| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE3010 | Brain and Learning | Fall | 3 | 0 | 3 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Objectives: | 1. Participants will look at the factors that identify being smart and the factors that label us as slow learners or overachievers. 2. Participants will look at the factors that help students take in information at a more efficient rate and the factors that help students to retrieve information from long-term memory. 3. Participants will make connections between the information on how learning occurs to ways to prepare and teach effective lessons. Instruction is focused on providing participants with information and practice that will lead to greater awareness of the factors that affect learning and how to maximize positive teaching tools in the classroom. |
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The students who have succeeded in this course; .Understand principles of brain based learning. •Identify pedagogies/strategies that promote learning. •Describe the connection between brain based learning theory and curriculum •Devise new strategies to train and create resources for teachers. |
| This course is designed to show the connection between how the brain functions and effective teaching/learning strategies. The course will foster innovation in instruction, help instructors create an emotionally supportive learning environment for students, and promote student engagement in the learning process. |
| Week | Subject | Related Preparation | |
| 1) | Introduction to the course | ||
| 2) | How Your Student’s Brain Learns | ||
| 3) | Brain Dominance in Learning | ||
| 4) | Rhythms of the Brain | ||
| 5) | Biological Differences in Learning | ||
| 6) | The Impact of Physical Movement on the Brain | ||
| 7) | MIDTERM | ||
| 8) | Stress and Threat | ||
| 9) | The Nonconscious Learning Climate | ||
| 10) | Teaching How to Think | ||
| 11) | Memory and Creating Patterns of Meaning | ||
| 12) | Enriching the Brain | ||
| 13) | Curriculum in a Brain-Compatible Classroom | ||
| 14) | Presentations | ||
| Course Notes: | 1 Sousa. D.A.How the Brain Learns (3rd ed.) 2. Jensen, E. Brain-Based Learning: The New Paradigm of Teaching ;2nd Edition, 2008 3. Hardiman, M. (2003). Connecting brain research with effective teaching: The Brain-Targeted Teaching Model. Lanham, MD: Rowman & Littlefield. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 0 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 0 | % 0 |
| Project | 1 | % 25 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 30 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 35 |
| Paper Submission | 0 | % 0 |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 6 | 10 | 60 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentations / Seminar | 1 | 1 | 1 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 10 | 1 | 10 |
| Quizzes | 2 | 2 | 4 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 149 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |