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Lecturer(s)
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Konečný Karel, doc. PhDr. CSc.
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Hubálek Tomáš, Mgr. Ph.D.
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Course content
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1.Theoretical background of subject VkO, ZSV, inclusion in RVP. 2.Inclusion from the perspective of VKO, ZSV. 3. Characteristics of innovative methods suitable for inclusion in VkO, ZSV teaching due to the possible heteronomic composition of the classroom. 4. Analysis of selected topics, taking into account the presence of pupils with SPU, gifted pupils and pupils of other ethnic groups. 5.Didactic transformation of the selected RVP topics and their application to the practical level on examples of teaching units with the primary use of activation methods. 6.Active participation of students in modeling situations by means of situational or production methods. 7. Collection of documentation of selected pupils with SPUs, gifted or other ethnic groups and application of the information obtained during the creation of the educational plan of the subject. 8. Choice of appropriate teaching aids according to the specific needs of pupils. 9. The principles of ethical communication in the education-educated relationship. 10. Creating conditions for prosocial behavior, influencing the class climate, creating a positive environment, disrupting stereotypes. 11. Methods of prevention of negative behavior by schoolmates, principles of appropriate intervention. 12. Principles of evaluating and providing teacher feedback, re-evaluating learning strategies.
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Learning activities and teaching methods
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Activating (Simulations, Games, Dramatization)
- Homework for Teaching
- 28 hours per semester
- Attendace
- 26 hours per semester
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Learning outcomes
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The subject is conceived on the basis of a constructivist model which emphasizes the active role of the pupil in the solution of the teaching tasks in the educational process, taking into account the specifics of education for citizenship, respectively the civic and socio-scientific basis in the context of inclusion. Part of the seminar will be the didactic transformation of selected topics of the RVP and their application into the practical level on examples of teaching units with the primary use of activation and innovative methods with regard to the educational reality in the field of inclusion. After completing the course students should be able to: "to define basic terminological terms, "to clarify the basic principle of activation and innovative methods, "to explain the essence of individual concrete activation and innovative methods, "to assess the complexity and suitability of the given method in relation to the educational reality
Getting new ideas for (non-traditional) teaching of citizenship education and social sciences.
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Prerequisites
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Knowledge of general, subject and subject didactics.
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Assessment methods and criteria
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Student performance
Active participation in the seminar.
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Recommended literature
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Čtrnáctová, H. a Mokrejšová, O. (2013). Tvorba výukových materiálů pro střední školy.. Praha: Conatex-Didactic Učební pomůcky.
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Grecmanová H.,Urbanovská,E.,Novotný, P. Podporujeme aktivní myšlení a samostatné učení žáků. Olomouc: Nakladatelství Hanex, 2000..
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Kašová,J. a kol. Projektové vyučování v teorii i praxi. Kroměříž: IUVENTA, 1995.
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Kotrba, T., Lacina, L., & Šefrová, H. Aktivizační metody ve výuce: příručka moderního pedagoga. Brno: Barrister & Principal, 2011. ISBN 978-80-87474-34-1.
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Nováková, J. (2014). Aktivizující metody výuky.. Praha: Univerzita Karlova, Pedagogická fakulta.
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Silberman, M. (1997). 101 metod pro aktivní výcvik a vyučování.. Praha: Portál.
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Sitná D. (2013). Metody aktivního vyučování. Portál, Praha.
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Zouharová,D. Dobrá praxe II: sborník praktických námětů pro střední školy. Brno: Lipka - školské zařízení pro enviromentální vzdělávání, 2012..
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