Focus on the learner and teaching methods (Didactics 1) 3301-JS-DYD-1

Knowledge: the graduate knows and understands
SN_W2 contemporary theories of human development, upbringing, learning and teaching or training and their application values in relation to the acquisition of English as a foreign language;
SN_W3 the role of a teacher or educator in modelling attitudes and behaviour of students;
SN_W4 standards, procedures and good practices used in pedagogical activity in relation to teaching English as a foreign language;
SN_W5 the issue of inclusive education, as well as the ways of implementing the principle of inclusion in relation to specific learning difficulties and autism and their impact on the acquisition of English as a foreign language;
SN_W6 differentiation for the educational needs of students and the resulting tasks of the school regarding the adaptation of the organization of the education and upbringing process in relation to teaching English as a foreign language;
SN_W14 teaching content and typical difficulties of students related to their mastery in relation to teaching English as a foreign language;
SN_W 15 methods of teaching and selecting effective teaching resources, including online resources in relation to teaching English as a foreign language.

Abilities: the graduate is able to
SN_U2 adequately select, create and adapt materials and resources to the diverse needs of students, including in the field of information and communication technology, and work methods in order to independently design and effectively implement pedagogical, didactic, educational and care activities in relation to teaching English as a foreign language;
SN_U3 identify the needs, abilities and talents of students as well as design and conduct activities supporting the integral development of students in relation to teaching English as a foreign language;
SN_U4 design and implement teaching programs, taking into account the diverse educational needs of students in relation to teaching English as a foreign language;
SN_U7 undertake work with students awakening their interests and developing their talents, properly select teaching content, tasks and forms of work as part of self-education, and promote students' achievements;
SN_U8 develop the creativity and ability of independent, critical thinking of students;
SN_U10 use the process of assessment and give feedback to stimulate students in their work on their own development in relation to teaching English as a foreign language;

SN_U11 monitor students' progress and their activity in relation to teaching English as a foreign language;
SN_U12 work with children with special educational needs;
SN_U15 use the terminology of the subject correctly and adequately to the age of the students;
SN_U18 independently develop pedagogical knowledge and skills using various sources, including foreign-language ones, and technologies.

Social competences: the graduate is ready to
SN_K1 use universal principles and ethical standards in professional activities, guided by respect for each person;
SN_K2 build a relationship based on mutual trust between all subjects of the upbringing and education process;
SN_K3 communicate with people from different backgrounds and of different emotional condition, dialogical conflict resolution and creating a good atmosphere for communication in the classroom and outside it;
SN_K4 make decisions related to the organization of the educational process in inclusive education;
SN_K7 work in a team, perform various roles in it and cooperate with teachers, educators, specialists, parents or guardians of students and other members of the school and local community.

Education at language level B2+

The final grade is calculated on the basis of the final exam:
90-100 points – 5
80-89 points – 4,5
70-79 points – 4
60-69 points – 3.5
50-59 points – 3
below 50 points – 2

The condition for obtaining a credit for the course is the presence and activity in the classes. Two absences are allowed.

The form and criteria of the assessment may change depending on the current epidemic situation. Equivalent credit conditions will be established in consultation with the course participants and in accordance with the guidelines in force at the University of Warsaw.

In the event of receiving an unsatisfactory grade in the final exam, the student will be asked to re-sit the exam.

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

Griffiths, C. (2018). The strategy factor in successful language learning: The tornado effect (2nd ed.). Bristol: Multilingual Matters.

Komorowska, H. (2011). Learner autonomy and its implications for the EPOSTL. In: Newby, D. (ed.) Insights into the European Portfolio for Student Teachers of Languages (EPOSTL) (pp. 51-82). Newcastle: Cambridge Scholars Publishing.

Kormos, J. & Smith, A.M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters.

Siek-Piskozub, T. (1997). Gry i zabawy w nauczaniu języków obcych. Warszawa : Wydawnictwa Szkolne i Pedagogiczne.

Siek-Piskozub, T. (2001). Uczyć się bawiąc: Strategia ludyczna w nauczaniu języków obcych. Warszawa: Wydawnictwo Naukowe PWN.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 3301-JS-DYD-1 in USOSweb