SUP003 Theory of Instruction

Faculty of Arts
Spring 2024
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. et Mgr. Bc. Zuzana Šalamounová, Ph.D. (lecturer)
Mgr. Karla Brücknerová, Ph.D. (lecturer)
Mgr. Ingrid Procházková, Ph.D. (lecturer)
prof. Mgr. Klára Šeďová, Ph.D. (lecturer)
Mgr. Jana Navrátilová, DiS., Ph.D. (seminar tutor)
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 of Seminar Groups
SUP003/01: Mon 14:00–15:40 D41, except Mon 15. 4., I. Procházková
SUP003/02: Thu 14:00–15:40 D41, except Thu 18. 4., I. Procházková
SUP003/03: Thu 12:00–13:40 D41, except Thu 18. 4., Z. Šalamounová
SUP003/04: Tue 16:00–17:40 D41, except Tue 16. 4., K. Brücknerová
Prerequisites (in Czech)
UZB002 Basic Course in Education || SUP002 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.
The capacity limit for the course is 100 student(s).
Current registration and enrolment status: enrolled: 79/100, only registered: 0/100, only registered with preference (fields directly associated with the programme): 0/100
fields of study / plans the course is directly associated with
there are 66 fields of study the course is directly associated with, display
Course objectives
The general aim of the Theory of Instruction course is to provide students with an overview of basic issues of preparation, realization, management and evaluation of instruction, to be obtained through theory as well as examples of lessons and their analysis, including reflected microteaching.
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.
g) Reflect one’s own microteaching and transfer this ability into practice.
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, disciplines, 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
  • KALHOUS, Zdeněk and Otto OBST. Školní didaktika. Olomouc: Univerzita Palackého, 2000, 178 s. ISBN 8070679204. info
  • PETTY, Geoffrey. Moderní vyučování. Translated by Jiří Foltýn. Šesté, rozšířené a př. Praha: Portál, 2013, 562 stran. ISBN 9788026203674. info
  • STARÝ, Karel and Veronika LAUFKOVÁ. Formativní hodnocení ve výuce. Vydání první. Praha: Portál, 2016, 174 stran. ISBN 9788026210016. info
  • KASÍKOVÁ, Hana. Kooperativní učení, kooperativní škola. Vyd. 2., rozš. a aktualiz. Praha: Portál, 2010, 151 s. ISBN 9788073677121. info
    recommended literature
  • SKALKOVÁ, Jarmila. Obecná didaktika. 2., rozš. a aktualiz. vyd. Praha: Grada, 2007, 322 s. ISBN 9788024718217. URL info
  • COHEN, Louis, Lawrence MANION and Keith MORRISON. A guide to teaching practice. 5th ed. London: Routledge Falmer, 2004, xiv, 460. ISBN 0415306752. 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
  • SVATOŠ, Tomáš. Malá didaktika : v teorii a praxi pro seminární výuku obecné didaktiky. Vyd. 1. Hradec Králové: Gaudeamus, 2006, 73 s. ISBN 8070417153. info
  • BERTRAND, Yves. Soudobé teorie vzdělávání. Translated by Oldřich Selucký. Vydání první. Praha: Portál, 1998, 247 stran. ISBN 8071782165. info
  • PASCH, Marvin, Trevor G. GARDNER, Georgea M. LANGER, Alane STARK and Christella MOODY. Od vzdělávacího programu k vyučovací hodině. Translated by Milan Koldinský. Vydání druhé. Praha: Portál, 2005, 416 stran. ISBN 8073670542. info
  • CANGELOSI, James S. Strategie řízení třídy : jak získat a udržet spolupráci žáků při výuce. Translated by Milan Koldinský. Vyd. 3. Praha: Portál, 2000, 289 s. ISBN 8071784060. info
  • FLETCHER-WOOD, Harry. Responzivní výuka : kognitivní vědy a formativní hodnocení v praxi. Translated by Miroslava Kopicová. Vydání první. Praha: Euromedia Group, 2021, 170 stran. ISBN 9788024271521. info
  • WILIAM, Dylan and Siobhán LEAHY. Zavádění formativního hodnocení : praktické techniky pro základní a střední školy. Druhé revidované vydání. [Praha]: ve spolupráci s nakladatelstvím Martina Romana a projektem Čtení pomáhá vydala EDUkační LABoratoř, z.s., 2016, xxvi, 243. ISBN 9788090608276. info
  • ILLERIS, Knud. How we learn : learning and non-learning in school and beyond. English ed. London: Routledge, 2007, xiii, 289. ISBN 9780203939895. info
    not specified
  • PETTY, Geoffrey. Evidence-based teaching : a practical approach. 2nd ed. Cheltenham: Nelson Thornes, 2009, v, 378. ISBN 9781408504529. info
  • MAŇÁK, Josef. Nárys didaktiky. 3. vydání. Brno: Masarykova univerzita v Brně, 2003, 104 stran. ISBN 8021031239. 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
  • The complete guide to lesson planning and preparation. Edited by Anthony Haynes. New York: Continuum, 2010, xii, 175 p. ISBN 9781847060709. info
Teaching methods
The Theory of Instruction course combines blocks of lectures, seminars and workshops. Students are expected to actively participate in the seminars and to formulate their own views on dealing with specific educational situations. Student microteaching forms an integral part of the course. It is designed as tandem teaching, which means that a pair of students prepares a single lesson. They present approx. 15 minutes of teaching from this prepared lesson which is followed by reflection and peer feedback. Microteaching is in each case video recorded and the recordings are available as a resource for videoreflection of the lesson. Microteaching is a highly effective form of teacher training and helps to develop teaching competences.
Assessment methods
A combination of attendance, microteaching 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. Another prerequisite for sitting the final test is giving a microteaching lesson. The maximum number of points that can be obtained for this assignment is 50. The minimum for successful completion of this task is 33 points. 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 50. The minimum for passing the test is 33 points. The points for microteaching and the test are added up to produce the final mark for the Theory of Instruction course.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on course enrolment limitations: !DPS003
The course is also listed under the following terms Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2025.
  • Enrolment Statistics (recent)
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