thematic seminar: 21st century competences in the foreign language classroom 3304-2DXW-ST-57

The class will address the following issues :

1. The concept of competence in the humanities.
2. 21st century competences - typologies, issues, controversies
3. The 4C`s model - what does it bring to glottodidactic work?
4. Critical thinking as a complex competence - analysis of components and theoretical approaches
5 Critical thinking in the foreign language classroom - working with language materials
6 Creativity as a competence - theoretical models
7. Creativity in the language classroom - which tasks to propose to learners?
8. Communication in a foreign language - which main objectives does the competence model pursue?
9. Cooperation as a complex competence
10. Cooperation - what does the research say? What forms of cooperation should be proposed in language classes?
11. Assessing complex competences - the learning progression model
12. Challenges and problems of applying 21st century competences in the language classroom from the perspective of teachers and learners
13. Summary
14. Presentation of the group's original projects.
15. The didactic and theoretical future of 21st century competences.

Type of course

elective courses
general courses

Mode

Classroom

Prerequisites (description)

Participants in the seminar learn about the glottodidactic prerequisites for working with so-called 21st century competences. The topics of the seminar include a general orientation to glottodidactic theories, grounding in the Council of Europe's developments such as the Common European Framework of Reference for Languages and the assumptions of the communicative and task-based approach.

Course coordinators

Jolanta Sujecka-Zając

Learning outcomes

In terms of knowledge the student :
1. knows the theoretical models that are distinguished for 21st century competences
2. knows what are the main components of 21st century competences
3. understands the mechanisms of didactic work with complex competences

In terms of skills the student:
1. is able to find in the didactic material an opportunity to develop one of the competences of the 21st century
2. is able to assess the relevance of the materials proposed for working with the above-mentioned competences
3. is able to plan a lesson based on the selected competence.
As regards social skills, the student
1. develops the ability to work in a group with respect for others
2. Relates with respect and kindness to fellow students.
3. develops communication and emotional skills even in difficult situations

Assessment criteria

The student will regularly and actively participate in class, prepare materials, and turn in a midterm paper (written reflection) on Classroom.
At the end of the semester each student will develop a teaching sequence (objectives, course, tasks, materials) for the selected educational level using the selected competence.

Practical placement

n.a.

Bibliography

Alsaleh, N. (2020), Teaching Critical Thinking Skills: Literature Review, TOJET: The Turkish Online Journal of Educational Technology – 19/1, s. 21-39 https://eric.ed.gov/?id=EJ1239945
Białek, K., Swat-Pawlicka, M. (2022). Diagnoza poziomu kompetencji proinnowacyjnych uczniów, Warszawa: Centrum Edukacji Obywatelskiej/Szkoła Edukacji PAFW i UW.
Boisvert, J. (2000). Le développement de la pensée critique au collégial: étude de cas sur un groupe classe en psychologie. Revue des sciences de l'éducation, 26(3), 601–624. https://doi.org/10.7202/000292ar
Johnson, D. W., & Johnson, R. T. (2015). Theoretical approaches to cooperative learning. In R. Gillies (Ed.), Collaborative learning: Developments in research and practice (pp. 17-46). New York: Nova.
Kuhn, D. (1999), « A developmental model of critical thinking », Educational Researcher, 28(2), s. 218–239.
Lamb, S., Marie, Q., Doecke, E. (2017). Key Skills fo the 21st Cemtury : An evidence-based review. Project Report. NSW Departement of Education.
Marzano, R.J., Heflebower, T. (2012). Teachnig and Assessing 21st Century Skills. The Classroom Strategies Series.Bloomington : Marzano Research Laboratory.
Shepard, L.A. (2018). Learning progressions as tools for assessmenet and learning, Applied Measurement in Education, 31(2), s. 165-174.
Wasilewska‑Kamińska, E. (2016). Myślenie krytyczne jako cel kształcenia na przykładzie systemów edukacyjnych USA i Kanady Warszawa: WUW.
Witkowski, J (red.). (2022). Dydaktyka rozwoju kompetencji proinnowacyjnych, Warszawa: Centrum Edukacji Obywatelskiej.

Additional information

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

Description of 3304-2DXW-ST-57 in USOSweb