Basics of didactics

geography

elective courses
pedagogical qualifications

Lecture for grade II Geography students (undergraduate program) completing Pedagogy course.

General knowledge about the modern school as an institution, the role and work of the teacher in the education process and the stages of student development that determine this process.

Classroom

The lectures are aimed at students of the teaching block.

The main aim of the lecture is to provide didactic basics, including familiarization with the Polish education system, school as an institution, class as a social environment, presentation of the teaching process - learning, its forms, methods and means.

The lectures are to enable the student to see his / her own role in this process, e.g. through proper work planning, diagnosis and control of educational results. They are to facilitate his first steps at work by reflecting on the essence, goals and ways of communicating with students, parents and other teachers. The content of the lectures is illustrated by numerous examples - case studies, descriptions of events and accompanying didactic reflections.

The lectures are devoted to the issues of general didactics as a pedagogical subdiscipline. They are aimed at:

• enabling them to get to know the school as an institution supporting the development of the student and the teacher's workplace (professional development),

• getting to know the Polish education system, core curricula, curricula and content

• getting to know modern concepts of teaching - learning,

• making students aware of the didactic tasks facing the teacher (including the tutor)

• presentation of the basic principles of teacher professional ethics and a model profile of a responsible teacher,

• getting to know the teaching process - learning, basic didactic principles and methods,

• learning by students of different styles of teaching-learning,

• getting to know various forms and methods of work of the teacher and student,

• inspiring students to plan lessons inside and outside the classroom - learning about planning tools,

• preparing students to plan short and long-term didactic work and the process of its evaluation,

• making you aware of the need to create your own workshop, including - didactic aids,

• learning about diagnostic tools that enable the assessment of the effectiveness of the teaching-learning process,

• students perceiving the role of language (including language culture) as a teacher's work tool,

• discussion on effective interpersonal communication, defining its directions and principles.

To achieve the anticipated learning outcomes, the following is planned:

• participation (partially - active) in lectures

• own contribution: preparation for a pass (test) or independent work on the development of an educational project.

Obligatory literature:

- Franciszek Bereźnicki, 2011, Podstawy dydaktyki, Impuls, Kraków.

- Kruszewski K. (red.), 2007, Sztuka nauczania. Czynności nauczyciela, Wyd. Nauk. PWN.

- Półturzycki J., 2000, Dydaktyka dla nauczycieli, Wyd. A. Marszałek, Toruń.

- Żegnałek K., Gutkowska_Wyrzykowska E., 2016, Nauczyciel – misja czy zawód? (w) Pedagogika, Zeszyty Naukowe Wyższej Szkoły Humanitas, nr 13, Sosnowiec.

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Recommended literature:

- Angiel J., 2018, Osobowość i autorytet nauczycieli geografii - wpływ na życie uczniów, obecnych studentów geografii, Prace KEG PTG, t. 8, Sosnowiec.

- Arends R. I., 1998, Uczymy się nauczać, WSiP, Warszawa.

- Denek K., 2015, Edukacja jutra. Drogowskazy - aksjologia - osobowość, Oficyna Wyd. "Humanitas", Sosnowiec.

- Fenstermacher G.D., Soltis J.F., 2000, Style nauczania, WSiP, Warszawa.

- Homplewicz J., 2000, Etyka pedagogiczna, Wyd. Salezjańskie, Warszawa.

- Klus-Stańska D., 2015, Szkolna klasa-miejsce (nie)przyjazne dziecku (w:) Miejsce, przestrzeń, krajobraz. Edukacyjne znaki (red. T. Sadoń-Osowiecka, Wyd. UG, Gdańsk.

- Klus-Stańska, 2010, Dydaktyka wobec chaosu pojęć i zdarzeń, Wyd. Akad. ŻAK, Warszawa.,

- Paris S.G., Ayers L., 1997, Stawanie się refleksyjnym uczniem i nauczycielem,

WSiP, Warszawa.

- Pawelski L., Urbanek B., 2014, Twórczość - Kreatywność - Nauczyciel, Polskie Stow. Nauczycieli Twórczych, Szczecinek.

- Perrot E., 1995, Efektywne nauczanie, WSiP, Warszawa.

- Robertson J., 1998, Jak zapewnić dyscyplinę, ład i uwagę w klasie, WSiP, Warszawa.

-Żylińska M., 2013, Neurodydaktyka. Nauczanie i uczenie się przyjazne mózgowi, Wyd. Nauk. UMK, Toruń.

Learning Outcomes: C.W1; C.W2; C.W3; C.W4; C.W5; C.W6; C.W7; C.U1; C.U2; C.U3; C.U4; C.U5; C.U6; C.U8; C.K1; C.K2.

After completing the course, the student:

- defines the role of the school as an institution supporting student development and teacher's professional development,

- characterizes the structure and functions of the education system in Poland, defines the role of core curricula, curricula, presents their concepts in relation to the teaching content

- lists and characterizes the basic theories of education processes, presents the conditions of these processes,

- characterizes contemporary teaching-learning concepts,

- lists and characterizes the basic principles of teacher professional ethics,

- presents a model profile of a responsible teacher

- describes the basic principles and teaching methods,

- is characterized by different styles of teaching-learning,

- characterizes various forms and methods of teaching-learning,

- describes the stages of planning private and field lessons,

- defines the rules and stages of planning and evaluation of the teacher's work,

- presents the main didactic tasks of the teacher-tutor

- justifies the necessity of permanent professional development

- describes what the teacher's workshop is, justifies the need for its continuous creation,

- characterizes various categories of teaching aids,

- describes the process of designing and conducting diagnostic research on the effectiveness of the teaching-learning process,

- defines the regularities and methods of interpersonal communication and describes the types of difficulties and ways of counteracting

- presents the features of "brain-friendly" learning

- defines what complementary education is

Presence at the lecture (obligatory), activity in the summarizing phase (references, reflections, own experiences, conclusions, etc.).

Written credit: a) test or b) student educational project

a) Test: five issues included as a bundle of open-ended questions. Obtaining 60% - grade satisfactory

or

b) Educational project based on the content of selected lectures.

General assessment criteria: content-related correctness, logic, consistency, planning, criticism, originality, linguistic correctness.

Pedagogy work placements are a separate subject of Pedagogy course.