EVS013 Teaching and Learning Politics and International Relations

Fakulta sociálních studií
podzim 2015
Rozsah
1/1/0. 4 kr. Ukončení: z.
Vyučující
Gabriela Pleschová, PhD. (přednášející), Eszter Simon, Ph.D. (zástupce)
Eszter Simon, Ph.D. (přednášející)
Mgr. Vendula Šobáňová (přednášející)
Garance
doc. PhDr. Markéta Pitrová, Ph.D.
Katedra mezinárodních vztahů a evropských studií – Fakulta sociálních studií
Kontaktní osoba: Olga Cídlová, DiS.
Dodavatelské pracoviště: Katedra mezinárodních vztahů a evropských studií – Fakulta sociálních studií
Rozvrh
Čt 15. 10. 13:30–15:00 U44, 15:15–16:45 U44, 17:00–18:30 U44, Pá 16. 10. 9:45–11:15 U44, 11:30–13:00 U44, 14:00–15:30 U44, Čt 5. 11. 13:30–15:00 U44, 15:15–16:45 U44, 17:00–18:30 U44, Pá 6. 11. 9:45–11:15 U44, 11:30–13:00 U44, 14:00–15:30 U44
Předpoklady
SOUHLAS
Students who wish to be enrolled in the course should send a 750-word long teaching philosophy no later than 7 days after registration.
Omezení zápisu do předmětu
Předmět je určen pouze studentům mateřských oborů.

Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 0/20, pouze zareg.: 0/20
Mateřské obory/plány
předmět má 18 mateřských oborů, zobrazit
Cíle předmětu
By the end of the course, participants will have:
• acquired a set of concepts and skills regarding teaching and learning;
• developed a more student-centered approach to their teaching;
• learned to reflect critically on their teaching;
• applied the newly acquired knowledge and skills to improving their teaching
Osnova
  • The concept of student-centred learning
  • Course design and course alignment
  • Lesson planning
  • Assessment
  • Large and small group teaching, getting the students to talk
  • Becoming a reflective and scholarly teacher
  • Tutoring & Supervision
  • Dealing with teachings challenges
  • Presentation of innovation plans
  • Academic writing and plagiarism
  • Teaching skills to students in discipline-specific courses
  • Consultation and feedback session on syllabus writing
  • Required Readings:
  • • O’Neill, G., & McMahon, T. (2005) “Student-centred learning: What does it mean for students and lecturers?” In Emerging Issues in the Practice of University Learning and Teaching, edited by G. S. Moore, & B. McMullin. Dublin: AISHE, pp. 27–36.
  • • Biggs, J and Tang K. (2007) “Using constructive alignment in outcomes-based teaching and learning. Chapter 4.” In Teaching for Quality Learning at University. What the student does. Maidenhead: Open University Press/McGraw Hill, pp. 50-61.
  • • 1 page overview of Bloom’s taxonomy: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  • • Prosser, M. and Trigwell, K. (1999) “Learning and Teaching in Higher Education.” In Understanding learning and teaching: the experience in higher education. Buckingham: SRHE and Open University Press. pp. 1-5.
  • • Enerson, D. M., K. M. Plank, R. N. Johnson. (2000) Planning a Class Session. A Guide for New Teachers. Available: www.schreyerinstitute.psu.edu/pdf/planning_a_class_session.pdf
  • • Brown, Sally. (2004-5) “Assessment for Learning.” Learning and Teaching in Higher Education 1: 81-90.
  • • Exley, K. and R. Dennick. (2004) “Working with student groups: Techniques and methods in the classroom.” In: Small Group Teaching. Tutorial Seminars and Beyond. Routledge, pp. 50-75.
  • • Marks, M. P. (2015) “Getting students to talk: best practices in promoting student discussion.” In Handbook on Teaching and Learning in Political Science and International Relations, edited by J. Ishiyama, W.J. Miller, E. Simon. Edward Elgar Publishing, pp. 444-454.
  • • Scales, Peter. (2008) “The Reflective Teacher.” In Teaching in the Lifelong Learning Sector. Maidenhead, England: Open University Press, pp. 7-22.
  • • Spear, R.H. (2000) “Supervision of Research Students: Responding to Student Expectations.” Working/Technical paper, Australian National University. Available: https://digitalcollections.anu.edu.au/bitstream/1885/41534/2/GS00_1.pdf, Access: November 27, 2013.
  • • Adamová, Ľudmila. (2012) “Using Just-In-Time Teaching to Encourage Participants’ Regular Pre-Class Preparation.” In Ľudmila Adamová and Petra Muráriková (eds.), Innovating Teaching and Learning: Reports from University Lecturers. Opladen: Barbara Budrich Publishers, 13-16 (up until “2.3 Research Desgin”).
  • • Živčák, Marek. (2013) “Self-scoring Online Quizzes as a Tool for Enhancement of Participant Reading and Comprehension.” In Ľudmila Adamová and Petra Muráriková (eds.), Innovating Teaching and Learning: Reports from University Lecturers. Opladen: Barbara Budrich Publishers., 21-25 (up until “3.3 Research Design”).
  • • Hrnčiarová, Katarína. (2013) “Motivating Participants to Read: Blogs in Philosophy Teaching.” In Ľudmila Adamová and Petra Muráriková (eds.), Innovating Teaching and Learning: Reports from University Lecturers, Opladen: Barbara Budrich Publishers, 33-35 (up until “4.3 Research Design”).
  • • Coffin, C. et al. (2003) “Chapter 2: Approaches to teaching writing” In Teaching Academic Writing. A toolkit for higher education. Routledge, pp. 19–44.
  • • Mattova, I. (2005) “Essay Writing: Avoiding Plagiarism.” In How to Teach Political Science? The Experience of First-time University Teachers, edited by G. Gregušová. EpsNet, University of Rome Tor Vergata and Sciences Po Paris, pp. 61–65.
  • • Lightfoot, Simon. 2015. “Promoting Employability and Jobs Skills via the Political Science Curriculum.” In Handbook on Teaching and Learning in Political Science and International Relations, edited by John Ishiyama, William J. Miller and Eszter Simon. Cheltenam, UK, pp. 144-154.
Výukové metody
Students will experience the concept of student-centered learning. The course is primarily based on discussion, and individual, group and pair exercises.
Metody hodnocení
Requirements:
To pass the course, students should reach at least 50% on each of the following tasks and fulfill the attendance requirements:
• Active participation
• Reading-related assignments: exercise packs 1 and 2
• Teaching change description
• Teaching change presentation
• Syllabus/block/ or lesson design
Detailed Requirements:
• Attendance
Since this course is based on actively experiencing student-centered learning methods and engaging discussions over related issues, attendance and active participation is vital for the success of the course. Therefore, students may only miss two 90-minute sessions. In exceptional cases, students with three or more absences may pass the course, but only if they have a valid reason (long-term illness, death in the family etc.) and adequate documentation of their absence (doctor’s note, funeral invitation etc.).
Absence from class is not a legitimate reason for missing deadlines or other responsibilities delineated in this syllabus. Should students miss any exercises as a result of a valid excuse (see above), they will have a chance to submit them by an extended deadline agreed upon with the instructors.
• Participation
Students are expected to actively participate in class by asking and answering questions, working with each other, and offering comments on the readings and related issues. Students are recommended to have the readings and their reading-related assignments with them during class.
• Reading-related assignments: Exercise packs 1 and 2
It is absolutely vital for students to read the assigned readings of about 15-30 pages for each sessions prior to meetings. To ensure student engagement with the reading and to foster reflection on own teaching while reading, students will be asked to work on short assignments related to each reading and submit them before the class meets (see ‘deadlines’ below). Exercise packs and detailed assignment description will be available via IS.
• Teaching Innovation Description and Presentation
Each student will be asked to think about their teaching, identify one thing that they want to change in their teaching, and design and present a course outline (delineating learning outcomes, activities, and assessment methods) and think about how they would know their teaching change would be successful. The students will submit a short written essay version (as part of exercise pack 2) and will present their ideas in class). Further details will be distributed in a timely manner.
• Syllabus/block/session Design
Each student will submit their existing syllabus before the start of the course (you will find a prompt in exercise pack 1). This syllabus should preferably be of a course the student has taught and/or will teach alone or together with other instructors (based on consultation with the instructor(s), exceptions may be made and the assignment may be slightly changed on an individual bases but only if neither of these conditions abide). Further details will be distributed in a timely manner.
As a final assignment, the participant will be required to rewrite their syllabus in line with the idea of student-centered learning so that the new syllabus takes into consideration the teaching (and instructor feedback) proposed by the participant during the course. Further details will be distributed in a timely manner.
Deadlines:
Midnight, 12 October 2015 (Monday), Exercise pack I.;
Midnight, 2 November 2015 (Monday), Exercise pack II.;
Midnight, 12 December 2015, Redesigned syllabus.
Vyučovací jazyk
Angličtina
Informace učitele
Course schedule:
15 October 2015 (Thursday) 13:15-14:45, 15:00-16:30, 16:45-18:15, room U44
16 October 2015 (Friday) 9:45-11:15, 11:30-13:00, 14:00-15:30, room U44
5 November 2015 (Thursday) 13:15-14:45, 15:00-16:30, 16:45-18:15, 18:30-19:45, room U44
6 November 2015 (Friday) 9:45-11:15, 11:30-13:00, 14:00-15:30, room U44
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