USOYL1714

6 ECTS - 3-0 Duration (T+A)- . Semester- 3 National Credit

Information

Code USOYL1714
Name
Term 2024-2025 Academic Year
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 Uzaktan Öğretim
Catalog Information Coordinator


Course Goal / Objective

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

Update Time: 13.05.2024 11:20