Lecturer(s)
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Novotová Jitka, PhDr. Ph.D.
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Harazinová Radka, PhDr. Ph.D.
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Course content
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1. Learning as auto-socio-construction, cognitive and metacognitive learning. 2. The stage of teaching according to constructivist didactics: evocation, awareness and reflection. 3. Methods of reading educational and artistic texts - I.N.S.E.R.T., pair reading, reading with prediction. 4. Use of writing for learning - cube, free writing. 5. Dialogue methods - questioning and task creation for pupils according to Bloom's taxonomy, Socrates dialogue. 6. Debate as a teaching method. 7. The importance of cooperative forms of teaching and the formation of an appropriate learning environment for the RWCT methodology.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
- Class attendance
- 14 hours per semester
- Home preparation for classes
- 14 hours per semester
- Preparation for credit
- 12 hours per semester
- Class attendance
- 4 hours per semester
- Home preparation for classes
- 4 hours per semester
- Preparation for credit
- 12 hours per semester
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Learning outcomes
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The course is based on the Reading and Writing for Critical Thinking (RWCT). The aim of the course is to teach students to work with educational methods and forms that develop productive and critical thinking of pupils and their metacognitive abilities. In seminars conducted in the form of a workshop, students learn on the basis of their own experience of model lessons and subsequent reflection. New findings are applied to own preparations in approving teaching. Students also learn to understand the theoretical context of the socioconstructivist concept of teaching on which all these teaching strategies are based.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Critical thinking 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral paper 4. to apply gained knowledge in educational process
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Prerequisites
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Student has basic knowledge of pedagogy and psychology.
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Assessment methods and criteria
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Oral presentation of self-study, Written assignment
Participation in seminars, seminar task.
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Recommended literature
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BERAN, V. Učím s radostí: zkušenosti, lekce, projekty. Praha: Agentura Strom, 2003. ISBN 80-86106-09-8.
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FISHER, R. Učíme děti myslet a učit se: Praktický průvodce strategiemi vyučování. Praha: Portál, 1997. ISBN 80-7178-120-7.
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Grecmanová, H. a kol. Podporujeme aktivní myšlení a samostatné učení žáků. Olomouc: Hanex, 2000. ISBN 80-85783-28-2.
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GRECMANOVÁ, H., URBANOVSKÁ, E. Aktivizační metody ve výuce, prostředek ŠVP.. Olomouc Hanex, 2007. ISBN 80-85783-73-8.
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HAUSENBLAS, O., KOŠŤÁLOVÁ, H. Co je E?U?R? Podrobněji k fázi evokace. Kritické listy, č. 22, s. 54?55.. 2006.
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PAŘÍZEK, V. Jak naučit žáky myslet. Praha: UK, PedF, 2000. ISBN 80-7290-006-4.
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SILBERMAN, M. 101 metod pro aktivní výcvik a vyučování: Osvědčené způsoby efektivního vyučování. Praha: Portál, 1997. ISBN 80-7178-124-X.
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TOMKOVÁ, A. Program Čtením a psaním ke kritickému myšlení v primární škole. Praha: UK, PedF, 2007. ISBN 978-80-7290-315-3.
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TONUCCI, F. Vyučovat nebo naučit?. Praha: UK, PedF, 1991. ISBN 80-901065-1-X.
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