Main content:
Inclusive pedagogy
Course: Children are your counterpart
Adaptive teaching design in the inclusive learning space
Admission requirements
STEOP, at least 100 ECTS-CP
Semester: 7
Orientation
Practical pedagogical studies (PPS)
Focus
Inclusive pedagogy
Aim
Adaptive teaching derives its design from the class composition in terms of individual and learning-relevant prerequisites and the interactions between teacher and learners. Students test subject-specific and didactic-methodical skills in heterogeneous settings in practice and further develop their pedagogical action with regard to the perception of heterogeneity and resource orientation through critical reflection. One’s own professional actions with regard to the needs of learners and social interactions in groups are critically reflected and evaluated.
Content
- Adaptive planning and design of lessons in special teaching–learning settings (teaching practice)
- Individual support adapted to the learning biography in different settings and learning spaces (teaching practice)
- Design of cooperative and inclusive learning scenarios
- Co-teaching: Students - Mentor; Students - Students (teaching practice)
- Analysis of social processes within the teaching–learning environment
- Research-based learning as a tool for adaptive teaching
- Theory-based teaching evaluation
- Pedagogical–therapeutic support systems in practice
show detailsshow lessLearning outcomes/skills
The graduates ...
- are able to design teaching–learning arrangements in small and large learning settings, taking into account the heterogeneity of the learners and their learning processes, and adaptively create appropriate access to educational content (teaching practice)
- can derive, plan, implement, and reflect on support concepts from diagnostic results (teaching practice)
- are able to analyse pedagogical situations at school in a criterion-led and data-supported manner and to include them in their teaching activities (teaching practice)
- are able to perceive learners individually, to recognise their learning starting points, and to derive support possibilities from this
- can shape social relationships on the basis of empathy, appreciation, and respect (teaching practice)
- are able to orientate pedagogical action on the image of the child as an "actor in their development"
- are able to design, implement, and analyse inclusive lessons in a team (teaching practice)
are able to reflexively analyse their lesson design and expand and optimise their own repertoire of actions as a result
- can reflect on the development of their teacher personality and their pedagogical self-conception individually and in peer-to-peer dialogue
- are able to recognise motivational, social-emotional, and interactive processes within the group of pupils and to react to them constructively (teaching practice)
- are able to apply theory-based subject knowledge and results of personal reflection to the respective individual teaching–learning situation (teaching practice)
- can give constructive-critical developmental feedback on the activities of learners and put it into the context of their own teaching.
Supra-subject and transversal skills
- Language education
- Intercultural education/multilingualism
- 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
participated with/without success
Performance records
- Oral partial performance
- Written partial performance
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