{"id":4672,"date":"2023-12-27T14:26:49","date_gmt":"2023-12-27T13:26:49","guid":{"rendered":"https:\/\/kurikulum.aidetem.cz\/uniform-rules-for-the-development-of-methodologies\/"},"modified":"2025-03-01T16:47:23","modified_gmt":"2025-03-01T15:47:23","slug":"uniform-rules-for-the-development-of-methodologies","status":"publish","type":"page","link":"https:\/\/kurikulum.aidetem.cz\/en\/uniform-rules-for-the-development-of-methodologies\/","title":{"rendered":"Uniform rules for the development of methodologies"},"content":{"rendered":"\t\t
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Uniform rules for the development of methodologies<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The following texts served as reference points for the developers of the methodologies in creating the materials.<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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On what basis did the developers of the methodologies base<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Five Big Ideas \u2192<\/a><\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Document Five Big Ideas<\/u><\/a> sets standards for what children should know in the field of artificial intelligence from grade 2 in primary school to secondary school (multi-year high schools). It was developed in collaboration with many experts<\/u><\/a>who have come together in the framework. AI4K12 organization<\/u><\/a>. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Visualisation of the AI curriculum concept \u2192<\/a><\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This knowledge graph shows the links between the individual methodological materials and the Five Big Ideas standards, the competence model, the Digital Competence 2023, Bloom's Taxonomy, the target group, the cross-cutting theme, if any, and RVP. We are still working on the chart. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Digital Competence Framework 2023 \u2192<\/a><\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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A review of digital competences at the nodal points, i.e. at the end of kindergarten, at the end of Years 3, 5, 7, 9 of primary school and at the end of secondary school, is used by teachers to set learning objectives and to monitor pupils' progress in this area. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Web AI curriculum \u2192<\/a><\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The website is updated and contains all the necessary information - concept, team...<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Miro work board \u2192<\/a><\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The bulletin board contains almost all of the resources that we used to create the AI curriculum. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Structure of the methodological material<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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1. Introduction<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The introductory text is a short informative introduction to the methodology. In the teacher can learn why we have chosen the topic. In the introductory text we also thank the educators for choosing our methodological material. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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2. Year\/qualifications<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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We try to indicate the preconceptions of the students rather than the year at which the methodology is targeted. This is because the curriculum in individual schools varies. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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3. Objectives, motivation, evaluation criteria<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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What am I learning?
In points (1-3): main or secondary learning objective. In some activities (most often for the development of digital competence), we set not only a subject-specific learning objective, but also one from the field of artificial intelligence.

\nWhy am I learning this?
In points (1-3): linked to the learning objectives, we state what the main benefits are for the students.

How will I know if I have learned it?
In points (1-3): evaluation criteria. It may be surprising that we often find it is sufficient for children to go through an activity and do not always require evidence of learning. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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4. RVP and key competences<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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List of outcomes met and competencies or cross-cutting themes.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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5. Five Big Ideas<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Connectedness to the standards according to the curriculum document Five Big Ideas.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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6. Bloom's taxonomy<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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More about Bloom's taxonomy here<\/u><\/a>. We usually list 2-3 dimensions, one of which is the main one. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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7. Glossary<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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It contains a maximum of eight terms and their clear definitions. Only terms that are relevant to the content of the lesson are listed. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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8. Preparation for teachers<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The preparation section for educators contains any resources that are relevant to the topic of the methodology. We have emphasised clarity and simplicity in their creation. The preparation should take educators no more than 60 minutes. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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9. Further relevant information and resources<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Here you can find links to the external source from which the developers of the methodology have drawn.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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10. Lesson plan<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The following is a fully described lesson plan. All of the methodologies we create at AI for Kids are in the spirit of the constructivist method.

The constructivist method of teaching is a pedagogical approach that emphasizes the active involvement of students in the learning process, where they construct (create) knowledge and understanding themselves. This approach is based on the assumption that learning is a deeply individual process where each learner builds on his\/her prior experiences and knowledge. In constructivist teaching, students are encouraged to explore, question, and actively solve problems, leading to deeper understanding and critical thinking. Here, the educator functions as a facilitator rather than a traditional lecturer, encouraging students to their exploration and learning through their own experiences.

The main method of teaching in constructivism is not teacher interpretation, but dialogue, discussion, group and cooperative learning, problem-based learning, project-based learning, computer-assisted learning, critical thinking, open learning, and learning in life situations. However, we often combine the activation method of teaching with traditional frontal teaching in lesson plans.<\/span>

The teaching block is divided into three phases:

Evocation - through brainstorming, mind mapping or free writing, the student thinks about what they already know about the topic and tries to organize these ideas in their head. The educator obtains information about the prerequisites of the students.

Awareness - in this stage, the learner learns new information, for example, through assigned readings, watching a video, interpretation, or experimentation. He or she then connects these to what he or she already knew.

Reflection - the pupil reflects on what he\/she has just learned, consolidates new knowledge, reworks the original scheme.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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11. Where to go next<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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If we have decided to include this section, we include suggestions on how and in which subject to develop the topic of methodology further. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Rules for the creation of methodologies<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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The information is presented in a concise and understandable manner<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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All the concepts that the methodology works with must be known or explained to the pedagogue in advance. We use a minimum of foreign words or technical terms. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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We don't teach what is useless<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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We don't burden educators with concepts they won't use, even if we might find them fascinating ourselves. Everything in the methodology is relevant to the topic. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Didactics is the basis<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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We tried to build the teaching blocks in a didactically diverse way. We have the chance to offer educators not only knowledge from the field of AI, but also ways to conduct interesting lessons. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Gender correctness<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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In all materials, for simplicity of expression, we refer to persons in the masculine gender (e.g., student or teacher). However, on heart we have all genders indiscriminately. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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\n\t\t\t\t<\/span>\n\t\t\t\t0<\/span>\n\t\t\t\t<\/span>\n\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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What we call the pupils<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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In the methodologies it is possible to address pupils as children. However, if the methodology is also intended for secondary schools, we indicate pupils. <\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tTo the homepage<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Uniform rules for the development of methodologies The following texts served as reference points for the developers of the methodologies in creating the materials. On what basis did the developers of the methodologies base Five Big Ideas \u2192 Document Five Big Ideas sets standards for what children should know in the field of artificial intelligence from […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4672","page","type-page","status-publish","hentry"],"yoast_head":"\nUniform rules for the development of methodologies<\/title>\n<meta name=\"description\" content=\"In order to maintain the consistency and high standard of materials published within the AI Curriculum for Primary and Secondary Schools, we have created uniform rules for the creation of materials.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/kurikulum.aidetem.cz\/en\/uniform-rules-for-the-development-of-methodologies\/\" 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