Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INSTRUCTIONAL PRINCIPLES and METHODS | ELT2115746 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 12:00-12:45 Perşembe 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | The course aims to introduce students to various pedagogical theories and principles that form the foundation of effective teaching and learning. This includes theories such as behaviorism, constructivism, and socio-cultural theories. Understanding these theories provides a framework for designing instructional strategies. Students learn how to apply learning theories to create instructional strategies that align with the needs of diverse learners. This involves adapting teaching methods to different learning styles, abilities, and cultural ackgrounds. Ultimately, the course prepares students for the practical challenges of real-world teaching. By combining theoretical knowledge with practical applications, students are better equipped to enter the classroom with a solid understanding of effective instructional principles and methods. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development,Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development,The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, ,Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors ,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory,Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism,Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching,Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching ,Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning,Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning ,Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities,Assessment of learning , Purposes of assessment , Formative assessment Testing,Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students have a comprehensive understanding of key pedagogical theories, such as behaviorism, constructivism, and socio-cultural theories, and how these theories inform instructional practices. | 10, 16, 6, 9 | A, E, F |
| Calculate to take into account diverse student needs by adapting learning theories to the design and implementation of effective teaching strategies. | 16, 6, 9 | A, E, F |
| Plans specific topics in a way that is accessible and meaningful to a variety of learners. | 16, 6, 9 | A, E, F |
| Design and implement assessments aligned with instructional objectives. | 16, 6, 9 | A, E, F |
| Experience situations such as classroom observations, teaching simulations or student teaching to prepare them for the practical challenges of real teaching. | 6, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development | The book: Development and Leraning related parts |
| 2 | Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | The book: Development and Leraning related parts |
| 3 | The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, | The book: Development and Leraning related parts |
| 4 | Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors | The book: Development and Leraning related parts |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | The book: Development and Leraning related parts |
| 6 | cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory | The book: Development and Leraning related parts |
| 7 | Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism | The book: What teachers need to know about Teaching methods related parts |
| 8 | Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching | The book: Development and Leraning related parts |
| 9 | Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching | The book: What teachers need to know about Teaching methods related parts |
| 10 | Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning | The book: What teachers need to know about Teaching methods related parts |
| 11 | Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning | The book: What teachers need to know about Teaching methods related parts |
| 12 | Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities | The book: What teachers need to know about Teaching methods related parts |
| 13 | Assessment of learning , Purposes of assessment , Formative assessment Testing | The book: What teachers need to know about Teaching methods related parts |
| 14 | Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching | The book: What teachers need to know about Teaching methods related parts |
| Resources |
| DEVELOPMENT AND LEARNING , METU Publications Peter Westwood - What Teachers Need to Know About Teaching Methods |
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. | ||||||
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 | 2 | 8 | 16 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 4 | 16 | |||
| Term Project | 2 | 4 | 8 | |||
| Presentation of Project / Seminar | 3 | 8 | 24 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 114 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(114/30) | 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 |
|---|---|---|---|---|---|
| INSTRUCTIONAL PRINCIPLES and METHODS | ELT2115746 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 12:00-12:45 Perşembe 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | The course aims to introduce students to various pedagogical theories and principles that form the foundation of effective teaching and learning. This includes theories such as behaviorism, constructivism, and socio-cultural theories. Understanding these theories provides a framework for designing instructional strategies. Students learn how to apply learning theories to create instructional strategies that align with the needs of diverse learners. This involves adapting teaching methods to different learning styles, abilities, and cultural ackgrounds. Ultimately, the course prepares students for the practical challenges of real-world teaching. By combining theoretical knowledge with practical applications, students are better equipped to enter the classroom with a solid understanding of effective instructional principles and methods. |
| Course Content | This course contains; Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development,Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development,The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, ,Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors ,Social Learning Model, Processes of Observational Learning, Effects of Observational Learning ,cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory,Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism,Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching,Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching ,Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning,Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning ,Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities,Assessment of learning , Purposes of assessment , Formative assessment Testing,Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students have a comprehensive understanding of key pedagogical theories, such as behaviorism, constructivism, and socio-cultural theories, and how these theories inform instructional practices. | 10, 16, 6, 9 | A, E, F |
| Calculate to take into account diverse student needs by adapting learning theories to the design and implementation of effective teaching strategies. | 16, 6, 9 | A, E, F |
| Plans specific topics in a way that is accessible and meaningful to a variety of learners. | 16, 6, 9 | A, E, F |
| Design and implement assessments aligned with instructional objectives. | 16, 6, 9 | A, E, F |
| Experience situations such as classroom observations, teaching simulations or student teaching to prepare them for the practical challenges of real teaching. | 6, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Principles of Development, Piaget's Theory of Cognitive Development, Piaget's Stages of Cognitive Development | The book: Development and Leraning related parts |
| 2 | Vygotsky's Social Perspective on Cognitive Development, Vygotsky's Social Perspective on Cognitive Development | The book: Development and Leraning related parts |
| 3 | The behavioral approach to learning, Classical Conditioning,, Operant Conditioning, | The book: Development and Leraning related parts |
| 4 | Schedules of Reinforcement, Applied Behavior Analysis, Reinforcing Positive Behaviors, Dealing with Undesirable Behaviors | The book: Development and Leraning related parts |
| 5 | Social Learning Model, Processes of Observational Learning, Effects of Observational Learning | The book: Development and Leraning related parts |
| 6 | cognitive approach to learning, Information Processing View of Learning:Sensory Register (Sensory Memory), Short Term Memory (Working Memory), Long Term Memory | The book: Development and Leraning related parts |
| 7 | Conceptualising learning and teaching , Constructivism, Active learning Deconstructing constructivism | The book: What teachers need to know about Teaching methods related parts |
| 8 | Direct teaching , Direct Instruction (DI) , Interactive whole-class teaching | The book: Development and Leraning related parts |
| 9 | Direct teaching methods: Suitability for purpose , Varieties of direct teaching, Lectures , Classroom mini lectures ,Teacher-directed lessons ,The important role of direct teaching | The book: What teachers need to know about Teaching methods related parts |
| 10 | Student-centred methods: Suitability for purpose , Student-centred approaches Inquiry-based methods , Discovery learning | The book: What teachers need to know about Teaching methods related parts |
| 11 | Problem-based learning ,Project-based learning , Resource-based learning Computer-assisted learning | The book: What teachers need to know about Teaching methods related parts |
| 12 | Teaching methods: Suitability for students, Young learners , Gifted students Students with learning difficulties , Students with disabilities | The book: What teachers need to know about Teaching methods related parts |
| 13 | Assessment of learning , Purposes of assessment , Formative assessment Testing | The book: What teachers need to know about Teaching methods related parts |
| 14 | Curriculum-based assessment , Outcomes-based education , Assessment should lead to improved teaching | The book: What teachers need to know about Teaching methods related parts |
| Resources |
| DEVELOPMENT AND LEARNING , METU Publications Peter Westwood - What Teachers Need to Know About Teaching Methods |
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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |