Call-off offers

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If you are interested in one of the following call-off offers, please contact us so that we can discuss the next steps together.

Energy is undoubtedly a socially relevant topic that children often encounter in their everyday lives. On the other hand, its abstract nature makes it a particular challenge in science lessons. The workshop would therefore like to provide a variety of experimental suggestions for the teaching of general knowledge in order to take the first steps with children towards an understanding of energy. The workshop will offer both space for personal experimentation and for technical and didactic clarification.

The topic of swimming and sinking has become well known in recent years, particularly through the experimental material in the KINT kits from the Spectra publishing house, which are available in many elementary school. However, experience has shown that the topic is by no means easy to get to grips with. In addition to the concept of the KINT boxes, the workshop would like to show another way of structuring the topic.

All interested parties who have a KINT box at school but rarely use it are cordially invited to explore this box together in the afternoon.

Whether on the street, at family dinners, in comment columns or at school, the phrase "You're still allowed to say that, right?" or "After all, there's freedom of speech here!" is often used to justify xenophobic comments, for example - both digitally and in person. The association Die Kopiloten e.V. from Kassel is dedicated to working in the discursive spaces of social media, including in the project #hatebreach - countering hate online, with the aim of defending offline space for democratic coexistence and pluralism.

This is also relevant for schools: As a social space, but also as a place where basic democratic attitudes are developed and practiced.
The training course will attempt to define the not uncontroversial term hate speech and develop suggestions for action for pupils and teachers. This will be done using teaching materials that can be used in and out of school.

The event can also be held online.

Questions and uncertainties often arise in the context of inclusive school development and professionalization. Peer-to-peer counseling can provide valuable support here, as teachers seeking advice and teachers providing it meet as equals and share similar experiences.
In teacher training, reflection is emphasized as a central moment, be it the experience-based examination of concepts, didactic possibilities, the theory-based reflection of pedagogical relationship design, the design of teaching and learning spaces, communication and conversation techniques or clarification of concerns. Peer counseling can provide support and guidance in school, teaching, professional theory and personal issues.

In this workshop, participants will gain an insight into the opportunities and possibilities of the peer counseling approach by and for teachers.
Newcomers to the profession are confronted with a variety of (unexpected) challenges in their day-to-day work, others have questions about their (further) career, work-life balance or planning the transition to retirement. Being able to turn to peers (colleagues experienced in life situations) in a trusting, professional setting can be truly enriching.

Findings from counseling competence research can be transferred to teacher training. Teachers can therefore also benefit from this workshop if they would like to get to know and apply techniques for self-reflection, try out elements of personal future planning, gain an insight into working with individual resources and familiarize themselves with the basics of counselling design without any obligation.

  • Duration: 4 x 45 minutes
  • Lecturer: Leonora Micah Jordan (University of Kassel)

Good teaching begins with quality-oriented planning (cf. Kiper 2012, p. 177). Classical planning models are usually used for lesson planning in teacher training, which have little influence on real lesson planning processes due to the lack of references to subject didactics and empirical findings from teaching research. They are regarded as "... too theoretical, too abstract, too opaque and too high ... and as not transformable into everyday life" (Haas 2005, p. 14).

Against this background, the "Kassel Model" of lesson planning and support is presented. It combines basic didactic considerations with empirical results from studies on the basic dimensions of teaching that promotes learning. The modeling aims to move away from surface to deep structural features of learning-promoting teaching in order to increase the influence of didactic models on the planning activities of future teachers.

Literature:

Kiper, H. (2012). Planning, implementing and evaluating lessons. Reflections on effective lesson planning. In K.-O. Bauer (ed.), Effective education. On the effectiveness and efficiency of pedagogical processes (pp. 151-181). Münster: Waxmann.

Haas, A. (2005). Lesson planning in the everyday life of teachers. In A. A. Huber (Ed.), From knowledge to action - approaches to overcoming the theory-practice gap in schools and adult education (pp. 5-19). Tübingen: Huber.

  • Place: online
  • Lecturer: Prof. Dr. Jens Klusmeyer (University of Kassel)

This workshop offers an introduction to and initial identification with the open source tool H5P for the design of business management lessons (beginner level).
Participants will gain initial insights into the creation of interactive video and 360-degree sequences for digitization-related lesson design and develop an understanding of the conception of complex, problematic decision scenarios (branching scenarios).
(Connectable embedding of content via various learning management systems: Mahara/Moodle)

  • Duration: 3 hours
  • Location: School or university premises
  • Leader: Prof. Dr. Jens Klusmeyer (University of Kassel)
  • Lecturer: Jenny Raabe & Bastian Klammroth (University of Kassel)

Why do many sacred spaces, such as churches, mosques, synagogues or Buddhist temples, inspire me? What makes these spaces special? How much sacredness does a religious place need in order to identify it as such? How and for what can I use these spaces for myself? And ... how can I discover and open up a sacred space with pupils?

We will ask ourselves these questions, go on a short excursion to a nearby church and walk through the sacred space on site, feel it with our bodies, explore it using various creative methods, as well as using different teaching approaches for different learning groups.

  • Lecturer: Dr. Katja Mand (University of Kassel)

The Old Testament literally consists of several books, i.e. numerous texts and stories that can also have meaning for children and young people today. Most of the themes can be applied to our lives today, but they also need to be viewed from a distance or "translated" for children or young people.

This is where we will start to develop creative tasks for different learning groups to explore the diverse stories of the Old Testament. The creative viewing of images, techniques from the performing arts, as well as the design of the creation story and the creation of a roll film will be carried out in the workshop.

  • Lecturer: Dr. Katja Mand (University of Kassel)

Every religion teacher is familiar with such or similar sentences. They are often accompanied by demotivation, reluctance, ridicule and doubt on the part of the pupils, which in turn presents us with various questions and challenges when planning our lessons:

  • Do I even need to integrate the Bible into the lesson ? And if so, what is the best way to do this?
  • How can I make the abstract texts of the Bible interesting and relevant for pupils?
  • How do I create suitable life-world references...and when is this perhaps not useful at all?


In this training course, these questions will be explored in a practice-oriented way and with a little self-irony. We will not only look together at typical challenges of religious education and in particular the teaching of the Bible, but also at concrete solutions and ways of dealing with these challenges and avoiding mistakes.
In addition to some general approaches, you will learn about specific materials and didactic preparations of various topics for different school levels. In addition, student materials and real teaching videos are used to provide a concise presentation of a real teaching unit that was carried out in a middle school and demonstrates the successful integration of the Bible into the classroom in a variety of ways.

There will also be plenty of practical experience; you will have the opportunity to try out the approaches presented in short hands-on sequences and present your own ideas so that a small "pool" of teaching ideas, questions, approaches and materials is created over the course of the event that you can use in your own lessons!

All in all, the event offered not only serves to impart theoretical knowledge, but also to acquire a certain level of competence and concrete teaching materials that you can try out directly in your own lessons!

  • Lecturer: Julia Drube (University of Kassel)

"Do they actually have an alarm clock?" Students ask me these and similar questions when I talk about my time in a Kenyan slum. Essentially, such questions show that, despite the omnipresent reporting that confronts us with the imbalances and challenges of our world, they find it difficult to empathize with the living situation of the local people.
Without pointing a finger - but instead using concrete practical examples - this training course will focus on how it can be possible to encourage empathy in children and young people and deal with real-life problems appropriately in religious education lessons.

Specific content areas:

  • Getting to know the slum of Mathare and the living conditions there
  • Getting to know specific teaching methods for dealing with the topic [teaching videos, teaching materials]
  • Reflection on the opportunities and challenges of promoting empathy among children and young people
  • Meta-reflection: How do I combine topics and problems relevant to the real world with theological content/biblical references etc.?

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  • Lecturer: Julia Drube (University of Kassel)

Typical challenges in religious education - and how we can overcome them": In this event, the name says it all! Together we want to take a look at typical challenges encountered in religious education lessons:
Whether embarrassing silences in classroom discussions, pupils' lack of prior knowledge, problems in breaking down and communicating complex theological content, dealing with "atheistic anti-attitudes" or the question of how to make the Bible palatable to pupils...
With a wink and a little self-irony, typical problems, mistakes and challenges of pupils, but also of us teachers, will be reflected here! Not only will the problem areas mentioned be addressed, but also the question of what the parable of the prodigal son has to do with the last slice of pizza.

We will then learn about concrete solutions that can help us to meet the challenges outlined in a constructive and meaningful way. After a short application phase to consolidate the new content, in which the participants can also exchange ideas and actively contribute if necessary, we will conclude with a brief presentation of how the solutions we have learned can be transferred to various areas of activity in the teaching profession: Whether in selecting and designing materials, designing exams or conducting classroom discussions.

Embedded in my lecture will be original teaching videos and student materials as well as - if desired - the suggestions and questions of the participants, which they can send me by e-mail in advance if required.

  • Lecturer: Julia Drube (University of Kassel)

In the field of tension between imparting knowledge and articulating a well-founded perspective of hope, we try to enter into a discussion with pupils in the subject of religion about existentially significant topics, pressing questions, hopes, fears and worries. In addition to supposedly absurd questions such as "Are aliens allowed in church? we also touch on fundamental human questions. Who is this God of the Christians and why does it affect us when his own son dies? Does he even exist? Why do people fall ill and die? What is the meaning of my life?
In order to deal with such questions competently and effectively, it is beneficial to hold theological discussions.
In this event, I would like to give you an insight into this productive approach. In addition to presenting the theoretical basis, we will take a look at the practical implementation using various teaching videos. We will then test and reflect on the concept ourselves. The focus will be on the following questions:

  • What exactly are theological conversations and how do I conduct them?
  • What roles do I have as a teacher in the conversation?
  • What challenges need to be kept in mind here?

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  • Lecturer: Julia Drube (University of Kassel)

The workshop aims to introduce more recent debates and approaches to reflecting on colonialism in the past and present and to specifically address school issues at all school levels. Newer approaches such as post-colonialism and "entanglement" will be discussed. The relevance of critical reflection on the colonial past and present to the present will also be worked out in groups using practical examples and reflected on how this can be taught in schools.
The course will introduce the subject matter with short inputs and then lead into a workshop phase in which the materials provided will be discussed and prepared. The aim is a practical discussion that opens up possibilities for dealing with current approaches to the history and present of colonialism at all levels of school teaching and everyday school life. The mixture of school types is intended to create a synergy effect in which the contemporary relevance of colonialism for school education is to be emphasized in a wide variety of forms.

The workshop is aimed at teachers of history, political science, philosophy, ethics, religion or general studies.

The workshop is scheduled as required, with a lead time of six weeks from the request.

  • Duration: 14 hours (6h workshop + 8h preparation)
  • Lecturer: Prof. Dr. Hubertus Büschel (University of Kassel)