Glottodidactic Seminar IIp/IIz Learning to learn competence in pedagogy for teaching languages 3304-1DX2W-KG2

The content of the course will refer to:
1. the main psychological theories of learning.
2. awareness of the conditions for learning, i.e. a few words about motivation (types, influence on the effects)
3. ability to constructively assimilate knowledge (issues related to memory, its types and mnemonics)
4. what is creativity? Why is it important for learning?
5. the role of the teacher in effective learning - what influence does the teacher have on the results?
6. about forms of learning: individual work, group work, team projects....
7. do I know how to assess my learning? How do I do it? What is self-regulation?
8. the SILL questionnaire - am I a strategic learner?
9. metacognitive abilities in learning and their role in enhancing performance.
10. the autonomous learner in theory and practice.
11. about emotions in learning - how to manage them?
12. the social dimension of learning - myths about introverts and extroverts.
13. Factors hindering effective learning.
14. the MAN model (Sujecka-Zając, 2016) - manager - artist - scientist.
15. summary and conclusions.

Type of course

elective courses

Mode

Classroom

Prerequisites (description)

Participants will reflect on the complex competence of learning, reflecting on the different cognitive, social and affective components of learning in order to better understand the determinants of learning in general and foreign languages in particular.

Course coordinators

Jolanta Sujecka-Zając

Learning outcomes

In terms of knowledge, the student knows/understands/characterises:
- the main psychological theories on learning;
- the constitutive elements of learning to learn competence;
- Glottodidactic principles present in European documents (EQF, Portfolio).
In terms of skills the student is able to:
- use tools for his/her own self-regulation;
- plan their learning;
- choose a suitable tool for self-assessment of learning to learn competence
- apply selected learning strategies;
- use metacognitive tools to improve learning outcomes.
In terms of social skills the student;
- Refer respectfully to the differing opinions of fellow learners;
- Cooperates in a group with respect for the rules;
- Communicates with group members with concern for their welbeeing

Assessment criteria

Assessment methods:
- written reflections on issues identified in class
- keeping a ‘Learning Diary’ - one entry per week summarising learning from the perspective of the topic discussed in class
- active participation and attendance in class
Assessment criteria will be set in class

Bibliography

ESOKJ– Europejski System Opisu Kształcenia Językowego. 2003. tłum. W. Martyniuk. Warszawa: Wy-dawnictwa CODN.
Droździał-Szelest, K. 2004. „Strategie uczenia się języka obcego: badania a rzeczywistość edukacyjna”. W Autonomia w nauce języka obcego, red. M. Pawlak. Poznań, Kalisz: Wydział Pedagogiczno-Arty-styczny UAM w Poznaniu, 31–43.
FLAVELL, John, (1979), "Metacognition and cognitive monitoring", American Psychologist, vol.34, n°10, 906-911.
HOLEC, Henri, (1991), "Autonomie de l'apprenant : de l'enseignement à l'apprentissage", dans Education Permanente, n°107, 1991.
Jaworska, M. 2009. Autoewaluacja w procesie uczenia się i nauczania języków obcych. Wrocław: Oficyna Wydawnicza Atut.
Jaworska, M. (2020), Umiejętność uczenia się jako jedna z kompetencji
kluczowych – perspektywa nauczycieli języków obcych [w:] Socjolingwistyka XXXIV, s. 197-213.
Karpińska-Szaj, K. 2013. Nauczanie języków obcych uczniów z niepełnosprawnością w szkołach ogólno-dostępnych. Poznań: Wydawnictwo Naukowe UAM.
Kolańczyk A. (1999). Czuję, myślę, jestem. Świadomość i procesy psychiczne w ujęciu poznawczym. Gdańsk: GWP.
Kurcz I. (1992). Uczenie się. Język. Warszawa: PWN.
Ledzińska M. (2000). Uczenie wykraczające poza warunkowanie, [w:] Psychologia. Podręcznik akademicki. J. Strelau (red.). T. 2. Gdańsk: GWP.
Mietzel G. (2000). Wprowadzenie do psychologii. Gdańsk: GWP.
Okoń W. (1996). Wprowadzenie do dydaktyki ogólnej. Warszawa: Wydawnictwo Akademickie „Żak”.
Okoń W. (2004). Nowy słownik pedagogiczny. Warszawa: Wydawnictwo Akademickie „Żak”.
Schmeck R. (1998). An Introduction to Strategies and Styles of Learning. What Is Learning, w: R. Schmeck, Learning Strategies and Learning Styles. New York–London: Plenum Press.
Sujecka-Zając, Jolanta (2016), Kompetentny uczeń na lekcji języka obcego, Werset.

Additional information

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

Description of 3304-1DX2W-KG2 in USOSweb