|Course Title||Code||Semester||L+P Hour||Credits||ECTS|
|Principles and Methods of Instruction *||MB 201||3||3||3||4|
|Prerequisites and co-requisites|
|Recommended Optional Programme Components||None|
|Language of Instruction||Turkish|
|Course Level||First Cycle Programmes (Bachelor's Degree)|
|Course Coordinator||Lec. Tugay AKBULUT|
Our country, as in developed countries, has entered into a new quest in teaching of science to ensure an effective and lasting learning. In this context, in Principles and Methods of Teaching course, student-centered teaching, effective and meaningful learning-based, modern teaching methods and techniques in primary science education is discussed. For this purpose, the course content includes the constructivist learning theory and methods and techniques for meaningful learning.
The course content includes Constructivism, Multiple Intelligence Theory, Microteaching, Brainstorming, Six thinking hats, Demonstration, Simulation, Concept mapping, Higher order thinking skills, Lecturing, Questioning, Discussion, Role playing and drama, Expository teaching, Cooperative learning, Problem solving, Case-based learning, Discovery learning, Inquiry-based learning, Problem-based learning, Project-based learning.
|Course's Contribution To Program|
|No||Program Learning Outcomes||Contribution|
They conceive the concepts and relationships between concepts related to German.
They conceive the methods in relation to the production of scientific knowledge
They know methods, strategies and techniques necessary to teach German and have the knowledge of assessment and evaluation.
They acquire knowledge of the development, learning properties and learning difficulties of German learners
They have conceptualisation skill of phenomena of German, investigate using scientific methods and techniques, evaluate data, describe problems, analyze, and develop recommendations and solutions
They use the authentic resources related to German by benefiting from scientific research methods and techniques.
They evaluate, choose and develop instructional materials suitable for subject area, student characteristics, acquirements and learning conditions.
They know development properties and individual differences of students and apply the most appropriate teaching strategies, methods and techniques taking into account the characteristics and acquirements of German.
They evaluate the acquirements of primary and secondary school students in a multidirectional way.
They have responsibility as individual and group in order to solve the complicated problems that are not provisioned during teaching experiences.
They fulfill the responsibility taken in individual and group works effectively; also they are aware of their individuality and use their creative and strong sides.
They follow the recent developments and needs in German teaching, evaluate them and they are open to life-long learning.
They evaluate knowledge and skills they acquired critically.
They participate in art and culture activities; also they develop awareness and sensibility towards different cultures and values and reflect all these to the learning environment.
They are sensitive to the actuality in national and global levels;also they can plan and apply professional projects and activities for the society in which they live
They share their suggestions related to opinions and problems depending the data supported qualitatively and quantitatively and communicate with their colleagues, and follow developments in their field expressing themselves in German in daily and prof
They can use information and communication technologies that are used in teaching German.
They develop appropriate behaviors by acquiring knowledge and skills for moral values in social and professional life.
They have individual and institutional communication skills to create a secure school climate and they are conscious about protecting environment and labor safety.
They are aware of national and universal sensitivities expressed in National Education Law; also they have ideal behaviors in relation to individual tasks, the laws about rights and responsibilities.
|1||Informing the students about the course||None|
|2||Constructivist Learning Theory||Related readings|
|3||Concept map, Higher order thinking skills||Related readings|
|4||Higher order thinking skills, Multiple intelligence theory, microteaching, brainstorming||Homework: Drawing a concept map about constructvism|
|5||Method and technique in instruction, microteaching and brainstorming as teaching techniques||Homework: Drawing a concept map about multiple intelligence theory|
|6||Six hat thinking technique, demonstration, simulation||Homework: Drawing a concept map about higher order thinking skills|
|7||Lecturing, questioning, discussion and argumantation||Homework: Drawing a concept map about argumantation|
|8||Mid-Term Exam||Reading resources|
|9||Role playing and drama, expository teaching (Ausubel)||Homework: Drawing a concept map about Role playing and drama|
|10||Cooperative learning||Homework: Drawing a concept map about cooperative learning|
|11||Poblem Solving Method||Homework: Drawing a concept map about Poblem Solving Method|
|12||Case-based learning, discovery learning||Homework: Drawing a concept map about discovery learning|
|13||Inquiry-based learning||Homework: Drawing a concept map about Inquiry-based learning|
|14||Problem-based learning||Homework: Drawing a concept map about Problem-based learning|
|15||Project-based learning||Homework: Drawing a concept map about Project-based learning|
|16-17||Term Exams||Kaynakların okunması|
|Recommended or Required Reading|
Sönmez, Veysel (2007). Öğretim ilke ve yöntemleri. Ankara: Anı Yayıncılık