Colloquium

Practice tasks  

The 1 st chapter

  1. What is educating? What is the link between educating and teaching?
  2. What is the task of pedagogics?
  3. What means by the Greek word “didaskein”
  4. What is it implied by unlocking reality?
  5. Name didactic categories.
  6. Name didactic criteria.
  7. Name general didactic principles.
  8. Name particular didactic principles.
  9. What two types of ground-forms can an adult use?
  10. Name didactic ground-forms.
  11. What is the function of an example?
  12. Name teaching methods.

 

The 2 nd chapter

  1. Is it important that learning contents should represent the totality of reality?
  2. What do elementals represent?
  3. What does the concept “fundamental” mean?
  4. What is the essence of intentionality?
  5. The forms of the spontaneous learning intention …
  6. By means of this narrative form of teaching, the adult confronts the child with
  7. What are the categories of the learning activity?
  8. What types of perceiving do you know?

The 3d chapter

  1. What two aspects are important for teaching in the original experience of educating?
  2. What provide the meaning, the actualization, and the themes of teaching?
  3. What is the ultimate aim of teaching?
  4. What means interpreting the pedagogic-didactic categories and criteria?
  5. What modes of learning during the subsequent phases of the lesson are most likely to result in authentic learning effects?
  6. What is phase of a lesson is directed to firming up and making functional (useable) the insights the pupils have acquired during the phase “exposing the new contents”?
  7. What is the pedagogic-didactic intervention in a child’s existence directed to?
  8. What are the first principles the school situation must provide for a child?
  9. What is the meaning of school?
  10. What principles is programmed teaching based on? (a) the principle of learning by small steps:

The 4th chapter

  1. What is the value of class conversation?
  2. The lack of class conversation
  3. Contents will have educative value if …
  4. What are three distinguishable fundamental activities in the course of the didactic-pedagogic?
  5. Name criteria for curriculum design.

The 5th chapter

  1. What does the concept “paradigm” mean literally?

2.The central meaning of an exemplary method regarding the learning contents is …  

  1. What does exemplary teaching require from a teacher?

The 6th chapter

  1. Is orthodidactic practice carried out or executed within pedagogic context?
  2. What does orthodidactic deal with in generally?
  3. What leads a child to an imbalance (lability) in the learning situation and brings about learning problems?
  4. Explain the importance of evaluation and assessment.

 

 

  1. Quiz. Choose the right answer for each question. If you are in a trouble to find the answer in the column, please write down YOUR OWN ANSWER.

№

Question

Proposal answer

Your own answer

1

What means by the Greek word “didaskein”?

(perspective, constituting, relationality, self-discovery, emancipation, expectation, rationality, security, transcending)

 

2

What is it implied by unlocking reality?

(stating and formulating the problem, planning, illustrating, systematizing and ordering, surveyability, the scientific character,   controlling, )

 

3

Name didactic categories

(sympathy, clarity, tempo, dynamism, balance)

 

4

Name didactic criteria

to teach, to offer or convey contents or something for someone to learn

 

 

5

Name general didactic principles

(unlocking reality, learning, forming, orienting, accompanying (guiding), objectifying or distancing, imperativity (demanding), anticipating, formalizing, socializing, delimiting (demarcating), reducing, achieving, progressing)

 

 

6

What two types of ground-forms can an adult use?

 

(play, conversation, example, assignment)

 

 

7

Name didactic ground-forms

(narrating, questioning and answering, textbook, free activity, demonstrating, experimenting, drill work,)

 

 

8

What is the function of an example?

(to make understanding and insight regarding the general possible)

 

9

Name teaching methods

(The first are ground-forms that harmonize with the spontaneous learning and teaching found in everyday life; The second are teaching forms or ground-forms that are consciously created with the aim of directing a child’s learning intentionality in formal teaching situations.)

 

 

  1. Please indicate the extent to which you agree or disagree with the following statements about the school in which you work. Mark (X) EACH item

1 =Strongly disagree; 2 =Disagree;3 =Agree;4 =Strongly agree.

№

Questions

Strongly

disagree

Disagree

Agree

Strongly agree

1

Teachers at this school respect colleagues who are expert in their craft

 

 

 

 

2

Teachers in this school trust each other

 

 

 

 

3

Teachers in this school really care about each other

 

 

 

 

4

Teachers respect other teachers who take the lead in school improvement efforts

 

 

 

 

5

Many teachers openly express their professional views at faculty meetings

 

 

 

 

6

Teachers in this school are willing to question one another's views on issues of teaching and learning

 

 

 

 

7

We do a good job of talking through views, opinions, and values

 

 

 

 

8

Teachers in this school are willing to question one another's views on issues of teaching and learning

 

 

 

 

9

We do a good job of talking through views, opinions, and values

 

 

 

 

10

Teachers are expected to continually learn and seek out new ideas in this school

 

 

 

 

11

Teachers are encouraged to experiment in their

classrooms in this school and to take risks in order to

improve their teaching

 

 

 

 

12

Teachers in this school expect students to complete every

assignment

 

 

 

 

13

Teachers in this school encourage students to keep trying even when the work is challenging

 

 

 

 

14

Teachers in this school set high expectations for academic work

 

 

 

 

 

  1. Please indicate the extent to which you agree or disagree with the following statements about the school in which you work. Mark (X) EACH item

1 =Strongly disagree; 2 =Disagree;3 =Agree;4 =Strongly agree.

№

Questions

Strongly

disagree

Disagree

Agree

Strongly agree

1

Working with Parents
Give an example of a difficult phone call to a parent.

 

 

 

 

 

How do you handle parent complaints about teaching methods?

 

 

 

 

How often do you report to parents?

 

 

 

 

What is your communication method with parents?

 

 

 

 

2

Teaching methods

 

 

 

 

Questions about homework (overload).

 

 

 

 

The way you evaluate your teaching performance and teaching needs. How do you use resources?

 

 

 

 

Your teaching tools and methods, namely – the Internet, team-teaching and external resources.

 

 

 

 

How do you handle the needs of children with high abilities as compared to the needs of low-skilled children?

 

 

 

 

How do you meet the needs of children?

 

 

 

 

What are your teaching objectives?

 

 

 

 

How do you provide feedback?

talking through views, opinions, and values

 

 

 

 

3

Social problems

 

 

 

 

How do you handle a case of a child who is socially isolated?

 

 

 

 

4

General

 

 

 

 

Why did you choose a teaching career?

 

 

 

 

Why are you interested in working for our school?

 

 

 

 
             

 

Please, answer the questions, according to your professional experience after the 1st and the 2 d practices.

№

Questions

Answers

1

Working with Parents
Give an example of a difficult phone call to a parent.

 

How do you handle parent complaints about teaching methods?

 

How often do you report to parents?

 

What is your communication method with parents?

 

2

Teaching methods

 

 

 

 

Questions about homework (overload).

 

The way you evaluate your teaching performance and teaching needs. How do you use resources?

 

Your teaching tools and methods, namely – the Internet, team-teaching and external resources.

 

How do you handle the needs of children with high abilities as compared to the needs of low-skilled children?

 

How do you meet the needs of children?

 

What are your teaching objectives?

 

How do you provide feedback?

talking through views, opinions, and values

 

3

Social problems

 

 

 

 

How do you handle a case of a child who is socially isolated?

 

4

General

 

 

 

 

Why did you choose a teaching career?

 

Why are you interested in working for our school?

 
             

 

Practice task

You are given the Lesson plane, please write down the analyze of the lesson.

Example Lesson from English as a Second Language

Lesson Topic   The topic of the lesson is Planning Weekend Activities

Lesson Goals Linguistic content:

Using "going to I not going to" to describe future activities I will present the grammatical form and the pronunciation issues Students will do structured practice with workbook exercises Students will use the forms in communication tasks

Communication tasks:

Reading event, listings in newspapers and agazines Providing information about weekend events to others Completing individual weekend activity plan

Students will work in groups to share information Students will develop individual plans I will, observe and act as resource

Learning strategies:

Cooperate Selective Attention

I will model Selective Attention

Students will do structured practice with event listings Students will use the strategy in the communication task

Structure       Preparation (8-10 minutes)

As students are arriving, chat with them about whether they like to go to movies, concerts, restaurants. Ask how they find out what's going on around town

Review homework sheet on simple future; ask for examples of other ways to talk about the future Outline goals for today's class

Presentation

Grammar Presentation and Practice Output (8-10 minutes) Move from preparation into presentation of "going to/not going to."

Discuss native speaker pronunciation ("gonna"). Stress that they don't have to do it, but they need to be able to understand it.

Use selected items from textbook exercises for student practice and to identify and clear up any confusion.

Strategy

Presentation and Practice: (5-6 minutes) Hand out photocopied page with sample event listings.

Read first one aloud, describing strategy for identifying key information (Selective Attention). Connect to discussion during preparation stage if possible. Have class as a group read the others, modifying strategy to fit.

Structure.

Practice

Communication Practice, Part I (12-15 minutes) Students divide themselves into groups of four.

In each group, give movie listings to one student, TV listings to another, theatre and concert listings to another, and restaurant guide to another.

Give each student an entertainment budget for the weekend.

Students work together to develop weekend plans. Plans can include joint activities (2, 3, or all 4) as well as individual ones. Plans can include activities not listed on the distributed materials. Tell students that the product of the activity will be a written weekend activity plan.

 

Communication Practice, Part 2 (5 minutes)

Each student writes an outline of planned weekend activities. The outline should include costs for each activity to be sure the student is staying within budget.

Evaluation (5-6 minutes)

Bring students back together as a class. Ask members of each group to give examples of ways they used "going to" in making their plans. Ask members of each group to describe how reading strategies helped them find the information they needed to make their plans.

Expansion (homework for next class)

Have students bring in 3 examples of oral or written use of "going to" that they find.

Materials       Required Materials:

Homework exercise on the simple future Chapter 12 section on "going to"

Authentic Materials: Weekend TV listings Newspaper movie listings Newspaper theatre and concert listings City magazine restaurant guide Photocopied page with one of each of the above