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What does it mean to diagnose under everyday school conditions? What is the difference between outcome diagnostics and funding diagnostics? Can you also encourage individual support in class? How can one do justice to the individual child / young person and their learning processes? Which forms of cooperation among the teaching staff help a school to organize individual support effectively?
»Competence 7: teachers diagnose the learning requirements and learning processes of students; "write a paper for me" they support schoolchildren in a targeted manner and advise learners and their parents. «Standards for Teacher Education «adopted by the KMK (Kultusministerkonferenz 2005, p. 288) describe one of eleven central competencies that all teachers should have in the future .
Almost four decades ago, the German Education Council described teaching (teaching), educating, assessing, advising and innovating as tasks that are central to the teaching profession (Deutscher Bildungsrat 1970, p. 217 ff.). This list has set standards and is still quoted with pleasure and approval. At that time there was no talk of "diagnosing"; the associated competence - the »diagnostic competence« - is still relatively new in the teacher training discussion. In the meantime, however, it is almost consistently mentioned and demanded in the current literature on the professionalization of teachers - and increasingly taken into account in teacher training (on this the article by Astrid Kaiser / Carsten Rohlfs).
Diagnosing is often assigned to the competence area of assessment as a sub-task or as an accentuation - this is also the... (More)