Abstract
Potential-Focused Learning is based on constructivist concepts and concentrates on the ‘patterns of construction of learning relevant realities’ and the ‘self-organisation’ of individuals and systems. On the basis of constructivism we will present in this article a new dynamic concept of potentials and ‘positive differences’ that expand the perception of teachers and students with regards to favourable learning steps and thus their scope of action. The approaches of potential-focused learning are theoretically underpinned throughout this article. The effects of dynamic concepts on teaching design and the prerequisites for potential-focused learning are discussed by describing the essential elements of learning designs in potential-oriented teaching such as organisational frameworks, potential-focused performance assessment and the meaningful task development of learners. First empirical studies show the positive effects of potential-oriented teaching on ‘autonomy’ and ‘intrinsic motivation’ of learners.