Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCHOOL PRACTICUM in TEFL I | ELT4111046 | 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. Volkan İNCEÇAY, Assist.Prof. Merve OFLAZ |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| After this course, students explain the activities of students and teachers in the school. | 10, 18 | I, J, K |
| Students list the functioning of the school and the rules to be followed in school. | 10, 18 | I, J, K |
| Students observe and apply authentic practices in the classroom environment. | 10, 18 | I, J, K |
| Students evaluate, adapt and implement course materials. | 10, 18 | I, J, K |
| Students evaluate classroom management, motivation, and feedback methods. | 10, 18, 8 | I, J, K |
| Teaching Methods: | 10: Discussion Method, 18: Micro Teaching Technique, 8: Flipped Classroom Learning |
| Assessment Methods: | I: Portfolio Task, J: Peer Assessment Technique, K: Self Assessment Technique |
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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | 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 | 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 | ELT4111046 | 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. Volkan İNCEÇAY, Assist.Prof. Merve OFLAZ |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| After this course, students explain the activities of students and teachers in the school. | 10, 18 | I, J, K |
| Students list the functioning of the school and the rules to be followed in school. | 10, 18 | I, J, K |
| Students observe and apply authentic practices in the classroom environment. | 10, 18 | I, J, K |
| Students evaluate, adapt and implement course materials. | 10, 18 | I, J, K |
| Students evaluate classroom management, motivation, and feedback methods. | 10, 18, 8 | I, J, K |
| Teaching Methods: | 10: Discussion Method, 18: Micro Teaching Technique, 8: Flipped Classroom Learning |
| Assessment Methods: | I: Portfolio Task, J: Peer Assessment Technique, K: Self Assessment Technique |
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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |