LehrLernSituation

Lehr-Lern-Situation is a concept in pedagogy that describes the concrete, situational configuration in which teaching and learning occur. It refers to the dynamic interaction between the teacher (Lehrkraft) and the learners, the intended learning goals, the subject matter, the chosen methods and media, the social form, the learning environment, and the available time. The concept emphasizes that learning takes place in specific contexts and requires an intentional design of the situation to reach educational objectives.

Planning a Lehr-Lern-Situation involves analyzing the learners’ prior knowledge and prerequisites, formulating clear learning goals, selecting appropriate instructional forms and tasks, choosing materials and media, and defining assessment criteria. It also includes organizing roles, pacing, and the sequence of activities to support progression and feedback.

Key components typically include learning goals, content, methods, media and materials, social form, learning environment, and time. These elements are coordinated to activate learners, support autonomy, accommodate diversity, and provide opportunities for formative evaluation.

Examples of Lehr-Lern-Situationen are project-based work in vocational education, laboratory experiments in science classes, or digital learning scenarios that integrate instruction and practice. The concept is widely used in German-speaking education, in teacher education and curricular design, to connect theoretical aims with classroom practice.

In relation to theory, the Lehr-Lern-Situation is discussed within didactics and instructional design, with emphasis on aligning objectives, tasks, and assessment to promote meaningful learning and reflect constructivist principles.