| 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 |
| EDS1206 | Drama in Education | 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 : | Prof. Dr. BERNA GÜLOĞLU |
| Course Objectives: | The aim of this course is to increase the knowledge level and practical experience of the participants regarding the basic philosophy of psychodrama, its theoretical foundations, history, application forms and basic techniques. |
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The students who have succeeded in this course; Students who successfully complete this course; 1. Will gain knowledge about the basic philosophy of psychodrama group psychotherapy. 2. Will learn the basic and auxiliary techniques in psychodrama theoretically and practically. 3. Will gain experience about psychodrama group applications and session stages. 4. Will gain knowledge about the application areas, types and working areas of psychodrama group psychotherapy. 5. Will learn the elements of psychodrama. 6. Will learn the points that the theoretical structure of psychodrama group psychotherapy is connected to practically. |
| This course covers the basic philosophy, history and theoretical foundations of psychodrama. The basic principles, application areas and techniques of psychodrama group psychotherapy will be examined. Teaching Techniques: Role playing Group work Observation Reflection |
| Week | Subject | Related Preparation | |
| 1) | Introduction | Evaluation of the course process | |
| 2) | History of psychodrama and Moreno's theory | ||
| 3) | Basic elements of psychodrama | ||
| 4) | Stages of a psychodrama session | ||
| 5) | Psychodrama experience | group work | |
| 6) | Psychodrama experience | group work | |
| 7) | Psychodrama experience | Group work | |
| 8) | Psychodrama experience | Group work | |
| 9) | Psychodrama experience | Group work | |
| 10) | Psychodrama experience | Group work | |
| 11) | Psychodrama experience | group work | |
| 12) | Psychodrama experience | Group work | |
| 13) | Psychodrama experience | Group work | |
| 14) | Psychodrama experience End of the course | Group work | |
| Course Notes: | |
| References: | 1. Çocuk Psikodraması. Deniz Altınay. Nobel Akademik Yayıncılık 2. Psikodrama 450 Isınma Oyunu ve Yardımcı Teknik. Deniz Altınay, Nobel Akademik Yayıncılık 3. Psikodrama Grup Psikoterapisi El Kitabı. Deniz Altınay, Nobel Akademik Yayıncılık 4. Psikodrama Rehberi. (Çev. Ed. Nalan Kalkan Oğuzhanoğlu) Nobel Akademik Yayıncılık 5. Psikodrama-Kuram ve Uygulamadaki Gelişmeler (Çev. İnci Doğaner). Nobel Akademik Yayıncılık 6. Psikodramaya Derinlemesine Bakış (Çev. Bahar Gökler, Ilgın Gökler-Danışman, Aliye Mavili Aktaş). Nobel Akademik Yayıncılık 7. Sosyometri ve Psikodrama. Üstün Dökmen. Remzi Kitabevi 8. Psikodrama-Artı Gerçeklik ve İyileşme Sanatı. (Çev. Barış Şimşek). Nobel Akademik Yayıncılık |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 13 | 3 | 39 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 5 | 70 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 3 | 3 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 3 | 3 |
| Total Workload | 157 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 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) | Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. | |
| 3) | To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 4) | Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. | |
| 5) | Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 6) | Develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 7) | Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 8) | Design English language teaching curriculum and lesson plans. | |
| 9) | Organize effective classrooms that promote English language learning. | |
| 10) | 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. | |
| 11) | 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. | |
| 12) | Take into consideration professional and ethical rules and principles. | |
| 13) | Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 14) | Take on responsibility in individual and group projects by working cooperatively and meeting the requirements. | |
| 15) | 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. | |
| 16) | 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. | |
| 17) | Utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |