Infopaket

Methods of Outdoor Education

ВБ 1.04

Вибіркова дисципліна для ОП

Second

2021/2022

4 Semester

5

PLO 3. To apply modern methods and technologies, in particular, IT for effective implementation of professional activities and ensuring the quality of scientific research in a specific philological area. PLO 17. Plan, organize, implement and present theoretical and applied research in a specific philological area. PLO 30.1. To apply technologies for teaching philological disciplines in higher education institutions. PLO 31.1. To solve problems while teaching English in higher education institutions. PLO 33.1. To apply modern ELT concepts in higher education institutions.

Full-time form

To succeed, the course requires knowledge of English at the level not lower than B2 of CEFR. In addition, students are supposed: to know the theoretical foundations of the structure of the psyche, factors and main mechanisms of personality formation; to be able to solve practical tasks, apply theoretical knowledge, own experience and educational materials when solving specific qualification tasks in the professional field; and to possess the elementary skills of forming the main regulators of activity and behavior in the group.

The discipline determines the meaning of outdoor education methods, their essence and distinctive features, and highlights the peculiarities of student independent learning, as well as extracurricular educational activities in a higher education institution, students’ self-study and their research work; views extracurricular work as a set of certain forms and activities, as a form of organization of students’ leisure time, and as an organizational form carried out in the system of mixed education.

Biggs, J., Tang, C. (2011). Teaching for quality learning at university. Open University Press. Fry, H., Ketteridge, S., & Marshall, S. (2014). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge. Hickman, R. (2013). The art and craft of pedagogy: Portraits of effective teachers. https://cetl.ppu.edu/sites/default/files/publications/-John_Biggs_and_Catherine_Tang-_Teaching_for_Quali-BookFiorg-.pdf Obanya, P., Shabani, J., & Okebukola, P. (2000). Guide to teaching and learning in higher education. https://unesdoc.unesco.org/ark:/48223/pf0000227677 Santos, J., Figueiredo, A. S., & Vieira, M. (2019). Innovative pedagogical practices in higher education: An integrative literature review. Nurse Education Today, 72, 12–17. Stommel, J. (2020). The human work of higher education pedagogy. AAUP. https://www.aaup.org/article/human-work-higher-education-pedagogy).

The modes of the course delivery encompass lectures, practical classes and self-study, which presuppose such activities as oral answers to the questions, presentations, practical and individual assignments, and writing a critical essay. The teaching methods include explanations, illustrations, reproduction, heuristics and research, which help develop students’ analytical skills and unlock their scientific and creative potential.

The form of summative assessment is a pass/fail grade. The pass grade is given if students score 60–100 points for their work throughout the semester, which does not presuppose any additional assessment. The students who score less than 60 points are required to do the missing assignments, which may be assessed through written tests, oral quizzes or individual written tasks. Formative assessment incorporates students’ results for all types of learning activities, incl. self-study.

English