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Course: Children enter into dialogue with the world
Enabling spaces for the (subject) didactic development of teaching–learning scenarios
Admission requirements
none
Semester: 7
Orientation
Cultural techniques
Focus
Inclusion creates community
Aim
In terms of the theory-practice nexus, students develop and test diversity-sensitive teaching–learning scenarios with reference to their subject didactic knowledge. This takes place in didactic testing spaces in which students can apply, discuss, and reflect on the (subject) didactic knowledge they have acquired in the course of their studies for open and common scenarios. Project-oriented work and Universal Design for Learning receive special attention here.
Content
- Research-based analysis of published teaching-learning-scenarios on procedures for language-sensitive teaching and CLIL
- Analysis of mathematical tasks
- Examination of teaching-learning-scenarios in the teaching of other subjects (subject matter, creative subjects, sport, digital education)
- Independent, curriculum-related conception of diversity-sensitive teaching-learning-scenarios in one of the aforementioned contexts or across contexts with a focus on learning opportunities
- Documentation of the designed teaching-learning-scenarios, taking into account educational and technical language, technical didactic, and technical content criteria
- Evaluation criteria and evaluation of the designed teaching-learning-scenarios with regard to accessibility and educational goals
- Joint further development of the designed teaching-learning-scenarios with peers and, if applicable, subject didacticians
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