IPP16 Course planning and realization at primary education

Faculty of Education
Spring 2024

The course is not taught in Spring 2024

Extent and Intensity
0/2/0. 3 credit(s). Type of Completion: k (colloquium).
Taught in person.
Teacher(s)
Mgr. Tereza Češková, Ph.D. (lecturer)
Mgr. Petra Vystrčilová, Ph.D. (lecturer)
Guaranteed by
Mgr. Petra Vystrčilová, Ph.D.
Department of Primary Education – Faculty of Education
Contact Person: Olga Bubnová
Supplier department: Department of Primary Education – Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Objective of the course:
•to obtain a comprehensive system of theoretical knowledge for a design course;
•to apply knowledge in practice;
•to reflect the newly acquired experience and share their knowledge with others in teaching.
Learning outcomes
Student:
Defines the basic theoretical concepts related to design methods, explains the roots of design methods.
Explain the difference between project-based teaching and thematic design, reflects both complex methods in practice.
Appropriately chooses the problem for the project and its output.
Schedules anticipated progress of the project, explains the phases of the project.
Implements the project with pupils.
Reflects and asses realized project.
By the actual implementation of the project demonstrates an understanding of the theoretical bases of design and realization of teaching project strategies.
Syllabus
  • 1. Psychodidactic transformation. Working with the goals of the lesson, Bloom's taxonomy.
  • 2.- 3. Learning tasks, their function, design and cognitive demand. Differentiation. Implementation and interaction in solving learning tasks.
  • 4. Definition of project-based learning - its definition, advantages and disadvantages.
  • 5. Definition of thematic teaching - its definition, advantages and disadvantages, differences from project-based learning.
  • 6. Reflection on different approaches in teaching.
  • 7. Developing pupils' key competences in teaching.
  • 8. Reflection on teaching practice, work with portfolio.
Literature
    required literature
  • KRATOCHVÍLOVÁ, Jana. Teorie a praxe projektové výuky (The Theory and Practise of Project Teaching). 2nd ed. Brno: Masarykova univerzita, 2016, 160 pp. Spisy pedagogické fakuty Masarykovy univerzity svazek č. 100. ISBN 978-80-210-8163-5. info
  • KRATOCHVÍLOVÁ, Jana. Systém hodnocení a sebehodnocení žáků, Zkušenosti z České republiky i Evropských škol (System of the pupils evaluation and self-evaluation, Experiences from the Czech Republic and the European Schools). 1st ed. Brno: MSD, 2011, 153 pp. ISBN 978-80-7392-169-9. info
  • TOMKOVÁ, Anna, Jitka KAŠOVÁ and Markéta DVOŘÁKOVÁ. Učíme v projektech. Vyd. 1. Praha: Portál, 2009, 173 s. ISBN 9788073675271. info
  • KOVALIK, Susan and Karen D. OLSEN. Integrovaná tematická výuka : model : [výuka, která vychází z poznání, jak učit lidský mozek]. 2. opr. vyd. Kroměříž: Spirála, 1995, 304 s. ISBN 8090187315. info
    recommended literature
  • Larmer, J., Mergendoller, J., & Boss, S. (20015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Alexandria: ASCD.
  • Pete, B., & Robin Fogarty, R. (02017). Everyday Problem-Based Learning: Quick Projects to Build Problem-Solving Fluency. Alexandria: ASCD.
  • KAŠOVÁ, Jitka. Škola trochu jinak : projektové vyučování v teorii i praxi. Vyd. 1. Kroměříž: IUVENTA, 1995, 81 s. info
Teaching methods
Workshop, discussion, teamwork
Assessment methods
Conditions for successful completion of the course:
1) written project, its self-reflection and presentation;
2) written self-reflection of the competencies of the student of the project instruction.
Evaluation Criteria and Project Self-Assessment:
• the work fulfills both project and project requirements;
• the student chooses a problem, a problem for the project;
• in view of the meaning of the project, it will choose the appropriate output of the project;
• student defines objectives correctly in all levels of pupil's personality development;
• schedule the expected set of activities and tasks when working with the project together with students;
• flexibly responds to pupils' needs and changes during the project;
• as a teacher, a consultant is involved in project teaching;
• the work is right on the language page.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: every week.
Information on the extent and intensity of the course: 8 konzultací za semestr v KS.
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