2) Curriculum
The course "AWAKE - Attention, Perception, Concentration, Experience - Learning According to Neuro-Science" has a modular structure. Individual courses are combined into larger, content-oriented groups. This promotes thinking and learning in larger, interconnected units of meaning.
Self-responsible and quality studies are promoted through social phases (=present study) and individual phases (=blended learning and self-study) as well as a final academic thesis.
The proportions of the work required in each case are shown with EC. The applied forms of teaching and learning are geared towards the acquisition of competences related to the professional field and individual competences (professional, methodological, personal and social competences). In particular, the ability to implement theory and practice in new situations of action is promoted and the basis for constant professionalisation is created.
2.1 Study structure and EC grid
Semester | 1 | 2 | 3 | Total |
---|---|---|---|---|
Educational Sciences | 0,5 | 1 | 1,5 | |
Subject sciences / subject didactics | 10 | 10 | 20 | |
Practical studies | 3,5 | 3,5 | ||
Thesis | 5 | 5 | ||
Total | 10,5 | 14,5 | 5 | 30 |
2.2 Course types
Lectures (L) serve to impart theoretical knowledge of main and special fields as well as methods and doctrines of the subject.
Exercises (E) serve the application of the knowledge presented in lectures and serve the solution of concrete tasks with special consideration of the professional relevance.
Lectures with exercises (LE) serve not only to convey theoretical knowledge of main and special areas as well as methods and doctrines of the subject, but also in an immanent way to apply the knowledge presented in lectures and to solve concrete tasks with special consideration of the professional relevance.
Seminars (S) serve the independent, scientific processing and advanced discussion and presentation of subject-related topics.
Internships (I) serve the concrete implementation in the immediate school practice field with recourse to theoretical foundations.
Excursions (Ex) are block courses and serve to illustrate or supplement exemplary topics of the subject. They can be offered as a separate course, but also within the framework of courses.
2.3 Semester overview
Semester 1
LANS 500 | | |
---|---|---|
1 | General training in neuroscience and neuropsychology; understanding brain function. | 3 EC |
2 | Understanding the development of cognitive functions in children | 1 EC |
3 | Interactions of scientific knowledge, interventions and children's reactions | 1 EC |
LANS 501 | | |
---|---|---|
1 | Description of the learning process based on neuroscientific information | 2 EC |
2 | Understanding the key role of
| 2 EC |
3 | Understanding children's behaviour and building the competence to respond appropriately | 1 EC |
LANS 502 | | |
---|---|---|
1 |
| 2 EC |
2 | Understanding why theatre in general is a school for life, what everyone can learn and where the challenges are. Showing the powerful effect of theatre on the child's learning and personality development. | 2 EC |
2. Semester
LANS 503 | | |
---|---|---|
1 | Methodical structure for the use of 132 exercises to promote the development of children (6-14 years) based on scientific information(LANS 500, LANS 501, LANS 502). | 2 EC |
2 |
| 1,5 EC |
3 | Engage with the exercise pool to improve the quality of teaching. | 0,5 EC |
4 | Planning, implementation and evaluated assessment of five practical units immanent to the course including a commented presentation (PS) | 2 EC |
LANS 504 | | |
---|---|---|
1 | Exact planning of a play with a precise rehearsal plan (including timetable) | 0,5 EC |
2 | Impact
| 0,5 EC |
3 | Rehearsal work | 2 EC |
4 | Personality-building component of theatre play:
| 0,5 EC |
5 | Planning, intensive preparation, implementation and evaluated evaluation of five practical units immanent to the course including a commented presentation (PS) | 1,5 EC |
3. Semester
LANS 505 | | |
---|---|---|
1 | Dealing with an agreed topic area of the course including theoretical preparation, concept presentation and defensio | 5 EC |
2.4 Module descriptions
LANS 500 – Neurobiological and neuropsychological basics | |
---|---|
Module type | Compulsory, basic module |
Credits | 5 |
Level | Semester 1 |
Duration and frequency | Duration and frequency |
Responsible for the module | |
Teaching and learning methods | Vorlesung mit Übung (LE)
Lecture (L)
|
Subject shares | Subject sciences/subject didactics |
Language | German |
Reference to other modules | Fundamental for the following modules |
Goals/ competences to be acquired | The students should acquire neuroscientific basics in order to better understand the cognitive development of children. They should recognise neurobiology and neurophysiology as the basis of functions and learning processes in the brain. |
Contents |
|
Performance record | will be announced at the beginning of the semester |
Literature/Study aids | According to the course profile and information of the course instructor(s) |
Course title | Forms of teaching and learning | SWSt * | Working hours** | EC | ||
1 Attendance study | 2 Supervised individual phase | 1 + 2 Total | Self-study | |||
Anatomy and neurobiology: structure of the brain, functional structures, neurons and nervous system | LE | 1 | 0,25 | 15 | 60 | 3 |
Development and networking of the brain, neuropsychology of learning, neuronal plasticity | L | 0,1875 | 0,0625 | 3 | 22 | 1 |
Perceptual processes, attention, automated and controlled processes, behaLiour | L | 0,3125 | 0,0625 | 4,5 | 20,5 | 1 |
LANS 501 – Basics of learning and learning processes | |
---|---|
Module type | Compulsory, basic module |
Credits | 5 |
Level | Semester 1 |
Duration and frequency | Winter semester |
Person responsible for the module | |
Teaching and learning methods | Lecture: Learning/basics - learning modes, learning models - and learning phases, learning and memory, etc. Lecture: Learning processes - critical factors |
Subject shares | Subject sciences/subject didactics |
Language | English |
Reference to other modules | Building on 500, fundamental for the following modules |
Goals/ competences to be acquired | Students should understand and be able to competently support learning processes. They should create learning conditions and individual challenges that promote the best learning success. They should be able to better use the function of feedback and intrinsic motivation in their work. Basic knowledge about learning, coupled with the further project results should enable the students to design modern and interdisciplinary teaching. |
Contents | Subject-specific scientific and didactic focal points on the following sub-topics
|
Performance record | will be announced at the beginning of the semester |
Literature/Study aids | According to the course profile and information of the course instructor(s) |
Course title | Forms of teaching and learning | SWSt * | Working hours** | EC | ||
1 Attendance study | 2 Supervised individual phase | 1 + 2 Total | Self-study | |||
Basics of learning/ models, phases; learning and memory | LE | 0,625 | 0,125 | 9 | 41 | 2 |
Intrinsic learning and self-organisation, system dynamic learning | LE | 0,75 | 0,125 | 10,5 | 39,5 | 2 |
Learning processes and their support: feedback/transfer/focus/challenge Myths | I | 0,125 | 0,125 | 3 | 22 | 1 |
LANS 502 – Theater als Schule für das Leben | |
---|---|
Module type | Compulsory, basic module |
Credits | 5 |
Level | Semester 1 |
Duration and frequency | Winter semester |
Responsible for the module | |
Teaching and learning methods | Lecture: The Theatre: The World of Theatre Lecture: Theatre as a school for life |
Subject shares | Subject sciences/subject didactics |
Language | English |
Reference to other modules | Fundamental for the following modules |
Goals/ competences to be acquired | The students should gain an in-depth insight into the world of theatre. They should understand why classical theatre in general is a school for life and for shaping the personality, what everyone can learn from it and where the challenges are. |
Contents | Subject-specific scientific and didactic focal points on the following sub-topics
|
Performance record | will be announced at the beginning of the semester |
Literature/Study aids | According to the course profile and information of the course instructor(s) |
Course title | Forms of teaching and learning | SWSt * | Working hours** | EC | ||
1 Attendance study | 2 Supervised individual phase | 1 + 2 Total | Self-study | |||
The Theatre: The World of Theatre | LE | 0,75 | 0,125 | 10,5 | 39,5 | 2 |
Theatre as a school for life | LE | 0,625 | 0,125 | 9 | 41 | 2 |
LANS 503 – Übungen | |
---|---|
Module type | Compulsory, basic module |
Credits | 5 |
Level | Semester 2 |
Duration and frequency | Summer semester |
Responsible for the module | |
Teaching and learning methods | Lecture: Implementation of an exercise pool Seminar: Specific exercise series
Practical exercises |
Subject shares | Subject sciences/subject didactics |
Language | English |
Reference to other modules | Based on LANS 500, LANS 501, LANS 502. Basic for the following modules |
Goals/ competences to be acquired | Understanding of the development of cognitive functions in children and the interactions of scientific findings, interventions and children's reactions should be created. Students should understand and be able to competently support learning processes. They should create learning conditions and individual challenges that promote the best learning success. They should be able to better use the function of feedback and intrinsic motivation in their work. They should be able to achieve attitude changes in their students. Practical studies on the theory-based implementation of module-related contents |
Contents | Subject-specific scientific and didactic focal points on the following sub-topics
Practical studies on the theory-based implementation of module-related content: Planning, implementation and evaluated analysis of different exercise series in the extent of ten practical units including commented presentation. |
Performance record | will be announced at the beginning of the semester |
Literature/Study aids | According to the course profile and information of the course instructor(s) |
Course title | Forms of teaching and learning | SWSt * | Working hours** | EC | ||
1 Attendance study | 2 Supervised individual phase | 1 + 2 Total | Self-study | |||
Implementation of an exercise pool | LE | 0,75 | 0,125 | 10,5 | 39,5 | 2 |
Specific exercise series
| LE | 0,625 | 0,125 | 9 | 41 | 2 |
Planning, implementation and evaluated evaluation of five practical units immanent to the course, including a commented presentation. | I | 0,250 | 0,250 | 6 | 44 | 2 |
LANS 504 – The theatre - from rehearsal to performance | |
---|---|
Module type | Compulsory, basic module |
Credits | 5 |
Level | Semester 2 |
Duration and frequency | Summer semester |
Responsible for the module | |
Teaching and learning methods | Lecture: planning a play Exercise: classical scenes Practical course:
|
Subject shares | Subject sciences/subject didactics |
Language | English |
Reference to other modules | Building on LANS 500, LANS 501, LANS 502, LANS 503 Fundamental for the following module LANS 504 |
Goals/ competences to be acquired | Students should be able to work out a precise planning of a play, a precise rehearsal plan (including time schedule). They should understand classical theatre work as a social impact through which the class grows together. They should understand how/why to perform classical scenes, how this can be a learning model for modern children. Students will plan, deliver and evaluate theatre education lessons in their placement. |
Contents | Subject-specific scientific and didactic focal points on the following sub-topics
Practical studies for the theory-based implementation of module-related content:
|
Performance record | will be announced at the beginning of the semester |
Literature/Study aids | According to the course profile and information of the course instructor(s) |
Course title | Forms of teaching and learning | SWSt * | Working hours** | EC | ||
1 Attendance study | 2 Supervised individual phase | 1 + 2 Total | Self-study | |||
Choosing and planning a play, | L | 0,1875 | 0,0625 | 3 | 9,5 | 0,5 |
Organisational, textual and linguistic preparation | L | 0,1875 | 0,0625 | 3 | 9,5 | 0,5 |
Rehearsal work | LE | 0,75 | 0,0625 | 9,75 | 40,25 | 2 |
Social and cognitive impact | S | 0,25 | 0,0625 | 3,75 | 8,75 | 0,5 |
Planning, implementation and evaluated evaluation of five practical units immanent to the course, including a commented presentation. | I | 0,125 | 0,125 | 3 | 34,5 | 1,5 |
MODUL LANS - 505 ABSCHLUSSARBEIT |
---|
LANS 505 – Thesis | |
---|---|
Module type | Compulsory, basic module |
Credits | 5 |
Level | Semester 3 |
Duration and frequency | Winter semester |
Person responsible for the module | |
Teaching and learning methods | Exercise: Scientific examination of an agreed topic of the course including theoretical preparation, concept presentation and defensio |
Subject shares | Bildungswissenschaften, Fachwissenschaften/Fachdidaktik und Praktische Studien in unterschiedlichen Gewichtungen, aber einem Gesamtumfang von 5 EC |
Language | English |
Reference to other modules | LANS-500, LANS-501, LANS-502, LANS-503, LANS-504 |
Goals/ competences to be acquired | The students should achieve a specialisation in the respective field by intensively dealing with a scientific question. In the project, they can establish a practical reference to their own research, apply what they have learned, present and evaluate it. |
Contents | Educational sciences, subject sciences/didactics and practical studies: Scientific examination of an agreed subject area of the course including theoretical preparation, concept presentation and defensio |
Performance record | will be announced at the beginning of the semester |
Literature/Study aids | According to the course profile and information of the course instructor(s) |
Course title | Forms of teaching and learning | SWSt * | Working hours** | EC | ||
1 Attendance study | 2 Supervised individual phase | 1 + 2 Total | Self-study | |||
Scientific examination of a subject area of the course including theoretical preparation, concept presentation and defence. | E | 0,625 | 0,125 | 9 | 116 | 5 |
Legend
* SWSt: 1 semester hour per week corresponds to 16 teaching units of 45 min each in the attendance programme
** Work hours à 60 min in self-study
Fields of study: ES (Educational sciences), SD (Subject didactics), SS (subject sciences), PS (Practical studies)
Lehrveranstaltungsarten: L (Lecture), LE (Lecture with exercises), S (Seminar), E (Exercise), I (Internship)