200094 SE Anwendungsseminar: Entwicklung und Bildung (2022S)
Umgang mit positiven und negativen Emotionen im Lern- und Leistungskontext
Continuous assessment of course work
Labels
REMOTE
Anwendungsseminare können nur für das Pflichtmodul B verwendet werden! Eine Verwendung für das Modul A4 Freie Fächer ist nicht möglich.
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 We 02.02.2022 09:00 to We 23.02.2022 09:00
- Deregistration possible until Fr 04.03.2022 09:00
Details
max. 20 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
The lecture takes place exclusively in digital form.
- Wednesday 09.03. 15:00 - 16:30 Digital
- Wednesday 16.03. 15:00 - 16:30 Digital
- Wednesday 23.03. 15:00 - 16:30 Digital
- Wednesday 30.03. 15:00 - 16:30 Digital
- Wednesday 06.04. 15:00 - 16:30 Digital
- Wednesday 27.04. 15:00 - 16:30 Digital
- Wednesday 04.05. 15:00 - 16:30 Digital
- Wednesday 11.05. 15:00 - 16:30 Digital
- Wednesday 18.05. 15:00 - 16:30 Digital
- Wednesday 25.05. 15:00 - 16:30 Digital
- Wednesday 01.06. 15:00 - 16:30 Digital
- Wednesday 08.06. 15:00 - 16:30 Digital
- Wednesday 15.06. 15:00 - 16:30 Digital
- Wednesday 22.06. 15:00 - 16:30 Digital
- Wednesday 29.06. 15:00 - 16:30 Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
1. attendance (always, except in case of illness or justified excuse) - important, among other things, because of discussion and feedback; only applies if the camera is switched on
2. (reading of texts / cooperation) - important, among other things, to be able to classify the presentations
3. presentation of a topic (individual and group evaluation) [10% El-T/ 20% individual/20% group]]
4. application texts on 2 topics, each 2 x 3 pages (individual evaluation) [50%].Points 3 and 4 must be positive in order to complete the course.
2. (reading of texts / cooperation) - important, among other things, to be able to classify the presentations
3. presentation of a topic (individual and group evaluation) [10% El-T/ 20% individual/20% group]]
4. application texts on 2 topics, each 2 x 3 pages (individual evaluation) [50%].Points 3 and 4 must be positive in order to complete the course.
Minimum requirements and assessment criteria
Elevator talk - each person in the group individually.
- Duration: 2 minutes (+- 15 seconds; stop after 2 minutes 15 seconds)
- Also possible as video presentation - recommended for digital form
- Concise verbal overview of the topic (entire chapter in the book)
- Concentration on the essentials (focus without being too selective)
- Attractively designed - especially the introduction and conclusion
- Comprehensible and clear in its message
- No use of materials and illustrations - purely verbal
- Overview central
- Pay attention to facial expressions/gestures/body posturePresentation/Video
- Duration: 30 minutes (+/- 5 minutes; stop after 35 minutes)
- Concise overview of topic by small group
- State the most important aspects of the topic (focus without being too selective)
- Style: concise, descriptive, stimulating, inspiring, creative, arousing curiosity, promoting positive emotions, appropriate to the target audience and possibly interactive and possibly using media
- Knowledge transfer central
- Part of the presentation: application in practice (practical seminar - approx. 50% of the presentation)
- Followed by discussion - 20-30 minutes - prepare discussion questionsApplication texts
- Working on 2 topics (2 chapters from the book - emphasis important)
- Introduction to each topic; focus on the essentials (brief) - 1 page each.
- Application: Exercises that can be explained and performed concretely - 2 pages each.
- Appealing and creatively designed
- Size: guideline Times New Roman 12 / line spacing 1.5Feedback
- At the end of each session - for presentation and elevator talk
- Feedback to the group and to individuals
- Basis: feedback sheet / target, ...
- Written feedback (sheet) for the group (anonymized)
- Oral feedback after the presentations
- Basically: constructive feedback with regard to improvements
- Duration: 2 minutes (+- 15 seconds; stop after 2 minutes 15 seconds)
- Also possible as video presentation - recommended for digital form
- Concise verbal overview of the topic (entire chapter in the book)
- Concentration on the essentials (focus without being too selective)
- Attractively designed - especially the introduction and conclusion
- Comprehensible and clear in its message
- No use of materials and illustrations - purely verbal
- Overview central
- Pay attention to facial expressions/gestures/body posturePresentation/Video
- Duration: 30 minutes (+/- 5 minutes; stop after 35 minutes)
- Concise overview of topic by small group
- State the most important aspects of the topic (focus without being too selective)
- Style: concise, descriptive, stimulating, inspiring, creative, arousing curiosity, promoting positive emotions, appropriate to the target audience and possibly interactive and possibly using media
- Knowledge transfer central
- Part of the presentation: application in practice (practical seminar - approx. 50% of the presentation)
- Followed by discussion - 20-30 minutes - prepare discussion questionsApplication texts
- Working on 2 topics (2 chapters from the book - emphasis important)
- Introduction to each topic; focus on the essentials (brief) - 1 page each.
- Application: Exercises that can be explained and performed concretely - 2 pages each.
- Appealing and creatively designed
- Size: guideline Times New Roman 12 / line spacing 1.5Feedback
- At the end of each session - for presentation and elevator talk
- Feedback to the group and to individuals
- Basis: feedback sheet / target, ...
- Written feedback (sheet) for the group (anonymized)
- Oral feedback after the presentations
- Basically: constructive feedback with regard to improvements
Examination topics
No exam.
Reading list
Basisliteratur – bitte alle lesen – zentral für das Seminar:
Pekrun, R., Muis, K. R., Frenzel, A. C., & Goetz, T. (2018). Emotions at School. New York: Routledge.Weiterführende Literatur – bei individuellem Interesse
Donker, M., van Gog, T., Goetz, T., Roos, A.-L., & Mainhard, T. (2020). Associations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions. Contemporary Educational Psychology, 63, 101906. doi:10.1016/j.cedpsych.2020.101906Frenzel, A. C., & Goetz, T. (2018). Emotionen im Lern- und Leistungskontext. In D. H. Rost, J. R. Sparfeldt & S. R. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (5. Auflage, S. 109-118). Weinheim: Beltz.Frenzel, A. C., Goetz, T., & Pekrun, R. (2020). Emotionen. In E. Wild & J. Möller (Hrsg.), Pädagogische Psychologie (3., vollständig überarbeitete und aktualisierte Auflage, S. 211-234). Heidelberg: Springer.Frenzel, A. C., Götz, T., & Pekrun, R. (2019). Emotionen und Unterricht. In E. Kiel, B. Herzig, U. Maier & U. Sandfuchs, Handbuch Unterrichten an allgemeinbildenden Schulen (S. 284-294). Bad Heilbrunn: Verlag Julius Klinkhardt (UTB).Goetz, T. & Hall, N. C. (2020). Emotion and achievement in the classroom. In J. Hattie and E. M. Anderman (Eds.), Visible Learning Guide to Student Achievement (pp. 145-152). New York: Routledge.Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A, & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71, 101349. doi:10.1016/j.learninstruc.2020.101349Goetz, T., Keller, M. M., Lüdtke, O., Nett, U. E., & Lipnevich, A. A. (2020). The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions. Journal of Educational Psychology, 112 (6), 1243-1260. doi:10.1037/edu0000415Krannich, M. & Götz, T. (2021). Langeweile und Kreativität im Lern- und Leistungskontext. In C. Rubach & R. Lazarides (Hrsg.), Emotionen in Schule und Unterricht. Leverkusen-Opladen: Verlag Barbara Budrich.Pekrun, R. (2018). Control-value theory: A social-cognitive approach to achievement emotions. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited 2: A volume of research on sociocultural influences on motivation and learning (pp. 162–190). Information Age Publishing.Pekrun, R. (2021). Self-appraisals and emotions: A generalized control-value approach. In T. Dicke, F. Guay, H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research. Self: A multidisciplinary concept (pp. 1–30). Information Age Publishing.
Pekrun, R., Muis, K. R., Frenzel, A. C., & Goetz, T. (2018). Emotions at School. New York: Routledge.Weiterführende Literatur – bei individuellem Interesse
Donker, M., van Gog, T., Goetz, T., Roos, A.-L., & Mainhard, T. (2020). Associations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions. Contemporary Educational Psychology, 63, 101906. doi:10.1016/j.cedpsych.2020.101906Frenzel, A. C., & Goetz, T. (2018). Emotionen im Lern- und Leistungskontext. In D. H. Rost, J. R. Sparfeldt & S. R. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (5. Auflage, S. 109-118). Weinheim: Beltz.Frenzel, A. C., Goetz, T., & Pekrun, R. (2020). Emotionen. In E. Wild & J. Möller (Hrsg.), Pädagogische Psychologie (3., vollständig überarbeitete und aktualisierte Auflage, S. 211-234). Heidelberg: Springer.Frenzel, A. C., Götz, T., & Pekrun, R. (2019). Emotionen und Unterricht. In E. Kiel, B. Herzig, U. Maier & U. Sandfuchs, Handbuch Unterrichten an allgemeinbildenden Schulen (S. 284-294). Bad Heilbrunn: Verlag Julius Klinkhardt (UTB).Goetz, T. & Hall, N. C. (2020). Emotion and achievement in the classroom. In J. Hattie and E. M. Anderman (Eds.), Visible Learning Guide to Student Achievement (pp. 145-152). New York: Routledge.Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A, & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71, 101349. doi:10.1016/j.learninstruc.2020.101349Goetz, T., Keller, M. M., Lüdtke, O., Nett, U. E., & Lipnevich, A. A. (2020). The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions. Journal of Educational Psychology, 112 (6), 1243-1260. doi:10.1037/edu0000415Krannich, M. & Götz, T. (2021). Langeweile und Kreativität im Lern- und Leistungskontext. In C. Rubach & R. Lazarides (Hrsg.), Emotionen in Schule und Unterricht. Leverkusen-Opladen: Verlag Barbara Budrich.Pekrun, R. (2018). Control-value theory: A social-cognitive approach to achievement emotions. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited 2: A volume of research on sociocultural influences on motivation and learning (pp. 162–190). Information Age Publishing.Pekrun, R. (2021). Self-appraisals and emotions: A generalized control-value approach. In T. Dicke, F. Guay, H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research. Self: A multidisciplinary concept (pp. 1–30). Information Age Publishing.
Association in the course directory
Last modified: Th 11.05.2023 11:27
- Knowledge of different methods of recording emotions
- Being able to recognize and classify effects of emotions in everyday life
- Being able to recognize and classify causes of emotions in everyday life
- Know and be able to apply strategies of emotion regulation.
- To be able to recognize and classify emotions of teachers