Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INSTRUCTIONAL METHODS and PRINCIPLES | PCG1214968 | Spring Semester | 2+0 | 2 | 5 |
| Course Program | Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 Perşembe 17:30-18:15 Perşembe 18:30-19:15 |
| 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. Hasan SAVAŞ |
| Assistant(s) | |
| Aim | The purpose of "Teaching Principles and Methods" course is to equip aspiring educators with the knowledge, skills, and strategies necessary to become effective and successful teachers. This course is designed to provide a solid foundation for understanding the fundamental principles of teaching and learning, as well as the various methods and techniques used to facilitate meaningful and engaging instruction. The course aims to prepare future teachers to create conducive learning environments and foster student growth and development. |
| Course Content | This course contains; Conceptualising learning and teaching Constructivism Active learning Deconstructing constructivism, Direct teaching methods: Suitability for purpose Varieties of direct teaching Lectures Classroom mini lectures, 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, Effective teaching Process–product research Beyond process–product studies Key evidence from research on teacher effectiveness,Criticisms of the effective teaching data Pedagogical skills of effective teachers Cooperative learning and the use of groups Peer tutoring and peer assistance,Assessment of learning Purposes of assessment Formative assessment Testing,Curriculum-based assessment Outcomes-based education Assessment should lead to improved teaching,Bridging Learning Research and Teaching Practice How Does Students’ Prior Knowledge Affect Their Learning? How Does the Way Students Organize Knowledge Affect Their Learning?,What Factors Motivate Students to Learn? How Do Students Develop Mastery? ,What Kinds of Practice and Feedback Enhance Learning? Why Do Student Development and Course Climate Matter for Student Learning? ,Conclusion: Applying the Seven Principles to Ourselves. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students summaries the pedagogical theories and concepts. This includes understanding how people learn, cognitive development, learning styles, and different teaching philosophies. | 10, 16, 6, 9 | A, E, F |
| Identify teaching methods, strategies and techniques that appeal to different learning styles and impact diverse groups of learners and analyze methods such as discussion, group work, problem solving and technology integration. | 10, 16, 9 | A, E, F |
| Students can design comprehensive lesson plans that incorporate clear learning objectives, varied teaching methods, and appropriate assessments. | 10, 16, 9 | A, E, F |
| At the end of the course, students comprehend the principles of effective teaching and learning, teaching strategies and classroom management techniques. | 10, 16, 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 | Conceptualising learning and teaching Constructivism Active learning Deconstructing constructivism | Lecture Notes |
| 2 | Direct teaching methods: Suitability for purpose Varieties of direct teaching Lectures Classroom mini lectures | Lecture Notes |
| 3 | Student-centred methods: Suitability for purpose Student-centred approaches Inquiry-based methods Discovery learning | Lecture Notes |
| 4 | Problem-based learning Project-based learning Resource-based learning Computer-assisted learning | Lecture Notes |
| 5 | Teaching methods: Suitability for students Young learners Gifted students | Lecture Notes |
| 6 | Students with learning difficulties Students with disabilities | Lecture Notes |
| 7 | Effective teaching Process–product research Beyond process–product studies Key evidence from research on teacher effectiveness | Lecture Notes |
| 8 | Criticisms of the effective teaching data Pedagogical skills of effective teachers Cooperative learning and the use of groups Peer tutoring and peer assistance | Lecture Notes |
| 9 | Assessment of learning Purposes of assessment Formative assessment Testing | Lecture Notes |
| 10 | Curriculum-based assessment Outcomes-based education Assessment should lead to improved teaching | Lecture Notes |
| 11 | Bridging Learning Research and Teaching Practice How Does Students’ Prior Knowledge Affect Their Learning? How Does the Way Students Organize Knowledge Affect Their Learning? | Lecture Notes |
| 12 | What Factors Motivate Students to Learn? How Do Students Develop Mastery? | Lecture Notes |
| 13 | What Kinds of Practice and Feedback Enhance Learning? Why Do Student Development and Course Climate Matter for Student Learning? | Lecture Notes |
| 14 | Conclusion: Applying the Seven Principles to Ourselves | Lecture Notes |
| Resources |
| How Learning Works, Seven Research-Based Principles for Smart Teaching Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman Foreword by Richard E. Mayer What teachers need to know about Teaching methods, Peter West wood,ACER Press |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | 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 | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 68 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(68/30) | 2 | |||||
| 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 | PCG1214968 | Spring Semester | 2+0 | 2 | 5 |
| Course Program | Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 Perşembe 17:30-18:15 Perşembe 18:30-19:15 |
| 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. Hasan SAVAŞ |
| Assistant(s) | |
| Aim | The purpose of "Teaching Principles and Methods" course is to equip aspiring educators with the knowledge, skills, and strategies necessary to become effective and successful teachers. This course is designed to provide a solid foundation for understanding the fundamental principles of teaching and learning, as well as the various methods and techniques used to facilitate meaningful and engaging instruction. The course aims to prepare future teachers to create conducive learning environments and foster student growth and development. |
| Course Content | This course contains; Conceptualising learning and teaching Constructivism Active learning Deconstructing constructivism, Direct teaching methods: Suitability for purpose Varieties of direct teaching Lectures Classroom mini lectures, 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, Effective teaching Process–product research Beyond process–product studies Key evidence from research on teacher effectiveness,Criticisms of the effective teaching data Pedagogical skills of effective teachers Cooperative learning and the use of groups Peer tutoring and peer assistance,Assessment of learning Purposes of assessment Formative assessment Testing,Curriculum-based assessment Outcomes-based education Assessment should lead to improved teaching,Bridging Learning Research and Teaching Practice How Does Students’ Prior Knowledge Affect Their Learning? How Does the Way Students Organize Knowledge Affect Their Learning?,What Factors Motivate Students to Learn? How Do Students Develop Mastery? ,What Kinds of Practice and Feedback Enhance Learning? Why Do Student Development and Course Climate Matter for Student Learning? ,Conclusion: Applying the Seven Principles to Ourselves. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students summaries the pedagogical theories and concepts. This includes understanding how people learn, cognitive development, learning styles, and different teaching philosophies. | 10, 16, 6, 9 | A, E, F |
| Identify teaching methods, strategies and techniques that appeal to different learning styles and impact diverse groups of learners and analyze methods such as discussion, group work, problem solving and technology integration. | 10, 16, 9 | A, E, F |
| Students can design comprehensive lesson plans that incorporate clear learning objectives, varied teaching methods, and appropriate assessments. | 10, 16, 9 | A, E, F |
| At the end of the course, students comprehend the principles of effective teaching and learning, teaching strategies and classroom management techniques. | 10, 16, 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 | Conceptualising learning and teaching Constructivism Active learning Deconstructing constructivism | Lecture Notes |
| 2 | Direct teaching methods: Suitability for purpose Varieties of direct teaching Lectures Classroom mini lectures | Lecture Notes |
| 3 | Student-centred methods: Suitability for purpose Student-centred approaches Inquiry-based methods Discovery learning | Lecture Notes |
| 4 | Problem-based learning Project-based learning Resource-based learning Computer-assisted learning | Lecture Notes |
| 5 | Teaching methods: Suitability for students Young learners Gifted students | Lecture Notes |
| 6 | Students with learning difficulties Students with disabilities | Lecture Notes |
| 7 | Effective teaching Process–product research Beyond process–product studies Key evidence from research on teacher effectiveness | Lecture Notes |
| 8 | Criticisms of the effective teaching data Pedagogical skills of effective teachers Cooperative learning and the use of groups Peer tutoring and peer assistance | Lecture Notes |
| 9 | Assessment of learning Purposes of assessment Formative assessment Testing | Lecture Notes |
| 10 | Curriculum-based assessment Outcomes-based education Assessment should lead to improved teaching | Lecture Notes |
| 11 | Bridging Learning Research and Teaching Practice How Does Students’ Prior Knowledge Affect Their Learning? How Does the Way Students Organize Knowledge Affect Their Learning? | Lecture Notes |
| 12 | What Factors Motivate Students to Learn? How Do Students Develop Mastery? | Lecture Notes |
| 13 | What Kinds of Practice and Feedback Enhance Learning? Why Do Student Development and Course Climate Matter for Student Learning? | Lecture Notes |
| 14 | Conclusion: Applying the Seven Principles to Ourselves | Lecture Notes |
| Resources |
| How Learning Works, Seven Research-Based Principles for Smart Teaching Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman Foreword by Richard E. Mayer What teachers need to know about Teaching methods, Peter West wood,ACER Press |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |