MET: Interdisciplinary dimension of primary school didactics 3304-1DZ3O-MET-IWDW
The class aims to familiarise students with the interdisciplinary possibilities of teaching foreign language to children. In particular, the topics of the class include the practical use of Howard Gardner's theory of multiple intelligences in the foreign language classroom. The concept of multiple intelligences provides a global perspective on a child's education and encourages the development of transversal competences. Its assumptions resonate with the principles of integrated teaching in primary school grades I-III, but should also apply at further educational stages. Teaching a foreign language to children provides an excellent opportunity to foster the harmonious, all-round development of young students' intelligence. Through the classes, students will learn about the principles of teaching that develop different types of intelligence: linguistic, mathematical, natural, social, musical, spatial. At the same time, the classes will serve to develop practical skills in selecting materials, working on developing particular linguistic skills, developing exercises and tasks, as well as evaluating learning in terms of education related to a given type of intelligence in French lessons.
The programme of the classes provides for familiarisation with the theory and practical simulations of exercises, as well as development by the students of their own original lesson scenarios based on the textbook by Dorota Sikora-Banasik and Małgorzata Pamuła Inteligencje wielorakie na zajęciach języka francuskiego, CODN, Warsaw, 2009. Two classes will be devoted to each type of intelligence according to the following set of issues taken from the above-mentioned position.
1. language education (playing with language, how does language work?, creative use of a foreign language, reading stories)
2. mathematics education (mathematical operations, spatial relations, time relations, geometrical figures)
3. music education (distinguishing sounds, rhythmic exercises, singing)
4. environmental and social education (social relations, experiments)
5. visual arts education (in the world of colours, artistic creation, reception of works of art)
6. health education (me and my body; health and development; play and movement games)
7. use of the Portfolio as a self-evaluation tool
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
On successful completion of this module, the student should possess knowledge, skills and social competences:
Knowledge: the graduate knows and understands
D.1.W4. the content-related, didactic and educational competences of a teacher at the primary school level, including the need for professional development, also with the use of information and communication technology, and adapting the way of communication to the level of students' development and stimulating students' cognitive activity, including the creation of didactic situations;
D.1.W5. conventional and unconventional teaching methods at the primary school level, including activating methods and the project method, the use of H. Gardner's theory of Multiple Intelligences, the process of learning by doing, scientific discovery or inquiry and the student's research work, as well as the principles of selecting teaching methods typical for a foreign language
D.1.W7. the organisation of work in school classrooms and groups at primary school level: the need for individualisation of teaching, the issue of interdisciplinary teaching, forms of work specific to a given subject or type of class: excursions, field and laboratory activities, experiments and competitions, and homework issues;
D.1.W12. Pre-diagnosis of the student group and of each student in the context of the French language taught or taught, and ways to support students' cognitive development; the need to form concepts, attitudes, practical skills, including problem solving, and use of knowledge; methods and techniques of effective learning; methods of structuring knowledge and the need for repetition and consolidation of knowledge and skills;
D.1.W14. the teacher's workshop; proper use of lesson time by the student and the teacher; issues related to checking and assessing the quality of education and its evaluation, as well as the necessity to analyse and evaluate one's own teaching and educational work;
Skills: The graduate will be able to
C.U3. select teaching methods to the taught contents and organise the work of primary schools pupils;
D.1.U3. identify the links between the content of the taught subject or conducted classes and other teaching content; D.1.U4. adjust the teaching methods to the content of the teaching;
D.1.U4. adapt the mode of communication to the developmental level of pupils;
D.1.U5. create didactic situations serving the activity and development of interests of primary school pupils and popularisation of knowledge; D.1.U6;
D.1.U7. select methods of class work and didactic means adequate to the specificity of work with primary school students, including in the field of information and communication technology, activating students and taking into account their diverse educational needs;
Social competence: The graduate is prepared to
B.2.K1. show empathy for students and provide them with support and assistance;
B.2.K3. deepen pedagogical knowledge independently;
Assessment criteria
Credit. Required: active attendance in the classroom (two unexcused absences allowed), reading and discussing the readings, preparing and acting out / uploading a recording of a simulation of parts of the lesson, successful completion of the final test. Grading scale: 3 from 60%, 3+ from 75%, 4 from 80%, 4+ from 85%, 5 from 90%.
Up-to-date information on the instructor's duty period will be available on the website of the Institute of Romance Studies at the University of Warsaw.
Bibliography
Sikora-Banasik D., Pamuła M. (2009), Inteligencje wielorakie na zajęciach języka francuskiego,Warszawa: CODN (dostępne w wersji PDF w Bibliotece Cyfrowej ORE http://www.bc.ore.edu.pl/)
Komorowska H. (2003) Sprawdzanie umiejętności uczniów. Kontrola-ocena-testy, Warszawa: Wydawnictwo Edukacyjne Fraszka Edukacyjna
Hourst B. (2006), A l'école des intelligences multiples, Hachette Education
http://apprendreaapprendre.com
Pamuła, M., 2006, Metodyka nauczania języków obcych w kształceniu zintegrowanym, Fraszka Edukacyjna, Warszawa.
https://www.international-montessori.org
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: