Lecturer(s)
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Rozkovcová Andrea, Mgr. Ph.D.
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Course content
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Definition of the concept of the experience method. Relationship to pedagogical theory and practice. Relation to leisure time educators. Historical context. Emphasizing the teachings of J. A. Komensky and the context of J. Dewey and D. A. Kolb. The so-called insolvency phenomena and experience therapy by K. Hahn. German Erlebnispädagogik and experiential education. Pedagogical assessment skills (reflection, reviewing, processing). The role of games, challenging and adventurous activities in programs utilizing the educational power of experience. Psychological aspects of experimental methodology - theoretical concepts (flow, experiential learning, challenge by choice, full value contract, group dynamics). Czech contribution to the theory and practice of experience pedagogy. An overview of programs and organizations developing and applying experiential pedagogy. Experiential methodology - practical applications.
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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), Written assignment presentation and defence, Project teaching, Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Problematic methods (research and exploration), Group consultation, E-learning, Students' portfolio, Task-based study method, Students' self-study
- Class attendance
- 28 hours per semester
- Preparation for exam
- 28 hours per semester
- Fieldtrips
- 94 hours per semester
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Learning outcomes
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The student links the theoretical knowledge with planning a real-life experience. The student understands how the program's activities are organized according to the principles of working with experience. Student understands problems with the transfer of experience into real life and can help to make transfer with reflection and feedback methods.
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Prerequisites
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Basic knowledge of pedagogy and psychology.
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Assessment methods and criteria
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Oral exam, Presentation of group work, Written assignment
An experiential program consisting of a theoretical and practical part. The student works with theoretical support according to the teacher's recommendation.
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Recommended literature
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BELZ, H., SIEGRIST, M. Klíčové kompetence a jejich rozvíjení. Praha: Portál, 2015. ISBN 978-80-262-0846-4.
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BROWN, R. Group processes. Malden: Blacwell Publishing, 2000. ISBN 978-0-631-18496-6.
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CSÍKSZENTMIHÁLYI, M. Flow. Praha: Portál, 2015. ISBN 978-80-262-0918-8.
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FRANC, D., SOBKOVÁ ZOUNKOVÁ, D., MARTIN, A. Učení zážitkem a hrou. Brno: Computer Press, 2007. ISBN 978-80-251-1701-9.
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HÁJEK, K. Tělesně zakotvené prožívání. Praha: Karolinum, 2002..
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HANUŠ, R. Zdroje zážitkové pedagogiky. In: KIRCHNER, J., ed., Kontexty prožitku a kvalita života: sborník výběru příspěvků z konferencí konaných ve dnech 9. 4. 2003 a 22.-23. 4. 2004 na UK FTVS, s. 51-59. Ústí nad Labem: Asociace psychologů sportu České republiky, 2005. ISBN 80-7044-692-7.
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HERMOCHOVÁ, S. Skupinová dynamika ve školní třídě. Kladno, Aisis, 2005. ISBN 80-239-5612-4.
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JAQUES, D., SALMON, G. Learning in groups. London: Routledge, 2007. ISBN 978-0-415-36526-0.
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JIRÁSEK, I. Vymezení pojmu zážitková pedagogika. Gymnasion, časopis pro zážitkovou pedagogiku, č. 1, s. 6-16. 2004.
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KOMÁRKOVÁ, R. Sociální interakce ve skupině. In: KOMÁRKOVÁ, R., SLAMĚNÍK, I., VÝROST, J., eds., Aplikovaná sociální psychologie III, s. 61-77. Praha: Grada, 2001. ISBN 80-247-0180-4.
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KOŽNAR, J. Skupinová dynamika. Praha: Karolinum, 1992. ISBN 80-7066-632-3.
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RIEGER, Z. Loď skupiny. Praha: Portál, 2007. ISBN 978-80-7367-222-5.
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STUCHLÍKOVÁ, I. Úvod do psychologie emocí. České Budějovice: Jihočeská univerzita, 1998. ISBN 80-7040-266-0.
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VÁŽANSKÝ, M. Volný čas a pedagogika zážitku. Brno: Masarykova univerzita, 1994. ISBN 80-210-0428-2.
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ZAHRÁDKOVÁ, E. Teambuilding. Praha: Portál, 2009. ISBN 978-80-7367-641-4.
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