dr Ewa Guz, Dydaktyka Ogólna

Lecture 1.1

General Didactics 1 21 February 2023

summer semester 2022/23
Part 1 Course description.
Centre for Foreign Language Teacher Training
and European Education
Welcome to the lecture!
 Course organization (1)

❖ = 30 hours (15x45 min.) in

summer semester 2022/23, a
blended course (Pl ’kurs
mieszany’)

❖ = 7 biweekly classroom
sessions (app. 90 min. each) + 8
self-study sessions
 Dates of online & offline classes
❖ real-life classes:

❖ 21.02.2023;

❖ 07.03.2023; 21.03.2023;

❖ 04.04.2023; 25.04.2023;

❖ 16.05.2023; 30.05.2023.

❖ groups 1, 2, 1/2 5 at 9:45 in room 109

❖ groups 3, 4, 1/2 5 at 11:30 in room 109

❖ self-study online sessions - self-study

materials will be uploaded biweekly
on the remaining semester weeks
 Course organization (2)
❖ course documented on
„Kampus 2” (= lecture videos,
tasks, instructions, quizzes,
deadlines)
❖ https://kampus-student2.ckc.uw.edu.pl/
course/view.php?id=12604#section-0

❖ offline, self-study session:

❖ recordings of lectures
❖ ppt presentations
❖ self-check quizzes
❖ !!!all covered in students’ own
time
 Course organization (3)
❖ lecture videos need to be
viewed in the week they are
uploaded - before next live
session to ensure content
continuity
❖ quizzes need to be completed
within two weeks from
uploading (deadlines will be
set)
❖ communication by USOS mail
and a forum in the course is
encouraged regarding any
matters related to the course
 Office hours

Tuesday, 2:00 - 3:00 p.m.

Room 4 or Zoom at:
https://us02web.zoom.us/j/88423436701
•
 Course organization (4)

❖ attendance obligatory during the

seven online lectures

❖ completion of quizzes in self-study

sessions within deadlines is
obligatory

❖ all quizzes will be opened for 1

day on the last day of classes
which is June, 18 from 9:00-20:00
 Course organization (5)

❖ attendance check = - attendance

checked by reading students
names aloud

❖ punctuality is of great
importance - delayed arrival
interrupts all lecture
participants
 Assesment and grading
To obtain the necessary credit and
complete the course students need to:
❖ be present during all live lectures
❖ take (active) part in all the live
lectures and complete all platform
tasks and quizzes within deadlines,
❖ obtain a positive result in the final
test on June, 6, 2023 (at 60%
passmark)
❖ There is no numerical grade at the
end of the course - you receive: zal
vs nzal.
 Assesment and grading

❖ the course concludes

with an oral exam:
❖ 19 and 20 June, 2023,
(save the date!), room
18
❖ in pairs, 3 questions
per person
What is the lecture about? What happens in class?
❖ the content of General Didactics is regulated
by Rozporządzenie Ministra Edukacji o
Standardach Kształcenia Nauczycieli (2019)
which lists the topics which need to be
discussed

❖ !!! there is no single book you can read to

learn the information presented here,

❖ the bibliography in the syllabus lists sources

in Polish, but the lecture is in English,

❖ = there are no English sources available -

lecture attendance and viewing is the best
way to cover the material,
ROZPORZĄDZENIE MINISTRA NAUKI
I SZKOLNICTWA WYŻSZEGO
z dnia 6 kwietnia 2021 r.
w sprawie standardu kształcenia przygotowującego do
wykonywania zawodu nauczyciela
https://isap.sejm.gov.pl/isap.nsf/download.xsp/
WDU20210000890/O/D20210890.pdf
 Lecture participation
❖ you need to listen, try to
understand, ask and answer
questions and study the slides,

❖ every lecture begins with a short

revision of the content of the
previous lecture - the one on video,
you can expect questions (!),

❖ !!! active students who contribute

regularly (= during every real-life
lecture) and do offline tasks on time
will not have to write the final test
Course content - see course syllabus

https://kampus-student2.ckc.uw.edu.pl/pluginfile.php/988434/
mod_resource/content/3/Dydaktyka%20Ogólna
%20sylabus_2022L_4100-2SDYDOGOLO-PL-EN.pdf
 Course content (1)
1. Course introduction. Definition, scope and goals of general didactics. Teacher education in
CKNJOiEE and in Poland.

2. The origins of didactics in ancient Greece and in the Middle Ages. Definition and scope of
didactics. The main didactic achievements of the epochs.

3. The development of didactics in the Renaissance. The main trends and achievements of didactics.
Definition of didactics according to Wolfgang Ratke. The concept of a uniform universal education
system. Innovations, works and achievements of Jan Comenius.

4. The development of didactics in the 19th century. Contemporary teaching systems: the traditional
system of J. Herbart. Principles of Herbart's didactics. The concept of moral education.

5. The development of didactics in the 19th century. Contemporary didactic systems: J. Dewey's
system of new education. Principles of Dewey's/progressive didactics. The concept of progressive
education. Principles of the progressive school. Educational reform.

6. Comparison of traditional and progressive didactics and their criticism.

7. Introduction to contemporary Polish general didactics. Definition, scope and place of general
didactics in social sciences. Didactics as a pedagogical subdiscipline. The subject and tasks of
contemporary didactics. General didactics vs didactics of specific subjects.
 Course content (2)
8. Stanisław Głowacki's "Didactic Decalogue". Goals of general didactics according to Władysław
Zaczyński. Principles of didactics.

9. A contemporary perspective on the definition and goals of education. The teaching-learning

process. The relationship between teaching and learning. Learning environment. School learning.

10. Learning objectives - sources, methods of formulation and types. Educational goals according to
Wincenty Okoń. Taxonomy of educational goals according to Bloom and their use in educational
practice. Constructing educational and didactic goals.

11. Evangelische Schule Berlin-Zentrum as an example of a "woke" school: a case study. School as an
institution supporting the development of individuals and society. The school class as an
educational environment. Class management styles.

12. Contemporary educational challenges. Reflection on contemporary school. The role of creativity
in education according to Ken Robinson.

13. Language as a vehicle and object of instruction in a foreign language classroom. Communication
for didactic purposes - the art of lecturing, the art of asking questions, ways to increase students'
communication activity and sustaining classroom interaction.
Class rules and organization
 Some privacy protection rules

❖ recording (audio and video) online classes is prohibited

(unless the participants agree in writing),
❖ recording classes without the participants’ permission
constitutes an infringement of the privacy of data subjects,
❖ unauthorized student/teacher actions e.g. recording and
sharing/selling (!) class content or images without
permission may be subject to disciplinary liability.
Is everything clear?
Any comments?
Any questions?
dr Ewa Guz, Dydaktyka Ogólna
Lecture 1.2
General Didactics 1.2 21 February 2023
Definition and scope of general didactics: summer semester 2022/23

an introduction. Centre for Foreign Language Teacher Training

and European Education
Definition and scope of general didactics.
What are your associations with the word
'didactics'?
Origins and meaning of the term didactics
The term ‘didactics’ comes
from the Greek words:
❖ ‘didasco’ - I learn/ I teach

❖ ‘didascolos’ - a teacher

❖ in the most general modern sense

didactics deals with the processes
of learning and teaching that take
place in a school

❖ it concentrates specifically on how

teachers, learners and knowledge
interact and support one another
Origins and meaning of the term didactics
The term ‘didactics’ comes
from the Greek words:
❖ ‘didasco’ - I learn/ I teach

❖ ‘didascolos’ - a teacher

❖ in the most general modern sense

didactics deals with the processes
of learning and teaching that take
place in a school

❖ it concentrates specifically on how

teachers, learners and knowledge
interact and support one another
Can learning take place outside school?
Can learning take place outside school?
But didactics as a science/general didactics is only interested
in school learning
Origins and meaning of the term didactics
The term ‘didactics’ comes
from the Greek words:
❖ ‘didasco’ - I learn/ I teach

❖ ‘didascolos’ - a teacher

❖ in the most general modern sense

didactics deals with the processes
of learning and teaching that take
place in a school

❖ it concentrates specifically on how

teachers, learners and knowledge
interact and support one another
 A contemporary definition of didactics
from the Polish school of general didactics

Didactics deals with the activities of both the teacher and the
student.

[Pl] Dyscyplina ta zajmuje się działaniami zarówno nauczyciela jak i ucznia.

Głowacki, S. Materiały szkoleniowe. Podstawy dydaktyki ogólnej.

 A contemporary definition of didactics
from the Polish school of general didactics

The teacher's actions are deliberate and consciously

undertaken, and their goal is to shape the pupil's personality
in accordance with the model accepted by the society in which
the process takes place.

[Pl] Działania nauczyciela są zamierzone i świadomie podejmowane a ich celem jest

ukształtowanie osobowości wychowanka zgodnie z wzorem zaakceptowanym przez
społeczeństwo, w którym proces ten się odbywa.
Głowacki, S. Materiały szkoleniowe. Podstawy dydaktyki ogólnej.
 A contemporary definition of didactics
from the Polish school of general didactics

The teacher's actions are deliberate and consciously

undertaken, and their goal is to shape the pupil's personality
in accordance with the model accepted by the society in which
the process takes place.

[Pl] Dyscyplina ta zajmuje się działaniami zarówno nauczyciela jak i ucznia. Działania
nauczyciela są zamierzone i świadomie podejmowane a ich celem jest ukształtowanie
osobowości wychowanka zgodnie z wzorem zaakceptowanym przez społeczeństwo, w którym
proces ten się odbywa.
Głowacki, S. Materiały szkoleniowe. Podstawy dydaktyki ogólnej.
 A contemporary definition of didactics
from the Polish school of general didactics

The teacher's actions are deliberate and consciously

undertaken, and their goal is to shape the pupil's personality
in accordance with the model accepted by the society in which
the process takes place.

[Pl] Dyscyplina ta zajmuje się działaniami zarówno nauczyciela jak i ucznia. Działania
nauczyciela są zamierzone i świadomie podejmowane a ich celem jest ukształtowanie
osobowości wychowanka zgodnie z wzorem zaakceptowanym przez społeczeństwo, w którym
proces ten się odbywa.
Głowacki, S. Materiały szkoleniowe. Podstawy dydaktyki ogólnej.
 A contemporary definition of didactics
from the Polish school of general didactics

The teacher's actions are deliberate and consciously

undertaken, and their goal is to shape the pupil's personality
in accordance with the model accepted by the society in
which the process takes place.

[Pl] Dyscyplina ta zajmuje się działaniami zarówno nauczyciela jak i ucznia. Działania
nauczyciela są zamierzone i świadomie podejmowane a ich celem jest ukształtowanie
osobowości wychowanka zgodnie z wzorem zaakceptowanym przez społeczeństwo, w którym
proces ten się odbywa.
Głowacki, S. Materiały szkoleniowe. Podstawy dydaktyki ogólnej.
= the significant role of the teacher
The significance of teacher-student relationship
in didactics

'For many years in human

activity the relationship
between the student and the
teacher has played a very
important role.'

[Pl] Od niezliczonych lat w działalności człowieka relacja pomiędzy nauczającym a uczącym

zawsze odgrywała bardzo ważną rolę.

Kupisiewicz, C. (2000) Dydaktyka Ogólna. Warszawa: Graf-Punkt.

 The significance of didactics

It happened both when it was occasional and intuitive,

mainly boiling down to the accidental provision of
information and demonstration, and in later years, when they
were changed into an intended, planned and systematic
process, and when the first schools were established.

[Pl] Działo się tak zarówno wtedy, kiedy miało ono charakter okolicznościowy i intuicyjny,
sprowadzając się w głównej mierze do przygodnego udzielania informacji i operowania
pokazem, jak i w późniejszych latach, gdy już zmieniono je w zamierzony, planowany i
systematyczny proces oraz gdy powstały pierwsze szkoły.

Kupisiewicz, C. (2000) Dydaktyka Ogólna. Warszawa: Graf-Punkt.

 The significance of didactics

For many centuries, teaching-

learning was not made the subject
of theoretical analysis and study,
and therefore it had no theory of its
own.

[Pl] Przez długie wieki nie czyniono nauczania - uczenia się przedmiotem teoretycznych analiz i
studiów, w związku z czym nie miało ono swojej teorii.

Kupisiewicz, C. (2000) Dydaktyka Ogólna. Warszawa: Graf-Punkt.

 Didactics as a science

It was only the 17th century that brought significant changes

in this field, then a separate name didactics appeared for the
theory of teaching/learning and the foundations of the first
scientifically justified system of didactic activity were built.

[Pl]Dopiero wiek XVII przyniósł w tej dziedzinie spore zmiany, wtedy to pojawiła się osobna
nazwa dla określenia teorii nauczania - uczenia się oraz zostały zbudowane zręby pierwszego w
dziejach, naukowo uzasadnionego systemu działalności dydaktycznej.

Kupisiewicz, C. (2000) Dydaktyka Ogólna. Warszawa: Graf-Punkt.

 teaching vs learning

What is the difference between teaching and learning?

What is the relationship between teaching and learning?

teaching vs learning
Teaching and learning in general didactics

❖ teaching - a process of interaction between teachers and

knowledge by which teachers make successive
adaptations to scientific or academic knowledge so that
it becomes an object of learning

❖ learning - a process of interaction between students and

knowledge in which students construct new meanings
from experience by using their background or prior
knowledge to make sense of the new experiences
What do these definitions have in common?

❖ teaching - a process of interaction between teachers and

knowledge by which teachers make successive
adaptations to scientific or academic knowledge so that
it becomes an object of learning

❖ learning - a process of interaction between students and

knowledge in which students construct new meanings
from experience by using their background or prior
knowledge to make sense of the new experiences
What do these definitions have in common?

❖ teaching - a process of interaction between teachers and

knowledge by which teachers make successive adaptations to
scientific or academic knowledge so that it becomes an object
of learning

❖ learning - a process of interaction between students and

knowledge in which students construct new meanings from
experience by using their background or prior knowledge to
make sense of the new experiences

❖ * interaction = a reciprocal action (= taken and given in return) or influence/

a particular way in which object coming into contact affect one another
Interaction is central to teaching and learning
How are these definitions different?

❖ teaching - a process of interaction between teachers and

knowledge by which teachers make successive
adaptations to scientific or academic knowledge so that
it becomes an object of learning

❖ learning - a process of interaction between students and

knowledge in which students construct new meanings
from experience by using their background or prior
knowledge to make sense of the new experiences
How are these definitions different?

❖ teaching - a process of interaction between teachers and

knowledge by which teachers make successive
adaptations to scientific or academic knowledge so that
it becomes an object of learning

❖ learning - a process of interaction between students and

knowledge in which students construct new meanings
from experience by using their background or prior
knowledge to make sense of the new experiences
How are these definitions different?

❖ teaching - a process of interaction between teachers and

knowledge by which teachers make successive
adaptations to scientific or academic knowledge so
that it becomes an object of learning

❖ learning - a process of interaction between students and

knowledge in which learners construct new meanings
from experience by using their background or prior
knowledge to make sense of the new experiences
 What is the teacher’s job?

❖ to make the new information

learnable
 What is the learner’s job?

❖ to make sense of the new information on

the basis of what s/he already knows
 Revision question (1)

Based on these definitions, define teaching

and learning in your own words.
What is the difference between teaching and
learning?
The scope of didactics

elements of didactics
elements of didactics (1)

the learners
elements of didactics (2)

the teachers
teacher-student relationship (3)
teacher-student relationship (3)
elements of didactics (4)

the school
elements of didactics (5-6)

the process
of teaching

the process
of learning
elements of didactics (7)

knowledge/content
 Revision question (2)

List the 7 elements of didactics.

How do you think they influence one another?

Which is the most important?
 Homework question for Part 1
One of the main elements of didactics
is the teacher.
Do we need teachers nowadays (in the era of the Internet)?
Why don’t we let children self-educate?