SUK003 Theory of Instruction

Faculty of Arts
Spring 2022
Extent and Intensity
18/0/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. et Mgr. Bc. Zuzana Šalamounová, Ph.D. (lecturer)
Mgr. Ingrid Procházková, Ph.D. (lecturer)
Mgr. Karla Brücknerová, Ph.D. (lecturer)
prof. Mgr. Klára Šeďová, Ph.D. (lecturer)
Guaranteed by
prof. Mgr. Klára Šeďová, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Mgr. et Mgr. Bc. Zuzana Šalamounová, Ph.D.
Supplier department: Department of Educational Sciences – Faculty of Arts
Timetable
Fri 18. 2. 10:20–12:00 C11, 13:00–14:40 C11, 15:00–16:40 C11, Fri 4. 3. 13:00–14:40 C11, Fri 18. 3. 13:00–14:40 C11, Fri 1. 4. 10:20–12:00 C11, 13:00–14:40 C11, Fri 29. 4. 13:00–14:40 C11, 15:00–16:40 C11, Fri 13. 5. 13:00–14:40 C11
Prerequisites (in Czech)
DPS002 Basic Course in Education || UZB002 Basic Course in Education || SUK002 Basic Course in Education
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
there are 88 fields of study the course is directly associated with, display
Course objectives
The Theory of Instruction course in general aims to provide students with an overview of basic issues concerning preparation, realization, management and evaluation of instruction, to be obtained through theory as well as examples of lessons and their analysis.
Learning outcomes
Upon completion of the course, the student will be able to:
a) Orient oneself in basic notions, theories and approaches of the theory of instruction in order to apply them in practice.
b) Provide an overview of basic issues of instruction, including its planning, realization and evaluation.
c) Apply the knowledge gained in the preparation and teaching of lessons, while being able to evaluate the effects of one’s own teaching.
d) Accurately define the aims of instruction and find appropriate methods and means of teaching.
e) Apply classroom management principles in practice.
f) Be motivated to pursue further professional development.
Syllabus
  • 1. What is the theory of instruction? Definitions of the theory of instruction and its fundamental forms, various concepts of the theory of instruction, basic notions (instruction, teaching, education, etc.), "didactical triangle", principles and rules of the theory of instruction.
  • 2. Theory of education and teaching: An overview of basic concepts of the theory of instruction and examples of their application in practice (constructivism, academic theories, etc.), approaches to teaching and conceptions of teaching.
  • 3. Preparation for teaching: Goal setting, selection of subject matter, choice of teaching methods and forms, selection of teaching aids, "dramaturgy" and stages of a lesson, time structure of activities, etc.
  • 4. Instructional goals: Classification (Bloom’s taxonomy, taxonomy of affective goals, etc.), goal division, methods and principles of goal formulation, working with goals in instruction.
  • 5. Subject matter: Selection and structuring, analysis, learning tasks.
  • 6. Methods and forms of instruction: Basic classification of methods and forms of instruction, characteristics of individual methods and forms of instruction, analyses of appropriateness of the use of individual methods and forms of instruction.
  • 7. Classroom management: Positive motivation of students, setting rules, guidance of students, discipline, means of maintaining discipline, conflict resolution, model examples of conflict resolution.
  • 8. Assessment, marking and examining of students: Formative and summative evaluation, fairness of evaluation, marking, test items, student self-evaluation.
  • 9. Student feedback: Basic rules for gathering and working with student feedback.
  • 10. Teacher professional development: Self-reflection as part of a teacher’s work, teacher assessment, support of colleagues, mentoring, mentoring teacher, supervision, tandem teaching.
Literature
    required literature
  • Moderní vyučování. Edited by Geoffrey Petty, Translated by Štěpán Kovařík. 1. vyd. Praha: Portál, 1996, 380 s. ISBN 80-7178-070-7. info
    recommended literature
  • BERTRAND, Yves. Soudobé teorie vzdělávání. Vyd. 1. Praha: Portál, 1998, 247 s. ISBN 80-7178-216-5. info
  • STARÝ, Karel and Veronika LAUFKOVÁ. Formativní hodnocení ve výuce. Vydání první. Praha: Portál, 2016, 174 stran. ISBN 9788026210016. info
    not specified
  • ILLERIS, Knud. How we learn : learning and non-learning in school and beyond. English ed. London: Routledge, 2007, xiii, 289. ISBN 9780203939895. info
  • KALHOUS, Zdeněk and Otto OBST. Školní didaktika. Olomouc: Univerzita Palackého, 2000, 178 s. ISBN 8070679204. info
  • PETTY, Geoffrey. Evidence-based teaching : a practical approach. 2nd ed. Cheltenham: Nelson Thornes, 2009, v, 378. ISBN 9781408504529. info
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
  • MAŇÁK, Josef. Nárys didaktiky. 3. vydání. Brno: Masarykova univerzita v Brně, 2003, 104 stran. ISBN 8021031239. info
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
  • SVATOŠ, Tomáš. Malá didaktika : v teorii a praxi pro seminární výuku obecné didaktiky. Vyd. 1. Hradec Králové: Gaudeamus, 2006, 73 s. ISBN 8070417153. info
  • ČAPEK, Robert. Moderní didaktika : lexikon výukových a hodnoticích metod. Vydání 1. Praha: Grada, 2015, 604 stran. ISBN 9788024734507. URL info
  • HATTIE, John and Gregory C. R. YATES. Visible learning and the science of how we learn. First published. London: Routledge, 2014, xvii, 349. ISBN 9780415704991. info
  • FISHER, Robert. Učíme děti myslet a učit se : praktický průvodce strategiemi vyučování. Translated by Karel Balcar. Vydání třetí. Praha: Portál, 2011, 172 stran. ISBN 9788026200437. info
  • COHEN, Louis, Lawrence MANION and Keith MORRISON. A guide to teaching practice. 5th ed. London: Routledge Falmer, 2004, xiv, 460. ISBN 0415306752. info
  • PASCH, Marvin. Od vzdělávacího programu k vyučovací hodině :jak pracovat s kurikulem. Vyd. 1. Praha: Portál, 1998, 416 s. ISBN 80-7178-127-4. info
  • The complete guide to lesson planning and preparation. Edited by Anthony Haynes. New York: Continuum, 2010, xii, 175 p. ISBN 9781847060709. info
  • KASÍKOVÁ, Hana. Kooperativní učení, kooperativní škola. Vyd. 2., rozš. a aktualiz. Praha: Portál, 2010, 151 s. ISBN 9788073677121. info
  • CANGELOSI, James S. Strategie řízení třídy :jak získat a udržet spolupráci žáků při výuce. 1. vyd. Praha: Portál, 1994, 289 s. ISBN 80-7178-014-6. info
Teaching methods
The Theory of Instruction course combines blocks of lectures, seminars and workshops.
Assessment methods
A combination of attendance and passing of final test is required to complete the course. 80% attendance is compulsory and is a prerequisite for being allowed to sit the final test. The final test is comprised of five open-ended questions aimed at determining the level of understanding of basic concepts and the level of ability to apply the knowledge in practice. The maximum number of points that can be obtained in the test is 100. The minimum for passing the test is 66 points.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on course enrolment limitations: !UZB003
The course is also listed under the following terms Spring 2020, Spring 2021, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2022, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2022/SUK003