Main content:
Educational sciences
Course: Children grow beyond themselves
Learning in the horizon of life and dialogue worlds
Admission requirements
STEOP
Semester: 3
Orientation
Diversity
Aim
The individual lifeworld of the children is essential for the educational process. Individual and collective learning opportunities need to be considered ecosystemically in order to ensure participation and equity. The students deal with issues of communication, diagnostics of different learning performances, and behaviours in the classroom and can use supportive performance assessment to plan individual learning opportunities and organise joint learning situations.
Content
- Discourses in educational science on learning starting points, learning biographies, and participation
- Educational science fundamentals of data-based observation procedures and formative diagnostic possibilities
- Fundamentals of giftedness research
- Prejudice-conscious learning assessment as well as performance assessment and evaluation; assessment of learning - assessment for learning
- Heterogeneity and intersectionality; identification of barriers and resources in the context of learning and participation
- Language for all: Inclusive communication and language systems and assistive technologies
- Professional communication, cooperation, and consultation
- Guidance of transition processes
show detailsshow lessLearning outcomes/skills
The graduates ...
- are able to reflect on individual learning prerequisites (in a broad understanding of inclusion), learning starting points, and learning processes as an interplay of processes of perception, motor skills, language, and the thinking of learners in a theory-based manner
- have knowledge of diagnostics (learning status and process diagnostics as well as giftedness diagnostics; test-theoretical backgrounds; differentiation between formal and informal diagnostic procedures) as well as skill-oriented performance assessment and evaluation (e.g. educational standards) and (innovative) approaches to performance assessment that promote learning
- can analyse and critically discuss observation data from planned and unplanned learning situations, results from qualitative individual learning level diagnostics, development documentation, and individual support plans, place diagnostic conclusions in a situationally adapted frame of reference, and reflect on them as well as use them for the design of inclusive individual learning settings ("Zone of current and next development")
- can recognise the behaviour and performance of pupils in the holistic context of individual life situations and histories and plan and evaluate learning environments with regard to the differences and prior knowledge of the learners
- can adapt their lesson planning to the respective cognitive, motivational, emotional, and social preconditions of the learners in a diversity-sensitive manner and reflect on how these preconditions influence the learning process
- are familiar with the basics of alternative communication systems such as Austrian sign language, augmentative and alternative communication (including assistive technologies), and simple language and, after exemplary familiarisation, can use these to support individual and joint communication to remove barriers in both the learning context and social context.
- are familiar with documentation and feedback possibilities on learning and development processes and can, on this basis, give learners, parents, and educational partners supportive, appreciative, and professional feedback and communicate in an advisory capacity
- can describe transition processes and the associated aspects.
Supra-subject and transversal skills
- Educational, vocational, and life orientation
- Social-emotional learning
- Diversity/inclusion
Teaching and learning methods
- Lecture with integrated exercises
Languages
German, English
Semester hours per week
3
ECTS-AP
5
Category
Fundamentals of educational science
Type of course
Lecture with workshop (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance
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