Faculty of Education

University of Warsaw

Courses in foreign languages

Summersemester 2016/2017

USOS Code

/

Course’s title/ Lecturer

/

Brief description

/

ECTS/ language

/

English level

2300-KJO-ID / MKJO - Intercultural Dialogue, English B2+
dr Mariusz Samoraj
dr hab. Rafał Godoń / The aim of the course is to prepare students to foreign studies and international cooperation in the area of culture. During the classes we will concentrate in the intercultural dialog which ,through the studies of ,,other", gives possibility to ,,understanding'' and cooperation , in the spirit of tolerance and peace , of people from different nations. How to find what is common in the world of cultural differences ?
How to build and widen areas of understanding and tolerance?
How to work to educate culture of peace?
These are the most important questions on which we concentrate during the discussion in English? / 3 / B2
2300-KJO-16/SENAER / MKJO - Select Aspects of North American Education and Educational Research-English B2+
dr Ewa Wasilewska-Kamińska / A number of important or interesting educational phenomena in North America will be presented during the course. Thus it will include topics such as:
1)Educational fads. The topic focuses on some popular educational trends in North American education such as, for example: multiple intelligences, Bloom's Taxonomy, self-esteem movement, Creative Thinking, authentic pedagogy and assessment, collaborative learning etc.
2)Thinking Skills Movement and Critical Thinking Movement.
3)Insights into people’s understanding of their own knowing – metacognition and epistemological understanding- based on Deanna Kuhn's psychological research.
4) Philosophy for Children- Matthew Lippman's model of teaching reasoning skills, argumentative discourse and reasoned judgement. / 3 / B2
2300-KJO-38/EL / MKJO - Educational leadership
prof. Joanna Madalińska-Michalak / The subject „Educational Leadership” focuses on the issue of educational leadership in the context of its contemporary challenges. Particular attention will be paid to different theories of leadership, school leadership and the ways of introducing the changes to the school and beyond it.
The subject has a form of lecture with the discussion. This will allow students for their active involvement in the analysis of the topics covered in the lecture, for raising the issues of their interest and leading the discussions about the most important current issues relating to educational leadership, both from the point of view of the theory and practice. / 3 / B2
2300-MS4-EPzWNJ-RCP / MS4 - Rozwijanie sprawności czytania i pisania w języku angielskim/
Reading and writing
mgr Małgorzata Matysik / In the course students will receive a variety of writing tasks at B2+ as well as reading tasks on the basis of different types of texts, including authentic materials. Students will also observe and discuss examination strategies, the writing process, the structure of different types of texts and the criteria for the assessment of writing tasks. / 3 / B2
2300-MS4-EPzWNJ-ZN2 / MS4- Zintegrowana nauka sprawności językowych 2/
English - integrated skills
mgr Paulina Marchlik / The main objective of the course is for the students to develop and improve linguistic and communicative competence at B2-B2+. The aim of the course is to develop the students’ practical language skills, i.e. productive and receptive skills, and to enrich the students’ vocabulary and to develop the use of a variety of grammatical structures. / 3 / B2
2300-MS5-EPiWNJA-Lit / MS5 - Literatura we wczesnym nauczaniu języka angielskiego/ Children Literature in Teaching English to Young Learners
dr Ewa Suchecka / During the course the student will be acquainted with the chosen works of English children's literature, with the emphasis on the classical works. The integration of literary works with the elements of teaching English and strategies and techniques of implementing literature in the process of language education make another aim of the course.
The use of classical children's works in various forms of classroom work will be presented; ways of how to encourage students to read literary works on their own.
The student will also discover how to choose literary works, which criteria should be taken into consideration and then how to use various literary genres in the process of teaching English to children. / 3 / B2
2300-MS5-EPiWNJA-WM / MS5 - Wprowadzenie do metodyki nauczania dzieci jezyka angielskiego/ Introduction to Teaching English to Young Learnersdr Kamila Wichrowska / The course focuses on the practical preparation for the role of a YL teacher. It will aim at helping the trainees to appreciate the significant role of a YL teacher and highlight the teaching skills necessary in pre-primary and lower primary education. During the course the trainees will be provided with sufficient background information concerning child development and the implications for a variety of approaches and techniques suitable for young learners. They will also learn about the place of FL instruction in early education in Poland. The course will create an environment in which trainees will practice their teaching skills and try out the effectiveness of their teaching materials. They will learn how to plan lessons for different age groups and how to manage English classes at pre-primary and lower primary level. / 3 / B2
8 / 2300-GPTE-CM1-LIDR / CM1 - Literature and Drama in ELT
dr Ewa Suchecka / This course aims to provide students with fundamental understanding of children's literature in the Western world, to familiarize them with different types of English children's literature, to develop their ability to appreciate and evaluate various ways to create good literature reading experiences for children in Early English Language Teaching and Learning. Students will also learn how to implement children's literature into the process of English Language Teaching in early education. / 3 / C1
9 / 2300-GPTE-CM1-YLAE / CM1 - Assessing and Evaluating YL Language Teaching and Learning
dr Maria Britton / This course aims to familiarise participants with the basic concepts, issues and methods of language assessment and evaluation of learning in young learners’ contexts.
The classes will explore theoretical frameworks relevant to assessment in foreign language and bilingual contexts as well as offer opportunities for evaluating practical models and designing own assessment materials.
The course is delivered in English only. / 3 / C1
10 / 2300-GPTE-CM2-PG / CM2 - Pedagogical grammar
mgr Anna Sikorzyńska / Detailed information will be available as soon as possible / 3 / C1
11 / 2300-GPTE-CM3-TAR / CM3 - Action research: The design and carrying out a small-scale teacher research study
dr Katarzyna Brzosko-Barratt / Participants in this course will engage in exploration of action research in theory and practice in relation to language teaching. The course will expose students to a variety of approaches to participatory research (PR). Student teachers will be encouraged to make connections between their understandings of research of early language teaching and their own emergence as practitioner researchers in educational settings. The aim of the course is to prepare participants to view themselves as knowledge producers who are able to learn about their teaching and their students by studying their own experiences.During the course, student teachers will have the opportunity to identify an education problem/puzzle in their teaching practice, make a plan, gather and analyze data as they carry it out, report results, and develop implications for their future teaching. / 3 / C1
12 / 2300-GPTE-CM4-B/M / CM4 –Bilingualism/
Multiculturalism: Critical Issues and practices
mgr Karolina Mieszkowska / The course is meant as an introduction to the rapidly developing field of bilingualism, multilingualism and multiculturalism studies. It combines four perspectives: sociolinguistic, linguistic, psycholinguistic and educational, so the course is divided into four main parts.
Part 1 starts with defining the phenomena of societal bilingualism/multilingualism, a bilingual/multilingual speaker, and attitudes towards bilingualism/ multilingualism.
Part 2 investigates the linguistic manifestations of bilingual/multilingual language acquisition and the phenomena of crosslinguistic influences.
Part 3 dwells on the psycholinguistic issue of cross-language competition in the bilingual mind.
Part 4 presents the educational perspective on the issues of plurilingual language teaching and intercultural competence. / 3 / B2
14 / 2300-GPTE-CM4-CS / CM4 - Curriculum studies
dr Agnieszka Dwojak-Matras / Curriculum Studies includes, but is not limited to investigations into: teacher education, the social construction or knowledge, curriculum and instructional discourses, and the role of curriculum and curricular reform in different learning environments. Students learn about issues of planning and development, program implementation and evaluation, and pre-service teacher education. Inquiry in the field is multidisciplinary and includes numerous perspectives and orientations: variety of learning theories, national curriculums in different countries. / 3 / B2
15 / 2300-GPTE-CTM2-EP / CTM2 - Education Problems Laboratory
mgr Iga Kazimierczyk / The aim of the course is to present students a topic of the nature of modern education and the tasks of today's teacher. / 3 / B2
16 / 2300-KJO-31/PMH / MKJO-Promotion of Mental Health
prof. Barbara Woynarowska
dr hab. Rafał Godoń / Aims. To provide the basic knowledge about: mental and emotional health, their determinants and promotion of mental health To help students to know better themselves, to develop selected life skills, practice English active method of teaching and learning..
Content. Concept of mental and emotional health Factors promoting of well-being and enhancing self-esteem. Promotion of mental health. Concept of life skills and development of selected skills according to students needs. Active methods of teaching and learning in the context of mental health promotion. Relaxation techniques / 3 / B2
17 / 2300-GPTE-CM1-TEYLa / CM1 - Teaching English to young learners
mgr Beata Palińska / The course focuses on the practical preparation for the role of a YL teacher. It will aim at helping the trainees to appreciate the significant role of a YL teacher and highlight the teaching skills necessary in pre-primary and lower primary education. During the course the trainees will be provided with sufficient background information concerning child development and the implications for a variety of approaches and techniques suitable for young learners. They will also learn about the place of FL instruction in early education in Poland. The course will create an environment in which trainees will practice their teaching skills and try out the effectiveness of their teaching materials. They will learn how to plan lessons for different age groups and how to manage English classes at pre-primary and lower primary level. / 3 / C1
18 / 2300-GPTE-CM1-InCLIL / CM1 - Introduction to CLIL
dr Katarzyna Brzosko-Barratt / Topic
The fundamental features of CLIL
CLIL-oriented teaching programmes in Europe
CLIL-oriented teaching programmes in the USA
Polish National Curriculum and its possible correlations with CLIL / 3 / C1
19 / 2300-KJO-37/FCE / MKJO - Philosophy, culture, education
dr hab. Paulina Sosnowska
dr hab. Rafał Godoń / The class is aimed at students of the Socrates-Erasmus programme that are particularly interested in modern philosophy with regard to problems of education in its widest context, as well as at Polish students with similar interests. The main philosophical perspective of the class is defined by post-Heideggerian hermeneutic philosophy.Each text will be divided into parts – during each class two or three students will give an account of selected parts, then after some necessary elucidations provided by the teacher, the discussion will open. / 3 / B2
20 / 2300-MKJO-WK-CT / MKJO - Cultivating Thinking: Revisiting John Dewey’s "Democracy and Education"
prof. Andrzej Wierciński / This lecture-course re-examines John Dewey’s philosophy of education in order to elaborate on Dewey’s notion of democratic education. / 3 / B2
21 / 2300-GPTE-CM4-SE / CM4 - Special education
mgr Dorota Pietrzyk / Different types of learning difficulties
Dyslexia (auditory and visual processing) and dyscalculia
Autism and Asperger's Syndrome
ADHD/ ADD/ Dyspraxia
Speech and language difficulties/ Sensory Integration Disorder / 3 / B2
22 / 2300-MS5-EPiWNJA-CL / MS5 - CLIL - Content and Language Integrated Learning
mgr Izabela Jaros
dr Ewa Suchecka / Detailed information will be available as soon as possible / 3 / B2
23 / 2300-SM-RPD-ERAS / Research planning and design (for MA students and ADVANCES students)
dr hab. Agnieszka Naumiuk / The aim of the seminar is to broaden the knowledge of scientific and methodological perspectives in social work and pedagogy in line with the students interest and focus on particular socio-pedagogical problems, where intervention, prevention and care could be adapted to develop the efficiency and proper response pedagogical professions. The focus of the seminar is also to understand the social pedagogy and social work theoretical and practical paradigms as well as grow students abilities to critically view the ideas and models towards the individual, group or society problem solutions as well as the role/potential of service providers. The course is designed in three areas: child situation, role of community, the impact of institutions or methods of help. In each of the three areas students analyze their dissertations plans in analytical and empirical perspectives. They design and lead the research project as well as make initial ideas for potential research impact in theory and/or practice. / 3 / C1
24 / 2300-F-PM / An international project
dr hab. Zofia Stelmaszuk / The aim of this course is to exchange information and discuss current developments in social and cultural work with foreign students. To meet these goals we organise a study trip abroad, another option is to meet foreign students in Warsaw or plan an exchange.So far we organised a few succesful projects eg. "Youth and Passion", "Dialogue across the borders", "Focus on Youth" with students from Belgium, Estonia, Germany, Georgia and the Netherland. The topic of the project is proposed by both student groups or their leaders and the programme discussed via internet. During the preparations (30 h) students work in groups and prepare their presentations. During the intensive programme they work together, exchange informations, visit practice settings and participate in workshop / 6