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Lecturer(s)
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Škodová Helena, Mgr.
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Pavlík Robert, PhDr. Ph.D.
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Course content
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1. Definition of diagnostics and specially pedagogical diagnostics, 2. Historical aspects of human diagnosis, 3. The subject of pedagogical, specially pedagogical and psychological diagnostics, the aim of diagnosis, 4. Concept of diagnosis, classification of diagnostic methods of clinical and test method., 5. Diagnostics process, stages of the diagnostic procedure, 6. Diagnostic methods, 7. Clinical methods qualitative diagnostics, 8. Test methods for quantitative diagnosis (measurement in diagnosis), 9. Diagnostic outputs and their transfer into practice, 10. Specificities of the diagnosis of individual age periods, 11. Specifics of the diagnosis of individuals with individual types of disability, 12. Ethical aspects of diagnosis, 13. Legal aspects of diagnostics.
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Learning activities and teaching methods
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Lecture supplemented with a discussion, Lecture with practical applications, Instruction based on dialogue, Students' portfolio, Task-based study method, Individual study, Self-study of literature, Lecture, Seminar
- Contact hours
- 30 hours per semester
- Presentation preparation (report) (1-10)
- 20 hours per semester
- Preparation for comprehensive test (10-40)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| to have an overview of elementary knowledge of social psychology, personality psychology, special education and school didactics |
| to synthetise information from other fields of pedagogy, special education or psychology in order to use it in diagnostics process |
| Skills |
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| to adapt the communication schemes to individual age categories (using the knowledge from previous courses) |
| Competences |
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| N/A |
| N/A |
| Student is able to categorize and present information obtained in relevant sources. |
| learning outcomes |
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| Knowledge |
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| Student will acquire competences, knowledge and skills in the sphere of pedagogical diagnostics. He/she will be acquianted with individual methods and diagnostic techniques, their contribution and ways of implementation and possibilities of their usage. A student will be able to choose a suitable technique on the basis of the situation, to understand its positives as well as negatives and he/she is able to decide on that basis. A student is able to combine and complement the diagnostic methods in order to increase the validity. |
| Skills |
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| - tu apply elementary clinical and test diagnostic methods |
| Competences |
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| N/A |
| N/A |
| student is able to present elementary diagnostic methods and describe their use in practice |
| teaching methods |
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| Knowledge |
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| Lecture |
| Lecture supplemented with a discussion |
| Seminar |
| Task-based study method |
| Self-study of literature |
| Individual study |
| Students' portfolio |
| Discussion |
| Interactive lecture |
| Skills |
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| Multimedia supported teaching |
| Cooperative instruction |
| Seminar |
| Competences |
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| Task-based study method |
| Self-study of literature |
| Skills demonstration |
| assessment methods |
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| Knowledge |
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| Test |
| Individual presentation at a seminar |
| Skills |
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| Seminar work |
| Skills demonstration during practicum |
| Competences |
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| Test |
| Seminar work |
| Individual presentation at a seminar |
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Recommended literature
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ČAPEK, Robert. Třídní klima a školní klima.. Praha, 2010. ISBN 978-80-247-2742-4.
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Davido, Roseline. Kresba jako nástroj poznání dítěte. Praha : Portál, 2001. ISBN 80-7178-449-4.
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HRABAL, V. Diagnostika: pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky.. Praha: Karolinum, 2002. ISBN 80-246-0319-5.
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JANDERKOVÁ, D. Pedagogická diagnostika a vybrané problémy na 1. stupni ZŠ.. Praha, 2018. ISBN 978-80-7496-389-6.
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KNOTOVÁ, D. Školní poradenství.. Praha, 2014. ISBN 978-80-247-4502-2.
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MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika. Praha: Wolters-Kluwer, 2016. ISBN 978-80-7552-014-2.
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Slowík, J. Speciální pedagogika. 2. aktualizované a doplněné vydání. Praha: Grada, 2016. ISBN 978-80-271-0095-8.
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VALENTA, M; KREJČOVÁ. L.; HLEBOVÁ, B. Znevýhodněný žák: deficity dílčích funkcí a oslabení kognitivního výkonu.. Praha, 2020. ISBN 978-80-271-0621-9.
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VALENTA, M. Slovník speciální pedagogiky.. Praha, 2015. ISBN 978-80-262-0937-9.
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