Teaching and learning methods

The following compilation, which is based on and expands the "Matrix for Method Planning" (Debus 2018, pdf, in German), lists some questions for reflection, that are essential for choosing the appropriate methods for teaching and learning.
The questions are both suitable for choosing a method and for reflecting on a method used - did everything go as planned? What should be adjusted the next time the method is used?:

• What is my goal of teaching, wich processes do I want to iniciate?
• What are the student's goals and learning interests?
• Does the method serve these goals?
• Am I familiar with this method, and how does it work? What is this method capable of, and what is it not?
• Do I know, what experiences other have had? Reports on particularly successfull implementation, challenges, or unintended effects?
• Do I feel confident in facilitating it? Would I be willing to participate in it myself?
• Which general conditions am I faced with - which methods can be taken into consideration to implement, which ones do not qualify for the given conditions?
• What do I need for conducting/facilitating? Thinking of time, suitable space, working materials and other resources, know-how, accessibility measures?
• Who can learn what while participating? (z.B. Sensitisation, knowledge acquisition, empowerment...)?
• Which students can easily participate? Thinking of accessibility, access to resources, prior experience, (also in terms of discrimination/ privilege) etc.
• For which students might there be difficulties in participating? Think about accessibility, access to resources, previous experience (also in terms of discrimination/privilege), etc.
• Are social power relations reproduced in or through the method? These include privilege or discrimination along "gender, sexual orientation, attachment, racialisation, ethnicisation, nationality, religion, social class, physicality, empowerment" (ibid.).
• Are there ways to deal with the identified risks in a productive way, e.g. through modification, contextualisation and transparency, alternative offers, external support, choosing a different method...?
• Does a role conflict arise when the method is used in a context where grades are assigned? How can this be dealt with?

Debus recommends varying method types according to the strengths and weaknesses analysed, and also reflecting on any role conflicts that may arise between guiding learning methods on the one hand and assessing results on the other. Basically, there is no such thing as "the perfect method" (ibid. - all translated from German).