Mathematics

Course: Children experience learning in community

Learning within the horizon of German as a second language, inclusive didactics and communication

Admission requirements

STEOP

Semester: 6

Orientation

Diversity

Aim

Knowledge of inclusive didactics, empirical teaching research and its methodological and communication-related implications for inclusive teaching and learning settings are fundamental for day-to-day work in heterogeneous and linguistically diverse classes. Diversity-orientated approaches to educational content are developed collaboratively on the basis of the subject-specific principles - here with a particular focus on language-sensitive teaching. Testing takes place on a pedagogical-diagnostic basis in project-related, didactic development spaces, the further development of which is trialled 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.