FI:DUCIT Teaching Lab - Course Information

DUCIT Teaching Lab

Extent and Intensity

0/2/1. 3 credit(s). Type of Completion: z (credit).

Teacher(s)

RNDr. Tomáš Effenberger, Ph.D. (lecturer)
Mgr. Tomáš Foltýnek, Ph.D. (lecturer)
RNDr. Martin Jonáš, Ph.D. (lecturer)
Bc. Marek Macho (lecturer)
Mgr. Lucia Hradecká (lecturer)
RNDr. Martin Ukrop, Ph.D. (lecturer)
Bc. Ondřej Hrdlička (assistant)

Guaranteed by

Mgr. Tomáš Foltýnek, Ph.D.
Faculty of Informatics
Contact Person: Mgr. Tomáš Foltýnek, Ph.D.
Supplier department: Faculty of Informatics

Timetable

Mon 14:00–15:50 A220

Prerequisites

SOUHLAS
The student is teaching at least 1 hour every week. The course is open for students of all levels (bachelor, master, doctoral).

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 24 student(s).
Current registration and enrolment status: enrolled: 16/24, only registered: 2/24, only registered with preference (fields directly associated with the programme): 0/24

fields of study / plans the course is directly associated with

there are 6 fields of study the course is directly associated with, display

Course objectives

Develop competencies for conducting useful seminars.

Learning outcomes

The student will improve in the following skills:
- explaining that is helpful;
- interacting with the group in a way that makes all the students to actively participate;
- assign clear tasks and change their difficulty as needed;
- help stuck students and support their thinking;
- provide a useful feedback;
- set desirable norms in the class;
- further improve through the reflection of their teaching.

Syllabus

• Good first seminar
• Interaction with a group and individuals
• Goals and preparation
• How learning works
• Explaining and presentation skills
• Grading and feedback
• Students' motivation
• Structuring a seminar
• Teaching methods and problem types
• Assigning and difficulty of problems
• Ethical dilemmas

Literature

recommended literature
• WILSON, Greg. Teaching Tech Together: How to Make Your Lessons Work and Build a Teaching Community around Them. 1st Edition. Chapman and Hall/CRC, 2019, 248 pp. ISBN 978-0-367-35297-4. Full version of the book available online. info
• MCKEACHIE, Wilbert James, Marilla D. SVINICKI and David NICOL. McKeachie's teaching tips : strategies, research, and theory for college and university teachers. 13th ed. Belmont: Wadsworth, 2011, xxv, 388. ISBN 9780495809296. info
• AMBROSE, Susan A. How learning works : seven research-based principles for smart teaching. Edited by Richard E. Mayer. 1st ed. San Francisco, CA: Jossey-Bass, 2010, xxii, 301. ISBN 9780470484104. info
• WEINSTEIN, Yana, Megan SUMERACKI and Oliver CAVIGLIOLI. Understanding how we learn : a visual guide. First edition. Abingdon: Routledge, 2019, x, 165. ISBN 9781138561724. info
• BAIN, Ken. What the best college teachers do. Cambridge, Mass.: Harvard University Press, 2004, 207 p. ISBN 9780674013254. info

Teaching methods

Interactive lectures, group discussion, analysis of model situations and case studies, practical training of teaching skills, peer visits at the seminars, reflection of the teaching.

Assessment methods

The requirements are active participation in classes, peer visits (providing feedback on teaching of another teaching assistant), and portfolio documenting the work on the competency to teach (e.g., readings, reflection of one's own teaching).

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.
Information on course enrolment limitations: Učitel omezuje zápis na studenty, kteří aktuálně vedou cvičení.

• Enrolment Statistics (Spring 2024, recent)
  
• Permalink: https://is.muni.cz/course/fi/spring2024/DUCIT