Gestern hatte ich zum ersten Mal meinen Kurs „Introduction to the History of the English Language“ und mein eurolinguistisches Seminar „Intercultural and Intracultural Communication in Europe“. In beiden Kursen arbeite ich mit Portfolios. Dieses vorgeschlagene System aus festen Bestandteilen (Reflexion über Lernfortschritt + Sitzungsgestaltung bzw. Hausarbeit) und aus einem Katalog frei wählbaren Elementen (zum Trainieren unterschiedlicher Kompetenzen) kam bei den Studierenden gut an.
Ich habe schon vor einem Jahr in einem sprachhistorischen Seminar an der Uni Freiburg (wo ich eine Lehrstuhlvertretung wahrgenommen habe) das Portfolio eingesetzt. Aus einem Angebot von 20 kleineren Leistungsnachweisen sollten die Studierenden 6 auswählen. Pflicht waren nur die Leitung einer Sitzung und das Verfassen einer Lernbiographie. Aus vier dieser Lernbiographien will ich kurz zitieren:
- “It was definitely important to interact with class students and see that we could sometimes develop ideas together or bring together our solutions and from time to time there was the ‘Aha-Effect’.”
- “At the beginning of the class I found it hard to follow the learning method of the course, which included a practical use of theory that we had only learned in introduction courses and never reflected about …. However, after some lessons which were rather hard to follow the weekly preparatory work started to have its positive effect.”
- “When I started my studies of English language and literature, I found it strange that I would have to take courses on diachronic [= historical] linguistics. It would not occur to me why somebody who wants to become a teacher and teach their students Present Day English should study obsolete stages of the English language. …. After having completed our course, …. I think that many of the issues we discussed could prove useful for the classroom. …. I found it particularly interesting to see how, when nobody had found an answer to a particular question, venturing more or less ‘wild’ guesses often made us find the right answer together.”
- “I think it became obvious that in the beginning of the semester we had a lot of problems, because the type of questions that we had to deal with was totally new to most of us, but in the course of the semester we got used to them and made good progress. In the last lesson we were able to answer most of the questions without special preparation only on the basis of what we learned in the seminar. …. I am glad that I took the seminar, because I think that I really learned something useful.”
Das hat mich ermuntert, Portfolios auch noch für andere Kurse zu kreieren.