English language teaching methodology for higher education

obligatory courses

After completing the course, students have the knowledge, skills, and competencies to teach in higher education institution in the context of foreign language education and teaching subjects in a foreign language to adults. Students know the characteristics of the adult learning process, are able to design and conduct university-level foreign language classes and classes (different subjects) taught in a foreign language based on the latest knowledge and research results. Students are able to use active teaching methods and various ways of assessing and verifying knowledge in higher education (also with the use of modern educational technologies and e-learning platform), implement the principles and methods of inclusive education, and adapt language education methods to the needs of learners, including people with special educational needs. Students know the specifics of teaching at a university level and the duties of an academic teacher, also in the area of self-education and continuing professional development.

Blended learning

Higher education didactics course is designed to prepare students to teach at the university level by equipping them with knowledge and developing skills and competencies adequate for the context of teaching a foreign language and teaching subjects in a foreign language to adult learners at a university level - onsite and online.

Higher education didactics course is designed to prepare students to work as academic teachers in higher education institutions and to conduct research-based teaching. The course will equip students with knowledge and skills in designing and conducting foreign language classes and teaching a given subject in a foreign language, as well as with methods of transferring, organizing knowledge and developing skills and competencies adequate to a higher education institution and field of study. The aim of the course is to develop students' system of values ​​that allow them to become professionally independent in the future and develop the skills of lifelong learning. Students develop the ability to think independently and critically as well as the flexibility of their own point of view and their own perspective on reality. Students also raise awareness of the principles of the teacher's work ethics. The course is supplemented by the teaching practice aimed at shaping teaching competencies in the institution of higher education.

Compulsory literature (selected chapters and excerpts from the items below):

Petty, G. (2009). Teaching today. A practical guide (4th ed). Nelson Thornes.

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.

Ulrich, I. 2020. Good teaching in higher education. Springer.

Murphy, J.T., & Levinson, M. 2023. Instructional moves for powerful teaching in higher education. Harvard Education Press.

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

Optional literature:

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.

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

Students' progress in learning is documented and assessed on an ongoing basis. The methods of ongoing control are, for example, test/ quiz, tasks on the platform, projects and presentations, assessment of class activity - e.g. participation in discussions.

The necessary condition for getting credit for this course is:

- obtaining positive grades from the tests and onsite and online assignments,,

- timely completion of tasks on the CKC UW platform,

- preparation and active participation in classes (e.g. knowledge of the recommended readings and materials, participation in discussions, presentations related to the topic of classes),

- presence during face-to-face classes (1 absence is allowed).

The final grade for the subject is a weighted average:

- test grades (verified learning outcomes: K_W04, K_W09, K_W10, K_W11, K_U06, K_U07, K_U14, K_K07, K_K13)

- grades for online and offline tasks - depending on the type and difficulty of the task (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).

Grading scale:

95-100% - 5

90-94% - 5-

85-89% - 4+

80-84% - 4

75-79% - 4-

70-74% - 3+

65-69% - 3

60-64% - 3-

0-59% - 2

Criteria for evaluating tasks on the platform (may vary depending on the nature of the task):

- timely execution of the task,

- compliance with the instructions,

- completeness,

- content organization,

- quality of argumentation/justification,

- insight and quality of comments (e.g. to posts and tasks of other course participants)

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