| 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. |
| Prepares microteaching |
| 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 |