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Information
| Code | USOYL1714 |
| Name | |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal
The main purpose of this course is to provide students' learning the theoretical bases of instructional process, and teachers' creation of instructional course planes and practice according to on its theoretical base
Course Content
The content of this course covers Robert Gagne's Model of Educational Situations and the teaching process, the basic variables of effective teaching, the basics and stages of the teaching process, the preparation of the teaching plan and its implementation in the classroom.
Course Precondition
None
Resources
Robert M. Gagne: The Conditions of Learning and Theory of Instruction Robert M. Gagne, Walter, W. Wager, Katherine Golas, John M. Keller: Principles of Instructional Design
Notes
Relevant literature
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Students can explain specifications of Gagne’s Conditions of Learning theory |
| LO02 | Students can explain the characteristics of instructional steps |
| LO03 | Students know the characteristics of instructional course plan. |
| LO04 | Students can explain the specifications of “gaining attention” step of instruction |
| LO05 | Students can explain the specifications of “inform learners of objectives” step of instruction |
| LO06 | Students can explain the specifications of "stimulate recall of prior learning" step of instruction. |
| LO07 | Students can explain the specifications of “present the content” step of instruction |
| LO08 | Students can explain the specifications of “provide learning guidance” step of instruction. |
| LO09 | Students can explain the specifications of “elicit performance (practice)” step of instruction. |
| LO10 | Students can explain the specifications of “provide feedback” step of instruction. |
| LO11 | Students can explain the specifications of “assess performance” step of instruction. |
| LO12 | Students can explain the specifications of “enhance retention and transfer to the job” step of instruction. |
| LO13 | Students can prepare a draft instructional course plan. |
| LO14 | Students can prepare a creative instructional course plan according to the objectives of the course |
| LO15 | Students can apply an instructional plan in the classroom. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Defines scientific research and analysis methods used in social sciences. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. express the classroom programs and the basic principles on which they are based. | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the development and learning theories in the classroom. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains teaching strategies, methods and techniques based on undergraduate qualifications. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the teaching principles of the classroom subject areas (Social Studies, Turkish, Science, Mathematics) at the level of expertise. | 4 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Classroom teaching uses field knowledge by associating it with knowledge in different fields. | 4 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Explains the theoretical and applied knowledge in the field at the level of expertise. | 3 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Interprets national and international classroom teaching practices with a critical perspective. | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Plans and conducts a scientific research. | 3 |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | Applies teaching methods and techniques based on undergraduate qualifications. | |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | He/she independently carries out a study that requires expertise in his/her field. | 5 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | She/he critically questions scientific and social issues and is open to new perspectives. | 3 |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | She/He carries out its studies within the framework of lifelong learning. | 2 |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Follows social and technological developments. | 3 |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | It presents a scientific study carried out in the field of classroom teaching to experts or non-experts in written, oral and visual terms by supporting them with qualitative and quantitative data. | 3 |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses information and communication technologies effectively. | 3 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Acts in accordance with social, scientific, cultural and ethical values while conducting a scientific research or project or interpreting a study related to her/his field. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | The main purpose of instruction and its specifications | It requires no prep. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Variables which enhancing the qualification of an instruction | Reviewing related literature. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Instructional plan ant its basic chracteristics | Reviewing and reading the literature. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | The theory of Condition of Learning and nine event of instruction | Reding course books. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 5 | "Gaining attention” and “inform learners of objectives” steps of instruction | Reading and reviewing course books. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 6 | “Stimulate recall of prior learning” and “present the content” steps of instruction. | Investigating the related literature. | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Beyin Fırtınası |
| 7 | “Provide learning guidance” and “elicit performance (practice)” steps of instruction. | Reviewing literature - 2 | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap, Beyin Fırtınası |
| 8 | Mid-Term Exam | Reviewing all of the theoratical foundations and the instructional events (steps) | Ölçme Yöntemleri: Ödev |
| 9 | “Provide feedback” and “assess performance” steps of instruction | Literature reviewing - 2 | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Beyin Fırtınası |
| 10 | “Enhance retention and transfer to the job” step of instruction | Reading source books. | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 11 | Preparing draft instructional course plan and its evaluation | Creating sample instructional plan. | Öğretim Yöntemleri: Gösteri, Örnek Olay, Tartışma |
| 12 | Preparing creative instructional course plans according to the different objectives | Reviewing different instructional plans. | Öğretim Yöntemleri: Gösteri, Beyin Fırtınası, Örnek Olay |
| 13 | Presentations of instructional course plans | Creating instructional plan. | Öğretim Yöntemleri: Örnek Olay, Gösteri, Tartışma |
| 14 | Presentations of instructional course plans-I | Creating instructional plan-1 | Öğretim Yöntemleri: Örnek Olay, Gösterip Yaptırma, Tartışma |
| 15 | Presentations of instructional course plans-II | Creating instructional plan-2 | Öğretim Yöntemleri: Gösteri, Örnek Olay, Tartışma |
| 16 | Term Exams | Reviewing all previous subjects. | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | Reviewing all the previous subjects and instructional plans. | Ölçme Yöntemleri: Proje / Tasarım |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||