Pre-School Education
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

EGT 241

Course Name:

Principles and Methods of Teaching

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Prof. Dr. AYTAÇ GÖĞÜŞ

Course Lecturer(s):

Dr.Öğr.Üyesi TUĞBA KORKMAZ

Course Assistants:

Course Objective and Content

Course Objectives:

The purpose of this course is to allow students to develop knowledge, skills and attitudes toward using the principles of learning and teaching, affective study skills, and learning and teaching methods and technics. This course design also aims to prepare students to plan and teach in different curricular and learning environments. During the lectures, students will be taking on leadership responsibilities and work with other people in teams while developing creative classroom environments. (The language of the course is Turkish.)

Course Content:

1. Basic Concepts in Teaching
2. Planning and Plan Types in Education
3. Examining Curriculum
4. Learning Objectives and Writing Learning Objectives
5. Learning Theories
6. Learning and Teaching Strategies (Presentation, Invention, Learning through Research)
7. Learning and Teaching Strategies (Project-based Learning)
8. Learning and Teaching Strategies (Multiple Intelligence)
9. Learning and Teaching Strategies (Collaborative Learning)
10. Learning and Teaching Strategies (Constructivism & Active Learning)
11. Other Learning and Teaching Strategies
12. Thinking Styles
13. Learning and Teaching Methods and Techniques
14. Learning Strategies

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) 1. Explain the basic concepts of education and instructional programs
2) 2. Describe the principles of learning and teaching.
3) 5. Explain teaching principles.
4) 11. Explain kinds of instructional plans. 5.1) 12. Explain the elements of instructional plans.
5) 16. Analyze different types of intelligence according to Multiple Intelligence Theory.
2 - Skills
Cognitive - Practical
1) 2.1) 3. Explain various principles/theories of learning and their implications for teaching.
2) 6. Analyze different learning approaches.
3) 7. İdentify teaching strategies according to goal, content and learner characteristics.
4) 8. Use various teaching methods and techniques.
5) 9. Plan instructional activities efficiently.
6) 13. Plan the teaching by using appropriate teaching strategy, method and techniques pertaining their majors.
3 - Competences
Communication and Social Competence
Learning Competence
1) 4. Arrange a learner centered teaching- learning process.
2) 14. Apply teaching methods and techniques.
3) 18. Explain different causes of motivation, describe different approaches to motivate students and develop strategies for motivating students in different classroom environments.
Field Specific Competence
1) 15. Evaluate the duties and responsibilities of a teacher to enhance the quality of teaching.
2) 17. Explain various principles/theories of learning and their implications for teaching.
Competence to Work Independently and Take Responsibility
1) 10. Discuss the importance of planning instructional activities.

Lesson Plan

Week	Subject	Related Preparation
1)	1. Basic Concepts in Teaching	Read chapters 1, page 6-24. Answer the review questions at the end of the chapters, be prepared to discuss in class.
2)	2. Planning and Plan Types in Education	Read chapters 2, page 26-38. Answer the review questions at the end of the chapters, be prepared to discuss in class.
3)	3. Learning Outcomes • System approach to design an educational program and a course • Wiring learning outcomes • Cognitive, Affective and Psychomotor Learning Domains • Bloom Taxonomy and taxonomies of three learning domains	Read chapter 2 in Module II, page 132-178. Answer the review questions at the end of the chapters, be prepared to discuss in class. Write three learning outcomes for any three areas of each learning domain (Cognitive, Affective, and Psychomotor)
4)	4. Learning Approach & Principles of Learning	Read chapter 2 in Module II, page 132-178. Answer the review questions at the end of the chapters, be prepared to discuss in class.
5)	5. Learning theories	Read chapters 1 (Module II), page 70-83 & 159-178 Answer the review questions at the end of the chapters, be prepared to discuss in class. Write a reflection paper for a selected learning theory.
6)	6. Teaching Methods	Read chapters 1 (Module II), page 83-104. Answer the review questions at the end of the chapters, be prepared to discuss in class.
7)	7. Teaching Methods	Read chapters 1 (Module II), page 104-130. Answer the review questions at the end of the chapters, be prepared to discuss in class. Write a reflection paper for a selected teaching method.
8)	8. MIDTERM EXAM Topics: • Basic concepts of education • Basic components of education programs • System approach to design an educational program and a course • Wiring learning outcomes • Cognitive, Affective and Psychomotor Learning Domains • Bloom Taxonomy and taxonomies of three learning domains • Learning Approach • Principles of Learning • Learning theories • Teaching Methods	Read chapters 2 (Module II), page 142-153. Answer the review questions at the end of the chapters, be prepared to discuss in class.
9)	9. Teaching Methods and Techniques & Multiple İntelligence Theory	Write an instructional plan that is related using multiple intelligence theory.
10)	10. Teaching Methods & Techniques - Constructivist Learning Environments & Active Learning	Read chapters 5 (Module II), page 202-213. Answer the review questions at the end of the chapters, be prepared to discuss in class. Write an instructional plan and a course environment that demonstrates a constructivist learning environment.
11)	11. Planning of learning activities & Motivational theory	Read chapters 3 (Module II), page 180-188. Answer the review questions at the end of the chapters, be prepared to discuss in class. Write an instructional plan that is related using motivation theory.
12)	12. Planning of learning activities	Read chapter 1 (Module III), page 226-294. Answer the review questions at the end of the chapters, be prepared to discuss in class.
13)	13. Evaluation and measurement of learning activities	Read chapter 1 (Module III), page 296-312. Answer the review questions at the end of the chapters, be prepared to discuss in class.
14)	14. Teaching strategies & Curriculum development	Write a reflection paper about the principles of curriculum development and relation to teaching strategies.
15)	15. Preparation to Final Exam • Teaching Methods and Techniques • Multiple Intelligence Theory • Constructivist Learning Environments • Active Learning • Plans, Planning of learning activities • Motivational theory • Evaluation and measurement of learning activities • Learning strategies • Teaching strategies • Program and Curriculum development
16)	16. Final

Sources

Course Notes / Textbooks:

Öğretim İlke ve Yöntemleri: Öğretme Sanatı
Özcan Demirel
2014 Pegem Akademi | 20. Baskı
ISBN: 9789756802069

Öğretim İlke ve Yöntemleri
Veysel Sonmez
2010 Ani | 4. Baskı
ISBN: 978-9944-474-30-6.

References:

. The following chapters in The Encyclopedia of the Sciences of Learning
Author: Gogus, A. In Seel, N.M. (Eds.)
Publisher: Springer; (2012)
ISBN 978-1-4419-1427-9

• Gogus, A. (2012). Active learning. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Analytic learning. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Bloom´s taxonomy of learning objectives. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer.
• Gogus, A. (2012). Brainstorming and learning. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Constructivist learning. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Learning cycles. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Learning objectives. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Outcomes of learning. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Peer learning and assessment. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.
• Gogus, A. (2012). Socratic questioning. In Seel, N.M. (2012) (Eds.), The Encyclopedia of the Sciences of Learning. New York: Springer. ISBN 978-1-4419-1427-9.

Alternatif Kitaplar:
• Arslan, Mehmet. (2007) Öğretim İlke ve Yöntemleri [Instructional Principles and Methods]. Ankara: Anı Yayıncılık.
• Bilen, Mürüvvet. (1993) Plandan Uygulamaya Öğretim [Instruction from Planning to Practice]. Üçüncü baskı. Ankara: TAKAV Yayıncılık.
• Doğanay, Ahmet ve Emin Karip. (2006) Öğretimde Planlama ve Değerlendirme [Instructional Planning and Evaluation]. Ankara: PegemA Yayıncılık.
• Bilen, M. (1999). Plandan uygulamaya öğretim. Ankara: Anı Yayıncılık.
• Bloom, B. S. (1979). İnsan nitelikleri ve okulda öğrenme (Human characteristics and school learning). Çev. D. A. Özçelik). Ankara: Milli Eğitim Basımevi.
• Demirel, Ö. (2009). Kuramdan uygulamaya eğitimde program geliştirme (12. Baskı). Ankara: Pegem A Yayıncılık.
• Ertürk, S. (1997). Eğitimde program geliştirme. Ankara: Meteksan A.Ş.
• Seferoğlu, S. Sadi (2009). Öğretim teknolojileri ve materyal tasarımı. Ankara: Pegem A Yayıncılık.
• Seferoğlu, S. S. (2009). İyi bir öğretmenin nitelikleri: Cavit Binbaşıoğlu örneği. Bir Pedagog Olarak Cavit Binbaşıoğlu Sempozyumu Bildirileri (hazırlayan: Hasan Güleryüz), ss. 43-49. Ankara: Özlem Yayınevi.
• Senemoğlu, N. (2009). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Pegem

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	5	11	16		6	7	8	9	13	4	14	18	10	15	17
Program Outcomes
1) P1.Having the ability to use the native language correctly and effectively
2) P2. Being aware of personal differences.
3) P3. Having an understanding of the personal development characteristics and development process in early childhood.
4) P4. Being able to read, interpret and discuss academic studies on their field.
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
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.
7) P7. Knowing a foreign language at least on a basic level.
8) P8. Being able to develop a positive attitude towards lifelong learning.
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.
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.
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.
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.
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
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.
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.
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.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1.Having the ability to use the native language correctly and effectively
2)	P2. Being aware of personal differences.
3)	P3. Having an understanding of the personal development characteristics and development process in early childhood.
4)	P4. Being able to read, interpret and discuss academic studies on their field.
5)	P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
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.
7)	P7. Knowing a foreign language at least on a basic level.
8)	P8. Being able to develop a positive attitude towards lifelong learning.
9)	P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.
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.
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.
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.
14)	P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
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.
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.
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.

Learning Activity and Teaching Methods

Peer Review
Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Group study and homework
Reading
Homework
Report Writing
Role Playing
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Application
Group project
Presentation
Reporting
Peer Review
Case study presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 3
Quizzes	3	% 3
Homework Assignments	5	% 20
Presentation	2	% 4
Midterms	1	% 30
Final	1	% 40
total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	3	3	9
Study Hours Out of Class	16	3	48
Homework Assignments	10	5	50
Quizzes	3	1	3
Midterms	1	1	1
Final	1	1	1
Total Workload			112