Week |
Subject |
Related Preparation |
1) |
• Introduce the course to the students
• Syllabus
• Discuss Course Outline
Discussion of Syllabus
Review the Syllabus
Read: Assigned reading for next class session
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1) |
• Explain the relationship between instructional technologies and communication.
• Communication in educational settings
Question & Answer. Observation. Team/Group Work. Demonstration. Experiment.
Due: Project Topic
Read: Assigned reading for next class session
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1) |
• List the criteria of material choice and development.
• Explain the basic principles of designing instructional materials.
• Choice, design, and preparation of instructional material
Discussion. Question & Answer. Observation. Team/Group Work. Demonstration. Experiment. Drill – Practice. Case Study. Brain Storming.
Continue research and work on final project
Read: Assigned reading for next class session
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1) |
FINAL EXAM
• Presentation of materials
• Presentation of materials
Individual study
Designing materials for young learners of English
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2) |
• Explain the basic concepts of instructional technologies and material design.
• Basic concepts related to instructional technology
Question & Answer.
Read: Assigned reading for next class session
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3) |
• Question the historical development of instructional technologies.
• Historical Development of Educational Technology
Question & Answer.
a) Read: Assigned reading for next class session
b) Fill-out the learning styles questionnaire before Week 3 class and printout results.
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5) |
• Categorize materials according to their characteristics
• Explain advantages and disadvantages of instructional materials
• Compare materials according to their purpose.
• The materials used in educational settings
Discussion. Question & Answer. Team/Group Work. Experiment. Case Study. Brain Storming.
Continue research and work on final project
Read: Assigned reading for next class session
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7) |
• List the criteria of material choice and development.
• Explain the basic principles of designing instructional materials.
• Choice, design, and preparation of instructional material
Discussion. Question & Answer. Observation. Team/Group Work. Demonstration. Experiment. Drill – Practice. Case Study. Brain Storming.
Continue research and work on final project
Read: Assigned reading for next class session
|
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8) |
MID-TERM EXAM
• Describe characteristics of different instructional materials.
• Explain the designing process of different instructional materials.
• Choice, design, and preparation of instructional material
Discussion. Question & Answer. Observation. Team/Group Work. Demonstration. Experiment. Drill – Practice. Case Study. Brain Storming.
Continue research and work on final project
Read: Assigned reading for next class session
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9) |
• Describe characteristics of different instructional materials.
• Explain the designing process of different instructional materials.
• Choice, design, and preparation of instructional material
Discussion. Question & Answer. Observation. Team/Group Work. Demonstration. Experiment. Drill – Practice. Case Study. Brain Storming.
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10) |
• Explain the evaluation criteria of instructional materials.
• Prepare an evaluation form in conformity with the evaluation criteria.
• Criticize an instructional material according to the evaluation criteria.
• Evaluation of instructional materials
Discussion. Question & Answer. Observation. Team/Group Work. Demonstration. Experiment. Drill – Practice. Case Study. Brain Storming.
Due: First Draft of Final Project
Read: Assigned reading for next class session
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11) |
• Choose an object /outcome in the curriculum.
• Prepare a course plan in conformity with the chosen objective/outcome.
• Design an instructional material in conformity with the criteria of material design.
• Presentation of materials
Report Preparation and/or Presentation. Role Playing/Dramatization
Read: Assigned reading for next class session
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12) |
• Presentation of materials
• Presentation of materials
Report Preparation and/or Presentation. Role Playing/Dramatization
Editing & Revision of Final Project Report & Preparing the presentation of the project
Read: Assigned reading for next class session
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13) |
• Presentation of materials
• Presentation of materials
Report Preparation and/or Presentation. Role Playing/Dramatization
Editing & Revision of Final Project Report & Preparing the presentation of the project
|
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14) |
• Presentation of materials
• Presentation of materials
• Evaluation of the course.
Report Preparation and/or Presentation. Role Playing/Dramatization
|
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Course Notes / Textbooks: |
Tuğba YANPAR (2009). Öğretim Teknolojileri ve Materyal Tasarımı, 9. Baskı, Ankara: Anı Yayıncılık.Tuğba Özcan DEMİREL, S. Sadi SEFEROĞLU, Esed YAĞCI (2001). Öğretim Teknolojileri ve Materyal Geliştirme, Ankara: Pegem A Yayınları.Salih UŞUN (2000). Özel Öğretim Teknolojileri ve Materyal Geliştirme, Ankara: Pegem A Yayınevi.Çetin BAYTEKİN (2011). Öğrenme Öğretme Teknikleri ve Materyal Geliştirme, , 3. Baskı, Ankara: Anı Yayıncılık.Eyüp ŞİMŞEK (2012).“Din Öğretiminde Materyal Geliştirme Etkinlileri”, Yaygın Din Eğitimi Sempozyumu, DİB, Ankara.Ayşe Zişan FURAT (2012). “Kitle iletişim Araçları ve Yaygın Din Eğitimi”, Yaygın Din Eğitimi Sempozyumu, DİB, Ankara. |
References: |
Tuğba YANPAR (2009). Öğretim Teknolojileri ve Materyal Tasarımı, 9. Baskı, Ankara: Anı Yayıncılık.Tuğba Özcan DEMİREL, S. Sadi SEFEROĞLU, Esed YAĞCI (2001). Öğretim Teknolojileri ve Materyal Geliştirme, Ankara: Pegem A Yayınları.Salih UŞUN (2000). Özel Öğretim Teknolojileri ve Materyal Geliştirme, Ankara: Pegem A Yayınevi.Çetin BAYTEKİN (2011). Öğrenme Öğretme Teknikleri ve Materyal Geliştirme, , 3. Baskı, Ankara: Anı Yayıncılık.Eyüp ŞİMŞEK (2012).“Din Öğretiminde Materyal Geliştirme Etkinlileri”, Yaygın Din Eğitimi Sempozyumu, DİB, Ankara.Ayşe Zişan FURAT (2012). “Kitle iletişim Araçları ve Yaygın Din Eğitimi”, Yaygın Din Eğitimi Sempozyumu, DİB, Ankara. |
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Program Outcomes |
Level of Contribution |
1) |
P1.Having the ability to use the native language correctly and effectively |
2 |
2) |
P2. Being aware of personal differences. |
3 |
3) |
P3. Having an understanding of the personal development characteristics and development process in early childhood. |
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4) |
P4. Being able to read, interpret and discuss academic studies on their field. |
3 |
5) |
P5. Following progressive sources about the field, and using said sources on resolving the possible problems. |
3 |
6) |
P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. |
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7) |
P7. Knowing a foreign language at least on a basic level. |
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8) |
P8. Being able to develop a positive attitude towards lifelong learning. |
3 |
9) |
P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. |
2 |
10) |
P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. |
3 |
11) |
P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. |
|
12) |
P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. |
3 |
13) |
P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. |
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14) |
P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. |
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15) |
P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. |
3 |
16) |
P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. |
1 |
17) |
P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
1 |