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Lecturer(s)
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Pospíšilová Helena, Mgr. Ph.D.
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Janíková Marcela, doc. PhDr. Mgr. Ph.D.
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Course content
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unspecified
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Learning activities and teaching methods
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unspecified
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| learning outcomes |
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| Knowledge |
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| describe the individual components of the systemic model of education |
| describe the individual components of the systemic model of education |
| analyze didactic categories in the field of curriculum and teaching |
| analyze didactic categories in the field of curriculum and teaching |
| characterize the spectrum of didactic management styles, methods, and forms of teaching |
| characterize the spectrum of didactic management styles, methods, and forms of teaching |
| explain the sequences of the teaching cycle and the phases of the teaching process |
| explain the sequences of the teaching cycle and the phases of the teaching process |
| list and evaluate the most common types of outcomes and effects of education |
| list and evaluate the most common types of outcomes and effects of education |
| Skills |
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| justify the connections between the individual components of the systemic model of education |
| justify the connections between the individual components of the systemic model of education |
| connect curricular and didactic issues when preparing, implementing, and reflecting on teaching |
| connect curricular and didactic issues when preparing, implementing, and reflecting on teaching |
| plan the teaching process with regard to the integrity of goals, content, methods, and forms of teaching and learning |
| plan the teaching process with regard to the integrity of goals, content, methods, and forms of teaching and learning |
| critically assess the setting of teaching objectives in the context of the entire structure of education |
| critically assess the setting of teaching objectives in the context of the entire structure of education |
| when planning lessons, propose elements of individualization and differentiation with regard to the specifics of the given class |
| when planning lessons, propose elements of individualization and differentiation with regard to the specifics of the given class |
| teaching methods |
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| Knowledge |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| E-learning |
| E-learning |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Lecturing |
| Lecturing |
| Skills |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Observation |
| Observation |
| Students working in pairs |
| Students working in pairs |
| assessment methods |
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| Knowledge |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| Didactic test |
| Didactic test |
| Oral examination |
| Oral examination |
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Recommended literature
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Hudson, B., & Meyer, M. A. Beyond fragmentation: Didactics, learning and teaching in Europe. Barbara Budrich Publishers. 2011.
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Kalhous, Z., Obst. O. Školní didaktika. Praha: Portál, 2009. ISBN 978-80-7367-571-4.
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Maňák, J., & Švec, V. Výukové metody. Paido. 2003.
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Maňák, J. Nárys didaktiky. Brno : MU, 2000. ISBN 80-210-3123-9.
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Skalková, J. Obecná didaktika. Praha: Grada, 2007. ISBN 978-80-247-1821-7.
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Slavík, J., Janík, T., Najvar, P., & Knecht, P. Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita, 2017.
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