Course Detail
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 |
| 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. İlker ALTUNBAŞAK |
| 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. |
| Course Learning Outcomes | 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 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 5 | 5 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 21 | 21 | |||
| General Exam | 1 | 42 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 138 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(138/30) | 5 | |||||
| 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 |
| 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. İlker ALTUNBAŞAK |
| 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. |
| Course Learning Outcomes | 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 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |