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) | Assoc.Prof. Mehdi SOLHİ |
| 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 | 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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| 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) | Assoc.Prof. Mehdi SOLHİ |
| 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 | 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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |