Engaged Learning in Czech Republic
Modern Eastern Europe Alternative
Radek Pospíšil

„ENGAGED“
u word origin french - meaning: personal, active participation, active interest in sth.
u
uAt school:
uPupil feels the need to get to know sth. (out of his own will)
uTo learn (educate himself) voluntarily, without anything being imposed on him or without any other
way of negative motivation

Why the method is called “engaged” learning?
-
-Name of Engaged Learning arose in connection with the search for the name of the method of
teaching in which the main decesive word has the pupil himself
-Pupil who is active with concern about the problem, working independently and with willingness, is
drawn into the work and loves to learn.
u
u

Founding of Engaged Learning
-The Enagaged Learning is czech alternative conception
-It was found by Stanislav Červenka in 1991
-He is a teacher at Second grade of elementary School*(6th – 9th year of school attendance, pupils
from 11-15 years old) at Železná Ruda (city near German borders)
-He is a chairman of PAU (FEL) - Civic Association of the Friends of Engaged Learning .
-

Stanislav Červenka explains
-The Engaged Learning is evolving type of teaching with a strong emphasis on the positive internal
motivation which leads the pupil so that he wants to engage himself, really wants to do something
to fulfill certain goals.
-
-Thus, the pupil is not only able, but willing to work, mainly on educational tasks (projects,
active teaching).
u

How did it start I.?
-At the very beginning was the story that Červenka found in dedicated journal called Teaching
newspapers.
-
-Its content was the story of a boy who dreamt about a perfect school which he would enjoy. He
would like comfort, welcoming atmosphere, cooperation and understanding, without any marks or
written works or HW.
-
-
-In the story, the boy wakes up, goes to his real school, where everything is vice versa than his
dream was and is disappointed because his ideal school was just a dream.

How did it start II.?
-Červenka read this story and as he already those days used a different method, which was close to
this boy’s ideal school, in his school with his pupils he decided to share his experience and wrote
another article into this Teaching newspaper. He also offered to share his expertise if anybody
interested.
-
-Article dropped rapidly spreading avalanche of letters with requests for advice, visit and
exchange of experience.
-
-Because it was not possible to handle all the answers in writing, he used Miluše Havlínová offer
from NEMES (Prague Independent interdisciplinary group for the transformation of education) on the
formation of the Professional Association of Teachers with similar interests to implement such
changes in our schools.

Engaged Learning Critize Traditional Education in these points
uA. Not respecting personality
uB. Focus on current performance
uC. Concentrating on an error
uD. Inappropriate ways of transmitting information
uE. Preference for Encyclopaedic Memory
uF. Overwhelming imperative atmosphere
uG. The center of the school is the teacher, not a pupil
uH. Exclusion of mutual cooperation
uCH. Non-satisfaction of pupil's needs
u
u
u
Education history.jpg

Ten Principles of Engaged Learning
u1. Principle of independent thinking and collective cooperation
u2. Principle of involvement and responsibility for assigned tasks
u3. Principle of application of positive motivation
u4. Principle of voluntary and conscious creative activity
u5. Principle of understanding the curriculum for all pupils
u6. Principle of problem solving challenging tasks
u7. Principle of respect for the personality
u8. Principle predominance of positive evaluation
u9. Principle of  usage of unusual teaching situations
u10. Principle of an open system of education (Cervenka, 1992)
u

u
uPrinciple of independent thinking and collective cooperation (group teaching, classroom
adujstment…)
u
uPrinciple of involvement and responsibility for assigned tasks (role of teacher and pupil,
preparing the conditions for teaching, choice of tasks, work with goals, reflection and
selfreflection)
u

uPrinciple of application of positive motivation (appreciation, expectation of positive performance
of the child, group pressure)
u
uPrinciple of voluntary and conscious creative activity (extended basic curriculum, respect basic
physiological needs, sense of homework)
u
uPrinciple of understanding the curriculum for all pupils (everybody should have the possibility to
understand)
u
u

uPrinciple of problem solving challenging tasks (Think, compile, compile algorithms for solution,
problem learning, "what?" And "how much?" Should be replaced by „HOW?" And "WHY?„)
u
uPrinciple of predominance of positive evaluation (You know – You don´t know –mark is five,
objectivity, comfort, nervousness, irritability, reluctance, threats, punishments, stress)
u
u
u
u
uPrinciple of respect for the personality (respect and be respected)
•
u
u

uPrinciple of  usage of unusual teaching situations (learning when sleeping, brainstorming,
teacher's helpers, working with mistake, music, humor and laughter etc.)
u
uPrinciple of an open system of education (education of educatable people, lifelong learning idea)

How does Engaged Learning work I.
ØIt is not necessary to do testing, written works and tests of knowledge.
ØDoes not use the marks.
ØHomework is a voluntary activity.
ØIt is prohibited to pupils to learn anything at home, the principle is that everything can be
handled in school lessons.
ØAfter a prolonged illness or other absence of a pupil, the pupil attends morning consultations to
catch up with the rest of class.
ØIn this method the teacher evaluates the pupils verbally and several times a day so that they can
experience the great feeling of a positive assessment of their work and the benefit their work
brings to others.
u
u

How does Engaged Learning work II.
ØDoes not punish, because there are virtually no disciplinary problems.
ØWorking together in groups.
ØPupils have the opportunity to leave the classroom during the lesson (mostly drawn into action so
that this option is rarely exercised).
ØIn the group working on a task it is natural that they can talk together, consult and negotiate.
ØAt the end of the classification period, students receive a written assessment instead of a
certificate.
u

Preparing teachers I.
uPreparing teachers for Engaged Teaching corresponds to the concept of school work with children as
one of the most responsible human activities.
u
uAssumes perfect preparation of every lesson so that nothing was left to chance.
u
uWhat is important is a thorough diagnosis of each one group of pupils, which is the starting point
for the analysis of curriculum focusing on proper selection of subject matter.

Preparing teachers II.
uTo the understanding of the real actual status serves for example.
u
Ø Meetings and interviews with speakers of different groups in the class, which reveals when it is
necessary to slow the pace or go back and re-explain the topic
Ø
Ø Monitors mastering of core curriculum, which is necessary for every pupil.
u
u

Preparing teachers III.
uTo the understanding of the real actual status serves for example.
u
Ø From my own experience recommends Červenka analysis of the lessons from the perspective of the
pupils' own work, which is needed to reveal the successes and failures and to assess the
fulfillment of the objectives
u
Ø A similar analysis should be the rule after a prolonged period closed (thematic unit, semester,
school year)

What is PAU (FEL) I.?
uPAU (english FEL) a civic association was founded in 1992 and in 1992-1994 acted as an instigator
expert group within the association NEMES (Independent interdisciplinary group for transforming
education).
uA number of creative teachers participated in the transformation of the document NEMES Czech
education reform.
uSince 1994 PAU operates as an independent organization bringing together teachers, parents,
students, school staff, officials and politicians.

What is PAU (FEL) II.?
uIn 1999 it became one of the founding organizations of the Standing Conference associations in
education and its framework contributes significantly to the creation of a new strategy of state
education policy, which has managed to push through most common ideas and goals. PAU, among other
things also cooperated on the development of so-called Green and White Papers
u
uToday focuses on issues of practical implications of curriculum reform.

Červenka´s Papers (in CZ)
uČervenka, S. Angažované učení (Engaged learning). Praha: T. Houška, 1992.
uČervenka, S. Učit se. Učit se? Učit se! (Learn. Learn? Learn!) Praha: Strom, 1993.
uPAU website http://www.pau.cz/
u
u
u

THANK YOU.
Obrigado.
Děkuji.

Back – up slides. MU



Back – Up: Where to find more info about our University:
u
uMasaryk University: https://www.muni.cz/
uFaculty of Education: http://www.ped.muni.cz/en/introduction
u
uFacebook:
uFaculty of Education https://www.facebook.com/pdfmu
uDepartment of Education https://www.facebook.com/pedagogikaMU
u
uYoutube:
uWelcome to MU https://www.youtube.com/watch?v=_FQBx_lGoLY
uFaculty of Education https://youtu.be/OY8XgY5KD2I
uFind out more at: https://www.youtube.com/user/MasarykuniBrno
u

Image result for spilberk castle Žijete ve městě, které patří studentům