TÜRKÇE
ENGLISH
Information
| Code | SNFS413 |
| Name | Alternative Education Practice in Primary School |
| Semester | 7. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Arş.Gör.Dr. Fatma KARAÇOBAN |
Course Goal
To raise awareness of teacher candidates about the characteristics of alternative education practices preferred in primary schools, the reasons for their emergence, advantages and disadvantages, and the teaching process carried out.
Course Content
Affecting education in Turkeygeographical, socialand economic factors, waystomeet children's educational needsin ruraland dispersed settlements, Transported ElementaryEducation, advantagesand disadvantages of Transported ElementaryEducation, regional primary boarding schools, advantagesand disadvantages of regional primary boarding schools, teaching for Multigrade schools, Causes ofMultigrade classrooms, basic foundations of teaching inMultigrade schools, planning of teaching for Multigrade classrooms, classroom management and evaluation activities, dutiesand responsibilities of teachersinMultigrade classrooms, teaching practicesin Multigrade classroomsaround the World.
Course Precondition
None
Resources
The literature is taken into account.
Notes
The literature is taken into account.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain geographic, socialand economic factorsthat affecting education in Turkey |
| LO02 | Indicates waystomeet the educational needs ofchildren in ruraland scattered settlements |
| LO03 | Liststhe advantagesand disadvantages of transported Elementary education. |
| LO04 | List the advantagesand disadvantages of boarding primaryschools |
| LO05 | Evaluatesthe combined class practices by discussing theiradvantagesand limitations. |
| LO06 | Explains the characteristics of the teaching process in multigrade classrooms. |
| LO07 | Explainsthe pointsto be considered in the registration of incoming and outgoing documents |
| LO08 | Explainsthe pointsto be considered in the preparation of the plan |
| LO09 | Explainsthe dutiesand responsibilities of the teacherasa director. |
| LO10 | Evaluatesthe plan prepared in the classroom environment. |
| LO11 | Explain whyrevealing the Multigrade classesin Turkey |
| LO12 | On an exemplary situation, the teacher creates the multigrade classes taking into account the number ofclassroomsand students. |
| LO13 | Students will be able to reach conclusionsabout the characteristics of the lessons with a sample situation |
| LO14 | Analyze the problem situation due to insufficient school-familycooperation |
| LO15 | Explain the factorsthat prevent school-familycooperation. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 4 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 2 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 2 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 5 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 4 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 5 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 3 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | 4 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 5 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | 4 |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | 3 |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 3 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 3 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 3 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction, Introduction of Course Content, Objectivesand Requirements | No preparation required | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | Alternative Education Practicesin Turkeyand Causes | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 3 | Transport Education And Features | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Boarding PrimarySchools And Features | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Multigrade Class Applications And Features | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Örnek Olay |
| 6 | Multigrade Class Applications And Features-2 | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Örnek Olay |
| 7 | Multigrade Class Applications And Features-3 | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Örnek Olay |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 9 | School-Family and Local Community Collaboration in Multigrade Classrooms | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 10 | SchoolManagement inMultigrade ClassSchools | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Learning-Teaching ProcessinMultigrade Classrooms | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap, Örnek Olay |
| 12 | Learning-Teaching ProcessinMultigrade Classrooms-2 | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 13 | Assessment and Evaluation Processin Multigrade Classes | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Planning inMultigrade Classrooms | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 15 | Planning inMultigrade Classrooms-2 | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 16 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
|
| 17 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||