Course Topics
Didactic Miniatures - scientific and didactic foundations - Scientific and didactic basics of the subject areas selected in the respective academic year - Fundamentals of the methods, forms of learning and working materials used in the respective subject groups - Basic ideas of selected educational activities - Methods of analysis based on documentation and research methods - Introduction to the concrete planning of the implementation of educational activities based on the explorations that the students have previously carried out in the kindergartens and primary schools assigned for the trial - Joint reflection and presentation of the observations, experiences and findings made during the trial in the group. Didactic Miniatures - detailed planning and implementation - Continuation of the planning of specific educational activities for kindergarten and primary school - Realization of the planned educational activities in cooperating educational institutions (kindergarten and primary school)

Propaedeutic courses
according to the study programme regulations

Teaching format
Didactic Miniatures - scientific and didactic foundations Scientific and didactic input from the lecturers; individual, partner and group work, discussions; literature study; homework to prepare and follow up the didactic miniatures to be realized in course 2 (see below). Didactic Miniatures - detailed planning and realization, individual, partner and group work, discussions; research-based analysis of observations; reflection on dilemma situations; literature study; homework to prepare and follow up the didactic miniatures; implement them in kindergartens and primary schools.

Educational objectives
Tl Practicum 4 njënia i studënc/la studëntes ca Miniatures Didatiches te grupes a tandem te n ciamp furmatif che ëi /ëiles chier ora (scienzes natureles, matematica, sport y muvimënt o leteratura) y les dant te scolines y scoles ladines che coopererea. Miniatures Didatiches are educational activities that are now taught with a variety of didactic material, with several phases that build up the contents of each phase and are linked to the same goal. I/La studënc/students experimented with the Miniatures Didatiches con i mutons y la mutans, documentea y fej reflescions sun la usservazions fates, they now baratan la cunescënzes acuisides con i/la coleghes de stude y possa a questo modo, aladò del principio dl mparé esploratif, fé experienzes mpurtantes per amplië la cumpetënzes per l'practicum 5 y si prufescion dl daunì. In the preparation and evaluation, the students and pupils are assisted by the coordinators of the practicum and by/dala duzënc/tes dla Sciënzes dla furmazion. I fins furmatifs dl Practicum 4 mira a arjonjer cunescënzes y cumpetënzes te chisc ciamps: - prugramazion, realisazion y valutazion de n percurs furmatif sun la base de cunzec didatics atuei y prufesciunei. - observation, documentation and analysis of mutons' and mutans' learning beyond the exploratory learning principle - Expansion of the range of actions in the field of tourism, and the correct situations, except for those deviating from the current programmes - combining theoretical and methodological-didactic disciplines with practical experience - reinforcement of the ability to combine the specific arguments of the day, and to give and receive feedback in a constructive manner - developing the ability to document, examine and reflect on personal development paths (also as a basis for reflecting on dilemma situations) - Improving the capacity for critical self-analysis of personal and professional skills and taking into account personal development perspectives. Cunescënza y cumprenscion - understanding the complexity of the system at rë which lieia la scola y la scola y nce del cheder prufesciunel da maester/maestra - cunescënza desferenzieda dla ndicazions provinzieles dla scolines y scoles - cunescënza de metos didatiches spezifiches para la prugramazion y la documentazion - cunescënzaza de cuntenuc spezifics, de materiai y metodes adatedes para la atuazion de ciamps furmatifs tla scolines y scoles - cunescënza de metheses de usservação y evaluazionas basees sur la nrescida Ability to improve knowledge and understanding - mëter n droa de savëi didatich scientifiques spezificha tla prugramazion, realisazion y reflescion de percursc furmatifs - mëter n droa de instrumentënc de prugramazion - usservazion, analisazion y reflescion de praxis pedagogica, basedes sun la nrescida - adurvance of prejacent techniques and documentation Autonomy of judgement - Reinforcing the ability to self-evaluate personal cumpetënzes - prufesciuneles, pertes stersces y chëles da develop - ampliamënt dla cumpetënzes de dianiosa y sustëni tl ciamp furmatif cris ora - reinforcing the ability to critically reflect the pedagogical vision, the image of the mut/mute and the didactic dezijions persuneles - development of the ability to make personal judgements based on analyses and reflections made and taking into account a specific scientific and didactic foundation - adurvance of a suitable language for describing the contents of the mutons/ans and analysing the pruzesc of the mparé. Communicative skills - expansion of specific vocabulary - construction of relationships and group pruzesc - adurvance of forms of communication and tools of sustëni adapted to the scientific and prufesciunel way of thinking defrënc furmatifs percursc - adurvance coreta dla rujenedes Capability of entrepreneurship - development of the ability to reflect and learn from experience - development of the ability to co-project and co-production with n/a cumpani/a de stude (a tandem) - development of the ability to make observations and reflexions on the risks of mutons and mutans and their nstësc/nstësses - development of the ability to give and receive feedback and integration in personal development - development of the ability to reflect on the relationship between theory and practical experience

Assessment
Examination considering the preliminary work listed below: a) written planning of Didactic Miniatures for kindergarten and primary school b) reflection of the experiences and findings from implementing the Didactic Miniatures in kindergarten and primary school c) Media-supported presentation of the pedagogical-didactical competences to fellow students and written exam. Language of the exam: Ladin (small part) and German

Evaluation criteria
In courses 1 and 2, the following three elements are assessed: a) Written planning of the Didactic Miniatures for kindergarten and primary school (14 of 30 points) b) Reflection on the experiences and findings from implementing the Didactic Miniatures in kindergarten and primary school (6 of 30 points) c) Media-supported presentation of the pedagogical-didactical competences to fellow students and written examination (10 of 30 points) For a positive overall assessment of the module, all of the above elements must be assessed positively. In the event of a negative assessment of the overall module, any positively assessed elements will be credited the next time the module examination is taken. A negative assessment is counted in the number of examination attempts. According to the examination regulations, taking the examination three times without passing leads to a block for three examination dates (see also article 6, paragraph 4 of the valid examination regulations). Criteria for the assessment are - ability to process content - Clarity and accuracy of presentation of topics - Linguistic and formal correctness - ability to critically analyse, argue and reflect - ability to integrate theory and practice - Communication and presentation skills

Required readings

• Ladin Education Authority. (ed.). (2008). Framework guidelines for kindergarten in South Tyrol [Brochure]. Autonomous Province of Bolzano - South Tyrol.
• Ladin School Board. (Ed.). (2009). Framework guidelines for primary and secondary schools in South Tyrol [Brochure]. Autonomous Province of Bolzano - South Tyrol. 

Natural Sciences:

• Hamman M. & Asshof,R. (Eds.) (2013) Student behaviour in biology lessons: Causes of learning difficulties. Seelze-Velber: Klett- Kallmeyer.
• Kettmann, U. (ed.). (2017). Teaching biology with everyday ideas: Didactic reconstruction in teaching units Seelze-Velber: Klett- Kallmeyer.

Matematics:

• Schuler, S., Streit, Ch., & Wittmann, G. (2017). Perspectives on mathematical education in the transition from kindergarten to primary school. Springer Spektrum.
• Wittmann, E. Ch. (2003). What is maths and what pedagogical significance does the well-understood subject have for maths teaching in primary school? In M. Baum & H. Wielpütz (Eds.), Mathematics in primary school (pp. 18-46). Kallmeyer.

 

Music:

• Dartsch, M. (2014) Musik lernen - Musik lehren. Breitkopf & Härtel
• Dartsch, M. et al. (2016) TIMPANO - Konzept. Elementary music practice in thematic groups for children from 0 to 10. Gustav Bosse Verlag
• Gruhn, W. (2003) Kinder brauchen Musik. Beltz
• Mohr, A. (2008). Lieder-Spiele-Kanons. Voice training in kindergarten and primary school. Schott.
• Schmid, S. (2015) Musikunterricht(en) im 21. Jahrhundert. Wißner
• Widmaier, M. (2020) 4 x 4: Ein Systemmodell für die Unterrichtsdeutung. üben & musizieren 1/2020, 54-58
• Gabrielli, G. - Somigli, P. (2022) Musica in Azione. Movimento e danza per l'educazione musicale. LIM

Physical activity and sport:

• Messmer, R. (ed.) (2013). Specialised didactics of sport. Bern: UTP.
• Scherler, K. (2008). Evaluating physical education. A teaching theory. Hamburg: Czwalina.

Supplementary readings

Further subject-specific compulsory literature will be announced in the first laboratory session of course 1.

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Further information
Responsible for module: Mussner Silvia (Ladin section), Priller Evi (German section) Teaching Teams: Natural sciences: Prof. Dr. Robert Philipp Wagensommer Ladin and German traineeship coordinators: Mussner Silvia, Aichner Adelheid, Schultz Kerstin Music: Prof. Giulia Gabrielli Ladin and German traineeship coordinators: Mussner Silvia, Pöhl Melanie, Kaserer Monika Mathematics Prof. Michael Gaidoschik Ladin and German traineeship coordinators: Mussner Silvia, Fischnaller Sabina, Priller Evi Physical activity and sport: Prof. Niederkofler Benjamin Ladin and German traineeship coordinators: Mussner Silvia, Laner Michaela, Fischnaller Gertrud disciplinary scientific field: BIOS-01/A, PEMM-01/C, MATH-01/B, MEDF-01/A (ex BIO/01, L-ART/07, MAT/04, M-EDF/01)