Universities are expected to educate skilled graduates who possess great problem-solving skills. This is possible when appropriate methods of teaching are chosen and students are active and involved in the teaching-learning process. Many years of research proves that students should do more in class than just listen. They should read, write, discuss and engage in problem-solving activities. Most importantly, to be actively engaged, students need to undertake higher-order thinking tasks such as analysis, synthesis and evaluation. Thanks to active learning, not only do we improve students’ participation in class, but also develop their core transversal competencies.
21.10.2024, 13:30-17:00
Kampus Hybernská (Hybernská 4, building D, 3rd floor, room D3 - cowork).
Participants define the principles of active learning and apply these concepts to reflect on and enhance their own teaching practices.
Participants analyze both the positive and negative impacts of active learning on students and teachers, using real-world examples and case studies.
Participants evaluate and select appropriate active learning strategies for different group sizes, emphasizing practical approaches for both small and large classes.
Participants critically evaluate the advantages and disadvantages of active learning strategies such as problem-based learning, cooperative learning, Eric Mazur’s peer instruction, and the Flipped Classroom model.
Participants distinguish between low- and high-order thinking skills as per Bloom's Taxonomy, and learn to incorporate these insights into the design and implementation of active learning activities in their teaching.
The course develops competences falling under Pillar 1 (Learning and teaching planning and design) and Pillar 2 (Managing the learning and teaching process) of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences falling under Pillar 2:
The teacher utilizes a variety of strategies that promote student active learning.
The teacher guides students to take responsibility for their own learning.
The course is designed for those with English language proficiency at B2 level or above.
Mgr. Bartłomiej Wróblewski
He graduated from Kazimierz Wielki University (Bydgoszcz, Poland) with a master’s degree in English Philology and a postgraduate degree in Pedagogy. He currently works as a pedagogical skills development coordinator at Charles University in Prague. His main area of interest is didactics, needs analysis and curriculum development. He attended many international courses that aimed to develop teaching skills, e.g. “Teaching Methodology and English Language Development” in Bournemouth, England, “Use of Innovative ICT Tools in Switching to Online Learning” in Vilnius, Lithuania, or "Coaching and Mentoring to Support Teachers" in Barcelona, Spain. He is involved in various didactic projects aiming at improving the quality of academic teaching. As he is also a piano teacher, he spends his free time making music with his friends.
Participation in the programme is free of charge.
Should you have any questions, please do not hesitate to contact us at:
