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Mistake and use it in education of czech language for deaf
Poštová, Barbora ; Kosinová, Barbora (advisor) ; Petráňová, Romana (referee)
annotation: This work defines error and her types, it describes teacher's work with error in education with using informations from literature. One part of the work is questionnaire which shows how teachers work with error, second part is observation in secondary school for deaf. This questionnaire was sent to teachers and responses were obtained in the period March - May 2011, observation was in May and June 2012. Information from teachers and also from papers are included to the example of procedure how teachers can work with mistake. One part of the work is resumption of literature and papers about czech language especially for deaf.
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Cooperation between the innovative schools and families at the start attendance
Olivíková, Romana ; Kargerová, Jana (advisor) ; Stará, Jana (referee)
This work's aim is to chart the extent and the actual forms of cooperation between innovative schools and families at the beginning of school attendance. In this case, innovative school is defined as a school that teaches children to read by the genetic method or that teaches the children in the primary school the Fraus mathematics by authors Hejný, Jirotková, Slezáková-Kratochvílová, Michnová. In the theoretical part, I find out the principles on which both the new concept of Fraus mathematics and the genetic method of reading are based, and I make a link between them and the constructivist conception of teaching as well as the teacher's competences. In a wider context, this work discusses the work with mistake and emphasizes the significance of creativity. In the practical part, I used the method of written questionnaire to find out the actual forms of cooperation between these schools and families before and after the children enter the first class. Also, the questionnaire finds out what are the teachers' crucial urges to change the way of teaching of mathematics and reading as well as what is the positive of this change in the teacher's view.
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Dealing with errors while teaching French as a foreign language with regard to speaking
Komárková, Kristýna ; Klinka, Tomáš (advisor) ; Nováková, Sylva (referee)
Kristýna Komárková ABSTRACT The diploma thesis deals with dealing with errors while teaching French as a foreign language with regard to speaking. The first part of the thesis contains the definition of the term error, its conception within modern teaching methods, classification of errors and most common causes of their occurrence. Corrective strategies analysis and particularities of dealing with errors within spoken language can also be found within the theoretical part of the thesis. Those theoretical findings are then applied in the practical part of the thesis which contains two case studies that are subject of the analysis of the corrective strategies used in French language classes at primary school. The practical part continues with a survey conducted between both teachers and pupils. The questionnaire is designed in order that it is possible to compare the views of pupils and teachers on the issue of error correction in the process of teaching and learning foreign languages. In particular, teachers are asked about the procedure and techniques they apply while they are dealing with pupils' errors, while questions for pupils focus more on their feelings that the error and error correction arise in themselves. The aim of the thesis was to compare teachers' and pupils' opinions on dealing with...
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Error in teaching mathematics at elementary schools
Krpálková, Romana ; Novotná, Jarmila (advisor) ; Pilous, Derek (referee)
The diploma thesis deals with the position of error in the teaching of mathematics in the awareness of pupils and teachers. It also focuses on the responses of pupils and teachers to errors. Main attention is paid to mathematical errors. The thesis consists of two parts, theoretical and practical. The theoretical part contains an overview of selected error views. It contains a look at the development and changes of views on the concept of "error", the different concepts of error classification and pedagogical and psychological views on the term "error". The practical part is based on the research carried out at the 2nd level of two primary schools in Prague and Neratovice. Pupils filled in a questionnaire and a guided interview was conducted with teachers. KEYWORDS work with error, error classification, causes of errors, learning without errors, learning with error
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Feedback in the process of education
Babejová, Barbora ; Stará, Jana (advisor) ; Starý, Karel (referee)
The thesis Feedback in the proces of education, discusses formative feedback whose goal is to convey information to the student, which positively influences the students progress. Therefore it is an ongoing action of the teacher, who is monitoring the progress and results of the students, so that the teacher can help the students reach their goals and help form their overall personality. The first part of the thesis concentrates on the definition of feedback in the context of educational communication. Here the functions, goals of feedback and various typologies, with which we can meet, are summed up. Attention is further given to the problematics of working with students mistakes, educational goals, feedback in relation to evaluation and the role of formative evaluation in the educational process, the key of which is feedback. Part of the text further gives attention to how to work with feedback, and what to look out for so that it is most effective. The empirical second part concentrates on a research of methods of ten public school elementary teacher which they use to provide their students feedback. In the form of a case study it looks at how teachers approach feedback, and what forms and procedures they use, and what they want to achieve through it.
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Approaches to teaching primary school mathematics
Ždímalová, Eva ; Jirotková, Darina (advisor) ; Slezáková, Jana (referee)
Approaches to teaching primary school mathematics Abstract: The main goal of this thesis is to clarify the differences between two distinct approaches to teaching mathematics at primary school, the transmissive approach and so called genetic constructivism. The theoretical part of the thesis describes main features of these two approaches to teaching mathematics. The practical part shows approaches of two concrete teachers of the first grade, which are investigated by observation, analysis of videorecordings from mathematics lessons and interviews with the teachers. The videorecordings analysis shows didactic aspects of each teacher's approach to teaching. Dealing with pupil's error has been chosen as leading didactic aspect and is analysed in more detail. Furthermore, the author's development of her own approach to teaching mathematics is analysed. Key words: approach to teaching, method, technique, constructivist approach, transmissive approach, dealing with errors, individualisation, teacher's professional development
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The Influence of the Teacher's Feedback on Student's Motivation in Lessons
Mazúchová, Ráchel ; Straková, Jana (advisor) ; Kasíková, Hana (referee)
The thesis deals with the phenomenon of feedback which the teacher provides to upper primary students in lessons and this feedback's influence on students' motivation to learn. The feedback is regarded from different points of view: as an assessment of students in lessons and as work with an error. The aim of this work is also to describe the mechanism by which teachers provide feedback to pupils in microsphere of tutorial dialogue at school. The object of the research is primarily the character of this feedback; the thesis tries to answer the question what information students receive about their achievement, whether and how this information affects the students' motivation in the classroom. Two, respectively three methods have been combined at the empirical part of the research: observation, an audio recording of lessons and explorative technique of semi-structured interview, which was conducted with students from the lessons. In the following research study all manifestations of teacher's feedback in the teaching situation have been categorized: the method here is the observation of lessons again, an audio recording of the lessons and semi-structured interview. Using the information gathered in the focus discussions with students I try to relate the observed types of teacher's feedback with...
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