It all started in 2013. With the simulation game “Planspiel Schullalltag”, Prof. Dr. Margarete Imhof introduced an extraordinary project at JGU: Students training to become teachers played school. They took on the role of the weary teacher or the highly engaged student teacher, the over-motivated pupil or the annoying class clown. They staged a simulation of a class scenario that could not be more realistic. The students experienced school life. This entirely new concept, developed by Prof. Dr. Ulrike Starker at the Department of Educational Research at the University of Bamberg, was a great success in Mainz from the get-go.

Imhof, who had established the Department of Psychology in Educational Science at the Institute of Psychology at JGU since 2008, adapted this new approach to the needs of JGU. She developed an offer that could be described as compact in more ways than one: The entire material, including the assignment of roles, class registers and teaching aids all fitted in one big metal suitcase. When this suitcase was opened, the “Planspiel Schullalltag” began. Imhof wanted to further develop this project and had more than enough ideas for that. “We could also introduce a pupil with special educational needs, for example”, was an idea she pondered at the time. Inclusion could be a topic that could add another valuable perspective to the simulation.

The simulation growths and is being updated

About ten years later, Imhof welcomes guests in her office: Dr. Maria Theresa Meßner of Technical University of Darmstadt and Dr. Silke Haas of Goethe University Frankfurt have come to Mainz. The three women want to make an interim assessment and give an update as to what has become of the simulation game, because, in fact, a lot has happened since the early days. The strategic alliance of the Rhine-Main Universities (RMU) established in 2015 resulted in a number of cooperation projects between Frankfurt, Darmstadt and Mainz. One of them is “PlanL – Planspiele in der Lehrkräfteausbildung” (simulation games in teacher training), which started in December 2023.

“It turned out that both in Darmstadt and in Frankfurt there were people enthusiastic about simulation games – and they came from very different departments and faculties”, reports Imhof, looking at her visitors. Haas from the Institute of Sports Science at Goethe University takes over, adding: “I represent teaching methodology there.” Meßner adds: “And I am working in the Research Group School Education within the Context of Heterogeneity at Technical University of Darmstadt”. Prof. Dr. Katja Adl-Amini, who is in charge of PlanL and focuses on inclusion , is teaching there. “She ensured that this aspect was given more attention to in our joint project”. 

“I always liked ‘Planspiel’, but it had become a bit long in the tooth”, admits Imhof. “We wanted to overhaul it.” “First of all, we added new roles, to give greater attention to topics such as racism, gender diversity or highly gifted pupils, in addition to inclusion”, says Meßmer. Apart from new pupil roles, they also added roles such as special needs support staff or school social workers. “In this way, we can now also simulate multiprofessional teams.” A fictional school has been established as a framework setting, with its own website and digital teaching materials. 

Moreover, a second phase was added to the simulation game, in which the students simulate a class panel to discuss options to further develop school and classes. The aim is to play school as it could be and, in doing so, reconsider one’s own basic assumptions. Significant contributions to this process came from student assistants and teachers delegated to this project. 

Digital, modular and flexible

“In another important step, we developed a digital learning unit in which the simulation game is reproduced on the Moodle learning platform”, says Imhof. All the essentials for the “new ever-day school life” are available there. Haas states: “The material has become highly nuanced to cater for various needs. In Frankfurt, we use it to simulate PE classes which, to a large extent, still take place as in-person classes. In other subjects, digital media plays a more important role. We cover all these aspects.”

Imhof explains: “The simulation game has become more flexible. With the digital version, we can assemble our materials easily based on the topic at hand. In this way, we can create an even more realistic scenario.” “Meßner emphasizes: “The modular approach enable us to use PlanL at all three universities.” “We have set up a basis that can be applied to all three fields – pedagogic psychology, school pedagogics and teaching methodology in sports.” That all teachers and students can work together on a digital inventory of materials also shows how valuable it is if the three universities pool their expertise. 

“Here in Hesse, we have combined PlanL with the newly introduced internship semester”, says Haas. “All students training to become teachers participate in a preparatory session in which we integrate our simulation game. This is significantly more ambitious than our current use, but we can built on our particular strength of combining theory and practice.”

“In Mainz, the simulation game has become standard practice”, adds Imhof. “It takes place once per semester and is always in high demand, even though it is not part of the mandatory program: students can also choose to participate in a normal proseminar. However, our students want to gain more practical experience, we hear that over and over again, and PlanL offers this practical experience.” All parties involved agree on this. 

An invitation to change perspective

“We had a great basis for PlanL, because we could bring so many different perspectives to the table”, explains Meßner. “The fact that we come from different fields was not only beneficial to the project. We also learned a lot from each other.” For one year, PlanL was supported by the RMU Initiative Funding for Teaching. “This is the usual funding period. However, I hope that we can make our project a fixture at all three universities.”

There is no shortage of plans: “PlanL enable us to integrate suggestions and ideas that emerge during the simulation into our materials on an ongoing basis”, says Haas. “For example, we could introduce the idea that it is possible to change school, that class rooms can be rearranged and that timetables can be reorganized. There is room to shape the concept of school.” Meßner adds: “We want to encourage participants to change their perspective. Our simulation game is perfect for this and will continue to be a great addition to teacher training at all three universities within the RMU in the future.”

German text: Gerd Blase