781032565521
SP - 13
EP - 22
BT - Innovative Teaching and Classroom Processes
A2 - Ehmke, Timo
A2 - Chi-Kin Lee, John
PB - Taylor and Francis Inc.
ER -