|
Lecturer(s)
|
-
Krpálková Jaroslava, PhDr. Ph.D.
|
|
Course content
|
Learning outcomes of the course unit The aim of the subject is to acquire knowledge, skills and attitudes in the planning and realization of project and cooperative teaching at elementary school. The lectures will focus on the following topics: 1.-2. Theoretical and historical bases of cooperative and project teaching, incl. research questions. 3. Terminology and features of cooperative and project teaching. 4-6. Specifics of Co-operative and Project Planning in Primary School. 7.-9. Implementation of project and cooperative education in primary school environment (including integration of educational content). 10. Cooperative and project teaching as a path to joint education (inclusive education) at primary school. 11. Co-operative and project teaching in digitization of education and training. 12. Advantages and disadvantages of cooperative teaching, cooperation as a means and goal of learning in the practice of primary school. 13. Advantages and Disadvantages of Project Teaching from a Pupil, Teacher, Teacher and Primary School Environment Through the team work, the seminars will implement basic knowledge, skills and attitudes of both learning models.
|
|
Learning activities and teaching methods
|
- Contact hours
- 26 hours per semester
- Team project (50/number of students)
- 50 hours per semester
- Graduate study programme term essay (40-50)
- 50 hours per semester
- unspecified
- 10 hours per semester
- Contact hours
- 10 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| to analyze the differences between the concepts of teaching (especially between constructive and transmissive schools, including social constructivism, J. Dewey's problem conception) |
| to explain the basic categories of the learning process (goals, methods, forms, curriculum content, assessment, teacher-pupil relations, pupil relationships) |
| to describe the basic relationships between the categories of the teaching process in the teaching plan |
| Skills |
|---|
| to apply educational content and categories of teaching process in the planning and implementation of education and training |
| to evaluate the importance of the basics for the planning and realization of the teaching (FEP for ZV, pedagogical diagnostics of the pupil, including individual needs of the pupil, teacher competence, cooperation with the family) in the school field (in the primary school) |
| Competences |
|---|
| N/A |
| learning outcomes |
|---|
| Knowledge |
|---|
| to describe the theoretical and historical basis of project and cooperative learning |
| to explain cooperative and project learning features, including differences between these models (cooperative learning, group learning, project, project learning, project methods) |
| to describe the steps of project learning in primary education (planning, implementation, presentation, project evaluation) |
| to distinguish between cooperative learning and group learning, incl. the differences in process of planning and implementation |
| Skills |
|---|
| to apply a cooperative and project learning to a specific educational field of FEP for the primary education |
| to suggest a concrete plan for implementation of project and cooperative learning in primary education |
| to evaluate the advantages and disadvantages of cooperative learning in relation to inclusive education and digitization in education |
| to evaluate the advantages and disadvantages of project learning from the pupil's, teacher's and others points of view |
| Competences |
|---|
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecture supplemented with a discussion |
| Interactive lecture |
| Textual studies |
| One-to-One tutorial |
| Individual study |
| Skills |
|---|
| Seminar |
| Multimedia supported teaching |
| Cooperative instruction |
| Discussion |
| Project-based instruction |
| Task-based study method |
| One-to-One tutorial |
| Competences |
|---|
| Textual studies |
| Self-study of literature |
| Collaborative instruction |
| Seminar classes |
| Discussion |
| assessment methods |
|---|
| Knowledge |
|---|
| Project |
| Continuous assessment |
| Seminar work |
| Portfolio |
| Skills |
|---|
| Skills demonstration during practicum |
| Group presentation at a seminar |
| Self-evaluation |
| Competences |
|---|
| Portfolio |
| Project |
|
Recommended literature
|
-
Coufalová, Jana. Projektové vyučování : pro první stupeň základní školy : náměty pro učitele. 1. vyd. Praha: Fortuna, 2006. ISBN 80-7168-958-0.
-
ČÁBALOVÁ, D. Pedagogika pro učitele základních a středních škol.. Plzeň, 2012.
-
ČÁBALOVÁ, D., PODROUŽEK, L. Kooperativní a projektová výuka v učitelství výchovy ke zdraví. Sborník příspěvků ?Výchova ke zdraví a aktivní životní styl. 2013.
-
Dvořáková, M. Projektové vyučování v české škole - vývoj, inspirace, současné porblémy.. Praha : Karolinum, 2009. ISBN 978-80-246-1620-9.
-
Kasíková, Hana. Kooperativní učení a vyučování : teoretické a praktické problémy. Praha : Karolinum, 2001. ISBN 80-246-0192-3.
-
Kasíková, Hana. Učíme (se) spolupráci spoluprací : náměty - výukové materiály pro kooperaci dětí i dospělých. 1. vyd. Kladno : AISIS, 2007. ISBN 80-239-6770-3.
-
Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
-
Šafránková Dagmar. Pedagogika. Praha, 2019. ISBN 978-80-247-5511-3.
-
Tomková, Anna; Kašová, Jitka; Dvořáková, Markéta. Učíme v projektech. Vyd. 1. Praha : Portál, 2009. ISBN 978-80-7367-527-1.
|