|Chooses content which is relevant for the achieving of objectives in the lesson plans for drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education).
|Specifies the various target groups for the subjects drama atelier, drama lab, drama studio, word studio (part-time arts education) and general word training (secondary arts education) and describes which working methods are suitable for each target group.
|Evaluates their own performance in micro-teaching.
|Using cases, reflects on attitudes and a positive environment.
|Looks for societal links within the subjects storytelling, speaking and storytelling, speaking and presenting (part-time arts education), recounting and eloquence (secondary arts education).
|Makes a folder of assignments.
|Exchanges his or her own knowledge and experiences.
|Stimulates fellow students with ideas, materials, perspectives.
|Describes the initial situation of a class group
|Formulates objectives on the basis of curricula for the subjects word workshop, word lab, drama lab and word studio (DKO) and general verbal education (KSO)
|Formulates objectives for the lesson preparation of the microteaching assignment
|Makes use of specific subject teaching tools and learning resources during microteaching.
|Makes appropriate assignments for the subjects narrative theatre, speaking and telling, speaking and presenting (DKO) and eloquence (KSO).
|Respects the diversity of the learning group during microteaching and adapts methods to the individual pupil.
|Applies the acquired subject teaching knowledge and skills during microteaching, with special attention to individual and group remediation during the exercises.
|Creatively sets up target-oriented exercises for a lesson in word workshop, word lab, drama lab, word studio (DKO) and general verbal education (KSO) and creates a standard lesson in 2nd and 3rd grade.
|Seeks and brings sufficient variation in annual plan
|Prepares microteaching. Teaches a microteaching lesson.
|Discusses practical examples
|Creates an optimal learning environment during microteaching with attention to the different skill levels and personality characteristics of the pupil.
|During microteaching, set up the classroom in a way that optimises learning and eliminates noise as much as possible.
|Elaborates a lesson plan on word workshop, word lab, drama lab, word studio (DKO) or general verbal education (KSO) for a specific target group, paying attention to a balanced treatment of all aspects of speaking.
|Training in giving instructions at the microteachings
|Answers questions about problem situations
|Reflects on themselves and others in assignments and practises giving nurturing feedback
|Uses his insights during the microteachings
|Can integrate other art forms into a lesson in word workshop, word lab, drama lab, word studio (DKO) and general verbal education (KSO)
|Accompany the lessons in word workshop, word lab, drama lab, word studio (DKO) and general verbal education (KSO) with a very conscious and correct use of AN and a good voice technique.
|Evaluates own microteaching
|Finds its way into its own subject-specific training offer.
|Microteaching stimulates pupils to be independent, critical thinkers, empowered
|Responding to the diversity of different learning groups through microteaching
|Chooses learning content in his lesson preparation microteaching