IPPk16 Course planning and realization at primary education

Faculty of Education
Spring 2024
Extent and Intensity
0/0/.7. 3 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. Tereza Češková, Ph.D. (lecturer)
Mgr. Kateřina Gorčíková, Ph.D. (lecturer)
Mgr. Miroslav Jireček, Ph.D. (lecturer)
Mgr. Petra Vystrčilová, Ph.D. (lecturer)
Guaranteed by
Mgr. Petra Vystrčilová, Ph.D.
Department of Primary Education – Faculty of Education
Contact Person: Olga Bubnová
Supplier department: Department of Primary Education – Faculty of Education
Timetable of Seminar Groups
IPPk16/KombiSem01: Fri 22. 3. 14:00–17:50 učebna 51, Fri 5. 4. 14:00–17:50 učebna 37, Fri 3. 5. 14:00–17:50 učebna 24, Fri 17. 5. 10:00–13:50 učebna 37, T. Češková, P. Vystrčilová
IPPk16/KombiSem02: Fri 22. 3. 10:00–13:50 učebna 51, Fri 5. 4. 10:00–13:50 učebna 37, Fri 3. 5. 10:00–13:50 učebna 24, Fri 17. 5. 14:00–17:50 učebna 37, T. Češková, P. Vystrčilová
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Objective of the course:
•to obtain a comprehensive system of theoretical knowledge for a complex teaching method - project teaching;
•to apply knowledge in practice;
•to reflect the newly acquired experience and share their knowledge with others in teaching;
•formulate own concept of teaching;
•link own practical experience with theoretical concepts.
Learning outcomes
Student:
Defines the basic theoretical concepts related to design methods, explains the roots of design methods.
Explain the difference between project-based teaching and thematic design, reflects both complex methods in practice.
Appropriately chooses the problem for the project and its output.
Schedules anticipated progress of the project, explains the phases of the project.
Implements the project with pupils.
Reflects and asses realized project.
By the actual implementation of the project demonstrates an understanding of the theoretical bases of design and realization of teaching project strategies.
Formulates her/his own conception of teaching and looks for evidence of it in the portfolio.
Syllabus
  • 1. Need and concept of project teaching in the present.Definition of basic concepts: project, project method, project teaching. Typology of projects.Historical context of project teaching.
  • 2.The teacher's role in project teaching. Interactive model of teaching as a prerequisite for project instruction.
  • 3.To create the project. Written proposal - project planning: meaning, goals, activities, methods and forms of work, output, organization, evaluation and presentation of the project.Realization of the project in practice.
  • 4.Reflection and self-reflection of the project.Advantages and disadvantages of project instruction.
  • 5. Integrated education - advantages and disadvantages of integrated education.
Literature
  • Pete, B., & Robin Fogarty, R. (02017). Everyday Problem-Based Learning: Quick Projects to Build Problem-Solving Fluency. Alexandria: ASCD.
  • Larmer, J., Mergendoller, J., & Boss, S. (20015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction. Alexandria: ASCD.
  • KRATOCHVÍLOVÁ, Jana. Teorie a praxe projektové výuky (The Theory and Practise of Project Teaching). 2nd ed. Brno: Masarykova univerzita, 2016, 160 pp. Spisy pedagogické fakuty Masarykovy univerzity svazek č. 100. ISBN 978-80-210-8163-5. info
  • KRATOCHVÍLOVÁ, Jana. Systém hodnocení a sebehodnocení žáků, Zkušenosti z České republiky i Evropských škol (System of the pupils evaluation and self-evaluation, Experiences from the Czech Republic and the European Schools). 1st ed. Brno: MSD, 2011, 153 pp. ISBN 978-80-7392-169-9. info
  • TOMKOVÁ, Anna, Jitka KAŠOVÁ and Markéta DVOŘÁKOVÁ. Učíme v projektech. Vyd. 1. Praha: Portál, 2009, 173 s. ISBN 9788073675271. info
  • KOVALIK, Susan and Karen D. OLSEN. Integrovaná tematická výuka : model : [výuka, která vychází z poznání, jak učit lidský mozek]. 2. opr. vyd. Kroměříž: Spirála, 1995, 304 s. ISBN 8090187315. info
  • KAŠOVÁ, Jitka. Škola trochu jinak : projektové vyučování v teorii i praxi. Vyd. 1. Kroměříž: IUVENTA, 1995, 81 s. info
Teaching methods
Workshop, discussion, teamwork, work with portfolio
Assessment methods
Conditions for successful completion of the course:
1) written project, its self-reflection and presentation;
2) written self-reflection of the competencies of the student of the project instruction.
Evaluation Criteria and Project Self-Assessment:
• the work fulfills both project and project requirements;
• the student chooses a problem, a problem for the project;
• in view of the meaning of the project, it will choose the appropriate output of the project;
• student defines objectives correctly in all levels of pupil's personality development;
• schedule the expected set of activities and tasks when working with the project together with students;
• flexibly responds to pupils' needs and changes during the project;
• as a teacher, a consultant is involved in project teaching;
• the work is right on the language page.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 8 konzultací.
The course is also listed under the following terms Spring 2021, Spring 2022, Spring 2023, Spring 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2024/IPPk16