Special Education Teaching | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGT 241 | ||||||||
Course Name: | Principles and Methods of Teaching | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. AYTAÇ GÖĞÜŞ | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi TUĞBA KORKMAZ |
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Course Assistants: |
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 |
The students who have succeeded in this course;
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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 |
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 |
Learning Outcomes | 1 |
2 |
5 |
11 |
16 |
6 |
7 |
8 |
9 |
13 |
4 |
14 |
18 |
10 |
15 |
17 |
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Program Outcomes | |||||||||||||||||||
1) Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | |||||||||||||||||||
2) Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | |||||||||||||||||||
3) Disclose information about the developmental characteristics of individuals with special education needs. | |||||||||||||||||||
4) Uses further sources of information related with the field. | |||||||||||||||||||
5) Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | |||||||||||||||||||
6) Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | |||||||||||||||||||
7) Develops material appropriate to subject area and needs of students. | |||||||||||||||||||
8) Evaluates acquisitions of students by using different methods. | |||||||||||||||||||
9) Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | |||||||||||||||||||
10) Develops and implements appropriate family and educational programs for children and families with special educational needs. | |||||||||||||||||||
11) Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | |||||||||||||||||||
12) Instructs persons and institutions about the field. | |||||||||||||||||||
13) Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | |||||||||||||||||||
14) Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | |||||||||||||||||||
15) Determines the learning needs and manages his/her own learning process. | |||||||||||||||||||
16) Develops positive attitudes to lifelong learning. | |||||||||||||||||||
17) Uses ways of accessing to information effectively. | |||||||||||||||||||
18) Communicates with the persons and the institutions to create and to maintain a safe school environment. | |||||||||||||||||||
19) Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |||||||||||||||||||
20) Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | 5 |
2) | Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | 1 |
3) | Disclose information about the developmental characteristics of individuals with special education needs. | 1 |
4) | Uses further sources of information related with the field. | 1 |
5) | Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | 1 |
6) | Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | 1 |
7) | Develops material appropriate to subject area and needs of students. | 1 |
8) | Evaluates acquisitions of students by using different methods. | 1 |
9) | Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | 1 |
10) | Develops and implements appropriate family and educational programs for children and families with special educational needs. | 1 |
11) | Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | 1 |
12) | Instructs persons and institutions about the field. | 1 |
13) | Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | 1 |
14) | Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | 1 |
15) | Determines the learning needs and manages his/her own learning process. | 1 |
16) | Develops positive attitudes to lifelong learning. | 1 |
17) | Uses ways of accessing to information effectively. | 1 |
18) | Communicates with the persons and the institutions to create and to maintain a safe school environment. | 1 |
19) | Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |
20) | Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
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 |
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 |
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 |
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 |