Conducted in terms: 2022/23L, 2023/24L, 2024/25L, 2025/26L

ISCED code: 0114

ECTS credits: 4

Language: Polish

Organized by: Faculty of Humanities

The practice of teaching 2512-s2GER1L-DJN

Content Distribution (Summer Semester, Semester II):
I. Review of Winter Semester Content:
1. Competencies of Foreign Language Teachers D.1 / E.1.W4.
2. Textbook Analysis Based on One Selected German Textbook D.1 / E.1.W8
- Linguistic Competencies and Key Competencies of the Student, Educational Requirements; CEFR D.1 / E.1.W2
- Language Teaching Approaches and Methods, Mainstream and Innovative D.1 / E.1.W9, D.1 / E.1.W5.
- Language Teaching Techniques Depending on Skills and Teaching Situation
- Teacher Language, Effective Instruction, Dialogue in Teaching D.1 / E.1.U4. D.1 / E.1.W4
12 Hours

II. Lesson Planning:

1. Planning Basics: Didactic Analysis and Core Curricula/Syllabuses - Analysis of the Place of German D.1 / E.1.W1.
a. Key Competencies, Teaching Objectives, and Activities D.1 / E.1.U1.
b. Recommended Teaching Approaches and Methods in German Language Teaching Practice D.1 / E.1.W2.
c. Core Curricula, Curricula, Age Groups, and Learning Stages D.1 / E.1.U2.
d. Analysis and Design of Your Own Curriculum D.1 / E.1.W3.
e) Teaching Resources, Aids, and Support Networks Available Online
20 Hours
2. Lesson plans with consideration of classroom management in the realities of modern schools, online learning, and micro-teaching - analysis and planning of lesson phases
a. language teaching techniques, including those necessary in teaching with the use of new technologies D1.E1.U7, D.1 / E.1.W5,D.1 / E.1.U5, D.1 / E.1.W6
b. time management D.1 / E.1.W14
c. teaching aids D.1 / E.1.W8
d. forms of work, arrangement, and organization of space D.1 / E.1.W7,W8
e. interaction, discipline D.1 / E.1.W4
f. student motivation, interaction, and collaboration D.1 / E.1.K7, D.1 / E.1.K2. D.1 / E.1.K5
g. Assessment of available ICT resources D.1 / E.1.K4
h. Individualization of teaching D.1 / E.1.U7, D.1 / E.1.K1/ E.1.W6
28 hours

Content Distribution (Winter Semester III)
1. Lesson plans with considerations for classroom management in the realities of modern schools, online learning, and micro-teaching – improving lesson planning and evaluation based on experience from teaching practice
2. Teaching and Assessing Language Skills
a. Working with Authentic Material: Searching, Adapting, and Creating D.1 / E.1.W8
b. Learning Strategies D.1 / E.1.W12, D.1 / E.1.K8
c. Student Engagement, Problem-Based Learning, Project Work, and Task-Based Learning D.1 / E.1.W5, D.1 / E.1.W12, D.1 / E.1.W5
d. Evaluation of teaching and teaching D.1 / E.1.W14
e. Assessment: roles and functions, student errors and error correction D.1 / E.1.U10, D.1 / E.1.W6D.1 / E.1.W10
f. Testing, types of tests, analysis and design of school tests, diagnosis of student proficiency D.1 / E.1.U9,D.1 / E.1.W11, D.1 / E.1.U11, D.1 / E.1.W12
g. Formative assessment; Self-assessment, feedback D.1 / E.1.U8
3. Cross-curricular integration D.1 / E.1.U3
4. Extracurricular activities, opportunities to motivate students to develop their language skills
6. Preparation for self-education and professional development, the concept of lifelong learning D.1 / E.1.W4
D.1 / E.1.W9, D.1 / E.1.K9, D.1 / E.1.W4

Term 2025/26L:

Content Distribution (Summer Semester, Semester II):
I. Review of Winter Semester Content:
1. Competencies of Foreign Language Teachers D.1 / E.1.W4.
2. Textbook Analysis Based on One Selected German Textbook D.1 / E.1.W8
- Student Linguistic Competencies and Key Competencies, Educational Requirements; CEFR D.1 / E.1.W2
- Language Teaching Approaches and Methods, Mainstream and Innovative D.1 / E.1.W9, D.1 / E.1.W5.
- Language Teaching Techniques Depending on Skills and Teaching Situation
- Teacher Language, Effective Instruction, Dialogue in Teaching D.1 / E.1.U4. D.1 / E.1.W4
12 Hours
II. Lesson Planning:

Total student workload

A total of 100 hours = 4 ECTS: including 60 hours = 2.4 ECTS of classes, 15 hours = 0.6 ECTS of consultations (face-to-face and online), 25 hours = 1 ECTS of student's own work.

Learning outcomes - knowledge

The student W1: has basic knowledge of applied linguistics (glottodidactics) (K_W03)

Learning outcomes - skills

Student: W1: ma podstawową wiedzę o języku/ językach1 danego obszaru kulturowego K_W01 W 2: zna podstawowe zasady przekładoznawstwa K_W13

Learning outcomes - social competencies

The student: K1 (K_K01): is aware of the level of their knowledge and skills, understands the need for continuous training and development K2 (K_K05): displays and active and Independent attitude while taking up typical professional teacher activities (teaching practices) in school situations K3 (K_K06): in professional teaching situations can acquire information in order to solve cognitive and practical problems

Teaching methods

The work is conducted using lectures, presentations, peer-teaching, micro-teaching, collaborative work, and active and problem-based methods (see list). New technologies are also extensively utilized.

Observation/demonstration teaching methods

- simulation (simulation games)
- display

Expository teaching methods

- discussion
- participatory lecture
- description
- informative (conventional) lecture
- narration

Exploratory teaching methods

- brainstorming
- SWOT
- case study
- seminar
- experimental
- presentation of a paper
- observation
- project work
- situational
- practical
- classic problem-solving

Online teaching methods

- exchange and discussion methods
- content-presentation-oriented methods
- cooperation-based methods
- methods developing reflexive thinking
- methods referring to authentic or fictitious situations
- evaluative methods

Type of course

teaching qualifications (attribute withdrawn)

Prerequisites

The classes for the teaching specialization are possible after passing the following subjects: psychology and pedagogy lectures (30 hours + 30 hours), psychology and pedagogy classes, (60 hours + 60 hours), a lecture on the basics of didactics and voice emission training ( 60 hours), pedagogical practice (30 hours). The student may complete the above-mentioned classes with first-degree students taking their classes.

Course coordinators

Term 2023/24L:

Regina Strzemeska
Katarzyna Szczerbowska-Prusevicius

Term 2024/25L:

Regina Strzemeska
Katarzyna Szczerbowska-Prusevicius

Term 2022/23L:

Regina Strzemeska
Katarzyna Szczerbowska-Prusevicius

Term 2025/26L:

Regina Strzemeska
Monika Tokarzewska

Assessment criteria

Grading involves assessing the listed learning outcomes primarily through ongoing discussions and assessments of practical assignments, observations (K2, K3, U4, U2), self-assessment, and peer assessment of completed and presented tasks. Knowledge of selected theoretical concepts identified by the instructor will be assessed through a test or written assignment (U1, W1). Assessment is based on regular and active participation in classes, completion of all assignments assigned by the instructor within the designated timeframe, and students' presentations and written and oral assignments. Homework and seminar assignments are graded only after the instructor has orally checked the student's knowledge of the subject matter and mastered the material used in them. In the event of absence, the instructor should be contacted as soon as possible to excuse the absence and arrange for catch-up work. In the case of classes conducted remotely, an important assessment criterion is the student's active participation in the classes (while the identification of the student during the classes cannot raise any doubts), and the timely completion of tasks assigned by the instructor during remote asynchronous and synchronous classes using remote learning platforms.

Assessment basis:
Practical tasks and assignments 50%
Theoretical test/written assignment (50 %)

60%-71% = 3.
72%-76% = 3+
77%-84% = 4.
85%-90% = 4+
91%-100% = 5

Practical placement

The description of the internships, learning outcomes and requirements is included in a separate document.

Bibliography

Komorowska,H., Metodyka nauczania języków obcych, Fraszka Edukacyjna, Warszawa 2002

Neuner,G., Hunfeld,H., Methoden des fremdsprachlichen Deutschunterrichts, Eine Einführung, Langenscheidt, Kassel 1993

Brinitzer, M., Hantschel, H-J, Kroemer, S., Möller-Frorath, M., Ros, L., DaF Unterrichten Basiswissen Didaktik Deutsch als Fremd-und Zweitsprache, Klett, Stuttgart, 2017
Literature not available in the UMK library will be provided by the instructor.

Bausch, K-R, Christ, H., Krumm, H.-J., (Hrsg.), Handbuch Fremdsprachenunterricht, A. Francke UTB, Tübingen und Basel, 2007 /wybór

Gemeinsamer europäischer Referenzrahmen für Sprachen : lernen, lehren, beurteilen, Goethe Institut, Langenscheidt, 2001 - wybrane fragmenty

Newby, D. Allan, R. i in. (2007) Europejskie Portfolio dla studentów – przyszłych nauczycieli języków. Warszawa: CODN /praca własna

Neuner, G., Krüger, M., Grewer, U., Übungstypologie zum kommunikativen Deutschunterricht, Langenscheidt 1991- praca własna

Roche, J., Fremdsprachenerwerb Fremdsprachendidaktik, UTB basics A.Francke, Tübingen und Basel, 2005 - wybrane fragmenty

Heyd,G., Deutsch lehren, Grundwissen für den Unterricht in Deutsch als Fremdsprache, Verlag Moritz Diesterweg, Frankfurt am Main, 1991- wybrane fragmenty

Funk,H., Kuhn,Ch., Skiba,D., Spaniel-Weise, D., Wicke, R.E., Aufgaben, Übungen, Interaktion, DLL - Deutsch Lehren Lernen, Klett, Stuttgart, 2017

Dahlhaus, B., Fertigkeit Hören, Fernstudieneinheit 5, Langenscheidt, Goethe Institut München, 1994

Języki Obce w Szkole - wybrane artykuły oraz bieżące wydania

Term 2025/26L:

Komorowska,H., Metodyka nauczania języków obcych, Fraszka Edukacyjna, Warszawa 2002

Neuner,G., Hunfeld,H., Methoden des fremdsprachlichen Deutschunterrichts, Eine Einführung, Langenscheidt, Kassel 1993

Brinitzer, M., Hantschel, H-J, Kroemer, S., Möller-Frorath, M., Ros, L., DaF Unterrichten Basiswissen Didaktik Deutsch als Fremd-und Zweitsprache, Klett, Stuttgart, 2017

Gemeinsamer europäischer Referenzrahmen für Sprachen : lernen, lehren, beurteilen, Goethe Institut, Langenscheidt, 2001 - wybrane fragmenty, poziomy biegłości językowej

Newby, D. Allan, R. i in. (2007) Europejskie Portfolio dla studentów – przyszłych nauczycieli języków. Warszawa: CODN /praca własna

Roche, J., Fremdsprachenerwerb Fremdsprachendidaktik, UTB basics A.Francke, Tübingen und Basel, 2005 - wybrane fragmenty

Funk,H., Kuhn,Ch., Skiba,D., Spaniel-Weise, D., Wicke, R.E., Aufgaben, Übungen, Interaktion, DLL - Deutsch Lehren Lernen, Klett, Stuttgart, 2017 - within the scope provided on the Moodle platform

Literature not available in the UMK library will be provided by the instructor.

Notes

Term 2025/26L:

In the summer semester, with the consent of the dean's authorities, classes are conducted in the form of synchronous and asynchronous e-classes using the MS Teams and Moodle platforms.

The choice of methods depends on factors such as group size, the way classes are conducted in a given semester, the availability of equipment and teaching conditions, and above all, the needs of students.The methods used, even in traditional and in-person classes, also include distance learning methods and techniques using remote learning platforms such as Moodle and Teams, as well as selected AI tools, programs, and applications currently available and accessible to students, knowledge of which is becoming essential for aspiring teachers. Tutoring and mentoring techniques are also used in small groups.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 2512-s2GER1L-DJN in USOSweb