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Lecturer(s)
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Hodan Karel, PhDr. Ph.D.
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Řezníček Ondřej, PhDr. Ph.D.
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Course content
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Reflexion of the output experience, analysis of the video-record. ŠVP and RVP, creation of ŠVP in the enviroment of the school, autoevaulation, project education, key competencies, interdisciplinary relatives and their improvement, leadrship of projects, projects and their evalutation, software and evaluation of quality, terminology.
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Learning activities and teaching methods
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Project-based instruction, Instruction based on dialogue, Multimedia supported teaching, Students' portfolio, Group discussion, Skills demonstration, Seminar
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| prerequisite |
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| Knowledge |
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| Students should know output knowledge on the level of the subject KVD/DII2Z and KVD/DIDI1. |
| learning outcomes |
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| Student is able to evalutate his own lesson and can analyze his own mistakes. Student is able to find data for the creation of ŠVP based on RVP. Student can optimizes suggested ŠVP to specifics of the concrete school. Student understands terms: autoevaluation, knows principles of autoevaluation and is able to find conclusion for application in the school. Student is able to explain what is it the project and introduce examples of utilization. Student is able to invent and realize the project of the scheduled topic. Student knows all problems which relate to the school project. Student is able to evaluate school projects. Student is able to decide if given software is quality or not. Student handles common education software which can uses in the information technology, knows when is suitable to use it in the lesson and knows advantages and disadvantages of selected software. |
| teaching methods |
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| Seminar |
| Multimedia supported teaching |
| Skills demonstration |
| Project-based instruction |
| Group discussion |
| Students' portfolio |
| Discussion |
| assessment methods |
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| Skills demonstration during practicum |
| Group presentation at a seminar |
| Continuous assessment |
| Project |
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Recommended literature
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Brookshear, J. Glenn; Smith, David T.; Brylow, Dennis. Informatika. 1. vyd. Brno : Computer Press, 2013. ISBN 978-80-251-3805-2.
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COLTON, A. et. al. The collaborative analysis of student learning: professional learning that promotes success for all. Thousands Oaks, 2016. ISBN 978-1-4833-5817-8.
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HAZZAN, O. et. al. Guide to teaching computer science: an activity-based approach. London, 2014. ISBN 978-1-4471-6629-0.
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Kalhous, Zdeněk; Obst, Otto. Didaktika sekundární školy. 1. vyd. Olomouc : Univerzita Palackého, 2003. ISBN 80-244-0599-7.
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MCKEOWN, S. a A. MCGLASHON. Brilliant ideas for using ICT in the inclusive classroom. London, 2015. ISBN 978-1-138-80902-4.
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Pasch, Marvin; Koldinský, Milan. Od vzdělávacího programu k vyučovací hodině: jak pracovat s kurikulem. Praha : Portál, 1998. ISBN 80-7178-127-4.
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PETTY, G. Moderní vyučování. Praha : Portál, 2006. ISBN 80-7367-172-7.
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Stuchlíková, I., T. Janík a et. al. Oborové didaktiky: vývoj ? stav ? perspektivy. Brno, 2015. ISBN 978-80-210-7884-0.
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