Basic didactic skills – effective teaching In higher education 1600-SZD-BDS
Changing roles from student to academic teacher is not easy at all. Teaching at the level of higher education is a unique challenge. The fundamental role of the teacher does not change – creating the conditions for learning, bearing in mind that this is an active process after all.
An academic teacher should have extensive knowledge, not only in the field of a given programme. He must be able to find the right approach so as to plan, organize and structure classes in the most appropriate way of the proposed subject matter. It must motivate students to think and solve problems themselves, so that they become his partners in search of scientific truth.
Preparing for this role requires theoretical knowledge: how to write a good syllabus, how to plan classes, how to motivate students to actively participate in exercises and seminars, how to properly assess the learning outcomes obtained, as well as opportunities to transform the acquired knowledge into practical skills.
Type of course
Course coordinators
Learning outcomes
Knowledge (W; in Polish: “wiedza”) (the graduate knows and understands):
WK_01 fundamental dilemmas of modern civilisation from the perspective of the social sciences
WK_02 the economic, legal, ethical and other essential conditions of conducting scientific research in the field of the
social sciences
WK_03 the basic principles of knowledge transfer to the economic and social areas and commercialisation of the
results of scientific activities in the field of the social sciences and of the know-how related to these results
Skills (U; in Polish: “umiejętności”) (the graduate is able to):
UK_05 speaking a foreign language at B2 level of the Common European Framework of Reference for Languages
using the professional terminology specific to the discipline within the social sciences, to the extent enabling
participation in international academic and professional communities
Other:
Knowledge:
He/she will know the rules for creating good syllabus for classes
He/she will know ethical standards of teaching
He/she will know the principles of evaluation of learning outcomes
Skills:
He/she will be able to conduct exercise and seminar classes
He/she will be able to construct a test evaluating the learning outcomes
Assessment criteria
Assessment tasks:
The basis for completing the course is the performance of partial tasks:
- finding and discussing examples of good and bad syllables
- preparation and conduct of classes with the group
- preparation of a test evaluating the learning outcomes
Attendance obligatory.
Learning outcomes assessment:
Evaluation during group discussion
Assessment criteria: Pass without grade
Bibliography
Atkins, M., Brown, G. (2002) Skuteczne nauczanie w szkolnictwie wyższym. Londyn: Routledge
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: