ENGLISH LANGUAGE 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
EDS3005 Special Instructional Methods I Fall 2 2 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 BARIŞ ERDOĞAN
Prof. Dr. DERİN ATAY
Instructor RUKİYE ÖZLEM ÖZTÜRK
Prof. Dr. ŞİRİN KARADENİZ ORAN
Recommended Optional Program Components: None
Course Objectives: The aim of this course is to provide students with an insight related to the instructional methods that can be used in classrooms with diverse students and to prepare them to be effective leaders of their classrooms so that student learning is maximized.

Learning Outcomes

The students who have succeeded in this course;
• will be able to examine and become familiar with a variety of models, especially as these relate to curricular planning and instructional design.
• will be able to recognize the components that create effective teaching models.
• will be able to critically analyze models and methods of teaching.
• will be able to identify models and categorize them into the appropriate categories.

Course Content

Effective teaching, student needs, indirect instruction, direct instruction, self directed learning, questioning techniques, case analysis, classroom observation, special instructional methods

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction
2) -The Effective Teacher Borich, G.D. (2007). Effective Teaching Methods: Research-based Practice. Upper Saddle River: Pearson. Chapter 1
3) Understanding Your Students Video & Case Write up – Portfolio-I Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 2
4) -Goals and Objectives Unit and Lesson Planning Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 3
5) -Goals and Objectives Unit and Lesson Planning Video & Olay İncelemesi – Portfolio-II Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 3
6) -Unit and Lesson Planning Video & Case Write up – Portfolio-III Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 4
7) Classroom observations Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 1, 2, 3, 4
8) -Teaching Strategies for Direct Instruction Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 5
9) Video & Case Write up – Portfolio-IV -Teaching Strategies for Indirect Instruction Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 6
10) -Teaching Strategies for Indirect Instruction Video & Case Write up – Portfolio-V Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 6
11) -Questioning Strategies Video & Case Write up – Portfolio-VI Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 7
12) - Self Directed Learning Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 8
13) -Self Directed Learning Video & Case Write up – Portfolio-VII Borich, G.D. (2007). Effective Teaching Methods: Research. Chapter 8
14) Overview of the course Borich, G.D. (2007). Effective Teaching Methods: Research.
15) Final week
16) Final Exam

Sources

Course Notes / Textbooks: Borich, G.D. (2007). Effective Teaching Methods: Research-based Practice. Upper Saddle River: Pearson.
References: Altun, E. (2008). Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümleri İçin Özel Öğretim Yöntemleri I-II. Pegem Akademi Yayıncılık, Ankara.
Alkan, C. & Kurt, M., (2007). Özel Öğretim Yöntemleri. Anı Yayıncılık, Ankara.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Presentation 1 % 10
Project 1 % 10
Midterms 1 % 30
Final 1 % 40
Total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 4 56
Study Hours Out of Class 7 3 21
Presentations / Seminar 1 1 1
Project 1 10 10
Midterms 1 10 10
Final 1 14 14
Total Workload 112

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) 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. 4
2) 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. 2
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. 3
4) 4. develop English language teaching materials according to the needs of the learners with a critical perspective. 3
5) 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. 3
6) 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. 3
7) 7. Design English language teaching curriculum and lesson plans. 3
8) 8. Organize effective classrooms that promote English language learning. 4
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. 5
11) 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements 4
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. 4
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. 3
16) 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. 3