| Week |
Subject |
Related Preparation |
| 1) |
Gelişime giriş ve fiziksel gelişim |
Course slides |
| 2) |
Physical development (cont.) |
Course slides |
| 3) |
Cognitive Development (Piaget & Vygotsky) and Language development |
Woolfolk / Ch.2-3
Yıldırım, et al. / Ch.2-3
|
| 4) |
Cognitive Development (Piaget &Vygotsky ) & Language Development (cont)
|
Woolfolk / Ch.2-3
Yıldırım, et al. / Ch.2-3 |
| 5) |
Psychosocial development (Erikson) & Moral development (Piaget - Kohlberg - Gilligan) |
Woolfolk / Ch.3
Yıldırım, et al. / Ch.3
|
| 6) |
Psychosocial Development (cont. Erikson) & Moral Development (Piaget-Kohlberg-Gilligan) (cont.) |
Woolfolk / Ch.3
Yıldırım, et al. / Ch.3
|
| 7) |
Psychosexual Development (Freud) |
Yıldırım, et al. / Ch.4
|
| 8) |
Psychosexual Development (cont. Freud) |
Yıldırım, et al. / Ch.4 |
| 9) |
Behavioral Views of Learning |
Woolfolk / Ch.6
Yıldırım, et al. / Ch.5
|
| 10) |
Behavioral Views of Learning (cont.) & Cognitive views on learning |
Woolfolk / Ch.6-7
Yıldırım, et al. / Ch.5-6
|
| 11) |
Cognitive Views of Learning (cont.) & Complex cognitive processes |
Woolfolk / Ch.7-8
Yıldırım, et al. / Ch.6
|
| 12) |
Complex cognitive processes (cont.) & Social-cognitive approach to learning |
Woolfolk / Ch.8-9
Yıldırım, et al. / Ch.6
|
| 13) |
Social cognitive approach (cont) & Constructivist approach |
Woolfolk / Ch.8-9
|
| 14) |
Constructivist approach (cont) and Humanist Approaches to learning
|
Woolfolk / Ch.9
Yıldırım, et al. / Ch.7 |
| 15) |
Finals |
|
| 16) |
Finals |
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. |
|
| 2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
|
| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
|
| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
|
| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
|
| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
|
| 7) |
7. Design English language teaching curriculum and lesson plans. |
|
| 8) |
8. Organize effective classrooms that promote English language learning. |
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| 9) |
9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. |
|
| 10) |
10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. |
|
| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
|
| 12) |
12. Take into consideration professional and ethical rules and principles. |
5 |
| 13) |
13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. |
4 |
| 14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
5 |
| 15) |
15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. |
5 |
| 16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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