MET: Foundations of didactics 3304-1DZ2O-MET-PD

The following issues will be addressed during the course: traditional school versus its contemporary concepts; teaching objectives and their formulation; curriculum design and implementation, planning the teaching process, and developing a syllabus framework; teaching methods, including activating methods and cooperative learning; school textbooks and their use in the teaching–learning process; information technologies and their application in a teacher’s work; educational software and online resources supporting teaching and learning; lesson planning and principles of writing lesson scenarios; methodological and organizational innovations in teaching practice (e.g. flipped classroom); organization of educational activities for children with special educational needs; the communication process in the classroom and its importance for effective education; teacher language as a didactic tool; techniques of lecture delivery and questioning; the process of student assessment at school; principles and methods of assessment; teachers’ tools for diagnosing learning processes and outcomes; the role and tasks of the “reflective practitioner”; evaluation of school effectiveness; and the concept of educational added value.

Course coordinators

Krystyna Szymankiewicz

Type of course

obligatory courses
pedagogical qualifications

Mode

Classroom

Prerequisites (description)

(in Polish) Przedmiot Podstawy dydaktyki jest częścią modułu metodycznego, a więc przygotowującego do wykonywania zawodu nauczyciela. Stanowi wstęp do realizacji przedmiotów dotyczących dydaktyki szczegółowej, w tym kontekście - glottodydaktyki. Ze względu na profil studentów oraz w celu zachowania spójności programowej przykłady pochodzące z dydaktyki języków obcych będą stanowić punkt odniesienia rozważań o zasadach ogólnodydaktycznych.

Learning outcomes

Upon completion of the course the Student:

in terms of KNOWLEDGE knows and understands:

- the location of didactics in the scope of pedagogics, as well as the subject and tasks of contemporary didactics and the relation of general didactics to detailed didactics (K_W11);

- the issue of the school class as an educational environment: styles of classroom management, the problem of order and discipline, social processes in the classroom, integration of the school class, creation of an environment conducive to learning progress and the way of teaching in a class diverse in terms of cognitive, cultural, social or material status (K_W01, K_W11);

- contemporary concepts of teaching and educational goals - sources, ways of their formulation and their types; principles of didactics, methods of teaching, content of teaching and organization of the educational process and students' work (K_W11);

- the issue of the lesson as a didactic unit and its structure, lesson models and the art of conducting lessons, as well as styles and techniques of working with students; interaction in the classroom; didactic means (K_W01, K_W11);

- Ways and meaning of assessing students' school achievements : formative assessment in the context of teaching effectiveness (K_W01).

In terms of SKILLS, he/she is able to:

- acquire knowledge and develop skills independently, using a variety of sources (KU09);

- work in a group, also in a multicultural context (KU10);

- apply the acquired knowledge in professional activities related to the field of study, i.e. teaching French as a foreign language (KU11).

In terms of SOCIAL SKILLS, he/she is ready to:

- critically evaluate his/her own knowledge and skills (K_K01);

- to be open towards individual and cultural differences (K_K02);

- identify problems and make decisions related to the teaching profession (K_K03).

Assessment criteria

The requirements are: systematic attendance in class (2 unexcused absences are allowed), active participation and participation in team activities, completion of tasks that develop the indicated skills. Successful completion of the course depends on active participation in classes, completion of tasks related to the discussed contents (50% of the final mark) and a successful final test (50% of the final mark).

Grading criteria: are given with the assignments.
With regard to the use of artificial intelligence (AI) tools in classes, the rules set out in Resolution No. 42 of the Teaching Council for the Roman
Philology degree programme, dated 15 April 2024, apply.
Resolution: https://romanistyka.wn.uw.edu.pl/wp-
content/uploads/2024/04/RD_uchwala_42_15-kwietnia-2024_wytyczne_SI_.pdf
Appendix: https://romanistyka.wn.uw.edu.pl/wp-
content/uploads/2024/04/RD_uchwala_42_15-kwietnia-
2024_wytyczne_SI_ZALACZNIK_1.pdf
Up-to-date information about the instructor's duty will be given on the website of the Institute of French Studies of the University of Warsaw.

Bibliography

Bereźnicki F., Podstawy dydaktyki, Kraków: Impuls (dowolne wydanie)
Bertocchini P., Manuel de formation pratique pour le professeur de FLE, Paris: Cle International (dowolne wydanie)

Komorowska H. (red.) (2009), Skuteczna nauka języka obcego. Struktura i przebieg zajęć językowych, Warszawa: CODN.

Marzano R. J. (2012), Sztuka i teoria skutecznego nauczania, Warszawa: Centrum Edukacji Obywatelskiej.

Niemierko B. (2007), Kształcenie szkolne. Podręcznik skutecznej dydaktyki, Warszawa: Wyd. Akademickie i Profesjonalne.

Pyżalski J., 2007, Nauczyciele, uczniowie - dwa spojrzenia na dyscyplinę w klasie, Kraków: Oficyna Wydawnicza "Impuls".

Wiggins and McTighe (2006). Understanding by Design. Pearson: Merrill Prentice Hall.