| Week |
Subject |
Related Preparation |
| 1) |
Meeting & Introduction |
- |
| 2) |
Basics of Instructional Processes and Learner Differences |
Woolfolk Ch.1 - 4 |
| 3) |
Theories of Personality and Learning Styles (Myers & Briggs, Keirsey & Bates, Catell -16PF) |
Student presentations |
| 4) |
Theories of Personality and Learning Styles (Big Five Personality Traits, Kolb, Honey& Mumford) |
Student presentations |
| 5) |
Theories of Personality and Learning Styles (Grasha & Riechmann , Gregorc, Felder) |
Student presentations |
| 6) |
Theories of Personality and Learning Styles (Fleming, Witkin, Hudson, Kirton) |
Student presentations |
| 7) |
Culture and Community |
Woolfolk Ch.5 |
| 8) |
Culture, Socialization and Education |
Ornstein Ch. 9 |
| 9) |
Social Class, Race and School Achievement |
Ornstein Ch. 10 |
| 10) |
Providing Equal Educational Opportunity |
Ornstein Ch. 11 |
| 11) |
Motivation |
Woolfolk Ch.10-11 |
| 12) |
Motivation (cont.) |
Woolfolk Ch.10-11 |
| 13) |
Creating Learning Environments |
Woolfolk Ch.12 |
| 14) |
Teaching for Self-Regulation, Creativity and Tolerance |
Woolfolk Ch.13 |
| |
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. |
5 |
| 2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
3 |
| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
2 |
| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
5 |
| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
5 |
| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
4 |
| 7) |
7. Design English language teaching curriculum and lesson plans. |
5 |
| 8) |
8. Organize effective classrooms that promote English language learning. |
5 |
| 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. |
3 |
| 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. |
4 |
| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
5 |
| 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. |
5 |
| 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. |
5 |