Project EULe

Successful Teaching with Learning Progress Diagnostics

Pupils can have very different learning levels and learning needs. In order to respond appropriately to this heterogeneity and to provide individualised support to learners, adaptive teaching is required, which adapts to the learning progression. Learning progression diagnostics (LVD) provides a basis for adaptive teaching and data-based support approaches. However, the implementation of adaptive teaching based on LVD is not trivial: for example, teachers need the appropriate skills and schools need structures to support long-term implementation. This is where the EULe project comes in. School-specific, data-based and adaptive support concepts based on LVD will be developed and implemented in 10 primary schools in North Rhine-Westphalia.

The aim is to ensure that the LVD is implemented and used in the long term, even after the end of the project. This will be achieved in particular by providing support and guidance to schools in developing the necessary structures, by providing tailor-made materials that have been proven to be effective and by training teachers. Scientific recommendations for the implementation of LVD and school resource-oriented support concepts will be derived from the project results.