Definition
The word choreography is derived from the Greek word choreia and the French – graphie. Choreia means “dance” and graphein, “to write, to describe.” Choreography is “the art of symbolically representing dancing.”
Choreographies of school learning are a metaphor to identify the complexity of the real interactions in the classroom. The choreography consists of a certain sequence of dance steps, which correspond to the learning steps. However, the dancer, here the learner, has a whole palette of free artistic elements, which she or he may insert and apply herself or himself.
The learner himself or herself must shape and understand the deep structure of the learning contents (music). This way, the metaphor emphasizes the dynamic, which appears in complex patterns. Behaviorism taught us that single variables have linear effects. Therefore, teaching research has tried to isolate and define characteristic features...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bauch-Schremmer, C. H. (1993). Untersuchungen zu den Choreographien unterrichtlichen Lernens bei Oser – Über die Kombinierbarkeit der Basismodelle. Wissenschaftliche (interne) Arbeit an der Pädagogischen Hochschule Ludwigsburg.
Bereiter, C., & Scardamalia, M. (2006). Education for the Knowledge Age: Design-Centered Models of Teaching and Instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (pp. 695–713). Maywah, NJ: Lawrence Erlbaum Associates.
Charness, N., Tuffiash, M., Krampe, R., Reingold, E. & Vasyukova, E. (2005). The Role of Deliberate Practice in Chess Expertise. Applied Cognitive Psychology, 19, 151–165.
Entwistle, N. (2000). Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. Paper presented at the TLRP Conference, Leicester, UK. Retrieved March 17, 2011, from http://www.tlrp.org/acadpub/Entwistle2000.pdf
Fischler, H., Schröder, H.-J., Tonhäuser, C., & Zedler, P. (2002). Unterrichtsskripts und Lehrerexpertise: Bedingungen ihrer Modifikation. Zeitschrift für Pädagogik, 45, 157–172.
Haenni, S. (1996). Das Motilitätsmodell. Dissertation am Pädagogischen Institut der Universität Freiburg/Schweiz. Teildruck. Freiburg.
Hattie, J. A. C. (2009). Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
Oser, F. (1993). Sichtstruktur und Basismodelle des Unterrichts: Über den Zusammenhang von Lehren und Lernen unter dem Gesichtspunkt psychologischer Lernverläufe. Unterlagen zum gleichnamigen Vortrag auf der 49. Tagung der AEPF in Wien.
Oser, F. (2006). Das Lob der Unvollendetheit: Hans Aebli’s Glaube an operative Veränderung. In M. Baer, M. Fuchs, P. Füglister, K. Reusser, & H. Wyss, (Eds.), Didaktik auf psychologischer Grundlage. Von Hans Aeblis kognitionspsychologischer Didaktik zur modernen Lehr – und Lernforschung. Bern: h.e.p.
Oser, F. K., & Baeriswyl, F. J. (2001). Choreographies of teaching: Bridging instruction to learning. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington: American Educational Research Association.
Oser, F., & Patry, J.-L. (1990). Choreographien unterrichtlichen Lernens. Basismodelle des Unterrichts. Berichte zur Erziehungswissenschaft, Nr. 89. Pädagogisches Institut der Universität Freiburg (Schweiz).
Oser, F., Patry, J.-L., Elsässer, T., Sarasin, S., & Wagner, B. (1997). Choreographien unterrichtlichen Lernens. Schlussbericht an den Schweizerischen Nationalfonds zur Förderung der wissenschaftlichen Forschung. Projekt 1113-042353.94/1. Bern.
Resnick, L. B. (1991). Shared cognition: Thinking as social practice. In L. B. Resnick, J. M. Levin, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1–20). Washington, DC: American Psychological Association.
Seidel, T. (2003). Lehr-Lernskripts im Unterricht. Münster: Waxmann.
Seidel, T., & Shavelson, R. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499.
Wagner, B. (1999). Lernen aus der Sicht der Lernenden. Frankfurt a Main: Peter Lang.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media, LLC
About this entry
Cite this entry
Baeriswyl, F. (2012). Choreographies of School Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_21
Download citation
DOI: https://doi.org/10.1007/978-1-4419-1428-6_21
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-1427-9
Online ISBN: 978-1-4419-1428-6
eBook Packages: Humanities, Social Sciences and Law