SZ6635 Basis of Educational-psychology Diagnostics

Pedagogická fakulta
jaro 2018
Rozsah
0/0/.3. 4 hodiny. 2 kr. Ukončení: z.
Vyučující
Mgr. Tomáš Kohoutek, Ph.D. (přednášející)
Mgr. et Mgr. Jan Mareš, Ph.D. (přednášející)
Mgr. Radek Pospíšil, Ph.D. (přednášející)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (přednášející)
Garance
doc. Mgr. Jana Kratochvílová, Ph.D.
Katedra pedagogiky – Pedagogická fakulta
Dodavatelské pracoviště: Katedra pedagogiky – Pedagogická fakulta
Předpoklady
!NOWANY( SZ6035 Základy pedagogicko-psychologické diagnostiky )
The course refers to the subject Research in educational practice, completion of which is expected.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
The course will enable students to practice pedagogical-psychological diagnostics on themselves and in the field of basic school applications. After completing the course the student should be able to work with the information that can be gained during the course and within the assistant practice (at school). This is the first course of diagnostics followed by a deepening and expanding continuation of the course in the follow-up Master's study. Students learn to use data available at school for decision making and changes in teaching and maintaining or developing evidence-based instruction. Based on the data, he / she learns to decide on differentiation and individualization in teaching, support by a specialist, evaluation of the effectiveness of his / her own practice. They learn to communicate results to colleagues, pupils, parents and specialists.
Výstupy z učení
On completion of this course, the student will be able to:
• explain basic approaches to the diagnosing pupils and students in the classroom (or group of children) and at school, primarily focusing on individual aspects of educational process;
• interpret results of psychological and special pedagogical examination;
• formulate the objective of a simple diagnostic procedure, selects an appropriate screening diagnostic tool;
• use in school practice commonly available data or gain necessary partial data, analyze it by basic techniques, interpretate the results, present them orally and in writing in an understandable way to colleagues, pupils and parents and suggest implementation and action at an individual level.
Osnova
  • Seminar No. 1(taught by a pedagogue and a psychologist together);
  • •Basic concepts of diagnostics (diagnostics, diagnosis, semi-formal diagnosis at school). Use of diagnostics in different school contexts and its goals. Ethics in the diagnostic process, ethical work with results. Standards for the use of diagnostic methods. Diagnostic procedure. Diagnostic assesment, diagnostic hypothesis, diagnostic measures. Strategies and practices in educational diagnostics. Working with reports. Counseling system in education;
  • •Diagnosis of cognitive assumptions and work with its results;
  • •Diagnosis of non-cognitive characteristics affecting school performance;
  • •Questionnaires aimed at screening of some aspects of personality: life satisfaction, stress management, motivation to achievement, learning styles, self-concept of school success;
  • Seminar No. 2 (taught by a pedagogue);
  • •Case history;
  • •Observations in the classroom and in school situations: types of observation and their use; observation systems, sheets, mistakes made during an observation;
  • •Analysis of learning products: structured (mind maps, sketches, diagrams, tables, plans), creative (poster, film, picture, painting, texts), represenative, action oriented (lecture, roll play, exhibition, projection, models);
  • •Analysis of activity products - themed artwork, workbooks, essays, etc.;
  • •Projective techniques - dynamic drawing, writing analysis, unfinished sentences;
  • •Interview with a pupil;
  • •Analysis of pedagogical documentation as a basis for diagnostic consideration aimed at a pupil and evaluation of possible intervention actions.
Literatura
    doporučená literatura
  • Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and practice. Hoboken: John Wiley & Sons.
Výukové metody
lecture
Metody hodnocení
Criteria for granting credit: preparation for lessons, particularly reading (5 points), 2 class exercises (10 points each), knowledge test (5 points).
Vyučovací jazyk
Angličtina
Informace učitele
E-learningová studijní opora:
http://is.muni.cz/el/1441/podzim2015/SZ2MP_DGN1/um/
Nachází se v prerekvizitách jiných předmětů
Předmět je zařazen také v obdobích jaro 2019, jaro 2020, jaro 2022, jaro 2023, jaro 2024, jaro 2025.