180136 SE Psychology Didactics (2014W)
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Su 14.09.2014 14:00 to Mo 29.09.2014 14:00
- Deregistration possible until Fr 31.10.2014 20:00
Details
max. 30 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Monday
06.10.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
13.10.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
20.10.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
27.10.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
03.11.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
10.11.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
17.11.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
24.11.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
01.12.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
15.12.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
12.01.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
19.01.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Monday
26.01.
09:45 - 11:15
Hörsaal 3F NIG 3.Stock
Information
Aims, contents and method of the course
After a theoretical introduction to the possibilities and limits of the lesson observation the students should independently work out the criteria for teaching analysis. The students must find different methods of teaching possibilities in psychology as a homework. For each topic is assigned an appropriate teaching method, so that at the end of the semester the knowledge of about 12 different methods is possible. Since the documents will be made up in moodle, the students have a pool of twelve lesson plans.
Assessment and permitted materials
1. The presence in the seminar and the design and the presentation in moodle of the lesson with all the documentation covers about 30 percent of assessment.
2. The lesson design and the analysis of the unit held a further result about 30 percent of assessment.
3. The seminar thesis of 15 - 20 pages should consist of the entire records of the lesson. Add another hour planung individually developed an assigned from another area of psychology, the results of the classroom observation and the reflection of the seminar give 40 percent of the assessment.
2. The lesson design and the analysis of the unit held a further result about 30 percent of assessment.
3. The seminar thesis of 15 - 20 pages should consist of the entire records of the lesson. Add another hour planung individually developed an assigned from another area of psychology, the results of the classroom observation and the reflection of the seminar give 40 percent of the assessment.
Minimum requirements and assessment criteria
Students should be able to perform the assigned topics in groups of three in the three stages planning, implementation and reflection on the teaching of scientific standard. They acquire skills for this important part of their future professional activity and as a theoretical basis for knowledge. They should evaluate the teaching of the group.
Examination topics
Students should be able to perform the assigned topics in groups of three in the three stages planning, implementation and reflection on the teaching of scientific standard. They acquire skills for this important part of their future professional activity and as a theoretical basis for knowledge. They should evaluate the teaching of the group as objectively as possible and come by awarding points to a result.
Reading list
Arnold, K.-H. (2007): Unterrichtsqualität und Fachdidaktik. Klinkhardt, Bad Heilbrunn. Duit, R. (Hrsg.) (2000): Ergebnisse fachdidaktischer und psychologischer Lehr-Lern-Forschung. Institut für Pädagogik der Naturwissenschaften, Kiel. Hepting, R. (2004): Zeitgemäße Methodenkompetenz im Unterricht. Klinkhardt, Bad Heilbrunn. Meyer, H. (2009): Was ist guter Unterricht. Cornelsen Verlag Scriptor GmbH & Co, Berlin. Wiechmann, J. (2008): Zwölf Unterrichtsmethoden. Beltz Verlag, Weinheim und Basel. Jürgens, E. und Standop, Kunter, M. et al. (2011): Professionelle Kompetenz von Lehrkräften. Waxmann, Münster. J. (Hrsg.) (2010): Was ist "guter" Unterricht, Julius Klinkhardt, Bad Heilbrunn. Alle approbierten Lehrbücher.
Association in the course directory
PP 57.4.3
Last modified: Sa 08.07.2023 00:17