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Lecturer(s)
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Hovorová Markéta, PhDr. Ph.D.
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Course content
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Content: 1. Differences between studies at secondary school and university 2. Principles of study and learning strategy at university, performance strategy for various forms of examination 3. Multidimensional fixation of memory - model "eye, hand, reading, understanding and repetition" 4. Forms of memory (episodic, semantic, numerical, visual, auditory, symbolic) 5. Learning according to perceptual preference - self-diagnosis + understanding where it is possible to find additional potential within your personality. A form of "study cards". 6. Model "map" - visual preference 7. Model of "algorithm, numerical memory and scheme of "tables"" - preference for numbers and analytical schemes 8. The "podcast" model - auditory preferences 9. The "memory palace" model - symbolic preference through metaphorical shortcuts 10. Use of AI and multimedia in learning; use of "pair/group" learning - learning alone / learning with someone (advantages and disadvantages) 11. The relationship between learning, concentration and cognitive fatigue. Burst learning versus continuous learning. Advantages and disadvantages. 12. The difference between procrastination and fatigue. Procrastination is not always procrastination. It is necessary to have rest. 13. Stress regulation during learning and exams.
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Learning activities and teaching methods
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unspecified
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| prerequisite |
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| Knowledge |
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| The student is motivated to study and has basic high school knowledge of learning principles. |
| Skills |
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| The student can actively participate in interactive teaching, can cooperate and can work independently on partial tasks. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| The student knows what the basic principles and strategies of university studies are and knows different learning strategies. |
| Skills |
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| The student can plan his study schedule and can use different learning strategies. |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Seminar |
| Skills |
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| Lecture supplemented with a discussion |
| Competences |
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| Task-based study method |
| assessment methods |
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| Knowledge |
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| Portfolio |
| Continuous assessment |
| Skills |
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| Combined exam |
| Competences |
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| Combined exam |
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Recommended literature
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Jiří Mareš. Styly učení žáků a studentů. 1998.
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Mareš. Pedagogická psychologie. 2013.
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