Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MICRO TEACHING | İM2112839 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Salı 13:30-14:15 Salı 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Faika Yelda ACARBAY |
| Name of Lecturer(s) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | |
| Aim | In this course, it is aimed to comprehend the basic concepts and principles of effective teaching and learning, teachers' professional competence, positive attitudes, roles and behaviors; to convey the scope, benefits and limitations of micro teaching method; to become competent in preparing, implementing and evaluating the lesson plan and active learning activities appropriate to the subject and to improve planning and lecturing through competence in evaluation. |
| Course Content | This course contains; Introduction to Microteaching ,Basic Concepts of Effective Teaching and Learning ,Basic Principles of Effective Teaching and Learning ,Professional Competencies of Teachers ,Positive Teaching Attitudes, Roles and Behaviors ,Purpose, Importance and Historical Foundations of Microteaching Method ,Scope, Benefits and Limitations of Microteaching ,Steps and Principles of Microteaching ,Lesson Plan Preparation ,Preparing Active Learning Activities Suitable for the Subject ,Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 1,Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 2,Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 3,Relating Microteaching Method to the Branches of Pre-Service Teachers . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the basic concepts and principles of effective teaching and learning. | 10, 16, 4, 9 | A |
| Exemplifies teachers' professional competencies, positive attitudes, roles and behaviors. | 10, 13, 16, 4, 9 | A |
| Explain the scope, benefits and limitations of micro teaching method. | 10, 16, 9 | A |
| By knowing the basic concepts and principles of effective teaching and learning, designs lesson plan, active learning activities and appropriate learning environments suitable for the class level. | 10, 14, 6, 9 | E |
| Demonstrates sample lecturing practices in the classroom. | 14, 6 | E, H |
| Improves the activities and lectures prepared as a result of the applications and evaluations. | 10, 14, 3, 5, 6 | E, H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Microteaching | |
| 2 | Basic Concepts of Effective Teaching and Learning | Readings related the subject |
| 3 | Basic Principles of Effective Teaching and Learning | Readings related the subject |
| 4 | Professional Competencies of Teachers | Readings related the subject |
| 5 | Positive Teaching Attitudes, Roles and Behaviors | Students give examples from their own experiences |
| 6 | Purpose, Importance and Historical Foundations of Microteaching Method | Readings related the subject |
| 7 | Scope, Benefits and Limitations of Microteaching | Readings related the subject |
| 8 | Steps and Principles of Microteaching | Readings related the subject |
| 9 | Lesson Plan Preparation | Examples of lesson plans are examined |
| 10 | Preparing Active Learning Activities Suitable for the Subject | Examples of active learning activities are examined |
| 11 | Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 1 | Students are required to prepare sample lecture content |
| 12 | Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 2 | Students are required to prepare sample lecture content |
| 13 | Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 3 | Students are required to prepare sample lecture content |
| 14 | Relating Microteaching Method to the Branches of Pre-Service Teachers |
| Resources |
| Şahan, H. H. & Küçükoğlu, A. (Editors) (2021). Micro Teaching from Theory to Practice. PEGEM AKADEMİ. Karataş, F. Ö., Cengiz, C. & Uludüz, Ş. M. (2020). Reorganization of Micro-teaching for Reducing Anxiety in the Teaching Process: Prospective Teachers' Opinions. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14 (1), 30-56. Güven, S., Kahveci, Ö., Öztürk, Y. & Akın, Ö. (2016). Content Analysis of Studies on Micro Teaching Applications in Turkey. The Journal of International Lingual Social and Educational Sciences, 2(1), 19-34. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
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 | 4 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 12 | 24 | |||
| Term Project | 2 | 6 | 12 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 2 | 2 | 4 | |||
| 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 | İM2112839 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Salı 13:30-14:15 Salı 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Faika Yelda ACARBAY |
| Name of Lecturer(s) | Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | |
| Aim | In this course, it is aimed to comprehend the basic concepts and principles of effective teaching and learning, teachers' professional competence, positive attitudes, roles and behaviors; to convey the scope, benefits and limitations of micro teaching method; to become competent in preparing, implementing and evaluating the lesson plan and active learning activities appropriate to the subject and to improve planning and lecturing through competence in evaluation. |
| Course Content | This course contains; Introduction to Microteaching ,Basic Concepts of Effective Teaching and Learning ,Basic Principles of Effective Teaching and Learning ,Professional Competencies of Teachers ,Positive Teaching Attitudes, Roles and Behaviors ,Purpose, Importance and Historical Foundations of Microteaching Method ,Scope, Benefits and Limitations of Microteaching ,Steps and Principles of Microteaching ,Lesson Plan Preparation ,Preparing Active Learning Activities Suitable for the Subject ,Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 1,Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 2,Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 3,Relating Microteaching Method to the Branches of Pre-Service Teachers . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the basic concepts and principles of effective teaching and learning. | 10, 16, 4, 9 | A |
| Exemplifies teachers' professional competencies, positive attitudes, roles and behaviors. | 10, 13, 16, 4, 9 | A |
| Explain the scope, benefits and limitations of micro teaching method. | 10, 16, 9 | A |
| By knowing the basic concepts and principles of effective teaching and learning, designs lesson plan, active learning activities and appropriate learning environments suitable for the class level. | 10, 14, 6, 9 | E |
| Demonstrates sample lecturing practices in the classroom. | 14, 6 | E, H |
| Improves the activities and lectures prepared as a result of the applications and evaluations. | 10, 14, 3, 5, 6 | E, H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Microteaching | |
| 2 | Basic Concepts of Effective Teaching and Learning | Readings related the subject |
| 3 | Basic Principles of Effective Teaching and Learning | Readings related the subject |
| 4 | Professional Competencies of Teachers | Readings related the subject |
| 5 | Positive Teaching Attitudes, Roles and Behaviors | Students give examples from their own experiences |
| 6 | Purpose, Importance and Historical Foundations of Microteaching Method | Readings related the subject |
| 7 | Scope, Benefits and Limitations of Microteaching | Readings related the subject |
| 8 | Steps and Principles of Microteaching | Readings related the subject |
| 9 | Lesson Plan Preparation | Examples of lesson plans are examined |
| 10 | Preparing Active Learning Activities Suitable for the Subject | Examples of active learning activities are examined |
| 11 | Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 1 | Students are required to prepare sample lecture content |
| 12 | Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 2 | Students are required to prepare sample lecture content |
| 13 | Sample Lecturing Practices in the Classroom, Evaluation and Improvement of the Course 3 | Students are required to prepare sample lecture content |
| 14 | Relating Microteaching Method to the Branches of Pre-Service Teachers |
| Resources |
| Şahan, H. H. & Küçükoğlu, A. (Editors) (2021). Micro Teaching from Theory to Practice. PEGEM AKADEMİ. Karataş, F. Ö., Cengiz, C. & Uludüz, Ş. M. (2020). Reorganization of Micro-teaching for Reducing Anxiety in the Teaching Process: Prospective Teachers' Opinions. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14 (1), 30-56. Güven, S., Kahveci, Ö., Öztürk, Y. & Akın, Ö. (2016). Content Analysis of Studies on Micro Teaching Applications in Turkey. The Journal of International Lingual Social and Educational Sciences, 2(1), 19-34. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |