Methodology V - O01301233

• Title: Didaktika V
• Guaranteed by: Katedra anglického jazyka a literatury (41-KAJL)
• Faculty: Faculty of Education
• Actual: from 2019
• Semester: winter
• E-Credits: 1
• Examination process: winter s.:
• Hours per week, examination: winter s.:0/2, C [HT]
• Capacity: unknown / unknown (unknown)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Explanation: Rok5
• Old code: DIDA
• Note: course can be enrolled in outside the study plan; enabled for web enrollment; priority enrollment if the course is part of the study plan
• Guarantor: Mgr. Barbora Müller Dočkalová
• Classification: Teaching > English
• Pre-requisite : O01301232
• Is pre-requisite for: O01301234

Annotation

English

Last update: Mgr. Barbora Müller Dočkalová (12.09.2017)

The course concludes the sequence of methodology seminars by taking a closer look at the themes of assessing young language learners and providing them with useful feedback. The participants will gain theoretical knowledge and hands-on experience in selected aspects of the assessment process, such as setting useful aims and selecting appropriate means of assessment with regards to context and purpose, or designing and administering classroom tests. The second part of the course will be devoted to feedback, mistakes and correction, and working with mistakes. A special emphasis is placed on effective use of classroom English.

Czech

Last update: Mgr. Barbora Müller Dočkalová (13.09.2019)

Kurz uzavírá řadu didaktických seminářů užším pohledem na téma hodnocení a poskytování zpětné vazby žákům. Účastníci získají teoretické znalosti i praktickou zkušenost s vybranými aspekty procesů hodnocení. Těmi jsou například stanovení vhodných cílů vzhledem k účelu hodnocení a ke kontextu výuky a výběru odpovídajících nástrojů nebo tvorba a realizace testů. Část kurzu je dále věnována zpětné vazbě, chybám, jejich opravování a další práci s nimi. Kromě toho studenti nadále rozvíjejí schopnost vést hodinu v anglickém jazyce.

Literature

English

Last update: Mgr. Barbora Müller Dočkalová (26.10.2019)

Obligatory:

McKay, P.: Assessing Young Language Learners. Cambridge: Cambridge University Press, 2006.

 

Optional:

Betáková, L.: Angličtina učitele angličtiny. Plzeň: Fraus, 2006.

Cameron, L.: Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001.

Gardner, B.; Gardner, F. Classroom English. Oxford basics. Oxford : Oxford University Press, 2000.

Harmer, J.: The Practice of English Language Teaching. Harlow: Pearson, 2007.

Hughes, A.: Testing For Language Teachers. Cambridge: Cambridge University Press, 1989.

Hughes, G.S.: A Handbook of Classroom English. Oxford : Oxford University Press, 1990.

Scrivener, J.: Learning Teaching. Oxford: Heinemann, 1994.

Slattery, M.; Willis, J.: English for Primary Teachers. Oxford: Oxford University Press, 2001.

Czech

Last update: Mgr. Barbora Müller Dočkalová (12.09.2017)

 

Základní:

McKay, P.: Assessing Young Language Learners. Cambridge: Cambridge University Press, 2006.

 

Doporučená:

Betáková, L.: Angličtina učitele angličtiny. Plzeň: Fraus, 2006.

Cameron, L.: Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001.

Gardner, B.; Gardner, F. Classroom English. Oxford basics. Oxford : Oxford University Press, 2000.

Harmer, J.: The Practice of English Language Teaching. Harlow: Pearson, 2007.

Hughes, A.: Testing For Language Teachers. Cambridge: Cambridge University Press, 1989.

Hughes, G.S.: A Handbook of Classroom English. Oxford : Oxford University Press, 1990.

Scrivener, J.: Learning Teaching. Oxford: Heinemann, 1994.

Slattery, M.; Willis, J.: English for Primary Teachers. Oxford: Oxford University Press, 2001.

Syllabus

Last update: Mgr. Barbora Müller Dočkalová (12.09.2017)

Introduction to assessment in ELT. Basic terms.

The assessment process.

Principles for assessing young language learners.

Testing.

Observation. Self-assessment. Peer assessment. Portfolio.

Assessing skills and subskills.

Feedback.

Mistakes and correction.

Course completion requirements

English

Last update: Mgr. Barbora Müller Dočkalová (26.10.2019)

1)      Active participation, no more than 1 missed class

2)      Reading assignments

3)      Peer-teaching focussing on helping your colleagues improve their classroom English, see below

4)      Designing and administering a test or another form of assessment of your peers’ progress (the progress resulting from your peer teaching), see below

 

Peer teaching and peer assessment requirements:

*    Peer teaching no longer than 15 minutes, in groups of 2 or 3

*    Clear goals (written, well-formulated), the general aim is always to help your peers improve their classroom English

*    Correct use of English during the session

*     At the end of your peer teaching session, you will announce a test or another form of assessment that will be administered in the following lesson. The students will be recommended how to prepare for the assessment, what exactly will be assessed, what types of tasks will be used, and what the criteria are for passing.

*     Your written notes on the planned assessment including aims, tasks, and comments on why it meets or does not meet the principles of validity, reliability and backwash, will be handed in on the day of your peer teaching session.

*     The assessment itself will take place in the first session after your peer teaching. It will not take longer than 15 minutes.  

Czech

Last update: Mgr. Barbora Müller Dočkalová (26.10.2019)

1)      Aktivní účast, povoleny 2 absence

2)      Studium odborné literatury

3)      Mikrovyučování zaměřené na zdokonalování angličtiny učitele angličtiny

4)      Tvorba a realizace testu nebo jiné formy hodnocení