Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MICRO TEACHING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Cemil Gökhan KARACAN |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of this course is to gain the knowledge, skills, roles, and behaviors required by the teaching profession through learning by doing. |
| Course Content | This course contains; Course Introduction and Meeting,What is good teaching? What is micro-teaching?,Teaching Listening Skill- Micro teaching,Teaching Listening Skill - Micro-Teaching,Teaching Reading Skill - Micro-teaching,Teaching Reading Skill - Micro-Teaching,Sample micro-teaching presentations,Teaching grammar and vocabulary skills - Micro-teaching,Teaching grammar and vocabulary skills - Micro-teaching,Teaching writing skills - Micro-Teaching,Teaching writing skills - Micro-teaching,Teaching speaking skills - Micro-teaching,Teaching speaking skills - Micro-teaching,General evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will prepare a lesson plan in brief periods. | 6, 8 | F, H |
| Students present their lesson plans in the classroom. | 15, 5 | H |
| Define teaching methods and techniques. | 15, 5 | H |
| Develop the ability to receive and interpret feedback. | 15, 5 | H |
| Search, develop and use course materials. | 15, 8 | H |
| Teaching Methods: | 15: Role Play and Drama Technique, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Introduction and Meeting | An article for Course Introduction |
| 2 | What is good teaching? What is micro-teaching? | What is good teaching? What is micro-teaching? lecture notes and an article |
| 3 | Teaching Listening Skill- Micro teaching | Lecture notes Teaching Listening Skill- Micro teaching |
| 4 | Teaching Listening Skill - Micro-Teaching | An article related to listening skills |
| 5 | Teaching Reading Skill - Micro-teaching | Lecture notes Teaching Reading Skill - Micro-teaching |
| 6 | Teaching Reading Skill - Micro-Teaching | Micro teaching for reading skills lecture notes |
| 7 | Sample micro-teaching presentations | Plans for Sample micro-teaching presentations |
| 8 | Teaching grammar and vocabulary skills - Micro-teaching | Teaching grammar in MT practice lecture notes |
| 9 | Teaching grammar and vocabulary skills - Micro-teaching | Micro teaching for Vocabulary teaching lecture notes |
| 10 | Teaching writing skills - Micro-Teaching | Lecture notes Teaching writing skills - Micro-Teaching |
| 11 | Teaching writing skills - Micro-teaching | Lecture notes Teaching writing skills - Micro-Teaching |
| 12 | Teaching speaking skills - Micro-teaching | Lecture notes Teaching speaking skills - Micro-teaching |
| 13 | Teaching speaking skills - Micro-teaching | Lecture notes Teaching speaking skills - Micro-teaching |
| 14 | General evaluation | Literature on micro teaching |
| Resources |
| - Davis, B. (1993) Tools for teaching. Jossey-Bass. - Forsyth, D. (2004) The professor’s guide to teaching: Psychological principles and practice. American Psychological Association. |
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 | 0 | 0 | 0 | |||
| Course Hours | 14 | 2 | 28 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 12 | 2 | 24 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 1 | 4 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 4 | 4 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 10 | 4 | 40 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| MICRO TEACHING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Cemil Gökhan KARACAN |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of this course is to gain the knowledge, skills, roles, and behaviors required by the teaching profession through learning by doing. |
| Course Content | This course contains; Course Introduction and Meeting,What is good teaching? What is micro-teaching?,Teaching Listening Skill- Micro teaching,Teaching Listening Skill - Micro-Teaching,Teaching Reading Skill - Micro-teaching,Teaching Reading Skill - Micro-Teaching,Sample micro-teaching presentations,Teaching grammar and vocabulary skills - Micro-teaching,Teaching grammar and vocabulary skills - Micro-teaching,Teaching writing skills - Micro-Teaching,Teaching writing skills - Micro-teaching,Teaching speaking skills - Micro-teaching,Teaching speaking skills - Micro-teaching,General evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will prepare a lesson plan in brief periods. | 6, 8 | F, H |
| Students present their lesson plans in the classroom. | 15, 5 | H |
| Define teaching methods and techniques. | 15, 5 | H |
| Develop the ability to receive and interpret feedback. | 15, 5 | H |
| Search, develop and use course materials. | 15, 8 | H |
| Teaching Methods: | 15: Role Play and Drama Technique, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Introduction and Meeting | An article for Course Introduction |
| 2 | What is good teaching? What is micro-teaching? | What is good teaching? What is micro-teaching? lecture notes and an article |
| 3 | Teaching Listening Skill- Micro teaching | Lecture notes Teaching Listening Skill- Micro teaching |
| 4 | Teaching Listening Skill - Micro-Teaching | An article related to listening skills |
| 5 | Teaching Reading Skill - Micro-teaching | Lecture notes Teaching Reading Skill - Micro-teaching |
| 6 | Teaching Reading Skill - Micro-Teaching | Micro teaching for reading skills lecture notes |
| 7 | Sample micro-teaching presentations | Plans for Sample micro-teaching presentations |
| 8 | Teaching grammar and vocabulary skills - Micro-teaching | Teaching grammar in MT practice lecture notes |
| 9 | Teaching grammar and vocabulary skills - Micro-teaching | Micro teaching for Vocabulary teaching lecture notes |
| 10 | Teaching writing skills - Micro-Teaching | Lecture notes Teaching writing skills - Micro-Teaching |
| 11 | Teaching writing skills - Micro-teaching | Lecture notes Teaching writing skills - Micro-Teaching |
| 12 | Teaching speaking skills - Micro-teaching | Lecture notes Teaching speaking skills - Micro-teaching |
| 13 | Teaching speaking skills - Micro-teaching | Lecture notes Teaching speaking skills - Micro-teaching |
| 14 | General evaluation | Literature on micro teaching |
| Resources |
| - Davis, B. (1993) Tools for teaching. Jossey-Bass. - Forsyth, D. (2004) The professor’s guide to teaching: Psychological principles and practice. American Psychological Association. |
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 | |