Předmět Teaching and Learning Politics and International Relations (EVS013)

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Materiál	Typ	Datum	Počet stažení

Cíl

By the end of the course, participants will have:• acquired a set of concepts and skills regarding teaching and learning;• developed a more student-centered approach to their teaching;• learned to reflect critically on their teaching;• applied the newly acquired knowledge and skills to improving their teaching

Osnova

The concept of student-centred learningCourse design and course alignmentLesson planningAssessmentLarge and small group teaching, getting the students to talkBecoming a reflective and scholarly teacherTutoring & SupervisionDealing with teachings challengesPresentation of innovation plansAcademic writing and plagiarismTeaching skills to students in discipline-specific coursesConsultation and feedback session on syllabus writingRequired Readings:• O’Neill, G., & McMahon, T. (2005) “Student-centred learning: What does it mean for students and lecturers?” In Emerging Issues in the Practice of University Learning and Teaching, edited by G. S. Moore, & B. McMullin. Dublin: AISHE, pp. 27–36.• Biggs, J and Tang K. (2007) “Using constructive alignment in outcomes-based teaching and learning. Chapter 4.” In Teaching for Quality Learning at University. What the student does. Maidenhead: Open University Press/McGraw Hill, pp. 50-61.• 1 page overview of Bloom’s taxonomy: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm• Prosser, M. and Trigwell, K. (1999) “Learning and Teaching in Higher Education.” In Understanding learning and teaching: the experience in higher education. Buckingham: SRHE and Open University Press. pp. 1-5.• Enerson, D. M., K. M. Plank, R. N. Johnson. (2000) Planning a Class Session. A Guide for New Teachers. Available: www.schreyerinstitute.psu.edu/pdf/planning_a_class_session.pdf• Brown, Sally. (2004-5) “Assessment for Learning.” Learning and Teaching in Higher Education 1: 81-90.• Exley, K. and R. Dennick. (2004) “Working with student groups: Techniques and methods in the classroom.” In: Small Group Teaching. Tutorial Seminars and Beyond. Routledge, pp. 50-75.• Marks, M. P. (2015) “Getting students to talk: best practices in promoting student discussion.” In Handbook on Teaching and Learning in Political Science and International Relations, edited by J. Ishiyama, W.J. Miller, E. Simon. Edward Elgar Publishing, pp. 444-454.• Scales, Peter. (2008) “The Reflective Teacher.” In Teaching in the Lifelong Learning Sector. Maidenhead, England: Open University Press, pp. 7-22.• Spear, R.H. (2000) “Supervision of Research Students: Responding to Student Expectations.” Working/Technical paper, Australian National University. Available: https://digitalcollections.anu.edu.au/bitstream/1885/41534/2/GS00_1.pdf, Access: November 27, 2013.• Adamová, Ľudmila. (2012) “Using Just-In-Time Teaching to Encourage Participants’ Regular Pre-Class Preparation.” In Ľudmila Adamová and Petra Muráriková (eds.), Innovating Teaching and Learning: Reports from University Lecturers. Opladen: Barbara Budrich Publishers, 13-16 (up until “2.3 Research Desgin”).• Živčák, Marek. (2013) “Self-scoring Online Quizzes as a Tool for Enhancement of Participant Reading and Comprehension.” In Ľudmila Adamová and Petra Muráriková (eds.), Innovating Teaching and Learning: Reports from University Lecturers. Opladen: Barbara Budrich Publishers., 21-25 (up until “3.3 Research Design”).• Hrnčiarová, Katarína. (2013) “Motivating Participants to Read: Blogs in Philosophy Teaching.” In Ľudmila Adamová and Petra Muráriková (eds.), Innovating Teaching and Learning: Reports from University Lecturers, Opladen: Barbara Budrich Publishers, 33-35 (up until “4.3 Research Design”).• Coffin, C. et al. (2003) “Chapter 2: Approaches to teaching writing” In Teaching Academic Writing. A toolkit for higher education. Routledge, pp. 19–44.• Mattova, I. (2005) “Essay Writing: Avoiding Plagiarism.” In How to Teach Political Science? The Experience of First-time University Teachers, edited by G. Gregušová. EpsNet, University of Rome Tor Vergata and Sciences Po Paris, pp. 61–65.• Lightfoot, Simon. 2015. “Promoting Employability and Jobs Skills via the Political Science Curriculum.” In Handbook on Teaching and Learning in Political Science and International Relations, edited by John Ishiyama, William J. Miller and Eszter Simon. Cheltenam, UK, pp. 144-154.

Požadavky

SOUHLASStudents who wish to be enrolled in the course should send a 750-word long teaching philosophy no later than 7 days after registration.

Garant

doc. PhDr. Markéta Pitrová, Ph.D.

Vyučující

Eszter Simon, Ph.D.Eszter Simon, Ph.D.Mgr. Vendula Vespalcová