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| IMAT2017 | Teaching Principles and Methods | 3+0+0 | ECTS:3 | | Year / Semester | Spring Semester | | Level of Course | First Cycle | | Status | Compulsory | | Department | DEPARTMENT OF MATHEMATICS AND SCIENCE TEACHING | | Prerequisites and co-requisites | None | | Mode of Delivery | Face to face, Group study, Practical | | Contact Hours | 14 weeks - 3 hours of lectures per week | | Lecturer | -- | | Co-Lecturer | DOCTOR LECTURER Tuba AYDOĞDU İSKENDEROĞLU, | | Language of instruction | Turkish | | Professional practise ( internship ) | None | | | | The aim of the course: | | To grasp basic principles related to teaching, to be able to study in plan, to grasp teaching strategy, methods and techniques |
| Learning Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | LO - 1 : | comprehend basic concepts related to education and teaching. | 3,6 | 1 | | LO - 2 : | explain basic concepts related to program development in education.
| 3,6,11 | 1 | | LO - 3 : | classifying the expectations related to their subject area in terms of a particular taxonomy. | 3,6 | 1,3 | | LO - 4 : | be aware of the importance planning in instruction and prepare a plan related to their subject area. | 3,6,22 | 1,3 | | LO - 5 : | explain principle of learning and teaching.
| 3,6,24 | 1 | | LO - 6 : | identify and compare theories of teaching and learning. | 3,6,24 | 1,3 | | LO - 7 : | comprehend instruction strategy, method and technique concepts and explain the difference among them. | 3,6,24 | 1 | | LO - 8 : | explain the different instuction strategies, methods and tecniques. | 3,6,24 | 1 | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), LO : Learning Outcome | | |
| Basic concepts related to teaching, teaching and learning principles, the importance of the planning study, planning of the teaching (yearly plan, daily plan, and example of the activities) , teaching and learning strategies, teaching methods and techniques, teaching materials, teacher proficiency |
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Introduction of organisation of the course, basic concepts about education and instruction, | | | Week 2 | Foundational concepts about curriculum development, history of curriculum development. | | | Week 3 | Main elements of a curriculum, types of educational aims and objectives, determination of aims and objectives. | | | Week 4 | Types of educational curricula, main features of a curriculum, main curriculum development theories. | | | Week 5 | Foundations, approaches and models of curriculum development, classification of aims and objctives in education | | | Week 6 | Teaching principles (appropriateness to the child, closer to far, from known to unknown, explicity, from concrete to abstract, beinc economical, liveliness, hands on learning) | | | Week 7 | Planning instruction and applications (importance and necessity of working with plans, sorts of teaching plans, yearly plans with units, daily plan, lesson plan, and stages of making teaching plans) | | | Week 8 | Teaching and learning theories (Behavioristic approach, Cognitive Gestalt approach, information processing theory, neuro physiological approach, constructivist approach, multiple intelligence theory) | | | Week 9 | Mid-term exam | | | Week 10 | Main teaching strategies (teaching through explanation, teaching through discovery, research and investigation strategy, complete learning model, co-operative learning) | | | Week 11 | Teaching methods used in education (direct explanation, demonstration, case study, problem solving) | | | Week 12 | Discussion methods in teaching (group discussion, large group discussion, panel, forum, syposium, collegium, seminar, buzz groups) | | | Week 13 | Project based instruction its theory and practice | | | Week 14 | Teaching techniques (question-answer, demonstration, brain storming, drama, role play, simulations and modelling, six hat thinking, idea development, mikro-teaching, educational games, experiments and laboratory, station, conversation circle, socratic discussion) | | | Week 15 | Out-class teaching techniques (trips and observation, interviews, homeworks); teaching materials and tools | | | Week 16 | End-of-term exam | | | |
| 1 | Çepni, S. , Ayas, A. , Ekiz, D. , ve Akyıldız, S. 2008; Öğretim İlke ve Yöntemleri, Celepler Matbaacılık, Trabzon | | | |
| 1 | Tan, Ş. (Ed) 2007; Öğretim İlke ve Yöntemleri, Pegema Yayıncılık, Ankara | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 9 | 15/11/2018 | 1 | 50 | | End-of-term exam | 16 | 04/01/2019 | 1 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 3 | 14 | 42 | | Sınıf dışı çalışma | 2 | 14 | 28 | | Arasınav için hazırlık | 6 | 1 | 6 | | Arasınav | 1 | 1 | 1 | | Ödev | 1 | 2 | 2 | | Dönem sonu sınavı için hazırlık | 10 | 1 | 10 | | Dönem sonu sınavı | 1 | 1 | 1 | | Total work load | | | 90 |
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