(in Polish) Didactics in Higher Education 1800-SZD-NP-DSW-EN
1. Introduction. Teaching from scratch - what we need to know at the very beginning
a. Educational biography and its role in planning and developing teaching.
b. Being an academic teacher - teacher’s persona.
2. Planning and Practicing (by Design) - part 1. Learning goals and outcomes of teaching
a. Turning knowledge into teachable content - main idea and key questions in teaching.
b. Formulating the goals and outcomes of a teaching unit.
3. Planning and Practicing (by Design) - part 2. Assessment and feedback.
a. Planning the main task in the course (taxonomies).
b. Introduction to teaching methods
c. Assessing students’ work.
d. Giving feedback.
4. Planning and Practicing (by Design) - part 3. Structure of the teaching unit.
a. Methods and techniques.
5. Planning and Practicing (by Design) - part 4.
a. Planning students’ activities. Collaboration.
6. Classroom management in academia.
a. Analyzing case stories.
7. Reflective teaching.
a. Participants’ presentations and feedback.
Type of course
Mode
Course coordinators
Learning outcomes
THE GRADUATE IS ABLE TO
UK_01 - communicating on specialist subjects to the extent necessary for active participation in the international scientific community;
UK_02 - to disseminate research results, also to the general public;
UK_03 - to initiate debates;
UU_01 - to autonomously plan and act on behalf of personal development and inspire and organise the development of others;
UU_02 - to develop an education or training programme and implement it using modern methods and tools;
Assessment criteria
Requirements for successful course completion:
● active participation in classes (participating in group tasks and discussions) - throughout the course
● written reflections - throughout the course
● planning a teaching unit and presenting its fragment (final assessment)
Public presentation of a teaching unit (fragment), graded
Bibliography
● Howard, J.R. (2015), Discussion in the College Classroom.
● Barkley, E. F. (2010), Students Engagement Techniques. A Handbook for College Faculty.
● Knowles, M.S., Holton, E.F., Swanson, R. A. (2015), The Adult Learner.
● Spalding, D. (2014), How to Teach Adults.
● Galbraith, M.W. (edit.) (2004), Adult Learning Methods: A Guide for Effective Instruction.
● Wiggins, G., McTighe, J. (2005), Understanding by Design.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: