Didactics II

I. CURRICULUM PLANNING AND ARTICULATION OF INSTRUCTION
1. The basic strategies of curriculum planning: curriculum-content, curriculum-objectives, development-process planning and their relationships. Other selected curriculum strategies.
2. Levels of curriculum planning and basic curriculum documents at national, institutional and individual level: design of educational programmes and curriculum units (subjects, modules), the annual work plan of the school, curricula, knowledge catalogues, teacher's individual global, stage and operational learning preparations.
3. Articulation of instruction: macro- and micro-articulation. Stages of articulation, problem of succession.

II. EXPLICIT, IMPLICIT AND NULL CURRICULA
4. Conceptual definitions of explicit, implicit and null curriculum.
5. Dimensions of the hidden curriculum: routines, disciplinary strategies, architecture of the school space, teachers' subjective theories.
6. Dimensions of the hidden curriculum: objectives, processes, content. Objective and subjective factors of the null curriculum.

III. DIDACTIC PRINCIPLES AND PROFESSIONAL AUTONOMY OF THE TEACHER
7. Definition of didactic principles; fundamental characteristics and dilemmas.
8. Generality, meaningfulness and validity, formulation of didactic principles.
9. Methodological background and classification of didactic principles.
10. In-depth discussion of selected didactic principles.
11. Didactic autonomy of teachers: understanding the concept of teacher autonomy, frameworks for autonomous action, problems of implementation of didactic autonomy.

IV. DIFFERENTIATION AND INDIVIDUALISATION OF INSTRUCTION
12. The concept of differentiation and individualisation of instruction. Differentiation as an organisational measure in the function of individualisation as a didactic principle.
13. Differentiation systems and models (internal, flexible, external differentiation).
14. Systemic frameworks of differentiation and individualisation in compulsory education. Changes in the systemic solutions of differentiation and implications for the implementation of differentiation measures in compulsory education.

V. SCHOOL AND CONTEMPORARY TECHNOLOGIES
15. Conceptual and terminological distinctions: educational technology, educational materials, teaching aids.
16. Characteristics of the integration of contemporary computer-based technologies in the planning and delivery of instruction.
17. Problems of technologisation of schools and teaching. Integration of artificial intelligence systems in the classroom: trends and limitations.
18. Provision and use of educational materials: validation of textbooks, problems of using educational materials in teaching, quality of materials. Printed, electronic, digital and interactive educational materials.

VI. BASICS OF KNOWLEDGE ASSESSMENT
19. Systemic and professional foundations of assessment: characteristics of the different organisational forms and methodological approaches to assessment.
20. Knowledge standards as a basis for knowledge assessment. Descriptors and criteria.
21. Common practical problems and dilemmas of knowledge assessment.

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