Course:
Children thrive in inclusive learning spaces
Inclusion-based consideration and discussion of diverse learning spaces
Admission requirements
STEOP, at least 100 ECTS-CP
Semester: 8
Orientation
Diversity
Focus
Inclusion creates community
Aim
Excursions to institutions, organisations and schools are carried out using a research-based inclusive approach that aims to achieve a diverse perspective on both learners and teaching staff. Learning spaces are created or adapted by analysing teaching-learning situations on the basis of criteria. In this context, students achieve a higher level of competence through theory-led reflection and discussion, which enables them to take well-founded and learner-orientated pedagogical action. Particular emphasis is placed on visualising an understanding of roles that is sensitive to diversity.
Content
- Institutions and organisations: Service Learning
- Excursion and in-depth study of criteria-led observation
- School concepts - a research-based inclusive look behind the scenes
- Teaching concepts - criteria-based observation & theory-based reflection
- Co-construction of inclusive learning spaces with a focus on potential
- Diversity-sensitive understanding of the profession
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
- Diversity/inclusion
- Intercultural education/multilingualism
- Reflexive gender pedagogy and gender equality
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
Seminar (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance
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