Resumé

          This textbook is designed for Erasmus students who are interested in practice teaching at
                                                 mainstream and alternative primary schools in Brno

                                                                PRACTICE TEACHING AT PRIMARY SCHOOL

                                                                                           TEXTBOOK

                                         Mgr. Petra Vystrčilová, Ph.D. & Mgr. Radek Pospíšil, Ph.D.


This textbook has been based on the project support of the Masaryk University Development Fund
(FRMU).

MUNI/FR/1177/2018 Inovation of the course ZS1BP_PPZS Practice Teaching in Primary School

410000 Faculty of Education, 4120000 Department of Primary Education

Purpose of this project was to inovate the course Practice Teaching in Primary School that offers
possibility of teacher practices in traditional and alternative schools. The secondary purpose of
the inovated course is meeting and sharing experiencies between students involved in the Erasmus
project and students of the Primary School Teacher Training.


The starting point of the project has been a call for internationalization of the study program (co
operation of the Erasmus students with students of the Primary School Teacher Training). At the tim
e of preparing the project, the course reflecting the theme of traditional and alternative primary
education lacked in the list of offered courses. The list of concrete alternative directions will b
e determined by the current offer of alternative schools in Brno that cooperate with the faculty.

The project’s outcome is the innovated course called Practice Teaching in Primary School that will
be included into the Catalogue of courses. It would be possible to enroll every year. Now, the cour
se is offered with the new code IPPp25. This document is the educational materiál for the course.


Content of the textbook

1. Syllabus of the course IPPp25 Practice Teaching in Primary School 4

Objectives: 4

Sub-objectives formulated in the outcomes of students. 4

Learning Outcomes. 4

Syllabus. 5

Teaching methods. 5

Assesments Methods. 5

2. Requirements for closing the course practice teaching at primary school 6

3. Study materials about Czech mainstream and alternative education. 7

3.1 Mainstream schools in the Czech Republic. 7

International Standard Classification of Education - ISCED 1997. 7

Basic informations. 7

Framework Education Programme (Rámcový vzdělávací program - RVP) 8

Objectives of basic education. 9

Educational fields. 10

Key competencies. 10

Cross-Curricular Subjects. 11

3.2 Alternative schools in the Czech Republic. 12

Introduction. 12

Overview of the most known alternatives. 12

On alternative schools‘ principles generally. 13

Waldorf pedagogy. 13

Montessori pedagogy. 15

Dalton Plan. 16

Health Promoting School 18

Step by Step. 18

Integrated Thematical Learning. 18

Project-based Learning. 19

Open Learning. 19

Alternative Schools in Brno. 20

4. Observation sheet 21

4.1 Part one, observation. 21

4.2 Part two, reflection of observed lesson. 22

5.       Structure of the study preparation for teaching. 23

Teaching objectives: 23

Aids/Tools: 23

Detailed lesson plan. 23

1. Introduction. 23

2. Main part 24

3. Closing part 24

(Self)reflection. 24

6.       Self/evaluation sheet of students co-teachers. 25

7.       Evaluation by Academic Teacher-mentor 27

Literature. 28




1.

1. Syllabus of the course IPPp25 Practice Teaching in Primary School


Objectives:

The aim of the course is to provide foreign students with basic knowledge of mainstream and
alternative Czech schools. Students can gain experience from lessons in all subjects of the
curriculum of primary education. They systematically analyse lessons which they observe. During the
teaching practice they also prepare, implement and reflect on their own teaching with pupils
(usually aimed at familiarization with facts about the country they come from). Teaching is
realized in a couple - Czech and foreign student.

For Czech students - If you apply in this course, it can be recognized as an "Internationalisation
in the Field of Study"


Sub-objectives formulated in the outcomes of students

• describe the Czech educational system

• implement and reflect on their own teaching with students

• reflect on the process of teaching in written form

• perform assigned tasks.


Learning Outcomes

At the end of this course student will be able to:

·        summarize the Czech and foreign educational system

·        realize and reflect own teaching in primary school

·        reflect the teaching process in written form


Syllabus

1.         Introduction to the educational system in the Czech Republic.

2.         Introduction to the alternative educational system in Czech Republic

3.         Introduction to life in the classroom, teachers, schools

4.         Creating a professional student portfolio: observations from teaching practice, study
preparation for teaching, reflection of own teaching


Teaching methods

Linking theoretical and practical training – teaching observations, analyses, work as a teaching
assistant, own teaching.


Assesments Methods

Completion of assigned tasks:

1.         Observe 8 lessons at primary school

2.         Teach 5 lessons at primary school

3.         Full-fill the Observation Sheet, Preparation for Teaching and Self/evaluation Sheet




2. Requirements for closing the course practice teaching at primary school


Read the materials about Czech educational system.


Visit the schools, arrange terms of practice with director and teachers. How you should do it will
be discussed at our first meeting at the faculty.


Observe 8 lessons (6 lessons at mainstream primary school and 2 lessons at alternative school) and
make your notice about situation at class to Observation Sheet


Teach 5 lessons with your student co-teacher and fill the structure of the Study Preparation for
Teaching for each lesson


Reflect your teaching to Self-evaluation Sheet of Students Co-teachers




Enjoy your time at school! 😊

Petra Vystrčilová & Radek Pospíšil

vystrcilova@ped.muni.cz; pospisil@ped.muni

3. Study materials about Czech mainstream and alternative education

3.1 Mainstream schools in the Czech Republic



International Standard Classification of Education - ISCED 1997

0 – Pre-primary school (nursery schools)

1 – Primary school (1^st – 5^th grade)

2 – Lower secondary school (6^th – 9^th grade)

3 – Higher secondary school (10^th – 13^th grade)

4 – Postsecondary/Nontercial school (e.g. accredited language school after final upper-secondary
final examination)

5 – First stage of tertiary education (state post-secondary technical school, bachelor‘s and
master‘s degree)

6 – Second stage of tertiary education (doctoral study programme)


Basic informations

·        Compulsory school attendance

·        Classification system: marks, 1 -5 (best to worst)

·        Compulsory preprimary education is guaranteed for children in their last year before
entering elementary school

·        Elementary education takes 9 years, usually from ages 6-15

·        Elementary education is divided into two stages: primary (grade 1 – 5) and lower secondary
(grade 6-9)



Framework Education Programme (Rámcový vzdělávací program - RVP)

·        FEP defines the expected outcomes and main objectives of each level of edcation and study
branch.

·        FEP also characterizes the priorities, objectives, key competencies and content of the
educational areas (for example Language and Languague Communication).

·        Schools have to create its‘ own School Educational Programme based on the FEP, however
adapted to the regional and local context and needs.

·        Two-tier: national and school (interconnected documents)

·        The Czech educational reform has establisted the two-level curricula system:








Objectives of basic education

·        To create preconditions for pupils to acquire basic learning strategies and motivate them
to life-long learning.

·        To  stimulate and encourage pupils to creative thinking, logical reasoning and problem
solving.

·        To  guide pupils to engage in efficient, effective, open communication on all aspects of
their life.

·        To develop pupils’ abilities to cooperate and to value their own work and achievements as
well as the work and achievements of others.

·        To  guide pupils so that they should become free and responsible individuals who exercise
their rights and meet their obligations.

·        To  induce the urge to express positive feelings and emotions in chidren’ behaviour, ways
of acting and when experiencing important situations in their lives; develop in them sensitivity
and responsiveness towards other people, the environment and nature.

·        To teach pupils to actively develop and protect their physical, mental and social health
and to be responsible for it.

·        To  guide pupils to tolerance and consideration for other people, to a respect for their
culture and spiritual values; teach pupils to live together with others.

·        To  help pupils to discover and develop their own abilities and skills in the context of
actual opportunities and to use their abilities and skills in combination with their acquired
knowledge when making decisions regarding the aims of their own life and profession.



Educational fields

·        Language and Language Communication (Czech Language and Literature, Foreign Language)

·        Mathematics and Its Applications (Mathematics and Its Applications)

·        Information and Communication Technologies (Information and Communication Technologies)

·        Humans and Their World (Humans and their World)

·        Humans and Society (History, Civic education)

·        Humans and Nature (Physics, Chemistry, Natural Sciences, Geography)

·        Arts and Culture (Music, Fine Art)

·        Humans and Health (Health Education, Physical Education)

·        Humans and the World of Work (Humans and The World of Work)



Key competencies

·        learning competencies;

·        problem-solving competencies;

·        communication competencies;

·        social and personal competencies;

·        civil competencies;

·        working competencies



Cross-Curricular Subjects


·        Cross-curricular subjects in the FEP BE are subjects related to discussed present-day
issues and represent an important and inseparable part of basic education.

·        Cross-curricular subjects:

o   Personal and Social Education

o   Democratic Citizenship

o   Education towards Thinking in European and Global Contexts

o   Multicultural Education

o   Environmental Education

o   Media Education





3.2 Alternative schools in the Czech Republic


Introduction

  * There are many different possible understandings of the term alternative schools.
  * We can see the alternative from the view of the organizer, financing or the padagogical
perspective.
  * Generally, the alternative can be realized in all types of schools (private, public, state) -
if the school is different from the mainstream standard schools in an eductional system.
  * Schools with different methods and teaching organization that aim to bring the curriculum
closer to children, mostly by the form of game, discussion, problem solving, individual work etc.
  * There are differences in the school curriculums, types of assessment and evaluation,
relationship between the school and parents or local community (Průcha, 2004).
  * There are also standard schools that apply some alternative programmes (like in just one
class).


Overview of the most known alternatives

·        Waldorf (kindergarten, primary and sedondary school [lower and higher])

·        Montessori (kindergarten, primary and lower sedondary school)

·        Dalton (kindergarten, primary and sedondary school [lower and higher])

·        Jenaplan (primary school)

·        Step by Step (kindergarten, primary school)

·        Healt Promoting School (kindergarten, primary and sedondary school [lower and higher])

·        Integrated Thematical Learning (kindergarten, primary school)

·        Forrest/nature school (kindergarten, higher secondaryschool)

·        Teaching home (primary and lower secondary school)¨


On alternative schools‘ principles generally

·      the idea to support the natural desire to get to know the new things

·      partnership between teacher and student, supporting students‘ qualities and originality
(mistake is understood as gate to a higher level of learning, not a delict)

·      cooperation with family, school as a community of students, teachers and parents

·      child‘s active participation, support for cooperation and develoment of communication

·      responsibility (involvement) transition to chidren

·      integration of subjects (globalism, thematical integrated learning, experience-based
learning, practical learning)

·      child-centered enviroment (available aids)

·      lessons are not limited by the bells ringing, but the students‘ concern and weariness

·      verbal assessment

·      individual educational goals


Waldorf pedagogy

·        founder: Rudolf Steiner (1861 – 1925)

·        founded: 1919 (town Waldorf)

·        based on the philosophical stream of anthrophilosophy (the study of the spiritual base of
a man as an individual who is in the centre of attention and the world is reflected in)

·        school ensures the complex development of a child in practical and artistic fields,
discovers child‘s abilities, however does not beset children with encyclopedical knowledge.

·        no textbooks, no grade repeating, verbal assessment
  * Subjects are categorized as the main or minor (professional).


  * Main subjects (mother language, math, geography, history, science, psysics, chemistry) are
taught in the two-hours blocks dedicated to just one subject for 3 or 4 weeks.
  * The main subject is changing three times a year: so called epochal learning.
  * Professional subjects (forreign languages, religion, eurythmy) are taught in the classical way
of one-hour lessons.
  * Significant part of the learning are image, rhytm and movement = eurythmy (specific subject,
aesthetical and rhytmical learning).
  * Monthly festival celebrations are typical for Waldorf.
  * twelve classes (the same collective):

o   1^st – 8^th class: lower grade (one teacher teachs all the subjects)
9^th – 12^th class: upper grade (professional teachers)

·        13^th class: – possible final upper-secondary leaving examination.

·        The aids are mostly teacher-made materials, students‘ work and epochal excercise books;
textbooks and books just are supplemental.

·        verbal assessment

·        specific architecture (natural enviroment, pastel colors



Positives

·        development of creativity, independence, sense for responsibility and self-reflection

·        varied curriculum

·        interesting learning method

Negatives

·        little link up to the standard educational system

·        students‘ freedom can be criticized as excessive.

·        puts not enough emphasis on the standard, formal university education of teachers

·        forces students a specific educational style, does not respond to scientific criticism

Montessori pedagogy

·        Founded 1907 (Rome – Cassa di Bambina)

·        Founder Maria Montessori (1870 – 1952)

·        Dildren differ in learning abilities and talents, to the pace of child‘s learning should
be individual („Help me to do it myself.“)

·        From concrete to abstract, focus on human being, individual development.

·        Fields of learning: practical life, sensual education, language education, math,
psychomotor, musical and artistic abilities, cosmic education.

·        Cosmic education is a study about everything around us

·        To be free means to be independent and responsible

·        Silence and calm support concentration on work

·        Work has to be accomplished.

·        Mistake is a natural part of learning.

·        Student is in the centre, teacher in the background.

·        Mixed classes (three grades)


·        Support for natural movement, wakling on the ellipse.

·        Specially developed system of aids to each learning fields.

·        Sensitive phases (ages of more sensitivity of child)  are used to obtain some skills.

·        Learning is based on weekly cycles.

·        Sompulsory team lections, market of teachers (programmes are offered to a child who aslo
choose his teacher)

·        Tribas classrooms, cca 20 pupils in each class.

·        Freedom of choice and child‘s responsibility.

·        Prepared background – libraries, aids…

·        Teacher supervises, konsultes – is a guide in learning.

·        Student‘s self-assessment and self-evaluation is promoted.

·        Teacher assesses student‘s work twice a year and student‘s profile (more teachers) once a
year.

·        Parents participate in the school managing and the lessons too.

·        School transition – a year acclimatization.


Dalton Plan

·        Founder Helen Parkhurst (1886 – 1973)

·        Founded 1920 (town Dalton, USA)

·        Dalton is not a method or a system but an influence.

·        Main idea of the Dalton plan is the development of student‘s individuality by the way of
self-education.

·        Three fundamental principles: 1) freedom (and responsibility), 2) independence, 3)
cooperation

·        Freedom does not mean anarchy – student choose time and place that are ideal for him to
learn.

·        Child behaves independently and is responsible for his/her own learning outcomes.

·        Teacher plays the role of assistant, guide.

·        Student can cooperate with the others in problem solving.

·        Cooperative groups (the problem is solved together) and helping groups (the work is
independent although there is  a possibility to consult with a classmate) are used.

·        Longterm tasks are an important part of Dalton. Long-lasting, prescribed objectives in the
form of contract between a teacher and a student – and the next objective can be solved only after
the fulfilment of the first one.

·        Teacher plays an important role, however has to resign to the dominant position. He also
prepares plans, tests and exams, communicates with students and their parents.

·        No lessons in a tradition sense (no bell ringing), class is divided into the different
subject districts with the aids for each grades.

·        Curriculum is divided into 10 contracts to learn each month.

·        Student signs a monthly contract of learning outcomes with the teacher.

·        Student is allowed to begin the work on the next task only after succesful managing of the
previous one.

·        The system of colors that symbolize days in a week, each subjects or dalton meters.


Positives:

·        Learning variability

·        Education to freedom

·        Education to responsibility

·        Education to cooperation


Nedatives:

·        Curriculum repeating is insufficient.

·        Knowledge obtaining is not systematic.

·        Lack of discussion about curriculum.

·        The relying on student‘s indepencence seems to be too optimist

Health Promoting School

·        Health promoting school has been a part of the WHO‘s programme  Health for All since the
half of the 1980‘.

·        The project is based on friendly athmosphere, healthy learning, and open partnership.

·        Health promoting school develops independence, creativity, responsibility, cooperation,
positive self-concept and self-evaluation, tends to increase stimulation of school enviroment, to
improve methods of verbal assessment and to increase respect to ethnic and social minorities.

·        Methodology of the School Health Promotion Program

·        There are aproximately 92 Health promoting schools in the Czech Republic (for. example in
Prague, Blansko, Jihlava, Karviná, Ostrava, Zlín).


Step by Step

·        The Step by Step programme has been running in the Czech Republic since the year of 1994
in nursery schools and since 1994 in „basic“ schools (primary + lower secondary).

·        Origins in USA.

·        Individual approcach to a child, inclusion of children with special educational needs,
cooperation in teams, partnership of family, school and broader society.

·        Child‘s day work is managed accorging to the daily plans.

·        Pupils also works individually or in groups in the activity centres along with their
preferences.


Integrated Thematical Learning

·        The model is created by an American S. Kovalik.

·        Integration means interconnecting the curriculum, knowledge and information.

·        The curriculum of all sublects is integrated into a specific framework. A year-long theme
is composed of month-long and week-long thematic frameworks.

·        An acquired knowledge is applied in practice, so children realize the purpose of the
curriculum.

·        There are three schools based on this programme in the Czech Republic. In most cases, in
the standard schools are applied just some elements of the ITL.


Project-based Learning

·        Origins can be found in the begin of the 20^th century in the US pragmatic pedagogy and
philosophy, mostly by  J. Dewey and W. H. Kilpatrick

·        In the Czech Republic since the 1990‘ (J. Kašová).

·        The purpose is to solve the problem that is concrete, meaningful, real, based on life and
child‘s experience.

·        The projects can be realized in many different forms and can last for different time (a
day, week or year-long projects, a project realized in just one subject or a project integrating
more subjects).


Open Learning

·        The movement of Open Learning is based on the ideas of pedagogical reformism.

·        Since the 1960‘ in the world, since the 1990‘ in the Czech Republic.

·        Aims for the humanization the learning, respect the individual needs, move from
transmissive to constructivistic teaching style.

·        The openness is meant both inside (change of learning and teaching methods, forms and
organization of school) and outside (school‘s relation to its enviroment, families…)

·        Associates principles and stimulli from different traditional and alternative learning
conceptions.



Alternative Schools in Brno

·        Waldorf

o   Plovdivská

·        Montessori

o   Gajdošova, Pastviny, Five Star v Brně Bohunicích

·        Dalton

o   Husova, Chalabalova, Křídlovická, Mutěnická, Staňkova ad.

·        Step by Step

o   Heyrovského, Stará, Vejrostova



















4. Observation sheet

4.1 Part one, observation


First name and surname of student:

Course:

First name and surname of teacher-mentor:

Grade/Class:

School:

Topic of the Lesson:

TIME

    WHAT TEACHER DOES

                     WHAT PUPILS DO

                                   MY COMMENTS





4.2 Part two, reflection of observed lesson


(e.g.: differences between school practice in my country and observed lesson, inspiration for
myself, discussion with student co-teacher or teacher-mentor etc.):


Reflection:





Possitives of the Lesson:





Negatives of the Lesson:





Ideas for my Future Teaching Practice:







5.  Structure of the study preparation for teaching


First name and surname of student, student ID


First name and surname of student, student ID


Grade/Class


Subject


Name of teacher-mentor


Topic of the lesson


Length of the Lesson



Teaching objectives:

We can distinguish three domains of teaching objectives: cognitive, psychomotor and affecive; but
we do not necessarily have to aim at all these these three dimensions in every single lesson. It is
advisable to use the so-called active verbs for formulating teaching objectives. Using the
so-called Bloom’s taxonomy is appropriate for formulating objectives in the cognitive domain.


Aids/Tools:

Detailed lesson plan


… describes the deliberated teaching process. Which kind of tasks (activities, work) would students
deal with? In what order? How would the particular tasks follow each other? (The purpose of the
plan is to explain the way the organisational forms and methods follow each other in the lesson,
and also the way the tasks with different levels of cognitive difficulty are related to each
other.) It is recommended to think the lenght of the particular tasks out and write it down on the
paper.


1. Introduction

It is advisable to consider the way you can introduce the topic (eventually acquaint students with
the objectives), check the prepared aids/tools etc.


2. Main part

… may but do not have to include following items:

-         Revision of the curriculum

-         Motivation

-         Deduction of the new curriculum

-         Consolidating and exercising the new curriculum

-         Aplication tasks

-         Assigning homework


3. Closing part

It is necessary to pay attention to the appropriate conclusion with a summary of the curriculum in
the last part of the lesson, and to evaluate students’ work. How will be the fulfillment of the
declared objectives checked?



(Self)reflection

In this part – filled always after the lesson – the conception and realization of the lesson should
be reflected. It is adequate to rethink if and the way the declared objectives have been achieved,
eventually what is the possible way to innovate the preparation for the „next time“.



6.  Self/evaluation sheet of students co-teachers


First name and surname of student, student ID:


First name and surname of student, student ID:


MU Course Code:


Name and address of school:


First name and surname of teacher-mentor:


Email of teacher-mentor:


At the beginning of the teaching practice both students co-teachers will define „Primary goals“ of
students co-teachers professional development with teacher-mentor. Teacher-mentor will evaluate
setting this goals. At the end of the practice teaching students co-teachers and teacher-mentor
will evaluate „Primary goals“ and define „Possitives and negatives of co-teaching practice“ for
future professional development of the student.

The formulation of goals has to be defined specifically – it has to be evaluated if they were
achieved.

                      Before the start of Practice Teaching in Primary School

Primary goals of first student co-teacher:






Primary goals of second student co-teacher:






Evaluation of primary goals set by both students co-teachers by teacher-mentor:






Evaluation of primary goals set by first student co-teacher:






Evaluation of primary goals set by second student co-teacher:







                      At the end of the  Practice Teaching in Primary School

Possitives and negatives of co-teaching – first student:






Possitives and negatives of co-teaching – second student:






Final evaluation of teaching practice of both students co-teachers by teacher-mentor:






Date:

Teacher-mentors’ signature and school stamp:







7.  Evaluation by Academic Teacher-mentor


Name of academic teacher-mentor


First name and surname of student


First name and surname of student


Topic of the lesson


Subject


Grade/Class



Academic mentor’s statement on the observed lesson and his recommendations for further professional
development of the student:

















Date:

Academic teacher-mentor signature:


Literature

Dintersmith, T. (2018). What School Could Be: Insights and Inspiration from Teachers across
America. PRINCETON; OXFORD: Princeton University Press. Retrieved from
http://www.jstor.org/stable/j.ctvc7734v

Horká, H. (2009). Studie ze školní pedagogiky. Brno: Masarykova univerzita.

Grecmanová, H.-& Urbanovská, E. (1996) Waldorfské školy. Olomouc, 1996.

McCluskey, G. , & Mills, M. (2018). International Perspectives on Alternative Education: Policy and
Practice . London: Trentham Books.

Valenta, Z. Waldorfská pedagogika a jiné alternatívy. (1993) UP, Olomouc 1993.

Průcha, J. (2009). Moderní pedagogika (4., aktualiz. a dopl. vyd.). Praha: Portál.

Průcha, J., Walterová, E., & Mareš, J. (2013). Pedagogický slovník (7., aktualiz. a rozš. vyd.).
Praha: Portál.

Robinson, K., & Aronica, L. (2016). Creative schools: the grassroots revolution that's transforming
education. New York, New York: Penguin Books.

Röhner, R., & Wenke, H. Daltonské vyučování. (2003) Stále živá inspirace. Brno: Paido.

Rýdl, K. (1999) Principy a pojmy pedagogiky Marie Montessori. Public History.

Staley, D.J. (2019) Alternative Universities: Speculative Design for Innovation in Higher
Education. Johns Hopkins University Press. ISBN 9781421427416

Wenke, H., & Röhner, R. (2000) Ať žije škola. Daltonská výuka v praxi. Brno: Paido.

Zelinková, O. (1997) Pomoz mi, abych to dokázal. Portál: Praha.


www.waldorf.cz

www.iwaldorf.cz

www.montessori.cz

www.montessori-ami.org

www.dalton.cz

www.dalton.org