Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INSTRUCTIONAL MEDHODS and PRINCIPLES | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Prof.Dr. Esra AKGÜL |
| Assistant(s) | |
| Aim | The course aims to introduce students to various pedagogical theories and principles that form the foundation of effective teaching and learning. This includes theories such as behaviorism, constructivism, and socio-cultural theories. Understanding these theories provides a framework for designing instructional strategies. Students learn how to apply learning theories to create instructional strategies that align with the needs of diverse learners. This involves adapting teaching methods to different learning styles, abilities, and cultural ackgrounds. Ultimately, the course prepares students for the practical challenges of real-world teaching. By combining theoretical knowledge with practical applications, students are better equipped to enter the classroom with a solid understanding of effective instructional principles and methods. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development,Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development,The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, ,Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors ,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory,Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism,Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching,Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching ,Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning,Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning ,Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities,Assessment of learning , Purposes of assessment , Formative assessment Testing,Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students have a comprehensive understanding of key pedagogical theories, such as behaviorism, constructivism, and socio-cultural theories, and how these theories inform instructional practices. | 10, 16, 6, 9 | A, E, F |
| Calculate to take into account diverse student needs by adapting learning theories to the design and implementation of effective teaching strategies. | 16, 6, 9 | A, E, F |
| Plans specific topics in a way that is accessible and meaningful to a variety of learners. | 16, 6, 9 | A, E, F |
| Design and implement assessments aligned with instructional objectives. | 16, 6, 9 | A, E, F |
| Experience situations such as classroom observations, teaching simulations or student teaching to prepare them for the practical challenges of real teaching. | 6, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development | The book: Development and Leraning related parts |
| 2 | Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | The book: Development and Leraning related parts |
| 3 | The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, | The book: Development and Leraning related parts |
| 4 | Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors | The book: Development and Leraning related parts |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | The book: Development and Leraning related parts |
| 6 | cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory | The book: Development and Leraning related parts |
| 7 | Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism | The book: What teachers need to know about Teaching methods related parts |
| 8 | Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching | The book: Development and Leraning related parts |
| 9 | Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching | The book: What teachers need to know about Teaching methods related parts |
| 10 | Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning | The book: What teachers need to know about Teaching methods related parts |
| 11 | Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning | The book: What teachers need to know about Teaching methods related parts |
| 12 | Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities | The book: What teachers need to know about Teaching methods related parts |
| 13 | Assessment of learning , Purposes of assessment , Formative assessment Testing | The book: What teachers need to know about Teaching methods related parts |
| 14 | Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching | The book: What teachers need to know about Teaching methods related parts |
| Resources |
| DEVELOPMENT AND LEARNING , METU Publications Peter Westwood - What Teachers Need to Know About Teaching Methods |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 1 | 6 | 6 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 4 | 12 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 2 | 8 | 16 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INSTRUCTIONAL MEDHODS and PRINCIPLES | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Prof.Dr. Esra AKGÜL |
| Assistant(s) | |
| Aim | The course aims to introduce students to various pedagogical theories and principles that form the foundation of effective teaching and learning. This includes theories such as behaviorism, constructivism, and socio-cultural theories. Understanding these theories provides a framework for designing instructional strategies. Students learn how to apply learning theories to create instructional strategies that align with the needs of diverse learners. This involves adapting teaching methods to different learning styles, abilities, and cultural ackgrounds. Ultimately, the course prepares students for the practical challenges of real-world teaching. By combining theoretical knowledge with practical applications, students are better equipped to enter the classroom with a solid understanding of effective instructional principles and methods. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development,Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development,The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, ,Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors ,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory,Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism,Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching,Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching ,Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning,Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning ,Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities,Assessment of learning , Purposes of assessment , Formative assessment Testing,Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students have a comprehensive understanding of key pedagogical theories, such as behaviorism, constructivism, and socio-cultural theories, and how these theories inform instructional practices. | 10, 16, 6, 9 | A, E, F |
| Calculate to take into account diverse student needs by adapting learning theories to the design and implementation of effective teaching strategies. | 16, 6, 9 | A, E, F |
| Plans specific topics in a way that is accessible and meaningful to a variety of learners. | 16, 6, 9 | A, E, F |
| Design and implement assessments aligned with instructional objectives. | 16, 6, 9 | A, E, F |
| Experience situations such as classroom observations, teaching simulations or student teaching to prepare them for the practical challenges of real teaching. | 6, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development | The book: Development and Leraning related parts |
| 2 | Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | The book: Development and Leraning related parts |
| 3 | The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, | The book: Development and Leraning related parts |
| 4 | Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors | The book: Development and Leraning related parts |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | The book: Development and Leraning related parts |
| 6 | cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory | The book: Development and Leraning related parts |
| 7 | Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism | The book: What teachers need to know about Teaching methods related parts |
| 8 | Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching | The book: Development and Leraning related parts |
| 9 | Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching | The book: What teachers need to know about Teaching methods related parts |
| 10 | Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning | The book: What teachers need to know about Teaching methods related parts |
| 11 | Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning | The book: What teachers need to know about Teaching methods related parts |
| 12 | Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities | The book: What teachers need to know about Teaching methods related parts |
| 13 | Assessment of learning , Purposes of assessment , Formative assessment Testing | The book: What teachers need to know about Teaching methods related parts |
| 14 | Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching | The book: What teachers need to know about Teaching methods related parts |
| Resources |
| DEVELOPMENT AND LEARNING , METU Publications Peter Westwood - What Teachers Need to Know About Teaching Methods |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |