The workshop introduced participating teachers to the Heidelberg model of active teaching – a proven concept that combines cognitive and physical activation. Even small bursts of movement and short breaks from sitting can increase attention, improve the learning atmosphere and promote health – for students and teachers alike. In addition to a basic introduction to the methodological and didactic foundations and principles of the Heidelberg Model, course instructor Dr Robert Rupp from Heidelberg University of Education presented a wide range of movement-activating teaching methods. Over the course of three sessions, participants developed their own movement concept for their courses. This practical task is a prerequisite for receiving a certificate of participation and ensures that the content can be directly and sustainably transferred to their own teaching.
What the participants took away with them
In the workshop, teachers learned how to:
combine cognitive and physical activation during learning time,
build up a broad repertoire of movement-activating methods,
strengthen health as a co-benefit of active teaching,
distinguish between different forms of movement activation,
and energise their own courses through physical and cognitive stimuli.
The feedback showed how valuable these stimuli were: "I have done a lot of further training, but this was the best!" was the conclusion of one professor.
Significance for student health management
The SGM at HNU follows the principle that "healthy students need health-conscious teaching. Health-conscious teaching needs healthy teachers." The workshop focused precisely on this. It had two effects:
For students: More movement in seminars and lectures increases activity, concentration and well-being.
For teachers: Active teaching brings more dynamism, exchange and self-directed learning phases – and thus also reduces time pressure.
The training course thus made an important contribution to promoting health in everyday university life.
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