English Language Teaching
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

EGTP404

Course Name:

Non-Scheduled Activities in Education

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Vocational Knowledge

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 :

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Lecturer(s):

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Assistants:

Course Objective and Content

Course Objectives:

To analyze formal program, non-program activities and implicit program concepts, compare implicit program related approaches, explain the effect of implicit program on cognitive and emotional learning. To evaluate the extracurricular activities of the school in the context of the implicit program.

Course Content:

Formal program and extracurricular activities in education / implicit program concepts; implicit program approaches; cognitive and affective field learning and implicit program; school as a ritual place; school ceremonies as extracurricular activities in school; importance and management of social, cultural, sportive and artistic activities in school; place and importance of implicit program in values education; non-program (commemoration, celebration, meeting, graduation, etc.) activities in terms of values education.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Explaining the relationship between Hidden curriculum, non-program activities and official program
2) Analying hidden curriculum elements in educational settings
3) Explain the emotional and cognitive field gains of hidden curriculum
4) Recognize the importance of implicit curriculum for the formal program
5) Explain the importance and importance of non-program activities in values education
6) Ceremonies, rituals, etc. evaluate non-program activities in the context of hidden curriculum
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Introduction to the course syllabus	None
2)	Formal program and extracurricular activities in education / hidden curriculum concepts	Related readings
3)	Formal program and extracurricular activities in education / hidden curriculum concepts	Related readings
4)	Hidden curriculum related approaches	Related readings
5)	Cognitive and affective field learning and hidden curriculum	Related readings
6)	Cognitive and affective field learning and hidden curriculum	related readings
7)	School ceremonies as extracurricular activities in school	Related readings
8)	Midterm
9)	The importance and management of social, cultural, sportive and artistic activities in school	related readings
10)	The importance and management of social, cultural, sportive and artistic activities in school	related readings
11)	Place and importance of hidden curriculum in education of values	Related readings
12)	Place and importance of hidden curriculum in education of values	Related readings
13)	Non-program activities (commemoration, celebration, meeting, graduation, etc.) in terms of values education.	Related readings
14)	Non-program activities (commemoration, celebration, meeting, graduation, etc.) in terms of values education.	Related readings
15)	Final

Sources

Course Notes / Textbooks:

Akar, F. ve Nayir, K. F. (2015). Eğitim kurumlarındaki sosyal kulüplerin etkililiğinin incelenmesi: Uygulamada değişim ihtiyacı. Pegem Eğitim ve Öğretim Dergisi, 5(2), 167-186.

Awbrey, C., Longo, A., Lynd, A. ve Payne, C. (2008). Increasing social skills of elementary school students through the use of literature and role playing. Saint Xavier University & Pearson Achievement Solutions, Inc. Field Based Masters Programme, Chicago, Illinois.

Burnette, M. A. (2001). “One strike and you’re out”: An Analysis of the No pass/No Play policies. High School Journal, 84(2), 1-6.

Büküşoğlu, N. ve Bayturan, A. F. (2005). Serbest zaman etkinliklerinin gençlerin psiko-sosyal durumlarına ilişkin algısı üzerindeki rolü. Ege Tıp Dergisi, 44(3) 173-177.

Covay, E. ve Carbonaro, W. (2010). After the bell: Participation in extracurricular activities, classroom behavior, and academic achievement. Sociology of Education, 83(1), 20-45.

Daley, A. ve Leahy, J. (2003). Self-perceptions and participation in extracurricular physical activities. The Physical Educator, 60(2), 13-19.

Darling, N. (2005). Participation in extracurricular activities and adolescent adjustment: Cross-sectional and longitudinal findings. Journal of Youth and Adolescence, 34, 493-505.

Eroğlu, E. (2008). İlköğretim okullarındaki sosyal kulüp çalışmalarında karşılaşılan sorunlar ve çözüm önerileri (Elmadağ ilçesi örneği) (Yayınlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6
Program Outcomes
1) P1. To be able to use the language to reach the information, share the information orally and in written form
2) P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3) P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4) P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5) P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6) P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7) P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8) P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9) P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10) P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Course - Learning Outcome Relationship

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

	Program Outcomes	Level of Contribution
1)	P1. To be able to use the language to reach the information, share the information orally and in written form
2)	P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3)	P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4)	P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5)	P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6)	P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7)	P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8)	P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9)	P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10)	P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Group study and homework
Reading
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Oral Examination
Homework
Group project

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 25
Project	1	% 20
Midterms	1	% 25
Final	1	% 30
total		% 100
PERCENTAGE OF SEMESTER WORK		% 70
PERCENTAGE OF FINAL WORK		% 30
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Total Workload