CJp205 Alternative Methods of the Czech Language Teaching 1

Faculty of Education
Autumn 2026
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
doc. PhDr. Jana Marie Tušková, Ph.D. (lecturer)
Mgr. et Mgr. Tereza Švandová, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Adam Veřmiřovský, Ph.D.
Department of Czech Language and Literature – Faculty of Education
Contact Person: Petra Rozbořilová
Supplier department: Department of Czech Language and Literature – Faculty of Education
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20
fields of study / plans the course is directly associated with
Abstract

The course follows a teaching concept focused on modern didactic approaches and develops the skills of future educators in the field of active learning methods. It is designed as a practical seminar aimed at developing key competencies in critical reading, writing, and discussion.

Students work within the E-R-R (Evocation – Realization of Meaning – Reflection) methodological framework and master the principles of the Reading and Writing for Critical Thinking (RWCT) program. The objective of the course is to provide both a theoretical overview and the ability to perform didactic transformation of texts, as well as critical reflection on instructional materials.

A significant component of the instruction is working with group dynamics and classroom climate, serving as a relational and communicative precursor to the subsequent study of the psychological aspects of pedagogical nonviolent communication in the course Alternative Methods of Teaching Czech Language 2.

Learning outcomes

Upon successful completion of the course, students will be able to:

  • Design and reflect on a teaching activity in accordance with the E-R-R (Evocation – Realization of Meaning – Reflection) three-phase learning model.

  • Utilize the RWCT framework to develop students' reading strategies and metacognitive skills.

  • Critically assess and adapt existing instructional materials.

  • Apply tools to support dialogue and effective peer feedback among learners.

  • Create a safe learning environment using methods to strengthen positive group relationships.

Key topics
  1. The E-R-R methodological framework as a curriculum foundation
  2. Evocation and reflection techniques
  3. Graphic organizers for in-depth analysis
  4. Methods of critical engagement with text
  5. Visualization of thought processes
  6. Cooperative strategies and dialogue
  7. Core strategies for effective reading
  8. Writing and peer feedback
  9. Digital space and the utilization of instructional materials
  10. Building classroom climate and the relational dimension
Study resources and literature
    required literature
  • MŠMT. Rámcový vzdělávací program pro základní vzdělávání. Praha: Ministerstvo školství, mládeže a tělovýchovy ČR, 2013, 143 pp. info
  • SIEGLOVÁ, Dagmar. Konec školní nudy : didaktické metody pro 21. století. První vydání. Praha: Grada, 2019, 336 stran. ISBN 9788027122547. URL info
  • KRITICKÉ MYŠLENÍ, z. s. Kritické myšlení [online]. Dobříš: Kritické myšlení, z. s., © 2024 [cit. 2024-05-22]. Dostupné z: https://kritickemysleni.cz/
    recommended literature
  • GRECMANOVÁ, Helena and Eva URBANOVSKÁ. Aktivizační metody ve výuce, prostředek ŠVP. Vydání první. Olomouc: Hanex, 2007, 178 stran. ISBN 9788085783735. info
  • GRECMANOVÁ, Helena; Eva URBANOVSKÁ and Petr NOVOTNÝ. Podporujeme aktivní myšlení a samostatné učení žáků (Supporting Active Thinking and Independent Learning of Pupils). Vyd. 1. Olomouc: Hanex, 2000, 160 pp. Edukace. ISBN 80-85783-28-2. info
  • BERTRAND, Yves. Soudobé teorie vzdělávání. Vyd. 1. Praha: Portál, 1998. 247 s. ISBN 80-7178-216-5.
  • GRECMANOVÁ, Helena. Klima školy. Vyd. 1. Olomouc: Hanex, 2008. 209 s. ISBN 9788074090103
  • BOWELL, Tracy and Gary KEMP. Critical thinking : a concise guide. Fourth edition. London: Routledge, 2015, x, 318. ISBN 9780415820929. info
  • ŠAFRÁNKOVÁ, Kateřina – KOŠŤÁLOVÁ, Hana. Čítanka pro přemýšlivé učitelky a učitele. Praha: Občanské sdružení Kritické myšlení, 2007. 85 s.
  • RUTHOVÁ, Nina (ed.). Učím s radostí. 1. vyd. Praha: Strom, 2003. 234 s. ISBN 80-86106-09-8
Approaches, practices, and methods used in teaching

The instruction is conducted in the form of an interactive workshop based on the principles of constructivism – students do not merely listen to information, but actively construct knowledge through their own experience. The course utilizes the principles of metacognition, dialogic teaching, and experiential learning.

Method of verifying learning outcomes and course completion requirements

Course completion is based on a combination of ongoing participation and the submission of a written assignment followed by reflection.

1. Active Participation in Seminars 

  • As the course is designed as an experiential workshop, active engagement in model activities and discussions is a fundamental requirement. Throughout the semester, students practically test individual methodological frameworks and techniques for critical engagement with text.

2. Semester Assignment: Critical Review 

  • Students will produce a critical review of a professional or popular-science publication read during the semester (on a topic relevant to their field of study).
  • Length: Maximum of 1 A4 page.
  • Deadline: To be specified by the instructor in the semester schedule.


3. Peer-to-Peer Evaluation and Moderated Discussion 

  • The submitted review serves as a basis for further work within the seminar group. The verification of learning outcomes includes peer review of the texts and a moderated discussionregarding the content and form of the reviews. 
  • Emphasis is placed on the ability to formulate constructive feedback and to critically reflect on one's own writing as well as the work of peers.

Language of instruction
Czech
Follow-Up Courses
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught every week.
Information on course enrolment limitations: Předmět bude vypsán pouze tehdy, zaregistruje-li si jej 10 a více studentů.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024, Autumn 2025.
  • Enrolment Statistics (Autumn 2026, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2026/CJp205