Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|
| INTRODUCTION to EDUCATION | ELT1114942 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| 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) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The purpose of an "Introduction to Education" course is to provide students with a foundational understanding of the field of education. This course typically serves as an entry point for individuals interested in pursuing a career in education or those who want to gain insight into the principles, theories, and practices related to the educational system. |
| Course Content | This course contains; What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning.,Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
,Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.,The function of the teacher of the future in education, in light of the changing job description of the teacher.,The issue of teaching 21st-century students within the framework of principles and methods of instruction.,What are the characteristics of a 21st-century classroom?,
How do humans learn, and what should be the parallel vision of education accordingly?,What is the vision of lifelong learning for a teacher, and how is it accomplished?,Visible learning and teaching concept.,Cognitive learning and Bloom's Taxonomy.,Different taxonomies. ,The skills that the person of the future should possess.,Learning to learn and teaching to learn.,To teach "critical thingking" while teaching and metacognitive. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Fully comprehend education as a field of science and relate it to further exploration and specialization in education-related disciplines. | 10, 16, 9 | A, E, F |
| Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues. | 10, 16, 9 | A, E, F |
| Critically analyze a broad perspective on issues related to education and the transformative power of education in the lives of individuals and in society as a whole. | 10, 16, 9 | A, E, F |
| Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices. | 10, 16, 9 | A, E, F |
| Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development. | 10, 16, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning. | Lecture Notes |
| 2 | Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
| Lecture Notes |
| 3 | Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions. | Lecture Notes |
| 4 | The function of the teacher of the future in education, in light of the changing job description of the teacher. | Lecture Notes |
| 5 | The issue of teaching 21st-century students within the framework of principles and methods of instruction. | Lecture Notes |
| 6 | What are the characteristics of a 21st-century classroom? | Lecture Notes |
| 7 |
How do humans learn, and what should be the parallel vision of education accordingly? | Lecture Notes |
| 8 | What is the vision of lifelong learning for a teacher, and how is it accomplished? | Lecture Notes |
| 9 | Visible learning and teaching concept. | Lecture Notes |
| 10 | Cognitive learning and Bloom's Taxonomy. | Lecture Notes |
| 11 | Different taxonomies. | Lecture Notes |
| 12 | The skills that the person of the future should possess. | Lecture Notes |
| 13 | Learning to learn and teaching to learn. | Lecture Notes |
| 14 | To teach "critical thingking" while teaching and metacognitive | Lecture Notes |
| Resources |
| Lecture Notes
Characteristics of a 21st Century Classroom
Flipped Learning As A New Educational Paradigm
CambridgePapers_in_ELT-Flipped_Learning_minipaper_ONLINE MAKALE
Noam Chomsky What is education
Yuval Harari Education
Visible Learning for Teachers_ Maximizing Impact on Learning
Steve Bartlett, Diana Burton - Introduction to Education Studies-SAGE (2007) |
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 | 3 | 2 | 6 |
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 |
| Term Project | 2 | 3 | 6 |
| Presentation of Project / Seminar | 2 | 4 | 8 |
| Quiz | 2 | 2 | 4 |
| Midterm Exam | 1 | 6 | 6 |
| General Exam | 1 | 14 | 14 |
| Performance Task, Maintenance Plan | 1 | 6 | 6 |
| Total Workload(Hour) | 86 |
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(86/30) | 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 |
|---|
| INTRODUCTION to EDUCATION | ELT1114942 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| 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) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The purpose of an "Introduction to Education" course is to provide students with a foundational understanding of the field of education. This course typically serves as an entry point for individuals interested in pursuing a career in education or those who want to gain insight into the principles, theories, and practices related to the educational system. |
| Course Content | This course contains; What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning.,Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
,Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions.,The function of the teacher of the future in education, in light of the changing job description of the teacher.,The issue of teaching 21st-century students within the framework of principles and methods of instruction.,What are the characteristics of a 21st-century classroom?,
How do humans learn, and what should be the parallel vision of education accordingly?,What is the vision of lifelong learning for a teacher, and how is it accomplished?,Visible learning and teaching concept.,Cognitive learning and Bloom's Taxonomy.,Different taxonomies. ,The skills that the person of the future should possess.,Learning to learn and teaching to learn.,To teach "critical thingking" while teaching and metacognitive. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Fully comprehend education as a field of science and relate it to further exploration and specialization in education-related disciplines. | 10, 16, 9 | A, E, F |
| Discuss the current challenges and trends in education, such as educational reform, globalization, and the role of education in addressing social issues. | 10, 16, 9 | A, E, F |
| Critically analyze a broad perspective on issues related to education and the transformative power of education in the lives of individuals and in society as a whole. | 10, 16, 9 | A, E, F |
| Explore the major educational theories and philosophies, such as behaviorism, constructivism, progressivism, and humanism, and their impact on educational practices. | 10, 16, 9 | A, E, F |
| Have an overview of psychological theories and concepts relevant to education, including theories of learning, motivation, intelligence, and cognitive development. | 10, 16, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | What is education? The etymology of the word "education" and its implications in the theoryof teaching and learning. | Lecture Notes |
| 2 | Changes that have occurred in education over time, the reasons behind these changes, interpreting these reasons, and relating them to the present day.
| Lecture Notes |
| 3 | Discussing present-day education, how education should be in the future, and relating them within the context of current and potential future conditions. | Lecture Notes |
| 4 | The function of the teacher of the future in education, in light of the changing job description of the teacher. | Lecture Notes |
| 5 | The issue of teaching 21st-century students within the framework of principles and methods of instruction. | Lecture Notes |
| 6 | What are the characteristics of a 21st-century classroom? | Lecture Notes |
| 7 |
How do humans learn, and what should be the parallel vision of education accordingly? | Lecture Notes |
| 8 | What is the vision of lifelong learning for a teacher, and how is it accomplished? | Lecture Notes |
| 9 | Visible learning and teaching concept. | Lecture Notes |
| 10 | Cognitive learning and Bloom's Taxonomy. | Lecture Notes |
| 11 | Different taxonomies. | Lecture Notes |
| 12 | The skills that the person of the future should possess. | Lecture Notes |
| 13 | Learning to learn and teaching to learn. | Lecture Notes |
| 14 | To teach "critical thingking" while teaching and metacognitive | Lecture Notes |
| Resources |
| Lecture Notes
Characteristics of a 21st Century Classroom
Flipped Learning As A New Educational Paradigm
CambridgePapers_in_ELT-Flipped_Learning_minipaper_ONLINE MAKALE
Noam Chomsky What is education
Yuval Harari Education
Visible Learning for Teachers_ Maximizing Impact on Learning
Steve Bartlett, Diana Burton - Introduction to Education Studies-SAGE (2007) |
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 |
Numerical Data
Ekleme Tarihi: 04/10/2023 - 14:54Son Güncelleme Tarihi: 04/10/2023 - 14:55
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