This diploma thesis elaborates on the matters of individualisation and differentiation of education in elementary schooling. The theoretical part is focusing on technical and theoretical problem solution. The aim of the practical part is to look at the variety of possibilities between individualisation and differentiation of education of the instructor's own 4th grade class, while looking at a particular example of two students in that class. The practical part finds solutions from this active research that is interpreted as a case study, and describes the process of individualisation and differentiation from the point of view of working with teaching devices.

Classical frontal teaching, where pupils are supposed to listen to the teacher and make notes is becoming stereotypical. Therefore I decided to focus on a topic where I can apply more teaching methods both in Geography lessons and Biology ones. The goal of this work was to create a teaching guide including necessary materials covering the topic of American natural lanscapes and afterwards to evaluate the contribution of these activities. The teaching materials were tested in two classes in The Basic School in Dolní Břežany. Both classes underwent a pretest, the first posttest (immediately after the experimental lessons), the second posttest (six weeks after the experimental lessons) and pupils also tried activities in which they had to apply their achieved knowledge. The data were evaluated using statistical analyses where the results showed a progress of gained knowledge between the pretest and the first posttest, whereas their knowledge did not significantly differ between the first and second posttest. It can be concluded that pupils broadened their knowledge, which was deeper than at the beginning and the pupils were able to retain this knowledge for a longer time. Key words: North America, South America, natural lanscapes, Biology, Geography, activating teaching methods, curriculum integration

The present thesis tries to approach the issue of foreign language acquisition and foreign language didactics approaches. The main theme of the work is socio-cultural competence in teaching Czech for foreigners. It also states the issue in a broader context. Following is a detailed analysis of that term and its definition in a social frame of reference levels for Czech A1. The main part comprises of individually assessed five selected textbooks of Czech for foreigners. The analysis is carried out based on own criteria which have been determined in accordance with the required components of the socio-cultural competencies according to the Common European Framework of Reference (CEFR) and J. Průcha methodologies. In the final part of the thesis is made mutual comparison of books with regard to the extent of helping to deepen and develop the student's knowledge in terms of socio-cultural competence. Powered by TCPDF (www.tcpdf.org)

The aim of this thesis is to analyse a foreign language teaching regarding the use of mnemonics as special procedures which lead to memorize the curriculum. The thesis deals with types and phases of the memory and with the process of forgetting. It defines the term learning, describes learning styles and characterizes aspects of effective learning. Subsequently the thesis is concerned with the procedures for consolidation of information in the memory, the attributes of effective revision and above all the mnemonic procedures. The attention is payed to principles, types and effectiveness of mnemonics and their implementation into the foreign language teaching. The next part deals with the aspects of andragogical didactics, their specific application and with androdidactic principles. Afterwards the thesis pursues the qualitative research whose aim was to analyse the use of mnemonics within the foreign language teaching. It is based on observation method in courses for adults at two language schools.

The Master Thesis is focused on summarizing of theoretical pieces of knowledge in the process of learning and teaching in an elementary school (the second stage according to Czech educational system). The thesis is also concerned about the role of locomotion in this process as well as the usage of movement activities in a foreign language teaching process. Theoretical resources were verified by the research investigation and a pedagogical experiment which proved a positive influence of a motion to the effectiveness of teaching in a particular research group. In compliance with the gathered information there was a file of various activities created, which offers methodical and didactic description of those activities and game. These are suitable for the usage of movement activities during the teaching of German language on the elementary schools. This activity file should inspire all German language teachers.

The diploma thesis "Creativity of teachers in an educational process in primary school" focuses on creativity of teachers, which is a prerequisite of every teacher in current education. The thesis is divided into two parts; theoretical and practical. The theoretical part focuses on general knowledge, which appertains to the questions of creativity in the work of the pedagogues. In this part, the important factors are also described, which help to lead to the creative approach in the teaching. One of these factors is using activating methods. These represent the main approaches of the pedagogues to teach creatively. The theoretical part is also focused on the position of the teachers in the process of school inclusion and on the appropriate teaching methods and strategies for inclusive education. The practical part focuses on activating methods in teaching. The investigative survey was carried out via questionnaire, and its main objective was to explore the extent of using activating methods by teachers at basic schools. It also looks at whether these methods are considered to be an appropriate instrument to the creative and effective mediation of the curriculum for all pupils, including pupils with special education needs. KEYWORDS Creativity, pedagogue, teacher, creative education, teaching...

This diploma thesis is concerned with the level of knowledge and use of selected alternative teaching methods - Suggestopedia, Total Physical Response (TPR), Community Language Learning (CLL), The Silent Way and Act&Speak method among the teachers of foreign languages of adults in Prague. For better orientation, it can be divided into two parts - theoretical and practical. In the theoretical part, I focus on the situation of foreign language education and foreign language policy of the European Union and the Czech Republic. Also, I define what is meant by the concepts of didactics of foreign languages and methods of foreign language teaching so that I can describe the traditional foreign language teaching methods (direct methods, indirect methods and eclectic methods) and alternative methods in the other section. In the practical part, I approach with the assumption that the teachers of foreign languages of adults in Prague do not know and do not use the selected alternative methods. These and other hypotheses were verified by a quantitative survey (questionnaire) which also examined whether there is a correlation between the teacher's education, length of the teacher's lecturing practice, a place of carrying out teaching activities and knowledge and using these alternative methods. All were...

1 Abstract This diploma introduces three alternative methods taught in the study of foreign languages - a method of suggestopedy, Nepustil's method and the Act and Speak method. The purpose of this work is to approach the methods from a historical and methodological perspective. The main focus is aimed at inspections of alternative schools, supplied with student's questionnaires and the visual material from classes. The theoretical part discusses methods from a historical perspective, the progress and presentation of grammar and learning material. Furthermore introducing the basic concept and features of alternative methods with the posibility of applying them during the teaching of Czech language for foreigners. The practical part introduces research made up of inspections at alternative schools along with interviews with founders and successors of these methods. As analysis of the questionnaires that explore the opinions and awareness of teachers about the effectivity and usefulness of untraditional methods in teaching is also a part of it. Practical inspections and conclusions based on the results of questionnaires showed the Act and Speak method to be the most beneficial method. The practical part concludes by presenting other activities for teaching Czech for foreigners that are based on those...

Teacher stories were once relegated to informal gatherings but more recently this aspect of teacher development is being carefully studied in more formalized settings because it is believed to be an important part of teacher development. New ways are being sought to use various aspects of storytelling to help pre-service teachers develop important teaching skills through reflection on experience, dialogue journals, case studies and autobiography. Despite these efforts at the university level, it is especially difficult for pre-service teachers to integrate and apply theories from their methods courses to actual classroom practice. Less effort has been focused on storytelling processes that may occur outside these formal approaches. This study, therefore, looked at how pre-service teachers used stories told in an informal setting to process aspects of learning to teach. This study revealed that pre-service teachers engage in story telling for reasons and in ways that are different from teacher educator intents. Using interviews and private dialogues, patterns of when, how and why six pre-service teachers used oral stories emerged that illuminate challenges to using personal and appropriated stories in coursework. The findings of this study include how oral storytelling is used by pre-service teachers to process emotion and demonstrate specific identities and personal characteristics.

Då strategier är vagt beskrivna i styrdokument och svåra att observera hos elever är studiens syfte att undersöka några lärares förmåga att uppfylla läroplanens krav när det gäller undervisning och bedömning av strategier i muntlig kommunikation i engelska och slutligen utifrån litteratur ge exempel på hur det kan konkretiseras i klassrummet. Genom kvalitativa metoder inom fenomenologin har observationer och intervjuer med tre lärare genomförts och analyserats. Resultatet visar att lärare är överens gällande styrdokumentens otydlighet. Dessutom är strategibegreppet vagt beskrivet och saknar gemensam definition bland forskare. Lärares metoder för att undervisa strategier sker både genom direkt och indirekt undervisning och båda metoderna får stöd i forskning. Materialet som ska bidra med mer förståelse till kursplanen, kommentarmaterialet, används inte av lärare. Det leder till att lärare inte blir medvetna om vilka strategier elever rekommenderas att använda och att bedömningen av kunskapskravet blir godtyckligt. Lärare anser dessutom att strategier är svåra att upptäcka då vissa strategier inte sker synligt eller att de sker i samband med att elever interagerar i par eller helklass. Problemet med att upptäcka vilka strategier som används av ”duktiga elever” gör att progressionen i kunskapskravet kan ifrågasättas. Resultatet visar på ett utvecklingsbehov av metoder för att undervisa strategier i muntlig kommunikation samt att resurseffektiva metoder för bedömning behöver identifieras. / When strategies are vaguely described in steering documents and difficult to observe with students, the aim of the study is to investigate the ability of some teachers to fulfil the curriculum's requirements in terms of teaching and assessing strategies in oral communication in English and finally based on literature giving examples of how it can be made concrete in classroom. Through qualitative methods in phenomenology, observations and interviews with three teachers have been carried out and analysed. The result shows that teachers agree on the obscurity of the steering documents. In addition, the strategy concept is vaguely described and lacks a common definition among researchers. Teachers' methods for teaching strategies take place through direct and indirect teaching and both methods are supported in research. The material that will contribute more understanding to the syllabus is not used by teachers. This means that teachers do not become aware of which strategies students are recommended to use and that the assessment of the knowledge requirement becomes arbitrary. Teachers also believe that strategies are difficult to detect, as some strategies are not visible or that they occur in connection with pupils interacting in pairs or in full class. The problem of discovering which strategies are used by "good students" makes the progression of the knowledge requirement questionable. The results show a need for development of methods for teaching strategies in oral communication and that resourceefficient methods of assessment need to be identified.