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aiMOOC

ABI - Fit for English Abitur Baden-Württemberg

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ABI - Fit for English Abitur Baden-Württemberg

Mini-Beschreibung: Dieser aiMOOC führt language competence, thematic knowledge, Pflichtkanon, listening, reading, analysis, writing, mediation, speaking, source literacy, media competence, AI competence und exam strategy adaptiv zusammen. Er richtet sich an die Kursstufe in Baden-Württemberg und ist als gemeinsamer Lernweg für Basisfach BF und Leistungsfach LF angelegt: BF arbeitet exemplarischer, mit überschaubaren Materialien und mehr Strukturhilfen; LF verknüpft mehr und komplexere Materialien, arbeitet selbstständiger und vertieft besonders AFB II und III. Die Arbeitssprache ist zuerst Englisch. Deutsch ist Hilfe, nicht Standardweg.

Stand: 2 October 2026. Für die Abiturjahrgänge 2027 und 2028 weisen die offiziellen Facherlasse im Fach Englisch denselben unten genannten Schwerpunkt und Pflichtkanon aus. Ab dem Prüfungsjahr 2027 gilt außerdem der überarbeitete IQB-Grundstock der Operatoren. Wenn Dein eigener Prüfungsjahrgang später liegt, prüfe vor der Detailplanung erneut die aktuellen Vorgaben des Kultusministeriums.

Offizielle Abiturinformationen Baden-Württemberg · IQB-Dokumente für fortgeführte Fremdsprachen

Media entry – before you read on: Watch an excerpt from Chimamanda Ngozi Adichie's TED talk The danger of a single story. Note three phrases about perspective, identity or representation. Then ask yourself: Whose voice is present? Whose voice is missing? What would I need to verify?

Dieser Kurs reproduziert keine vollständigen Pflichttexte und keine unzulässigen Filmsequenzen. Verwendete Commons-Medien werden über ihre freien Dateiseiten eingebunden; externe Videos dienen als Lernimpulse. Eigene Aufnahmen sind freiwillig und können privat bleiben. Für Aufgaben werden fiktive personenbezogene Daten verwendet. Dieser aiMOOC lädt nichts ungefragt hoch und ruft keine externe KI in Deinem Namen auf.

Einleitung

The English Abitur is not one giant vocabulary test. It asks you to understand, connect, analyse, communicate and make justified choices under time pressure. Train these abilities together instead of learning isolated tricks.

Dieser Kurs arbeitet didaktisch überwiegend auf B2 und setzt punktuell C1-Stretch-Ziele bei Präzision, Synthese und spontaner Kommunikation. Das ist eine Lernorientierung, keine zusätzliche amtliche Prüfungsstufe.

I-can goals

Area	I can ...	BF focus	LF stretch
Language	express precise relationships, qualify claims and control register.	useful chunks and guided revision	lexical precision, flexibility and independent reformulation
Knowledge	connect migration, identity, belonging, power and representation to the required contexts.	selected examples	broader cross-text and cross-context synthesis
Listening and reading	identify gist, structure, stance, evidence and implied meaning.	shorter, clearly focused material	denser material and more independent selection of evidence
Analysis	move from observation to evidence, effect and task relevance.	guided paragraph architecture	sustained interpretation and synthesis
Output	write, mediate and speak for purpose and audience.	more scaffolds	more independent planning and AFB II/III
Sources and AI	check origin, date, evidence and limitations before I trust a claim.	guided checklist	independent triangulation and source comparison

Your adaptive route

Start with the readiness profile near the end. A zero in an exam-relevant skill becomes Priority A. A repeated one becomes Priority B. Polish, stylistic range and C1 stretch belong to Priority C only after A and B are stable.

BF route: Use one strong example before adding another. Prefer shorter source sets, visible paragraph frames, cue cards and explicit timing.

LF route: Add source diversity, independent material linking, competing perspectives, longer unseen texts and more AFB II/III work. Do not make the language artificially obscure.

English-first help ladder

When a word blocks understanding, do not jump straight to German.

Step	What you do
Context	Infer meaning from the sentence, paragraph and communicative situation.
Word family	Look for roots, prefixes, suffixes and related forms: migrate – migration – migrant – migratory.
Visualise	Draw a quick relation, timeline, contrast or cause-effect arrow.
English explanation	Paraphrase the word in simple English.
Dictionary	Check a monolingual dictionary, collocations and one example.
German help	Use a bilingual dictionary or German explanation only if the earlier steps are not enough.

Official Abi check: 2027 and 2028

For 2027 and 2028 the official English focus includes On the Move: Migration and Cross-Cultural Encounters. The required literary and film corpus listed in the Facherlasse is the same for both years.

For the LF written examination, the official structure includes a listening part of about 30 minutes and a writing part of 225 minutes, with a 15-minute break between them. The total stated examination time is 255 minutes including selection time. The writing section works with an unseen English source text and may also include visual or statistical material.

In the modern-language oral examination, the task basis is an authentic fictional or non-fictional text of about 200–300 words with open tasks. The required works themselves are not used as the source text of that oral task, although the thematic focus can be examined. BF and LF use the same GER-oriented assessment grid; the distinction lies especially in task and text complexity, breadth and depth of knowledge and the weighting of the AFB: BF more strongly I/II, LF more strongly II/III.

Important: These are current 2027/2028 checks, not a guarantee for later cohorts. Re-check your examination year on the official page.

Thematic knowledge and Pflichtkanon

Core theme: On the Move

Build a concept network instead of isolated facts:

Lens	Guiding question
Migration	Why do people move, and what changes through movement?
Identity	How is identity negotiated across places, languages and communities?
Belonging	Who is included, excluded or treated as an outsider?
Power	Which institutions, narratives and social structures shape mobility?
Representation	Who tells the story, through which medium, and with what effect?
Encounter	How do cross-cultural encounters create conflict, adaptation, hybridity or solidarity?

The official thematic fields also connect to the USA through American ideals and realities such as freedom, equality and the pursuit of happiness, and to the United Kingdom through contexts including the Elizabethan Age, the British Empire, postcolonial Britain and contemporary developments in identity, politics, culture and society.

Pflichtkanon 2027/2028

Use the works for thematic comparison, character and perspective analysis, narrative or cinematic choices and cross-text synthesis. Do not learn prefabricated interpretations as substitutes for reading, viewing and evidence.

Work	Author or director	Useful connection
Arrival	Denis Villeneuve, 2016	language, encounter, uncertainty, perception
The Third and Final Continent	Jhumpa Lahiri, 1999	migration, adaptation, belonging
The Thing Around Your Neck	Chimamanda Ngozi Adichie, 2004	migration, alienation, perspective
Green	Sefi Atta, 2004	identity, social position, cultural encounter
Loose Change	Andrea Levy, 2004	encounter, assumptions, inequality
The Southside Raza Image Federation Corps of Discovery	Luis Alberto Urrea, 2011	community, representation, cultural identity
The Embassy of Cambodia	Zadie Smith, 2013	visibility, migration, power
Exterior Paint	Kit de Waal, 2017	identity, belonging, social expectations
The Soldier’s Tale	Neel Mukherjee, 2017	movement, conflict, perspective

BF: Build secure knowledge from selected scenes, passages and thematic links supplied in class. Aim for clear evidence-based connections.

LF: Compare several works and contexts independently. Connect narrative or cinematic form, historical-social context and competing interpretations.

Historical source literacy: a map is an argument too

This is a historical nineteenth-century emigration map. Do not treat it as current migration data. Use it to practise source literacy: identify date, origin, labels, visual hierarchy, omissions and the historical worldview behind the representation. Then compare it with a current, reputable data source supplied by your teacher.

Vorwissen: 8-minute diagnostic

Without notes, complete this short check.

Prompt	0	1	2
I can explain the current focus in two English sentences.	not yet	partly	securely
I can name three canon works and connect each to one theme.	not yet	partly	securely
I can summarise an unfamiliar text without retelling everything.	not yet	partly	securely
I can analyse language or narrative technique with evidence and effect.	not yet	partly	securely
I can speak for several minutes from a small set of notes.	not yet	partly	securely
I can judge whether an online or AI-generated claim is trustworthy.	not yet	partly	securely

Do not turn the total into a grade. Mark the weakest two rows and use them to choose your first modules.

Listening and Viewing

Return to the Adichie video at the top. Listen once for gist without subtitles. On the second pass, note signposts, examples and shifts in argument. On a third selective pass, verify only the sections relevant to the task.

Listening routine: Preview the task → predict topic and vocabulary → listen for structure → capture keywords rather than full sentences → verify uncertain answers from context → separate what was explicitly said from what you inferred.

For LF exam practice, include unknown English audio such as interviews, reports, speeches, literary readings or similar authentic material. For BF, train the same listening processes through manageable extracts and clearer scaffolding.

Error analysis: After checking, label each mistake: I missed the word, I knew the words but missed the relation, I answered from expectation, or I copied detail but missed the task. Your next exercise should target the label, not merely repeat the same worksheet.

Reading

Reading routine: Read the operator first. Skim for purpose and structure. Map each paragraph in three to six words. Scan for task-relevant evidence. Infer unknown vocabulary from context and word formation. Only then use a dictionary.

For an aspect-focused summary, select information that answers the stated aspect. Do not turn the summary into a chronological retelling.

BF: Work from one main source and highlight evidence categories before writing.

LF: Work with denser unseen texts and add at least one meaningful link to a second source, visual or contextual frame when the task requires synthesis.

Kontextwortschatz

Learn words in families, contrasts and collocations rather than isolated German equivalents.

Concept	Useful English chunks
Movement	migrate, relocate, displacement, mobility, border crossing, push and pull factors
Belonging	sense of belonging, social inclusion, exclusion, community ties, negotiate identity
Perspective	point of view, focalisation, bias, framing, foreground, marginalise
Evidence	the passage suggests, this is reinforced by, the source indicates, the claim is qualified by
Evaluation	convincing, limited, relevant, representative, reliable, well-supported, misleading

Word-building drill: Choose one root per day and build a mini-network: represent → representation → representative → misrepresent. Add one collocation and one sentence connected to the canon.

Analysis

A strong analytical paragraph does not stop at naming a device.

Core chain: observation or claim → precise evidence → explanation of effect or function → connection to the task.

For literary texts', relevant areas may include language, narrative perspective, characterisation, structure, imagery and narrative technique. For non-fiction, consider structure, language, communicative strategies, stance, audience and purpose. For visual or discontinuous material, examine composition, proportion, perspective, symbolism, labels, captions, slogans and the relationship between verbal and visual elements where relevant.

From the 2027 exam year onward, use the current IQB operator meanings. For example, analyse/examine requires detailed description and explanation with evidence, while assess/evaluate requires a justified judgement supported by evidence and examples.

Mini-frame: The writer foregrounds … through … . The phrase “…” suggests … . This shapes the reader’s perception by … . In relation to the task, this reveals … .

LF stretch: Add tension, ambiguity or an alternative reading when the evidence genuinely supports it. Do not manufacture complexity.

Speaking

Use this Cambridge English sample for fluency, interaction and repair strategies, not as a model of the Baden-Württemberg Abitur format.

Useful moves: My main point is … · The source suggests … · This matters because … · A possible counterargument is … · I would qualify that claim because … · Let me reformulate that.

For modern-language oral Abitur practice, prepare from a short authentic source, build a clear line of thought for the monologue and expect the conversation to move beyond memorised material. BF should prioritise secure AFB I/II work and clear development. LF should practise more complex links, weighing interpretations and AFB II/III.

Privacy: A recording can help fluency analysis, but recording is voluntary. Keep it local or private unless you have deliberately chosen a lawful, consented sharing route.

Writing

The video is general English writing practice, not an official Baden-Württemberg Abitur tutorial. Transfer only the useful principles: clear thesis, purposeful paragraphs, evidence, cohesion and revision.

For LF, the official written examination separates the receptive listening part from the 225-minute writing part. In the writing section, the task architecture includes an aspect-focused reading-comprehension summary, analysis and a further writing choice such as a personal statement or creative or target-text task. Possible target formats can include an article, blog entry, email, letter, letter to the editor or speech manuscript depending on the task.

Writing workflow: decode the operator → define purpose and audience → make a 3–5 point plan → attach evidence → draft → revise task fulfilment first → revise logic and paragraph links → revise language and register last.

BF: Use paragraph frames, model structures and one clearly defined revision target at a time.

LF: Reduce scaffolds, combine material more independently and practise sustained reasoning under time pressure.

No replacement essays: Your final text must remain your work. Feedback tools may help you notice problems; they should not replace the thinking, planning or drafting you are expected to demonstrate.

Mediation

Mediation is not sentence-by-sentence translation. Transfer what a specific audience needs for a specific purpose.

Four moves: identify the addressee → select relevant content → reformulate naturally in the target language → check register, cultural assumptions and omissions.

Practice scenario: A fictional German youth centre plans an international event. From a short German information sheet supplied by your teacher, prepare an English message for visiting students. Include only information they need and explain culture-specific references where necessary.

Source literacy and media competence

Before using a source, ask: Who created it? When? For whom? On what evidence? What is fact, interpretation or persuasion? Which relevant perspective may be missing? Can the central claim be checked in an independent source?

When a topic is current or contested, compare reporting from more than one credible source and separate the evidence from your own evaluation. A viral post, polished chart or confident voice is not evidence by itself.

Visual literacy: Check axes, units, base rates, cropped scales, sample size and whether the graphic actually supports the headline.

AI competence

AI literacy in this course means human-first, source-aware and accountable use.

Stage	Rule
Think	Make a first attempt yourself before asking any tool for help.
Ask	If AI use is allowed, ask for explanations, questions, counterarguments or error categories rather than a finished replacement essay.
Protect	Do not upload full copyrighted Pflichttexte, private recordings or personal data merely to get feedback.
Verify	Check factual claims, quotations and references against the original or another reliable source.
Compare	Identify where the AI answer oversimplifies, invents certainty or ignores context.
Disclose	Follow your teacher's or institution's rules on permitted assistance and documentation.

A useful prompt for permitted practice is: Do not rewrite my paragraph. Identify the single biggest problem in task fulfilment, evidence, structure and language. Ask me one revision question for each.

UNESCO: AI Competency Framework for Students

Feedback and error analysis

Keep one compact error log. Do not collect hundreds of corrections without action.

Category	My recurring pattern	Next action
Task	I answer the topic, not the operator.	underline operator and output format before reading
Evidence	I make claims without precise support.	attach one source marker to every analytical claim
Structure	paragraphs contain several unrelated ideas.	write one-sentence paragraph purpose before drafting
Language	repeated vague verbs and nouns.	replace three vague words with context-specific chunks
Register	style does not fit audience.	identify audience and three register features first
Timing	final task is rushed.	use fixed checkpoints and stop over-editing early sections

After feedback, rewrite only the weakest paragraph first. Explain what you changed and why. Then write a new paragraph on a different source to test transfer.

Transfer cycle

Complete one integrated cycle with an authorised short source set from class:

Phase	Product
Listen or view	five keywords plus a one-sentence gist
Read	paragraph map plus two pieces of evidence
Analyse	one claim-evidence-effect paragraph
Speak	two-minute position with one qualification
Write	one purposeful target-text paragraph
Verify	source check plus one uncertainty note

BF: One source set, visible prompts and a clear model of the output.

LF: Two or more linked sources, fewer prompts and an explicit synthesis or evaluation step.

Exam strategy

Before the exam: Verify your examination year, permitted aids, current Schwerpunkt and task formats from official documents. Practise with the dictionaries you will actually use.

LF written exam: In listening, read the task strategically and avoid writing full sentences unless required. After the break, choose the writing task by task fit, source accessibility and your ability to produce evidence, not merely by which topic feels nicest. Protect time for analysis and revision.

BF oral exam: Build a compact source map during preparation: topic, structure, stance, three evidence points, contextual link and one evaluative question. During the conversation, answer first, support second, qualify where needed.

All routes: If you get stuck, return to the operator. The operator tells you what kind of thinking must become visible.

Abi-Check

You are close to ready when you can do all of the following without hidden model answers: understand unfamiliar material; retrieve the key context; select evidence; analyse form and effect; write to purpose and audience; speak coherently under time pressure; mediate selectively; verify sources; and explain how you used or deliberately did not use AI support.

Run one final mixed task under realistic conditions. Then correct it from your error log. A second full mock is useful only if it targets the errors found in the first.

Readiness profile

Score each line 0 = not yet, 1 = inconsistent, 2 = secure under time pressure.

Domain	0–2	Evidence I can show
Language competence		precise sentence or speaking sample
Thematic knowledge		concept map with current focus
Pflichtkanon		evidence-based links across works
Listening		checked unfamiliar audio task
Reading		aspect-focused summary
Analysis		claim-evidence-effect paragraph
Writing		complete purposeful text under time
Mediation		selective audience-focused transfer
Speaking		structured monologue plus interaction
Source literacy		verified claim with origin and date
Media competence		critical reading of visual or multimodal source
AI competence		documented verification of an AI-supported claim
Exam strategy		realistic timing plan tested in practice

Priority A: Any 0 in an examined skill, Pflichtkanon or required thematic knowledge.

Priority B: Any repeated 1 under time pressure.

Priority C: Range, style, lexical sophistication and C1 stretch after A and B are stable.

This profile is a learning tool, not a grade prediction.

Priorisierter letzter Lernplan

Priority	Session	Shared core	BF adaptation	LF adaptation
A1	Diagnostic	complete profile and choose two weakest domains	select one main gap	select one main gap plus one synthesis gap
A2	Receptive skills	one listening and one reading task; update vocabulary	shorter material and guided checks	denser material and tighter timing
A3	Theme and canon	retrieve key themes and connect three works	three secure examples	five or more cross-work links
A4	Analysis	unseen paragraph or visual; write evidence-effect reasoning	use paragraph frame	compare interpretations or sources
B1	Output	one timed writing or mediation task	explicit planning grid	independent multi-source planning
B2	Speaking	monologue plus follow-up questions	secure structure and AFB I/II	deeper AFB II/III links and qualification
B3	Final rehearsal	mixed mini-mock, correction, error-log update	stop when core is secure	add synthesis only where justified

If you have only three sessions left: Do A1+A2 together, then A4+B1, then B2+B3.

If you have two weeks or more: Repeat A2 to B2 with new unseen material after correcting the first cycle.

Last 24 hours: Do light retrieval, check permitted aids and logistics, review your personal error triggers and avoid cramming new interpretations that you cannot support with evidence.

Folgekurs

Continue with Academic English, Critical Media Literacy, English Presentation Skills, Argumentation, AI Literacy and Source Criticism. The goal after the Abitur is not to preserve exam routines forever, but to transfer them into independent study, work and civic communication.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What is the official English focus named in the 2027 and 2028 Facherlasse? (On the Move: Migration and Cross-Cultural Encounters) (!Digital Futures and Global Innovation) (!Shakespeare and the Romantic Imagination) (!Climate Science and Environmental Technology)

What comes first in the LF written examination structure described here? (Listening) (!Creative writing) (!Mediation) (!Oral interaction)

What is the main aim of an aspect-focused summary? (Select information relevant to the stated aspect) (!Retell the whole text chronologically) (!Evaluate every argument in the text) (!List as many quotations as possible)

Which move makes an analytical paragraph stronger? (Explain how evidence creates an effect relevant to the task) (!Name as many stylistic devices as possible) (!Replace evidence with personal opinion) (!Summarise the plot before every claim)

What best describes mediation? (Selective transfer for a specific purpose and audience) (!Literal translation of every sentence) (!A summary written only for the original audience) (!A vocabulary test without context)

What is a key BF LF distinction in oral preparation? (LF generally requires greater task complexity and more AFB II and III) (!BF uses a completely different language) (!LF forbids contextual knowledge) (!BF never uses authentic sources)

What does analyse or examine require in the current operator framework? (Detailed explanation supported by relevant evidence) (!A list of facts without interpretation) (!A personal judgement without evidence) (!A translation into German)

What should you check first when assessing an unfamiliar online source? (Origin date purpose and evidence) (!Whether the page looks modern) (!Whether the headline confirms your opinion) (!Whether many people have shared it)

What is the safest learning role for permitted AI support in this course? (Feedback questions and claims that you verify yourself) (!A replacement essay submitted as your own work) (!Unverified quotations from required texts) (!Uploading private recordings automatically)

What should usually come before German help with an unknown English word? (Context word formation and an English explanation) (!An automatic full-text translation) (!Memorising the word without a sentence) (!Skipping the entire paragraph)

Memory

Skimming	Main idea
Scanning	Specific information
Register	Audience fit
Mediation	Selective language transfer
Evidence	Textual support
Synthesis	Linking sources
Triangulation	Cross-checking claims
Error log	Targeted revision

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Gist	Listening for the overall message
Evidence	Supporting an analytical claim
Register	Matching language to audience and purpose
Mediation	Selecting and reformulating relevant information
Verification	Checking a claim against reliable sources
Synthesis	Connecting evidence from more than one source

...

Kreuzworträtsel

Mediation	What skill transfers relevant information for a new audience instead of translating word for word?
Register	What term describes language choices that fit audience situation and purpose?
Evidence	What supports a claim in analysis?
Audience	Whose needs should shape a target text?
Inference	What do you make when meaning is not stated directly but can be concluded from clues?
Synthesis	What process connects ideas or evidence from several sources?

LearningApps

Lückentext

The official 2027 and 2028 focus is called

.

In an aspect-focused reading task, the first written product is a selective

.

A strong analysis connects an observation with precise

.

Audience-oriented cross-language transfer is called

.

A target text should match its purpose and intended

.

The more scaffolded route in this shared course is the

route.

The route that places more emphasis on independent synthesis and AFB II and III is the

route.

Before trusting an AI-generated claim, you need independent

.

When context and word formation are not enough, a monolingual

is a useful next step.

The final plan should begin with the weakest exam-relevant

.

Offene Aufgaben

Leicht

Vocabulary Network: Choose five key words from migration, identity or representation. Build word families, collocations and one canon-related sentence for each.
Listening Map: Rewatch a short section of the Adichie talk and create a six-box map showing claim, example, contrast, key phrase, implication and one open question.
Historical Source Snapshot: Analyse the emigration map above as a historical source. Identify date, visual emphasis, likely purpose and two limitations before comparing it with a current teacher-provided source.
Private Speaking Sprint: Speak for two minutes on belonging or identity using only five cue words. Recording is optional and should remain private unless you deliberately choose otherwise.

Standard

Canon Comparison: Compare two required works through one lens such as belonging, outsider status, language or representation. Support every connection with evidence from your own reading or viewing notes.
Analysis Paragraph: Use a short authorised passage supplied in class. Write one paragraph that moves from observation to evidence, effect and task relevance, then revise it from the error log.
Mediation Scenario: Use a fictional German youth-centre notice and create a concise English message for international visitors. Explain one culture-specific point rather than translating it literally.
Source Triangulation: Choose a current English-language issue related to migration or identity and compare three credible sources for date, evidence, framing and omissions. Separate verified facts from interpretation.

Schwer

Timed Mini Mock: Build a BF oral mini-set or LF written mini-set from authorised unseen material and complete it under realistic timing. Diagnose the result before doing another mock.
USA UK Synthesis: Connect one current USA or UK development to the official thematic field and at least two canon works. Distinguish documented evidence, interpretation and uncertainty.
AI Audit: First draft a paragraph independently. If AI use is permitted, request diagnostic feedback only. Verify three factual or source-related claims and document one useful and one misleading suggestion.
OER Mini Lesson: Create a ten-minute English-first learning activity using only your own or freely licensed media. Add source information, a BF scaffold, an LF extension and one transfer task.

Lernkontrolle

Unseen Multimodal Analysis: Analyse an unfamiliar short text plus visual source. Show how evidence from both media changes or qualifies your interpretation.
Canon Transfer: Apply one concept from a required work to a new unseen text without assuming that the two texts make the same claim.
Listening Reasoning: From an unfamiliar audio source, reconstruct the speaker's line of argument and distinguish explicit evidence from your inference.
Audience Shift: Mediate the same source once for an international student and once for a formal institutional audience. Explain three changes in selection or register.
Speaking Transfer: Give a short monologue from a source and then respond to questions that require a connection to a different semester topic.
Source and AI Verification: Evaluate a plausible but unsupported statement by locating its origin, checking corroboration and explaining what evidence would justify confidence.
Exam Strategy Reflection: Use your latest error log to redesign your timing and task-selection strategy. Justify which change has the greatest expected learning effect.

Lernnachweis

Für einen Lernnachweis zu diesem Thema sind wichtig:

Rezeptive Kompetenz: eine bearbeitete Listening- oder Reading-Aufgabe mit eigener Fehlerdiagnose.
Analysekompetenz: mindestens ein selbst verfasster, evidenzgestützter Analyseabschnitt zu unbekanntem Material.
Produktive Kompetenz: ein eigenständiger Writing- oder Mediation-Text mit dokumentierter Überarbeitung.
Sprechkompetenz: ein strukturierter Monolog mit anschließender Interaktion; eine Aufnahme ist dafür nicht erforderlich.
Quellenkompetenz: die nachvollziehbare Prüfung einer Aussage nach Ursprung, Datum, Evidenz und Gegenprüfung.
KI-Kompetenz: sofern KI beim Üben erlaubt und genutzt wurde, eine kurze Dokumentation, welche Hilfe genutzt, was überprüft und was verworfen wurde.
Readiness Profile: ein ausgefülltes Profil mit begründetem Priorität-A- und Priorität-B-Bereich.
Lernplan: ein letzter priorisierter Lernplan, der aus den nachgewiesenen Schwächen statt aus allgemeiner Stoffwiederholung abgeleitet ist.

OERs zum Thema

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