490115 VU Teaching Requirements and Implications (2016S)
Continuous assessment of course work
Labels
Please bring your own device
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 Mo 08.02.2016 12:00 to Mo 22.02.2016 12:00
- Registration is open from Fr 26.02.2016 10:30 to Th 31.03.2016 12:00
- Deregistration possible until Th 31.03.2016 12:00
Details
max. 80 participants
Language: English
Lecturers
- Elina Kuusisto
- Tobias Jussel (Student Tutor)
Classes (iCal) - next class is marked with N
Monday
04.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Thursday
07.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Friday
08.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Monday
11.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Friday
15.04.
11:30 - 16:30
Hörsaal 16 Hauptgebäude, Hochparterre, Stiege 5
Information
Aims, contents and method of the course
Assessment and permitted materials
-Portfolio: You are expected to hand in a portfolio including all study tasks processed during the study unit.
-Final examination: You should apply theoretical concepts, compare articles, and express your opinionevaluate and use what you have heard and read.
-Final examination: You should apply theoretical concepts, compare articles, and express your opinionevaluate and use what you have heard and read.
Minimum requirements and assessment criteria
Examination topics
Reading list
Bebeau, M., Rest, J., & Narvaez, D. (1999). Beyond the promise: a perspective on research in moral education. Educational Researcher, 28 (4), 1826. (Lecture 4)
Bennett, M. (1993). Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivit. In M. Paige (Ed.), Education for the Intercultural Experience (pp. 20-72). Yarmouth, ME: Intercultural Press. (Lecture 7)
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78 (1), 246263. (Lecture 6)
Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7 (3), 119128. (Lecture 5)
Rattan, A., Good, C, & Dweck, C.S. (2012). Its ok Not everyone can be good at math: Instructors with entity theory comfort (and demotivate) students. Journal of experimental psychology, 48, 731-737. (Lecture 6)
Tirri, K. (1999). Teachers perceptions of moral dilemmas at school. Journal of Moral Education, 28 (1), 3147. (Lecture 3)
Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15, 911-922. (Lecture 2)
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted, 27 (2), 119-145. (Lecture 8)
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., DMello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107 (4), 559-580. (Lecture 5)
Bennett, M. (1993). Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivit. In M. Paige (Ed.), Education for the Intercultural Experience (pp. 20-72). Yarmouth, ME: Intercultural Press. (Lecture 7)
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78 (1), 246263. (Lecture 6)
Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7 (3), 119128. (Lecture 5)
Rattan, A., Good, C, & Dweck, C.S. (2012). Its ok Not everyone can be good at math: Instructors with entity theory comfort (and demotivate) students. Journal of experimental psychology, 48, 731-737. (Lecture 6)
Tirri, K. (1999). Teachers perceptions of moral dilemmas at school. Journal of Moral Education, 28 (1), 3147. (Lecture 3)
Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15, 911-922. (Lecture 2)
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted, 27 (2), 119-145. (Lecture 8)
Yeager, D. S., Henderson, M. D., Paunesku, D., Walton, G. M., DMello, S., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107 (4), 559-580. (Lecture 5)
Association in the course directory
Last modified: We 21.04.2021 13:39
-basic knowledge about teachers moral competence and students holistic growth in school context
-preparedness to apply what they have learned to the different practices of the educational program
-The study unit consist of 25 lectures, a portfolio of study tasks, and a final examination.
-The lectures consider the following questions:
How can teachers support students holistic growth?
What are moral dilemmas in schools and how should teachers solve them?
How can teachers individualize teaching and motivate diverse students?