Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INSTRUCTIONAL METHODS and PRINCIPLES | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Prof.Dr. Esra AKGÜL |
| Assistant(s) | |
| Aim | It aims to develop students' knowledge, skills and competencies regarding the planning, implementation and evaluation of instruction. |
| Course Content | This course contains; Basic concepts of instructional principles and theories,Theories and approaches to teaching,Theories and approaches to teaching,Teaching-learning principles and models,Teaching-learning principles and models,Teaching-learning strategies,Teaching-learning methods and techniques,Teaching-learning methods and techniques,Teaching-learning methods and techniques,Setting goals and objectives in teaching; Content selection and arrangement in teaching and learning,Student achievement in effective teaching, learning and learning at school,Evaluation of instructional plan and implementation,examplary group work 1,examplary group work 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Provides examples of instructional principles | 13, 20, 5 | A |
| Compares the theories related to teaching according to their characteristics. | 12, 19, 5, 9 | A |
| Compares instructional strategies based on their characteristics | 10, 13, 15, 16, 9 | A |
| Explains instructional methods | 10, 13, 16, 19, 9 | A |
| Explains instructional techniques | 10, 12, 13, 16, 9 | A |
| Selects and organizes content and materials in teaching and learning. | 10, 12, 13, 15, 16, 19, 9 | A |
| Makes a teaching/lesson plan. | 10, 12, 13, 16, 19, 9 | A |
| Evaluates in-class and out-of-class learning according to teaching plans. | 10, 13, 16, 5, 9 | A |
| Explains the principles of instruction | 10, 13, 19, 9 | A |
| Provides examples of instructional methods. | 10, 13, 16, 9 | A |
| Provides examples of instructional techniques. | 10, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts of instructional principles and theories | The relevant subject is read from the sources and researched. |
| 2 | Theories and approaches to teaching | The relevant subject is read from the sources and researched. |
| 3 | Theories and approaches to teaching | The relevant subject is read from the sources and researched. |
| 4 | Teaching-learning principles and models | The relevant subject is read from the sources and researched. |
| 5 | Teaching-learning principles and models | The relevant subject is read from the sources and researched. |
| 6 | Teaching-learning strategies | The relevant subject is read from the sources and researched. |
| 7 | Teaching-learning methods and techniques | The relevant subject is read from the sources and researched. |
| 8 | Teaching-learning methods and techniques | The relevant subject is read from the sources and researched. |
| 9 | Teaching-learning methods and techniques | The relevant subject is read from the sources and researched. |
| 10 | Setting goals and objectives in teaching; Content selection and arrangement in teaching and learning | The relevant subject is read from the sources and researched. |
| 11 | Student achievement in effective teaching, learning and learning at school | The relevant subject is read from the sources and researched. |
| 12 | Evaluation of instructional plan and implementation | The relevant subject is read from the sources and researched. |
| 13 | examplary group work 1 | The relevant subject is read from the sources and researched. |
| 14 | examplary group work 2 | The relevant subject is read from the sources and researched. |
| Resources |
| Öğretim İlke ve Yöntemleri, Şeref Tan (Ed), 2016, PegemAkademi. Öğrenme ve Öğretme, kuramdan uygulamaya, Ö. Polat (Ed), 2017) Nobel Yayınları |
| Lecture notes to be shared by the lecturer |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | 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 METHODS and PRINCIPLES | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Prof.Dr. Esra AKGÜL |
| Assistant(s) | |
| Aim | It aims to develop students' knowledge, skills and competencies regarding the planning, implementation and evaluation of instruction. |
| Course Content | This course contains; Basic concepts of instructional principles and theories,Theories and approaches to teaching,Theories and approaches to teaching,Teaching-learning principles and models,Teaching-learning principles and models,Teaching-learning strategies,Teaching-learning methods and techniques,Teaching-learning methods and techniques,Teaching-learning methods and techniques,Setting goals and objectives in teaching; Content selection and arrangement in teaching and learning,Student achievement in effective teaching, learning and learning at school,Evaluation of instructional plan and implementation,examplary group work 1,examplary group work 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Provides examples of instructional principles | 13, 20, 5 | A |
| Compares the theories related to teaching according to their characteristics. | 12, 19, 5, 9 | A |
| Compares instructional strategies based on their characteristics | 10, 13, 15, 16, 9 | A |
| Explains instructional methods | 10, 13, 16, 19, 9 | A |
| Explains instructional techniques | 10, 12, 13, 16, 9 | A |
| Selects and organizes content and materials in teaching and learning. | 10, 12, 13, 15, 16, 19, 9 | A |
| Makes a teaching/lesson plan. | 10, 12, 13, 16, 19, 9 | A |
| Evaluates in-class and out-of-class learning according to teaching plans. | 10, 13, 16, 5, 9 | A |
| Explains the principles of instruction | 10, 13, 19, 9 | A |
| Provides examples of instructional methods. | 10, 13, 16, 9 | A |
| Provides examples of instructional techniques. | 10, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts of instructional principles and theories | The relevant subject is read from the sources and researched. |
| 2 | Theories and approaches to teaching | The relevant subject is read from the sources and researched. |
| 3 | Theories and approaches to teaching | The relevant subject is read from the sources and researched. |
| 4 | Teaching-learning principles and models | The relevant subject is read from the sources and researched. |
| 5 | Teaching-learning principles and models | The relevant subject is read from the sources and researched. |
| 6 | Teaching-learning strategies | The relevant subject is read from the sources and researched. |
| 7 | Teaching-learning methods and techniques | The relevant subject is read from the sources and researched. |
| 8 | Teaching-learning methods and techniques | The relevant subject is read from the sources and researched. |
| 9 | Teaching-learning methods and techniques | The relevant subject is read from the sources and researched. |
| 10 | Setting goals and objectives in teaching; Content selection and arrangement in teaching and learning | The relevant subject is read from the sources and researched. |
| 11 | Student achievement in effective teaching, learning and learning at school | The relevant subject is read from the sources and researched. |
| 12 | Evaluation of instructional plan and implementation | The relevant subject is read from the sources and researched. |
| 13 | examplary group work 1 | The relevant subject is read from the sources and researched. |
| 14 | examplary group work 2 | The relevant subject is read from the sources and researched. |
| Resources |
| Öğretim İlke ve Yöntemleri, Şeref Tan (Ed), 2016, PegemAkademi. Öğrenme ve Öğretme, kuramdan uygulamaya, Ö. Polat (Ed), 2017) Nobel Yayınları |
| Lecture notes to be shared by the lecturer |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |