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Course: Children are gifted
Holistic promotion of giftedness
Admission requirements
STEOP, at least 100 ECTS-CP
Semester: 7
Orientation
Diversity
Focus
Learning coaching
Aim
Based on the individuality of learning starting points, students examine educational coaching from the perspective of a holistic view of giftedness. They gain insight into pedagogical diagnostic and support planning under the aspect of inclusion. This builds skills in designing learning environments for difference-sensitive learning. Within this framework, social, linguistic, ethnic, and cultural diversity should be given appreciative and resource-focused attention.
Content
- Giftedness and life perspective: Locating and screening different areas of giftedness
- Understanding giftedness education in a holistic perspective
- Coaching for the development of an individual biographical educational perspective, including practical testing within the framework of a self-responsible project
- Participation of pupils in the design of teaching–learning processes
- Design and adaptation of learning environments in order to enable difference-sensitive learning (e.g. Universal Design for Learning)
- Methods of school-based promotion: overview of evidence-based support programmes in the spectrum of holistic support for giftedness
- Application and lesson-related evaluation of selected subject didactic support offers in the learning fields of mathematics, German, and English
show detailsshow lessLearning outcomes/skills
The graduates ...
- use a broad concept of giftedness and are able to identify giftedness against the life perspective background of the pupils
- can understand promotion and encouragement of pupils as a holistic process
- are able to select and apply instruments for the localisation of individual learning starting points
- can interact cooperatively with institutions and municipal bodies in the educational environment within the framework of the third mission of the higher education institution
- can offer coaching based on practical experience in a self-responsible project and theory-based and reflectively acquired knowledge, which is oriented towards the design of individual educational perspectives for the pupils
- are able to recognise the diversity of learners as an opportunity and to design teaching–learning processes in a participatory manner
- can design learning spaces and environments in a differentiation-sensitive way so that both individual spaces of retreat and opportunities for interaction are created
- can select and implement evidence-based support programmes on the basis of in-depth application knowledge
- are able to evaluate the applied support measures in a situative context.
Supra-subject and transversal skills
- Entrepreneurship Education
- Educational, vocational, and life orientation
- Diversity/inclusion
Teaching and learning methods
- Seminar work with workshop character
Languages
German, English
Semester hours per week
3
ECTS-AP
5
Category
Focus
Type of course
Teaching/learning workshop (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance
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