| 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 |
| ELT5017 | International Practicum | Fall | 3 | 0 | 3 | 8 |
| 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 AYLİN TEKİNER TOLU |
| Course Objectives: | The overarching goal of this course is to prepare students to leave this program of study prepared for the variety of teaching situations they will encounter, confident of themselves as TESOL instructors. |
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The students who have succeeded in this course; By the end of this course, students will be able to: 1.Make teaching decisions based on educational experiences and professional knowledge using situated reasoning. 2.Analyze a lesson in action and make recommendations for improvement. 3.Utilize a wide range of classroom practices to respond to a variety of teaching situations. 4.Become familiar with different cultures of English and be aware of incorporating target culture in language teaching. |
| This course focuses on a review of current trends in classroom practice to provide student teachers with practical classroom teaching tools. Course activities include exploring case studies, reviewing and analyzing actual lessons and materials, and analyzing and discussing teaching videos in order to provide the student teachers much time in practice as they reason through classroom matters. To supplement in-class activities, student teachers will engage in field experience. |
| Week | Subject | Related Preparation | |
| 1) | Welcome and Orientation | ||
| 2) | Learn the routine and needs of the classroom by observing the actions of the teacher and reviewing the daily schedule the teacher and students follow | ||
| 3) | Focus on classroom procedures and schedules Analyze a lesson | ||
| 4) | How does the host school relate to the community? If relevant, do parents and teachers work as partners in the education of the child? Do parents routinely visit or assist in the classroom? Are parents encouraged to be a part of the school? | ||
| 5) | How prevalent is the use of technology in the lessons? What resources does the teacher have available for use at the school? Write a reflection | ||
| 6) | How does the teacher provide age appropriate lessons? How does the teacher determine what level of learning students are prepared for? Are all (or most) of the students able to learn at the same pace? | ||
| 7) | Discussion and Interview with host teacher. In what ways does the teacher maintain classroom organization so students stay on task and accomplish their learning? Does the teacher use any particular discipline methods to help student learn to be responsible students? | ||
| 8) | Prepare a lesson plan and teach. After the lesson, reflect on it. | ||
| 9) | How did the teacher evaluate or grade student work or progress? Create an assessment tool | ||
| 10) | Recording a lesson Self-reflection and feedback session with the host teacher | ||
| 11) | Observe student-teacher interactions and error correction | ||
| 12) | Play a language game and reflect on its pedagogy | ||
| 13) | Creating a lesson plan, conducting the lesson and analyzing afterwards | ||
| 14) | Reflect on what you have learned during the practicum. Consider comparisons and similarities between what you know of education in your country and your host country. Submit your portfolio | ||
| Course Notes: | Course Texts: Required: Johnson, K. (1999). Understanding Language Teaching: Reasoning in Action. Boston: Heinle & Heinle. ISBN: 0838466902 (JNS) Richards, J.C. and Lockhart, C. (1996/2009). Reflective teaching in second language classrooms. Cambridge, UK: Cambridge University Press. ISBN: 0-521-45803-X (RNL) |
| References: | Suggested: Kumaravadivelu, B. (2002). Beyond Methods: Macrostrategies for Language Teaching. Hartford, CT: Yale University Press. ISBN: 0300095732 Sharifian, F. (2009). English as an international language: Perspectives and pedagogical issues. Bristol, UK: Multilingual Matters. ISBN: 978-1847691224 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | 2 | % 10 |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | 14 | % 50 |
| Quizzes | % 0 | |
| Homework Assignments | 6 | % 30 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % 0 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 10 | 10 | 100 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 1 | 15 | 15 |
| Homework Assignments | 4 | 8 | 32 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 189 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |