English language teaching methodology for higher education 4100-IIIMDPANGSW

Knowledge: the graduate knows and understands
K_W04 - a methodology for performing tasks based on educational research, standards, procedures, and good practices used in higher education institutions,
K_W09 - various participants of educational, care, cultural, and aid activities, inclusive education, as well as ways of implementing the principles of inclusion
K_W10 - the methodology to perform common tasks, based on education
research; the standards and procedures used in various educational
areas
K_W11 - to an in-depth degree, the learners (recipients of educational services)
and the methods of diagnosing their needs and assessing the quality of
educational services

Skills: the graduate is able to
K_U03 - evaluate and conduct a critical analysis of the quality of foreign
language teaching; diagnose the needs, abilities and potential of every learner, as well as design and implement individually tailored teaching and educational
programs
K_U06 - apply, to the necessary extent, the law relating to educational
institutions, involving the teaching of foreign languages
K_U07 - assess the suitability of a variety of methods, procedures and best
practices, and select and apply the appropriate approach with the goal
of accomplishing tasks and solving problems related to foreign
language teaching
K_U11 - apply ethical standards in all of the activities undertaken, identify and analyse ethical dilemmas in the academic, educational, care-giving and
therapeutic aspects of their profession
K_U12 - formulate and test hypotheses to conduct a critical analysis of their own actions and identify possible areas for change in the future
K_U14 - plan a language teaching course and program suited to a full range of
recipients in their social environment and various areas of economic,
academic and social life
K_U24 - using their well-developed organisational skills, plan and carry out tasks related to the teaching foreign languages in higher and adult education,

Social competence: the graduate is prepared to
K_K02 - critically reflect on the level of their skills and knowledge, constantly
develop professionally and personally, self-assess their competences, improve their skills, plan their development and training, consult experts in case of difficulties
K_K13 - see the importance of behaving in a professional manner and reflect on the ethical issues raised in the teaching profession, as well as develop
professionally and support the ethos of the teaching profession

COURSE COMPLETION REQUIREMENTS
A prerequisite for obtaining credit is:
1. attendance at on-site classes (one absence at on-site classes is allowed),
2. completion of all tasks scheduled for both on-campus classes and the e-learning platform.

Methods of assessment:
The course is passed on the basis of:
1. a grade for the test conducted at the end of the semester covering issues related to higher education didactics in the field of teaching English as a foreign language to adults and conducting content-based classes in English (verified learning outcomes: K_W04, K_W09, K_W10, K_W11, K_U03, K_U06, K_U07, K_U11, K_U12, K_U14, K_U24, K_K02, K_K13) – weight in the final course grade: 60%.
2. assessment of the student’s activity during on-site classes (verified learning outcomes: K_W04, K_W09, K_W10, K_W11, K_U03, K_U06, K_U07, K_U11, K_U12, K_U14, K_U24, K_K02, K_K13) – weight in the final course grade: 30%.
3. completion of tasks related to using the e-learning platform – adding resources and open and closed activities (verified learning outcomes: K_W04, K_W09, K_W10, K_W11, K_U03, K_U06, K_U07, K_U11, K_U12, K_U14, K_U24, K_K02, K_K13) – weight in the final course grade: 10%.

Assessment criteria:
1. Grade for the test administered at the end of the semester – 60 points
– completeness and correctness of answers.
Point scale (0–60 pts):
54–60 pts → very good (5.0)
51–53 pts → good plus (4.5)
45–50 pts → good (4.0)
42–44 pts → satisfactory plus (3.5)
36–41 pts → satisfactory (3.0)
0–35 pts → unsatisfactory (2.0)
2. Grade for student activity during in-class sessions – 30 points.
– subject matter preparation for classes – degree of familiarity with the literature and course materials and their use during classes (15 pts),
– participation in discussions and practical exercises in class – frequency, quality of comments, independence, ability to justify one’s own observations, ability to work in a group, professional and ethical attitude (15 pts).
Point scale (0–30 pts):
28–30 pts → very good (5.0) – very high activity and engagement in class, the student fully achieves the learning outcomes.
26–27 pts → good plus (4.5) – very high activity and engagement in class, the student achieves the learning outcomes to a high degree.
23–25 pts → good (4.0) – high activity and engagement in class, the student achieves the learning outcomes to a high degree.
21–22 pts → satisfactory plus (3.5) – satisfactory activity and engagement in class, the student achieves most of the learning outcomes.
18–20 pts → satisfactory (3.0) – minimal activity and engagement in class, the student achieves some of the learning outcomes but to a limited extent.
0–17 pts → unsatisfactory (2.0) – very low activity and engagement in class, the student does not achieve most of the learning outcomes.
3. Grade for the completion of tasks related to using the e-learning platform – adding resources and open and closed activities.
– completeness and accuracy.
10 pts → very good (5.0)
9 pts → good plus (4.5)
8 pts → good (4.0)
7 pts → satisfactory plus (3.5)
6 pts → satisfactory (3.0)
0–5 pts → unsatisfactory (2.0)
.................................................................
The student must obtain an overall result (based on grades from the test, class activity and tasks related to using the e-learning platform) of at least 60% in order to receive a positive grade and pass the course.
90–100% → very good (5.0)
85–89% → good plus (4.5)
75–84% → good (4.0)
70–74% → satisfactory plus (3.5)
60–69% → satisfactory (3.0)
0–59% → unsatisfactory (2.0)
............................................
The use of AI tools for completing tasks during the course is permitted only to the extent that it does not conflict with the achievement of the intended learning outcomes and only after obtaining written consent from the instructor, who verifies the proposed purpose, scope, and method of their use for compliance with these outcomes. The student is obliged to present the full scope of AI tools used in the preparation and execution of tasks within the course, including the objectives and methods of use, with clear indication of elements produced with AI support. Failure to meet the above requirements is considered a violation of the principles of independent work and results in the work being deemed non-independent and assessed as unsatisfactory.

The course is supplemented by teaching practice (30h) in higher education.

Compulsory literature (selected chapters and excerpts from the items below):
Petty, G. (2009). Teaching today. A practical guide (4th ed). Nelson Thornes.
Murphy, J.T., & Levinson, M. 2023. Instructional moves for powerful teaching in higher education. Harvard Education Press.
Ulrich, I. 2020. Good teaching in higher education. Springer.

Students are required to read/familiarize themselves with the didactic materials posted on the e-learning platform or provided for classes by the lecturer. These are articles, chapters, studies, and electronic materials (e.g. presentations, videos).

Optional literature:
Leberecht, V. (2019). Teaching in English in higher education : Strategies, tips, support. Narr Francke Attempto Verlag.
Parrish, B. (2019). Teaching adult English language learners : A practical introduction. Cambridge University Press.
McKay, H., & Abigail, T. (2013). Teaching adult second language learners. Cambridge University Press.
Campbell, A., & Norton, L. (Eds.). (2007). Learning, teaching and assessing in higher education. Developing reflective practice. Learning Matters.
Kozimor-King, M. L., & Chin, J. (2018). Learning from each other: Refining the practice of teaching in higher education. University of California Press.
Talbert, R., & Sterling, V. (2017). Flipped learning: A guide for higher education faculty. Stylus Publishing.
Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press.
Tobin, T.J., & Behling, K.T. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.

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

• Description of 4100-IIIMDPANGSW in USOSweb