ENGLISH LANGUAGE TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDS2001 | Instructional Methods and Principles | Fall | 3 | 0 | 3 | 4 |
Language of instruction: | English |
Type of course: | Must Course |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
Course Lecturer(s): |
Instructor RUKİYE ÖZLEM ÖZTÜRK Dr. Öğr. Üyesi NİHAL YURTSEVEN |
Recommended Optional Program Components: | None |
Course Objectives: | To provide a general perspective to students regarding instruction process with regard to learner differences in terms of intelligence, creativity, gender, culture, SES, race and ethnicity, motivation and learning styles |
The students who have succeeded in this course; • Understand the impact of differences among individual and groups of students to the instructional framwork • Design course, instruction and curriculum with the understanding of and reference to different learning styles • Design course, instruction and curriculum with the understanding of and reference to different types and/or levels of intelligences • Design course, instruction and curriculum that provide opportunities to enhance student creativity • Develop awareness and understanding of the socioeconomic, racial, ethnic, cultural and gender variations among students in a classroom • Design course, instruction and curriculum that considers and covers socioeconomic, racial, ethnic, cultural and gender variations among students in a classroom • Understand the importance of motivation in classroom • Know how to enhance motivation of students and create classroom environment accordingly |
Learner differences (intelligence & creativity), personality styles, learning styles, differences of culture, community, social class, race, gender, ethnicity, socialization; motivation; creating classrooms and lectures compatible with various differences. |
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 |
Course Notes / Textbooks: | • Woolfolk, A. (2001). Educational Psychology (8th Ed.). U.S.A. , Allyn & Bacon. • Ornstein, A.C. , Levine, D.U. (1993). (5th Ed.) Foundations of Education, USA, Houghton Mifflin Company. |
References: | - |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 20 |
Presentation | 2 | % 20 |
Midterms | 1 | % 25 |
Final | 1 | % 35 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 65 | |
PERCENTAGE OF FINAL WORK | % 35 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 16 | 1 | 16 |
Presentations / Seminar | 2 | 12 | 24 |
Midterms | 1 | 12 | 12 |
Final | 1 | 16 | 16 |
Total Workload | 110 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
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) | Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. | |
3) | To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
4) | Understand and apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
5) | Locate and select appropriate software and technology resources for language teaching and use them effectively in and out of classroom. | |
6) | Use and generate measurement and assessment instruments to evaluate language knowledge and skills in an effective way and assess students’ knowledge using multiple measures and alternative assessment techniques. |