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Lecturer(s)
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Říčan Jaroslav, doc. Mgr. Ph.D.
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Škoda Jiří, prof. PhDr. Ph.D., MBA
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Course content
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1. Subject of didactics. Historical development (outline). Current trends in teaching and pedagogical principles. 2. Curriculum. Other educational documents. 3. The content of education. Didactic analysis of the curriculum. Didactic transformation. The concept of the curriculum in "traditional" teaching. Learning styles. Components of the curriculum. 4. Educational goals. Properly defined goals. Errors in the construction of the goals. Taxonomy of goals. Revised Bloom's Taxonomy. 5. Organizational forms of teaching. Class management (basic characteristics). Teaching arrangements (aspect of time, space, organization of students - emphasis on co-operative form of education). 6. Teaching methods. Method properties. Transmissive ("traditional") and activating methods. Taxonomy of teaching methods. 7. Examples and psycho-analysis of "innovative" and "alternative" teaching methods. 8. Educational Communication. General characteristics of educational communication. Verbal and nonverbal communication, metacommunication. Working with error. Educational styles. 9. Didactic testing. Properties of learning tasks. Didactic test. Didactic test x "Teacher made test". Pros and Cons achievement tests. Principles of didactic test. 10. School evaluation. Pros and Cons of different kinds of school evaluation. Functions and types of assessment. Criteria for school evaluation. Subjective sources of error in the evaluation. Classification x verbal evaluation. 11. Pupil in the classroom. Working with talented pupil. Handicapped student. Pupil of another ethnicity.
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Learning activities and teaching methods
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unspecified, unspecified
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Learning outcomes
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The course aims to prepare students from the theoretical and practical point of view to cooperation during the management of the educational process. During the seminars, students will be introduced to main didactic topics towards the practical application of theoretical knowledge. Students become an equal partner to teachers in the field of implementation of teaching modules to streamline the educational process. These are basic skills that students should as part of its advisory and intervention activities to obtain. Students are able to provide teachers with suggestions of alternative methods and forms. They know the reasons for the effectiveness of these alternative methods and forms. Students are able to design differentiated classroom activity in which students perform tasks differing cognitive demands. Students are able to provide feedback to teachers on the field of tasks and tests construction. They are also aware about psychological impacts of evaluation.
Students are able to provide teachers with suggestions of alternative methods and forms. They know the reasons for the effectiveness of these alternative methods and forms. Students are able to design differentiated classroom activity in which students perform tasks differing cognitive demands. Students are able to provide feedback to teachers on the field of tasks and tests construction. They are also aware about psychological impacts of evaluation.
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Prerequisites
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none
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Assessment methods and criteria
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unspecified
Requirements by the tutor
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Recommended literature
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CANGELOSI, J., S. Strategie řízení třídy. Praha: Portál, 1994. ISBN 80-7178-014-6.
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ČÁP, J., MAREŠ, J. Psychologie pro učitele.. Praha: Portál, 2001. ISBN 80-7178-463-X.
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FISCHER, R. Učíme děti myslet a učit se. . Praha: Portál, 1997.
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KALHOUST, Zdeněk a OBST Otto et al. školní didaktika. Praha: Portál, 2009.
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ŘÍČAN, J. Používané metakognitivní strategie žáků v kontextu autoregulovaného učení. Ústí nad Labem: PF UJEP, 2013.
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ŠKODA, J. Psychodidaktika. Metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011. ISBN 978-80-247-3341-8.
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ZORMANOVÁ, L. Výukové metody v pedagogice. Praha: Grada, 2012.
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