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Lecturer(s)
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Poláchová Vašťatková Jana, doc. Mgr. Ph.D.
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Nábělková Jitka, Mgr. Ph.D.
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Course content
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Basic didactic categories. Teaching goals, teaching content, learning tasks, organization forms of teaching, methods of teaching, didactic aids and needs. 2. Teaching goal. Features: complexity, consistency, controllability. Teaching goals formulation. 3. Taxonomy of teaching goals. Blooms taxonomy of cognitive goals. The principle of taxonomy within affective and psycho-motoric goals (Niemierko, Dave). 4. Curriculum. Structure of curriculum. Text book. Didactic effectiveness of a text book. 5. Learning tasks. Creation of learning tasks. Creation of a set of learning tasks. Taxonomy of learning tasks by Tollinger. 6. Teaching methods. Term "teaching method". Characteristic of individual sub-systems of methods in regard of the ratio of the teachers´ activity and participants´ activity; description and the nature of some methods. 7. Characteristic of participative teaching methods. Activating teaching methods, project as a mixed teaching method. 8. Organization forms of teaching. Organizing teaching process, classification of organization forms of teaching. Advantages and disadvantages of group forms of teaching. 9. Three-phases model of teaching. Individual phases from the teachers´ point of view. Working with teachers´ preconceptions of the students. EUR and educational praxis. 10. Theories of teaching creation. Basic principles of theories of teaching creation (instructional design - ID). Steps/phases of curriculum creation by Kotásek. 11. Kinds and forms of teachers´ preparation for the lesson. Three kinds of preparation by Rys. Respecting the congruency principle when working on a preparation. 12. Curriculum. The term "curriculum". Kinds, forms of existence and models of curriculum. Curriculum components by Walterová.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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The aim of the course is to provide knowledge for participants about the basic didactics categories and selected theories of education. On this basis, they should be able to develop preparation for lessons.
Student demonstrates - the knowledge of the general principles of the theory of teaching creation (instructional design - ID), - the knowledge of the general didactic categories, - the knowledge of the status and role of pedagogical diagnostics when the teaching is planned and managed, - the knowledge of the term curriculum, its various kinds, forms of existence and models, - the knowledge of the curriculum components by Walterová. Student can - independently formulate teaching goals and create learning tasks, - choose methods and forms of teaching according to teaching goals, - explain the options of using the three-phases model of teaching for students´ knowledge construction, and show a specific example from educational praxis. Student is able to - work out a detail preparation for a short lesson and advocate its functioning.
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Prerequisites
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No prior requirements.
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Assessment methods and criteria
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Seminar Work
To meet the exam it is necessary to work out and present in a qualified way the correspondence task.
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Recommended literature
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KALHOUS, Z., OBST, O. aj. (2002). Školní didaktika. Portál, Praha.
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MAŇÁK, J., ŠVEC, V. (2003). Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.. Brno: Paido.
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PALÁN, J., MUŽÍK, J. aj. Vzdělávací program jako základní kategorie dalšího profesního vzdělávání (zavěšeno v UNIFORu)..
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PASCH, M. aj. Od vzdělávacího programu k vyučovací hodině. Praha : Portál, s. r.o., 1998..
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SILBERMAN, M. aj. 101 metod pro aktivní výcvik a vyučování. Praha : Portál, 1997..
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Walterová, E. Kurikulum (Proměny a trendy v mezinárodní perspektivě). Brno: MU,1994. / str. 1 - 59/..
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