Main content:
General studies
Course: Children experience learning in community
Learning in the horizon of inclusive didactics and communication
Admission requirements
STEOP
Semester: 6
Orientation
Diversity
Aim
Knowledge of inclusive didactics, empirical classroom research, and its methodological and communication-related implications for inclusive teaching–learning settings are fundamental for the daily work in heterogeneous (e.g. linguistically diverse) classes. Starting from the subject-specific foundations of the educational areas, diversity-oriented approaches to educational content are worked out collaboratively in an interdisciplinary network. Testing takes place in project-related, didactic development spaces, where their further development is outlined with experts.
Content
- Theoretical framework of inclusive action: Models of inclusive didactics
- Scientific foundation of inclusive action: Findings from classroom research with a focus on the subject areas mentioned under objectives and their implications for teaching in heterogeneous groups
- Institutional framework of inclusive action: legal framework conditions of inclusion using the example of school-based language support (in particular, speech therapy education, German as a second language support models, and native language instruction)
- Learning biographical prerequisites and responses to inclusive action: Scenarios of first and second language acquisition in a holistic, interdisciplinary perspective - Needs, strategies, milestones
- Life-world experiences of inclusive action: Linguistic–communicative growth in everyday school and family life
- Consistent language education as an inclusive task in all subjects: Communication promotion, language role models and tandems, cooperative teaching–learning forms
- Cooperative development and design in inclusive action: Forms of work, learning materials, procedures of mutual learning, professional learning communities and their dynamics
- Multi-perspective planning and organisation of learning in heterogeneous groups: Co-planning and co-teaching of interdisciplinary teaching–learning settings from mathematics, language/s, and Anthropocene/general studies in project-based, didactic development spaces.
show detailsshow lessLearning outcomes/skills
The graduates ...
- are familiar with the fundamentals of inclusive and general didactics as well as their building blocks (relationships and teams, democratic school, qualifying school, all-day school with rhythmisation, supportive learning environment, learners with special needs, differentiated assessment, school architecture, counselling, supervision, and evaluation) and can analyse and reflect on these in the context of teaching experiences and/or video documentation
- are able to justify the didactic decisions of planning, designing, and evaluating learning settings for heterogeneous learning groups in joint teaching with regard to the results of empirical teaching research, legal framework conditions and individual learning prerequisites, and needs and requirements and to reflect on them using the example of language support
- can consider strategies and milestones of first and second language acquisition in the planning of inclusive lessons (interdisciplinary)
- reflect on first and second language acquisition as a holistic development process in school and family and can formulate strategies for holistic support
- can design lessons as continuous language education by creating communication occasions and offering them in cooperative learning forms as well as acting as a language role model
- can use basic knowledge about the implementation and effectiveness of cooperative forms of work and dynamics in learning communities in the design of effective teaching–learning scenarios
- are able to design basic research designs on questions related to the professional field (e.g. vignette and action research)
- have an extended diagnostic–methodical repertoire of actions in dealing with heterogeneous groups - exemplarily demonstrated in a subject domain
- are familiar with selected models of co-teaching and co-planning as constituent elements of cooperative classroom management and are able to constructively shape and plan co-teaching and co-planning
- are familiar with the principles of the Universal Design for Learning and can plan flexible learning environments.
Supra-subject and transversal skills
- Language education
- Intercultural education/multilingualism
- Social-emotional learning
- Diversity/inclusion
Teaching and learning methods
- Seminar work with workshop character
Languages
German, English
Semester hours per week
3
ECTS-AP
5
Category
Scientific discipline / subject didactics
Type of course
Teaching/learning workshop (pi)
Type of assessment
digit grade
Performance records
- Oral partial performance
- Written partial performance
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