PdF:CJp033 Method. of Cz. Lang. for Bc. - Course Information

CJp033 Methodology of Czech Language for Bachelor Study Programme

Extent and Intensity

0/1/0. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching

Teacher(s)

Mgr. Adam Veřmiřovský, Ph.D. (seminar tutor)
Mgr. Hana Křížová, 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

Prerequisites

The enthusiasm for sharing the information.

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

• Czech Language and Literature for Education (programme PdF, B-CJ3S) (2)
• Czech Language and Literature for Education (programme PdF, B-SPE)

Abstract

•The aim of the course is to familiarize students with the content of language instruction and to develop their ability to transform linguistic content into teaching through informed didactic analysis. The seminar is conceived as an applied laboratory of Czech language didactics, focusing on communicative competence and on designing instruction grounded in meaningful understanding rather than mere reproduction of knowledge.• Students acquire the ability to design tasks for a lesson (including motivation and feedback), to select appropriate methods and forms of instruction with regard to different lesson types, and to work with heterogeneous classrooms (including learners with special educational needs, socially disadvantaged learners, and gifted learners). Within the seminar, they analyse linguistic content in terms of its communicative function, including work with implicit meaning, propose instructional situations, and formulate criteria for assessing the quality of pupils’ responses.• The course also includes the preparation of supplementary teaching materials (e.g. texts for practising linguistic phenomena, illustrative examples, materials for differentiated instruction), comparison of different textbook types, and discussion of their underlying concepts. The seminar systematically incorporates elements of formative assessment (setting learning goals and criteria, addressing typical misconceptions, reflecting on learning) and promotes structured didactic reflection. Emphasis is placed on creating a safe and respectful communicative environment.

Learning outcomes

•After completing the course, students will be able to:• •Analyse the content of language instruction with regard to learning objectives, curricular continuity, and the specific nature of the subject matter, and transform it into teaching through informed didactic decision-making. •Design a lesson plan, including: • •the formulation of learning objectives, •the selection of appropriate teaching methods and forms, •motivational elements, •the design of learning activities, •feedback and assessment of learning. • •Functionally integrate the linguistic, communicative, and writing components of Czech language education and situate the content within a meaningful communicative context. •Analyse linguistic content in terms of its communicative function, including work with implicit meaning, and identify its didactic potential. •Formulate criteria for the quality of pupils’ work and propose simple formative assessment tools (e.g. questions checking understanding, exit tasks). •Develop teaching materials: • •for regular classroom instruction, •for learners with special educational needs, •for gifted learners, •with regard to teaching in heterogeneous classrooms. • •Distinguish between observation and interpretation in reflecting on teaching and provide structured reflection on their own didactic decisions. •Evaluate their own professional development in planning, implementing, and reflecting on Czech language instruction. •

Key topics

• • • •Didactics of the Czech language as a discipline. •Transformation of content into instruction. The position of Czech Language and Literature within the curriculum. •Didactic analysis of subject matter. •Goal – content – activity – evidence of learning. •Interrelation of linguistic, communicative, and writing components. •Communicative competence. •Work with texts, implicit meaning (inferential dimension), communicative intention. •Formative assessment in Czech language instruction. •Quality criteria, evidence of learning, typical misconceptions, working with error. •Differentiation and the heterogeneous classroom. •Teaching materials for regular instruction, learners with special educational needs, and gifted learners. •Textbooks and instructional materials. •Analysis of conceptual frameworks, development of supplementary materials. •Integrated case study and reflection. •Lesson design, criteria, assessment of learning, self-evaluation, and professional growth. •

Study resources and literature

required literature
• ŠTĚPÁNÍK, Stanislav and Martina ŠMEJKALOVÁ. Průvodce začínajícího češtináře. [Praha]: Univerzita Karlova - Pedagogická fakulta, 2016, 317 stran. ISBN 9788072909490. info
• ŠTĚPÁNÍK, Stanislav; Eva HÁJKOVÁ; Klára ELIÁŠKOVÁ; Ľudmila LIPTÁKOVÁ and Marta SZYMAŃSKA. Školní výpravy do krajiny češtiny : didaktika českého jazyka pro základní školy. 1. vydání. Plzeň: Fraus, 2020, 311 stran. ISBN 9788074895951. info
• ŠEBESTA, Karel. Od jazyka ke komunikaci : didaktika českého jazyka a komunikační výchova. Vyd. 1. Praha: Karolinum, 1999, 157 s. ISBN 8071847119. info
• ROSENBERG, Marshall B. Nenásilná komunikace. Translated by Norma Garcíová. Vydání čtvrté. Praha: Portál, 2016, 221 stran. ISBN 9788026210795. info
• ROSENBERG, Marshall B. Co řeknete, změní váš svět. Translated by Hana Antonínová. Vydání první. Praha: Portál, 2015, 142 stran. ISBN 9788026209126. info

recommended literature
• VEŘMIŘOVSKÝ, Adam. Celostní didaktika češtiny. In Vít Boček, Bohumil Vykypěl. CHARISTERIA THOMAE HOSKOVECIO SEXAGENARIO A DISCIPVLIS ET CIRCVLI LINGVISTICI PRAGENSIS SODALIBVS OBLATA. 1. vyd. Brno: Tribun EU, s.r.o., 2020. s. 17-29, 32 s. ISBN 978-80-263
• ROSENBERG, Marshall B. Nenásilná komunikace v praxi. Translated by Hana Antonínová. Vydání první. Praha: Portál, 2020, 262 stran. ISBN 9788026216513. info
• ROSENBERG, Marshall B. Nenásilná komunikace a moc : v institucích, společnosti i rodině : volně podle interaktivního semináře „Komunikace a moc". Edited by Vilma Costetti - Sonia Masini, Translated by Veronika Matiášková. Vydání první. Praha: Portál, 2019, 150 stran. ISBN 9788026214663. info
• ČAPEK, Robert. Moderní didaktika : lexikon výukových a hodnoticích metod. Vydání 1. Praha: Grada, 2015, 604 stran. ISBN 9788024734507. URL info
• ČAPEK, Robert. Líný učitel : jak učit dobře a efektivně. 1. vydání. Praha: Raabe, 2017, 140 stran. ISBN 9788074963445. info
• ČAPEK, Robert. Líný učitel : cesta pedagogického hrdiny. 1. vydání. Praha: Raabe, 2018, 175 stran. ISBN 9788074963872. info

not specified
• ČECHOVÁ, Marie a Vlastimil STYBLÍK. Čeština a její vyučování :didaktika českého jazyka pro učitele základních a středních škol a studenty učitelství. 2., upr. vyd., v SPN vyd. 1. Praha: SPN - pedagogické nakladatelství, 1998. 264 s. ISBN 80-85937-47-6.

Approaches, practices, and methods used in teaching

•Teaching is based on students’ analytical and applied work with linguistic and textual material. The seminar makes use in particular of:• •didactic analysis of subject matter (goal – content – activity – evidence of learning), •work with authentic texts and communicative situations, •modelling the didactic transformation of content, •methods supporting the development of communicative competence, •elements of formative assessment (setting goals and criteria, addressing misconceptions, ongoing checks for understanding), •structured reflection and self-assessment, •group collaboration and peer feedback, •case studies and model teaching situations. • • •The seminar combines theoretical preparation with the practical design and verification of instructional approaches.

Method of verifying learning outcomes and course completion requirements

•The course is completed with a credit.• •Requirements for obtaining the credit:• •Active participation in seminars (minimum 80%). •Ongoing preparation for seminars and engagement with the required literature. •Completion of partial analytical and reflective tasks throughout the semester. •Preparation and presentation of a final group project (maximum 4 members). • • •Final Project• • •The group prepares a didactic analysis of selected content from the communicative, writing, or linguistic component of Czech Language and Literature for lower secondary education (Grades 6–9) and proposes its didactic transformation into a lesson plan.• •The project must include:• •specification of the learning objective in relation to the expected learning outcomes (RVP ZV), •analysis of the core content and typical pupil difficulties, •proposal of a teaching situation (pupil activities), •formulation of quality criteria for pupils’ work, •proposal of a formative assessment tool to verify understanding, •structured reflection on the didactic decisions made. • • •The submission must also include a brief individual reflection outlining each group member’s contribution.• •Assessment takes into account:• •the quality of the didactic analysis, •the functional integration of linguistic content with communication, •clarity in the formulation of objectives and criteria, •the meaningfulness of the proposed learning activities, •the level of professional and reflective argumentation. •

Language of instruction

Czech

Further Comments

The course is taught annually.
The course is taught every week.

• Enrolment Statistics (Spring 2027, recent)
  
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