PRE-SCHOOL TEACHING
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
EDS2001 Instructional Methods and Principles Fall 3 0 3 4

Basic information

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

Learning Outcomes

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

Course Content

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.

Weekly Detailed Course Contents

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

Sources

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: -

Evaluation System

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

ECTS / Workload Table

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

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) Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically.
2) To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process.
3) Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education.
4) Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life.
5) To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .
6) To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton.
7) To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process.
8) To integrate the knowledge and experience of working together with different programs and different age groups.
9) To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth.
10) To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society.
11) To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions.
12) Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly.
13) To demonstrate commitment to societial,scientific and professional values.
14) To recognize and respect different cultures and to be sensitive to individual and cultural differences.
15) To demonstrate competence and ethical approach in information and communication technologies.
16) To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education.