EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5018	Personal Development and Effective Communication Skills for Teachers	Spring	3	0	3	12

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi HATİME ÇİFTÇİ
Recommended Optional Program Components:	None
Course Objectives:	ELT 5018 aims to help teachers raise their self-awareness and to equip them with powerful and effective verbal and non-verbal communication skills. Neuro-Linguistic Programming principles and techniques also play a prominent role in improving the quality of student-teachers' interactions with their students, friends, and colleagues.

Learning Outcomes

The students who have succeeded in this course;
Upon successful completion of ELT 5008, student-teachers will have enhanced their communicative abilities by acquiring the skills listed below. They will have learned to do the following:
-Apply NLP techniques and principles in their personal and academic lives.
-Apply effective communication skills in their daily and professional/academic lives.
-Use non-verbal communication skills more effectively.
-Improve the quality of their interactions.
-Build better relationships, especially with potentially difficult personalities.
-Use language which improves learning potential.
-Use the power of self talk.
-Identify their own and their students’ meta-programmes.
-Improve their coaching skills.
-Identify their personality types.
-Overcome stress and anxiety and help their students to do so.
-Help learners overcome learning blocks
-Motivate themselves and their students.
-Change negative beliefs and attitudes into positive ones.

Course Content

Topics such as action research, basic principles of effective communication, the NLP communication model, strategies for achieving positive teaching and learning outcomes, change through communication, conflict management, non-verbal communication, self- and class motivation techniques, and Milton Language Patterns will make up the weekly reading assignments. Familiarity with these topics will help to inform active participation in classroom discussions, cogent reflection in weekly reflection papers, and effectively communicated presentations. This work will culminate in a final project chosen by the student.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Getting to know each other, Needs Analysis
2)	Introduction to NLP Basic principles of NLP Presuppositions Communication model NLP in Education
3)	Models for success, Resources, Improving coaching skills in teaching
4)	Well-formed outcomes SMART Goals
5)	Values and beliefs, Change techniques
6)	Communication outcomes, NLP Communication Model, Change through communication, Communicating to a group
7)	Pacing-Leading-Rapport building strategies, Non-verbal communication/Body language
8)	Representational systems, Identifying sensory preferences, Eye Accessing Cues
9)	Effective use of language in the classroom, Milton Model, Milton language patterns, Asking quality questions in the classroom, Presuppositions in Language
10)	Metaphor as a powerful learning tool, Metaphors for rapport, Metaphoric motivation, Metaphor and memory
11)	Anchors and Anchoring
12)	Metaprogramlar, Kişilik programları
13)	Modelling, Frames and Reframing
14)	State management, Overcoming stress and anxiety, Motivating yourself and your students, Power of self talk

Sources

Course Notes / Textbooks:

Alder, H. (2002). Handbook of NLP. A Manual for Professional Communicators. Vermont, USA and London, UK: Gower Publishing Limited.

Camp, Di. (1996). The Excellent Trainer: Putting NLP to Work. Vermont, USA and London, UK: Gower Publishing Limited.

Churches,R. & Terry, R. (2007). NLP for Teachers: How to Be a Highly Effective Teacher. Carmarthen, Wales, UK and Burlington, CT, USA: Crown House Publishing Company, LLC.

O’Connor, J. (2001). NLP Workbook. A Practical Guide to Achieving the Results You Want. London, UK: Thorsons Publishers.

O’Connor, J. & Seymour, J. (2002). Introducing NLP. Perth, Austalia: Element Publishing.

Revell, J & Norman, S. (1997). In Your Hands: NLP in ELT. London, UK: Saffire Press.

Revell, J. & Norman, S. (1999). Handing Over: NLP-Based Activities for Language Learning. London, UK: Saffire Press.

References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	10	% 10
Homework Assignments	10	% 30
Presentation	1	% 20
Project	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Presentations / Seminar	1	10	10
Project	1	40	40
Homework Assignments	10	10	100
Total Workload			192

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.