Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCHOOL PRACTICUM in TEFL I | - | Fall Semester | 2+6 | 5 | 10 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU, Assoc.Prof. Mehdi SOLHİ, Assist.Prof. Cemil Gökhan KARACAN, Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | The aim of this course is to prepare students for teaching profession. |
| Course Content | This course contains; The role of teaching practice in teacher education,Introduction of syllabus, tasks, and reflection,Observation of student's school day ,Observation of teacher's school day,Observing how a teacher plans a lesson,Observing teaching methods and techniques,Observation of techniques of asking questions,Observation of how a teacher uses different materials,Observation of the use of different activities in lesson ,Observation of how a teacher finishes the lesson,Observing the classroom management of the teacher,Observing the management of pair and group work in the classroom,Observing how the teacher deals with student errors,Observing assessment of language skills. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| After this course, students explain the activities of students and teachers in the school. | 10, 8 | E |
| Students list the functioning of the school and the rules to be followed in school. | 10, 8 | E |
| Students observe and apply authentic practices in the classroom environment. | 10, 8 | E |
| Students evaluate, adapt and implement course materials. | 10, 8 | E |
| Students evaluate classroom management, motivation, and feedback methods. | 10, 8 | E |
| Teaching Methods: | 10: Discussion Method, 8: Flipped Classroom Learning |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The role of teaching practice in teacher education | Reading related resources. Brown (2014). Language teaching in the twentieth century. p.16-20. |
| 2 | Introduction of syllabus, tasks, and reflection | Reading related resources. Harmer (2015). Issues in langauge learning. p.41-52. |
| 3 | Observation of student's school day | Reading related resources. Harmer (2015). Being learners. p.80-112. |
| 4 | Observation of teacher's school day | Reading related resources. Harmer (2015). Being teachers. p.113-135. |
| 5 | Observing how a teacher plans a lesson | Reading related resources. Harmer (2015). Planning. p.210-225. |
| 6 | Observing teaching methods and techniques | Reading related resources. Harmer (2015). Teaching language construction. p.228-238. |
| 7 | Observation of techniques of asking questions | Reading related resources. Scrivener (2012). Key teacher interventions. p. 146-153. |
| 8 | Observation of how a teacher uses different materials | Reading related resources. Scrivener (2012). Lessons. p. 251-274. |
| 9 | Observation of the use of different activities in lesson | Reading related resources. Harmer (2015). Teaching language skills. s. 297-313. |
| 10 | Observation of how a teacher finishes the lesson | Reading related resources. Scrivener (2012). Closing lessons, closing courses. p. 284- 297. |
| 11 | Observing the classroom management of the teacher | Reading related resources. Hardin (2012). Changing views of classroom management. p.1-15. |
| 12 | Observing the management of pair and group work in the classroom | Reading related resources. Harmer (2015). Seating and grouping students. p. 177-191. |
| 13 | Observing how the teacher deals with student errors | Reading related resources. Brown (2014). Interlanguage. p.267-276; Harmer (2015). Feedback, mistakes and correction. p. 154- 167. |
| 14 | Observing assessment of language skills | Reading related resources. Harmer (2015). Testing and evaluation. p.408-422. |
| Resources |
| Brown, H. D. (2014). Principles of Language Learning and Teaching (6th edition). Pearson Education ESL. Hardin, C. J. (2012). Effective Classroom Management: Models and strategies for today's classroom (3rd edition). Pearson. Scrivener, J. (2012). Classroom management techniques. Cambridge University Press. Harmer, J. (2015). The Practice of English Language Teaching. (5th edition). Pearson. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | 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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 12 | 12 | 144 | |||
| Term Project | 14 | 6 | 84 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 2 | 10 | 20 | |||
| Total Workload(Hour) | 298 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(298/30) | 10 | |||||
| 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 |
|---|---|---|---|---|---|
| SCHOOL PRACTICUM in TEFL I | - | Fall Semester | 2+6 | 5 | 10 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU, Assoc.Prof. Mehdi SOLHİ, Assist.Prof. Cemil Gökhan KARACAN, Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | The aim of this course is to prepare students for teaching profession. |
| Course Content | This course contains; The role of teaching practice in teacher education,Introduction of syllabus, tasks, and reflection,Observation of student's school day ,Observation of teacher's school day,Observing how a teacher plans a lesson,Observing teaching methods and techniques,Observation of techniques of asking questions,Observation of how a teacher uses different materials,Observation of the use of different activities in lesson ,Observation of how a teacher finishes the lesson,Observing the classroom management of the teacher,Observing the management of pair and group work in the classroom,Observing how the teacher deals with student errors,Observing assessment of language skills. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| After this course, students explain the activities of students and teachers in the school. | 10, 8 | E |
| Students list the functioning of the school and the rules to be followed in school. | 10, 8 | E |
| Students observe and apply authentic practices in the classroom environment. | 10, 8 | E |
| Students evaluate, adapt and implement course materials. | 10, 8 | E |
| Students evaluate classroom management, motivation, and feedback methods. | 10, 8 | E |
| Teaching Methods: | 10: Discussion Method, 8: Flipped Classroom Learning |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The role of teaching practice in teacher education | Reading related resources. Brown (2014). Language teaching in the twentieth century. p.16-20. |
| 2 | Introduction of syllabus, tasks, and reflection | Reading related resources. Harmer (2015). Issues in langauge learning. p.41-52. |
| 3 | Observation of student's school day | Reading related resources. Harmer (2015). Being learners. p.80-112. |
| 4 | Observation of teacher's school day | Reading related resources. Harmer (2015). Being teachers. p.113-135. |
| 5 | Observing how a teacher plans a lesson | Reading related resources. Harmer (2015). Planning. p.210-225. |
| 6 | Observing teaching methods and techniques | Reading related resources. Harmer (2015). Teaching language construction. p.228-238. |
| 7 | Observation of techniques of asking questions | Reading related resources. Scrivener (2012). Key teacher interventions. p. 146-153. |
| 8 | Observation of how a teacher uses different materials | Reading related resources. Scrivener (2012). Lessons. p. 251-274. |
| 9 | Observation of the use of different activities in lesson | Reading related resources. Harmer (2015). Teaching language skills. s. 297-313. |
| 10 | Observation of how a teacher finishes the lesson | Reading related resources. Scrivener (2012). Closing lessons, closing courses. p. 284- 297. |
| 11 | Observing the classroom management of the teacher | Reading related resources. Hardin (2012). Changing views of classroom management. p.1-15. |
| 12 | Observing the management of pair and group work in the classroom | Reading related resources. Harmer (2015). Seating and grouping students. p. 177-191. |
| 13 | Observing how the teacher deals with student errors | Reading related resources. Brown (2014). Interlanguage. p.267-276; Harmer (2015). Feedback, mistakes and correction. p. 154- 167. |
| 14 | Observing assessment of language skills | Reading related resources. Harmer (2015). Testing and evaluation. p.408-422. |
| Resources |
| Brown, H. D. (2014). Principles of Language Learning and Teaching (6th edition). Pearson Education ESL. Hardin, C. J. (2012). Effective Classroom Management: Models and strategies for today's classroom (3rd edition). Pearson. Scrivener, J. (2012). Classroom management techniques. Cambridge University Press. Harmer, J. (2015). The Practice of English Language Teaching. (5th edition). Pearson. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |