| 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 |
| ELT6025 | Program Design and Evaluation in Language Education | Fall | 3 | 0 | 3 | 12 |
| 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 : | Dr. Öğr. Üyesi ENİSA MEDE |
| Course Objectives: | This course aims to familiarize graduate students with basic principles of curriculum development and evaluation in language education. |
|
The students who have succeeded in this course; By the end of the course the student should be able to... •Define and describe the concepts of curriculum, syllabus, teaching materials and develop an understanding of the relationship between them; •Examine current trends in curriculum development and evaluation; •Make a critical evaluation of a range of syllabus models (structural, communicative, task-based, learner-centered, learning-centered, process-based, topic-based etc.) and their implications for methodology; •Assess the curriculum and school-wide professional development needs of an instructional program; •Identify functions and implications of various curriculum designs; •Evaluate, adapt and extend existing syllabi and curricula in their own EFL contexts; •Conduct a program design or evaluation study appropriate for their own EFL context. |
| In the course, three essential processes namely, curriculum development, instruction and evaluation will be considered with respect to relevant theory, research, and practice. The course will enable you to develop, evaluate, adapt and extend existing syllabi and curricula to your own contexts and familiarize you with the relationships between curriculum, syllabus and teaching materials. |
| Week | Subject | Related Preparation | |
| 1) | Overview of the Course Syllabus | ||
| 2) | The Place of Syllabus in Language Teaching | Course readings | |
| 3) | Product vs. Process Oriented Syllabuses | Course readings | |
| 4) | Curriculum Approaches in Language Teaching: Forward, Central and Backward Design | Course readings | |
| 5) | From Curriculum to Syllabus Design: The Different Stages to Design a Programme | Course readings | |
| 6) | Choosing and Integrating Syllabi | Course readings | |
| 7) | Course Planning and Syllabus Design | Course readings | |
| 8) | The Role of Needs Assessment in Syllabus Design and Evaluation | Course readings | |
| 9) | Program Evaluation Models | Course readings | |
| 10) | Evaluation of the English Curriculum of the Turkish Ministry of Education | Course readings | |
| 11) | Topic presentations | Course readings | |
| 12) | Topic presentations | Course readings | |
| 13) | Revision | Course readings | |
| 14) | Final exam | ||
| Course Notes: | Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle Publishers. Fitzpatrick, J. L., Sanders, J. R., Worthen, B .R. (2010).Program Evaluation: Alternative Approaches and Practical Guidelines (4th Edition). Allyn & Bacon Krahnke, K. (1987). Approaches to Syllabus Design for Foreign Language Teaching. Language in Education: Theory and Practice. Center for Applied Linguistics. Nunan, D. (2002). Syllabus Design. Oxford University Press. Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press. |
| References: | Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle Publishers. Fitzpatrick, J. L., Sanders, J. R., Worthen, B .R. (2010).Program Evaluation: Alternative Approaches and Practical Guidelines (4th Edition). Allyn & Bacon Krahnke, K. (1987). Approaches to Syllabus Design for Foreign Language Teaching. Language in Education: Theory and Practice. Center for Applied Linguistics. Nunan, D. (2002). Syllabus Design. Oxford University Press. Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 3 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 2 | % 20 |
| Field Work | 2 | % 20 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 2 | % 10 |
| Homework Assignments | 1 | % 10 |
| Presentation | 0 | % 0 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 0 | % 0 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 30 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Application | 1 | 30 | 30 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 2 | 40 | 80 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 1 | 40 | 40 |
| Project | 2 | 40 | 80 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 1 | 30 | 30 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 260 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |