Learning outcomes at the level of Didactics
After completion of the course and passing the exam, students will be able to:
Independently perceive
Independently choose and implement effective teaching strategies, methods and procedures while taking account of requirements of modern didactic principles;
Plan, organize, implement and evaluate teaching and learning process and its outcomes;
Develop teaching (subject) curriculum and participate in development of school curriculum;
Know how to make optimal didactic decisions during the preparation of the teaching process, during the teaching process itself and after analyzing the process;
Know how to independently prepare for organizing and implementing the teaching process with an emphasis on taking account of psychological, material- technical, methodical and cognitive aspects of teaching;
At the micro level, single out and analyze factors which affect (positively or negatively) teaching environment and school culture;
Spot the modalities and essence of the hidden curriculum, as well as its educational implications;
Apply the acquired knowledge and skills in identifying indicators and developing instruments for evaluation and self-evaluation of the process and outcomes of learning and teaching.
Introduction into didactics: term definition, founders, tasks; (1)
Historical development of didactical thought in the world and in Croatia (1)
Didactical theories; Didactics and other sciences; Basic terms in didactics: teaching, education, training, upbringing, educational process, socialisation, schooling, non-formal education, self-education, learning, experiential learning. (2)
Analysis of the previous (in)efficiency of education (esp. teaching and learning) and considerations on the vision and conditions of better education (conditions: psychological, pedagogical, programme-organisational, didactical-methodical, social). (1)
CURRICULUM
Theory of curriculum (historical approach; term definition; curricular plan; system theory and curriculum;theoretical concept of school as a starting point of curriculum design; curriculum based on preparation and application levels); Concepts of curriculum: humanistic, functional, closed, open...(2)
Segments of curriculum:
determination of educational needs - situational analysis; aims (outcomes) of curriculum - key competences of learners; (1)
selection and sequence of teaching contents; (1)
conditions required for conducting the activities based on curriculum and for organising teaching activities - (teaching methods and strategies - basic information) (1)
assessment of learner achievements and curriculum; development of curriculum; sequence of designing school and teaching curriculum. (1)
CLASSES-TEACHIGN AND LEARNING
Factors (learner, teacher, teaching contents, educational technolog...) (2)
Communication in classes. (2)
Planning and programming teaching scenario (1)
Micro-structural components (aspects) of teaching/learning: material-technical, psychological, conceptual, methodical (teaching methods). (4)
Macro components of teaching and learning: preparation and introduction; contents reception and considerations; revision; exercises; evaluation (monitoring, evaluating, grading) . (3)
Organisational forms of teaching (individual activities, peer activities; group activities; teacher-centred activities). (1)
Preparation of learners and teachers for teaching and learning- techniques, procedures (1)
Successful class management and cooperation with parents (2)
Evaluation of educational results; self-evaluation (3)
Seminar: At the beginning of class, students are given topics and instructions for creating seminars and presentation activities, as well as for creating a teaching scenario.
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