| Course Name: | PRINCIPLES AND METHODS OF INSTRUCTION |
| Code | Course type | Regular Semester | Theoretical | Practical | Credits | ECTS |
| EDU 206 | 2 | 4 | 3 | - | 3 | 4 |
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| Name of Lecturer(s)-Academic Title: | Gülseren Sekreter - PhD. |
| Teaching Assistant: | - |
| Course Language: | English |
| Course Type: | Main |
| Office Hours | Wednesday; 16:00-17:00 |
| Contact Email: | [email protected]
Tel:00905535848428
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| Teacher's academic profile: | Lecturer
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| Course Objectives: | As a result of the learning opportunities and activities of this course, the learner will be able to:
• identify and describe the skills and traits of effective teachers and explain their importance
• use professional language to describe curriculum, instruction, and assessment
• use principles of effective teaching to evaluate their own teaching and the teaching of others
• apply principles of effective teaching to make wise professional judgments
• plan clear, coherent, and standards-based lessons
• describe and evaluate examples of research-based teaching strategies for teachers
• apply principles of assessment and classroom management to practical classroom situations |
| Course Description (Course overview): | - |
COURSE CONTENT| Week | Hour | Date | Topic | | 1 |
3 |
3-7/2/2019 |
Introduction to Course | | 2 |
3 |
10-14/2/2019 |
Introduction to Course |
| | 3 |
3 |
17-21/2/2019 |
The Teacher as a Decision Maker | | 4 |
3 |
24-28/2/2019 |
The Teacher as a Decision Maker |
| | 5 |
3 |
3-7/3/2019 |
The Fundamentals of Planning | | 6 |
3 |
26-28/3/2019 |
Types of Teacher Planning |
| | 7 |
3 |
31/3-4/4/2019 |
Differentiating Instruction for Diverse Learners | | 8 |
3 |
7-11/4/2019 |
Differentiating Instruction for Diverse Learners |
| | 9 |
3 |
14-18/4/2019 |
Midterm Exam | | 10 |
3 |
21-25/4/2019 |
Direct Instructional Strategies |
| | 11 |
3 |
28/4-2/5/2019 |
Indirect Instructional Strategies | | 12 |
3 |
5-9/5/2019 |
Strategies That Promote Understanding, Thinking, and Engagement |
| | 13 |
3 |
12-16/5/2019 |
Strategies That Promote Understanding, Thinking, and Engagement | | 14 |
3 |
19-23/5/2019 |
Classroom Management and Discipline |
| | 15 |
3 |
26-30/5/2019 |
Classroom Management and Discipline | | 16 |
3 |
9-13/6/2019 |
Final Exam |
| | 17 |
3 |
16-20/6/2019 |
Final Exam |
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COURSE/STUDENT LEARNING OUTCOMES | | | 1 | Use principles of effective teaching to evaluate their own teaching and the teaching of others | | 2 | Plan clear, coherent, and standards-based lessons; | | 3 | Apply principles of effective teaching to make wise professional judgments; | | 4 | Identiy and describe the skills and personality traits of effective teachers and explain their importance | | 5 | Use professional language to describe curriculum, instruction, and assessment |
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COURSE'S CONTRIBUTION TO PROGRAM OUTCOMES
(Blank : no contribution, I: Introduction, P: Profecient, A: Advanced ) | Program Learning Outcomes |
Cont. | | 1 | Demonstrate an understanding of the common body of knowledge in mathematics. | A | | 2 | Demonstrates an understanding of pedagogical content knowledge, technology and perfectible assessment. | A | | 3 | Demonstrate the ability to think critically, research scientifically, and become modern and up-to-date. | P | | 4 | Understands the interrelationship of human development, cognition, and culture and their impact on learning. | I | | 5 | Demonstrate the ability to apply analytical and theoretical skills to model and solve mathematical problems. | P | | 6 | Demonstrate the ability to effectively use a variety of teaching technologies and techniques and classroom strategies to positively influence student learning. | | | 7 | Understands how to form connections among educators, families, and the larger community to promote equity and access to education for his/her students. | | | 8 | Understands assessment and evaluation of student performance and learning and program effectiveness. | | | 9 | Communicates effectively and works collaboratively within the context of a global society. | |
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| Prerequisites (Course Reading List and References): | Methods for Effective Teaching |
| Student's obligation (Special Requirements): | Late Papers: Students should bring their assignments on time Redoing Course Assignments: Academic Honesty: As a student, you have neither given nor received unauthorized aid on any academic work in this course |
| Course Book/Textbook: | Burden, Paul R., & Byrd, David M. (2016). Methods for Effective Teaching (4th ed.). Boston: Pearson. |
| Other Course Materials/References: | Weekly articles relevant to the topic of that week |
| Teaching Methods (Forms of Teaching): | Lectures, Presentation, Excurtion, Self Evaluation, Project, Assignments, Demonstration |
COURSE EVALUATION CRITERIA
| Method | Quantity |
Percentage (%) | | Participation | 1 | 10 | | Quiz | 1 | 10 | | Midterm Exam(s) | 1 | 25 | | Presentation | 1 | 15 | | Final Exam | 1 | 40 |
| Total | 100 |
Examinations: True-False, Fill in the Blanks, Multiple Choices, Short Answers, Matching |
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Extra Notes:
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ECTS (ALLOCATED BASED ON STUDENT) WORKLOAD| Activities | Quantity | Duration (Hour) | Total Work Load | | Contact Hours (Theoretical hours + Practical hours/2) x Weeks | 3 | 16 | 48 | | Hours for off-the-classroom study | 2 | 16 | 32 | | Study hours for the Midterm Exam | 1 | 10 | 10 | | Study hours for the Final Exam | 1 | 10 | 10 | | Other | | | 0 | | ECTS | 5 | | 0 | | | | 0 | | | | 0 | | Total Workload | 100 | | ECTS Credit (Total workload/25) | 4 |
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