| 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 |
| EDS3007 | School Experience | Spring | 1 | 4 | 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): |
Dr. Öğr. Üyesi BURÇAK ÇAĞLA GARİPAĞAOĞLU Instructor NEŞE UYANIK Instructor BARIŞ ERDOĞAN Dr. Öğr. Üyesi ÖZGÜR ERKUT ŞAHİN Instructor RUKİYE ÖZLEM ÖZTÜRK Dr. Öğr. Üyesi ENİSA MEDE Dr. Öğr. Üyesi MUSTAFA POLAT Instructor TUĞBA ÖZDİNÇ KATER |
| Recommended Optional Program Components: | None |
| Course Objectives: | Comprehending, learning and interpreting in-school studies for learning and teaching environment, preparing students for teaching profession. |
|
The students who have succeeded in this course; 1. will be able to learn a teacher’s life in school, observing student’s life, observing contribution of educational evolution of learning input. 2. will be able to observe and commenting law, rules and regulations about teaching and learning 3. will be able to learn experience about teaching profession. Understanding methods, techniques and strategies in school and class Works 4. will be able to comment relation between society and school education 5. will be able to observe school organization and principal studies and if necessary find suggestions about problems |
| Observing a teacher’s and student’s a daily life in school. Examining how a teacher use teaching methods and techniques, and in which stages he/she plans a lesson, which activities they use, how they use class management for class control, how they finish the lesson and evaluate students works and examine the structure of school, how a principal do his/her work, preparing a portfolio showing school experience works. |
| Week | Subject | Related Preparation |
| 1) | Analysis of syllabus | |
| 2) | Observation of student's school day. | Subject related reading |
| 3) | Observation of teacher's school day. | Subject related reading |
| 4) | Observing and learning how a teacher plans a lesson and break into stages a lesson | Subject related reading |
| 5) | Examining and learning how a teacher uses teaching methods and techniques | Subject related reading |
| 6) | Observing and learning how a teacher uses different activities in lesson | Subject related reading |
| 7) | Observation of asking question techniques | Subject related reading |
| 8) | Observation of school's instruments | Subject related reading |
| 9) | Examining how a teacher finishes the lesson and evaluate students works | Subject related reading |
| 10) | Observation of school's management process | Subject related reading |
| 11) | Observing relation between society and school education | Subject related reading |
| 12) | Observing how a principal do his/her work | Subject related reading |
| 13) | Reporting observation findings | Subject related reading |
| 14) | Preparing a portfolio showing school experience works | Subject related reading |
| 15) | Final week - Evaluating school experience course | |
| 16) | Final week |
| Course Notes / Textbooks: | Fakülte Okul İşbirliği YÖK DÜNYA BANKASI Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi: Ankara. |
| References: | Alkan, C. (1997). Eğitim Teknolojisi. Anı Yayınları, Ankara. Sönmez, V. (2003). Sevgi Eğitimi. Anı Yayınları, Ankara. Tezcan, M. (2002).Postmodern ve Küresel Toplumda Eğitim. Anı Yayınları, Ankara. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Special Course Internship (Work Placement) | 16 | % 30 |
| Homework Assignments | 14 | % 30 |
| Project | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 1 | 14 |
| Special Course Internship (Work Placement) | 13 | 4 | 52 |
| Study Hours Out of Class | 5 | 1 | 5 |
| Project | 1 | 20 | 20 |
| Homework Assignments | 14 | 1 | 14 |
| Total Workload | 105 | ||
| 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. | |
| 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. | |
| 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. | 5 |
| 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. | 5 |