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Lecturer(s)
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Jirásková Miroslava, Mgr. Ph.D.
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Božik Roman, PhDr. Ph.D.
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Course content
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Anchoring of terminology and introduction to didactic-psychological principles. Alternative and innovative education programs. Establishment of integrated thematic education, contemporary inspiration. Basic elements of integrated thematic education. Possibilities of integrated thematic education at the 1st stage of primary school. Content integration. Didactic integration. Psychological integration. Advantages and disadvantages of integrated thematic education. Strategies for choosing topics and other thematic units. The role of the teacher in integrated thematic education. The role of the pupil in integrated thematic education. Functional examples from practice - primary schools with elements of integrated thematic education. - Foreign models of integrated thematic education.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis, Individual work of students
- Participation in classes
- 42 hours per semester
- Preparation for course credit
- 6 hours per semester
- Term paper
- 12 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| unspecified |
| unspecified |
| Work as part of a team |
| Work as part of a team |
| Engage in similar method work with other colleagues |
| Engage in similar method work with other colleagues |
| Develop your teaching skills |
| Develop your teaching skills |
| Flexible application of a wide repertoire of teaching methods and forms |
| Flexible application of a wide repertoire of teaching methods and forms |
| Skills |
|---|
| Be open to thinking about integrated learning |
| Be open to thinking about integrated learning |
| Apply cross-curricular relationships |
| Apply cross-curricular relationships |
| Emphasises the link between theory and practical life |
| Emphasises the link between theory and practical life |
| Introduces the topic in context |
| Introduces the topic in context |
| learning outcomes |
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| Knowledge |
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| Create teaching courses that intentionally link multiple educational disciplines |
| Create teaching courses that intentionally link multiple educational disciplines |
| Describe the concept of integrated thematic teaching |
| Describe the concept of integrated thematic teaching |
| Analyze creatively cooperative activities |
| Analyze creatively cooperative activities |
| Describe the methodology of integrated thematic teaching |
| Describe the methodology of integrated thematic teaching |
| Describe innovative strategies in the development of integrated thematic teaching |
| Describe innovative strategies in the development of integrated thematic teaching |
| Skills |
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| Year-long unifying themes and breaking them down into branching themes |
| Year-long unifying themes and breaking them down into branching themes |
| Topics that will truly impact the student's life |
| Topics that will truly impact the student's life |
| Select and apply appropriate activities and forms of work with children in integrated thematic teaching |
| Select and apply appropriate activities and forms of work with children in integrated thematic teaching |
| Collaborate on the production of a seminar paper in a group |
| Collaborate on the production of a seminar paper in a group |
| Conduct an analysis of professional articles dealing with the issue of the teacher and his/her action in the context of integrated thematic teaching |
| Conduct an analysis of professional articles dealing with the issue of the teacher and his/her action in the context of integrated thematic teaching |
| teaching methods |
|---|
| Knowledge |
|---|
| Individual work of students |
| Text analysis |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Individual work of students |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of seminar paper |
| Analysis of a presentation given by the student |
| Analysis of seminar paper |
| Analysis of a presentation given by the student |
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Recommended literature
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Coufalová, J. Projektové vyučování pro první stupeň základní školy: náměty pro učitele. Praha: Fortuna, 2006.
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Dvořáková, M. Projektové vyučování v české škole: vývoj, inspirace, současné problémy. Praha: Karolinum, 2009.
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Kovaliková, S. Integrovaná tematická výuka. Kroměříž: Spirála, 1995.
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Kratochvílová, J. Teorie a praxe projektové výuky. Brno: Masarykova univerzita, 2006.
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Krauss, J., & Boss, S. Thinking through project-based learning: guiding deeper inquiry. Thousand Oaks: Corwin, 2013.
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Lukášová, H. Učitelské sebepojetí a jeho zkoumání. Zlín: UTB, 2015.
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Rakoušová, A. Integrace obsahu vyučování: [integrované slovní úlohy napříč předměty]. Praha: Grada, 2008.
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Tomková, A., Kašová, J., & Dvořáková, M. Učíme v projektech. Praha: Portál, 2009.
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