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Basic Principles of Didactics of Pedagogy in the Work of an Audiologist
Study Course Description
Course Description Statuss:Approved
Course Description Version:3.00
Study Course Accepted:12.08.2024 09:33:03
| Study Course Information | |||||||||
| Course Code: | REK_260 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| Branch of Science: | Clinical Medicine | Target Audience: | Rehabilitation | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Kristīne Riemere | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Rehabilitation | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, rk rsu[pnkts]lv, +371 20271291 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 1 | Lecture Length (academic hours) | 4 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 18 | ||||
| Total Contact Hours | 22 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 1 | Lecture Length (academic hours) | 4 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 18 | ||||
| Total Contact Hours | 22 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | No particular preliminary knowledge required. | ||||||||
| Objective: | To promote audio speech terapist acquirement pedagogical basics, by forming comprehension based on the content of learning process, organisations, studies environment, types of learning abilities, methodes and techniques to use it in everyday practice with patients. Promoting comprehension through the selection of didactic methods according to aims and specific age range features. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Historical review of didactics. Learning principles and the learning process. The structure of the learning process. Functions of the learning process and their unity. | Lectures | 1.00 | auditorium | |||||
| 2 | Kinds of learning abilities. Planning of learning strategy. | Classes | 1.00 | auditorium | |||||
| 3 | Learning environment. Motives and stimuli of learning. | Classes | 1.00 | auditorium | |||||
| 4 | Lessons and the structure of classes. Organisation as purposeful basis for learning process. | Lectures | 1.00 | auditorium | |||||
| 5 | Structure of individual lesson. Didactic principles of individual work planning. | Classes | 1.00 | auditorium | |||||
| 6 | Options of interactive didactic methods use in audio speech therapy. | Classes | 1.00 | auditorium | |||||
| 7 | Differentiation and individualization of studies in the context of audio speech therapy lessons. | Classes | 1.00 | auditorium | |||||
| 8 | Selection of didactic methods and techniques in preschool age. | Classes | 1.00 | auditorium | |||||
| 9 | Selection of didactic methods and techniques in preschool age (3 - 4 years). | Classes | 1.00 | auditorium | |||||
| 10 | Selection of didactic methods and techniques in preschool age (5 - 6 years). | Classes | 1.00 | auditorium | |||||
| 11 | Selection of didactic methods and techniques in preschool age (7 years). | Classes | 1.00 | auditorium | |||||
| 12 | Selection of didactic methods and techniques in primary school. | Classes | 1.00 | auditorium | |||||
| 13 | Selection of didactic methods and techniques for teenagers. | Classes | 1.00 | auditorium | |||||
| 14 | Selection of didactic methods and techniques in working with adults. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Discussions, the use of different teaching methods in practical lessons, group work on topics - basic principles of didactics, regularities, forms of learning organization, the most important of teaching content and presentation of results, work with scientific information, preparation for the exam by integrating the basic principles of general pedagogy in practical work, conducting practical lessons for different age groups , analysis of scientific information of didactic methods and answers to questions in the context of the topic. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | 1. Active and effective participation in lectures and practical classes (50%). 2. Presentation of independent work, classes (25%). 3. Written exam at the end of the course (25%). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. As a result of successful acquisition of the study course, students are able to obtain and analyze scientific information in the field of didactics, both individually and in groups, to integrate teaching methods, teaching methods, organizational forms and results in practice, improving their professional work in Audiology. 2. Is able to select, show didactic science-based approaches, methods and creatively apply the learning process in a therapy session, lesson. | ||||||||
| Skills: | 1. Is able to integrate the theoretical material, practical skills acquired during the didactic course in his / her professional in action, purposefully plan a structured therapy session, lesson, respecting the needs of each person, in which each individual acquires the best learning experience in a professionally organized environment. 2. Is able to critically evaluate what methods to use at each age, is able to evaluate the patient's involvement in communicative situations using didactic methods and methodological tools, is able to find solutions to problem situations and creatively manage a structured learning process. | ||||||||
| Competencies: | Able to demonstrate the pedagogic competencies necessary for the profession of an audiologist - to analyze, interpret, assess the needs of the patient's individual development, learning, personality and social growth, implementing the specialized knowledge of didactics, understanding its basic principles, regularities, forms of learning organization, the most important of the curriculum and planning the patient's care in accordance with the basic principles of didactics individual development needs and achievable results. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Albrehta D. Didaktika. R., 2001. (izdevums akceptējams) | ||||||||
| 2 | Dzintere D., Stangaine I. Rotaļa- bērna dzīvesveids. R., 2007. (izdevums akceptējams) | ||||||||
| 3 | Golubina V. Pirmsskolas pedagoga rokasgrāmata. R., 2007. (izdevums akceptējams) | ||||||||
| 4 | Alī M. Mana bērna attīstības ceļš. R., 2009. (izdevums akceptējams) | ||||||||
| 5 | K. Thunder, J. Almarode, J. Hattie. Visible learning in early childhood. California, 2022. | ||||||||
| 6 | Bain K. Super courses : the future of teaching and learning. New Jersey, 2021. | ||||||||
| 7 | Liping S., Minjuan W., Ruimin S. 101 learning and development tools : essential techniques for creating, delivering, and managing effective training. Kenneth, 2011. | ||||||||
| 8 | Smith P., Cowie H., Blades M. Understanding children's development. 2015. | ||||||||
| Additional Reading | |||||||||
| 1 | Smits E. Paātrinātā mācīšanās klasē. R., 2000. | ||||||||
| 2 | Dzintere D., Boša R. Rotaļspēles. R., 1997. | ||||||||
| 3 | Anspoka Z. Latviešu valodas didaktika. R., 2008. | ||||||||
| 4 | Brice B. Skaņu pasakas un ritma rotaļas. R., 2010. | ||||||||
| 5 | Dzintere D. Bērns kā individualitāte pirmsskolas izglītības iestādē. R., 2002. | ||||||||
| 6 | Kālo E. Brīvas spēlēšanās sākums. R., 2011. | ||||||||
| 7 | Fritzner A., Rasmussen A. From Dream to Reality : Learning outcomes and didactic principles for teaching entrepreneurship in Nordic schools. Nordic Council of Ministers, 2016. | ||||||||
| 8 | Didactics of Smart Pedagogy : smart pedagogy for technology enhanced learning. Switzerland, 2019. | ||||||||
| 9 | Johnson J. E. The handbook of the study of play. 2015. | ||||||||
| 10 | Moyles J. A-Z of Play in Early Childhood. 2012. | ||||||||
| 11 | Phillipson S., Garvis S. Early childhood education in the 21st century. Volume III, Policification of early childhood education and care. 2020. | ||||||||
| 12 | Wyse D. Becoming a primary school teacher. London, 2002. | ||||||||
| Other Information Sources | |||||||||
| 1 | Metodiskie materiāli. | ||||||||
| 2 | Pirmsskolas izglītības mācību satura programma. | ||||||||
| 3 | Vadlīnijas bērnu un pusaudžu attīstības izvērtēšanai. | ||||||||
| 4 | Walter B., Neuendorf K. Using “Action Methods” to Enhance Role-Play Simulations in Teaching Communication Skills. Journal of pain and symptom management, 2015, Vol.49 (2), p.325-325 | ||||||||
| 5 | Powers S., Perry J. Faculty-Led Role-Play Simulation: Going Live to Teach Patient-Centered Care to Nursing Students. The Journal of nursing education, 2019-11-01, Vol.58 (11), p.665-668 | ||||||||
| 6 | Jung S., Sainato D. Teaching play skills to young children with autism. Journal of intellectual & developmental disability, 2013-03, Vol.38 (1), p.74-90 | ||||||||
| 7 | Communicating through musical play: combining speech and language therapy practices with those of early childhood music education. Music education research, 2020-01-01, Vol.22 (1), p.68-86 | ||||||||
