| 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 |
| EDS4102 | Guidance in Schools | Spring | 2 | 0 | 2 | 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: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Objectives: | * To provide students with the necessary background on the content, impact and importance of counselling and guidance aspects of teaching * To inform students about the aims, roles, history, duties of the guidance counselling services, as well as about the various fields they study and how they cooperate with different units/administrators in the school environment * To enable students understand their counsellor and guide roles as teachers and how to act, react, interact and intervene accordingly |
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The students who have succeeded in this course; The students who have succeeded in this course; • Describe main concepts in guidance and counseling services. • Explain the main principles of guidance. * Be informed about the historical development of the guidance and counselling field in the world and in Turkey * Understand the context and content of the collaboration between the counselling service and different units in the school * Differentiate the methods, theories and techniques used within the different specialization areas of guidance or within different student groups • Differentiate the students in need of guidance in a class and react accordingly. • Know when and how to intervene to an incident regarding students. • Know when and how to refer a student to more advanced counselling services. • Collaborate with the family in terms of counselling and guidance issues. • Understand the roles and responsibilities of teachers in counseling and guidance services in schools. • Recognize the importance and impact of counseling and guidance services in the educational system. |
| Concept of guidance and its relationship to education, importance of guidance and counseling services and their place in education, historical perspectives, the school counselor’s role and functions, the roles of the school personnel in guidance practices, understanding the guidance and counseling needs of different age level students, counseling with individuals and groups, assessment in guidance & counseling, teachers as counselors, understanding the process of helping and developing skills in dealing with the needs of students, their parents, and community. |
| Week | Subject | Related Preparation | |
| 1) | Introduction: Teachers and guidance counselling The meaning, purpose, importance and functions of guidance | Course slides | |
| 2) | Development of guidance and psychological counselling field in Turkey and the world. | Course slides | |
| 3) | Components of guidance programs in schools. Principles of Guidance. | Course Slides | |
| 4) | Guidance and counselling in elementary and secondary schools | Course Slides | |
| 5) | Teacher and Administrator Roles In The School Counseling Program Types of counseling / psychological helping activities | Course Slides | |
| 6) | Approaches to / theories of counseling | Course Slides | |
| 7) | Understanding the process of helping/counseling Assessment in school counseling | Course Slides | |
| 8) | Parent – teacher conferences Career guidance | Course Slides | |
| 9) | Adjusting To Multiple Roles | Kottler & Kottler (2007). Ch1 | |
| 10) | Understanding The Process Of Helping | Kottler & Kottler (2007). ch2 | |
| 11) | Assesment Of Children’s Problems | Kottler & Kottler (2007). Ch3 | |
| 12) | Assesment Of Children’s Problems (cont) | Kottler & Kottler (2007). ch3 | |
| 13) | Developing Skills Of Helping | Kottler & Kottler (2007). Ch4 | |
| 14) | Developing Skills Of Helping(cont) | ||
| Course Notes: | • Kottler & Kottler (2007). Counseling skills for teachers, 2nd edition. Corwin Press. • Lecture notes and presentations. |
| References: | - |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 1 | % 50 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 1 | 5 | 5 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 1 | 20 | 20 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 20 | 20 |
| Total Workload | 73 | ||
| 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. | |
| 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. | |
| 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. | |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 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. | |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |