| Course title | 21 century skills |
|---|---|
| Course code | KPG/21D@ |
| Organizational form of instruction | Seminar |
| Level of course | Bachelor |
| Year of study | 3 |
| Semester | Winter and summer |
| Number of ECTS credits | 3 |
| Language of instruction | Czech |
| Status of course | Compulsory, Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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The course is a combination of theory and practice, thinking and action. It provides opportunities for sharing good practice examples, ideas and experiences. It is designed for students of teaching fields and it is focused on the 21st century skills and possibilities for their integration into educational practice. 1. The 21st century skills are referred to as a set of social and cognitive skills that includes critical thinking, creativity, collaboration, communication, the use of ICT, self-guided learning, and multicultural understanding. Students will follow specific examples of 21st century skills development in educational activities. 2. Reflection of different approaches and concepts of 21st century skills from an international perspective. 3. Aspects of the 21st century skill assessment of the individuals of different ages. 4. The 21st century skills and lifelong learning. Possibilities of teacher interventions in the development of skills for the 21st century, taking into account the current level of the individual social and cognitive abilities. 5. Possibilities of educational research and research design in the area of the 21st century skills - identification, evaluation. Literacy theory, functional and digital literacy.
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| Learning activities and teaching methods |
| Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Group work |
| Learning outcomes |
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To understand the principle of each skill from the point of view of education and be able to apply it in educational practice. Explain the reasons for applying 21st century skills to educational school and extracurricular practice. Recognize these skills in pupils/students. Assess the level and support the development of 21st century skills in the individual learner and monitor their progress, or identify their needs. Apply modern educational procedures in the development of skills for the 21st century (e.g. virtual approach, blended learning, collaborative approach, multimedia presentation, graphic facilitation, visual communication. Create an innovative project for the application of non-traditional methods in the development of skills for the 21st century.
Communication, creativity, cooperation, critical thinking. |
| Prerequisites |
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Knowledge and orientation in the issue of innovative approaches in education.
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| Assessment methods and criteria |
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Student performance
To create and presente an innovative project for the application of non-traditional methods in the development of skills for the 21st century. |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Social Pedagogy - specialization Prevention of Social Pathological Phenomena (BB23) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Social Pedagogy - specialization Prevention of Social Pathological Phenomena (BB21) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Social Pedagogy - specialization Prevention of Social Pathological Phenomena (BB20) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Management of leisure time activities (NA23) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Management of leisure time activities (NA22) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Management of leisure time activities (NA24) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Management of leisure time activities (NA21) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Social Pedagogy - specialization Prevention of Social Pathological Phenomena (BB22) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |
| Faculty: Faculty of Education | Study plan (Version): Social Pedagogy - specialization Prevention of Social Pathological Phenomena (BB24) | Category: Pedagogy, teacher training and social care | 3 | Recommended year of study:3, Recommended semester: Winter |