|
Lecturer(s)
|
-
Hes Milan, Mgr. Bc. Ph.D.
-
Kacafírková Petra, PhDr. Ph.D.
-
Kovaříková Miroslava, PhDr. Ph.D.
-
Příhonská Jana, doc. RNDr. Ph.D.
-
Prade Martin, Mgr.
-
Rubáš Dominik, RNDr. Ph.D.
|
|
Course content
|
This course follows on from Seminar I and focuses on the systematic development of professional skills through micro-presentations. Students prepare and deliver short teaching blocks focused on various language skills. The seminar emphasizes feedback, reflection, error management, and formative assessment. Each student has the opportunity to experience the role of both teacher and learner, discusses alternative teaching approaches, and adapts teaching to the needs of different types of learners. Subtopics: 1. Micro-presentations - developing speaking and interaction in a foreign language (2 hours) 2. Micro-presentations - working with text and listening, comprehension strategies (2 hours) 3. Micro-presentations - teaching vocabulary and grammar (2 hours) 4. Micro-presentations - feedback, formative assessment, and working with mistakes (2 hours)
|
|
Learning activities and teaching methods
|
|
Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Seminár
|
|
Learning outcomes
|
Objective: - I develop the ability to prepare, implement, and reflect on foreign language teaching with regard to the needs of students; - I convey the content of language teaching in a clear and effective manner; - create a safe learning environment and encourage students to work with mistakes; - use formative assessment and provide feedback; - collaborate with peers and reflect on my own professional development through micro-presentations; Competencies developed: 1.1., 1.2., 2.1., 2.2, 2.3., 2.5., 3.1, 3.3., 4.2., 5.1., 6.2. See Competency Framework for Teaching Graduates.
|
|
Prerequisites
|
unspecified
|
|
Assessment methods and criteria
|
unspecified
Preparation and implementation of micro-output
|
|
Recommended literature
|
-
-. Common European Framework of Reference for Languages: Learning, Teaching, assessment. Cambridge, 2001.
-
Brown, H. D. Principles of Language Learning and Teaching.. Prentice Hall, 1992.
-
Fisher, R. Učíme děti myslet a učit se: praktický průvodce strategiemi vyučování. Praha, 2011.
-
GRECMANOVÁ, H., URBANOVSKÁ, E. Aktivizační metody ve výuce, prostředek ŠVP.. Olomouc: Hanex, 2007. ISBN 80-85783-73-8.
-
MEŠKOVÁ, M. Motivace žáků efektivní komunikací: [praktická příručka pro učitele].. Praha: Portál, 2012. ISBN 978-80-262-0198-4.
-
WILIAM, D., LEAHY, S. Zavádění formativního hodnocení. Praktické techniky pro základní a střední školy. Praha: EDUkační LABoratoř, 2016. ISBN 978-80-906082-7-6.
|