| 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 |
| EDS4004 | Teaching Application | Fall | 2 | 6 | 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 Lecturer(s): |
Instructor NEŞE UYANIK Dr. Öğr. Üyesi BURÇAK ÇAĞLA GARİPAĞAOĞLU Instructor BARIŞ ERDOĞAN Dr. Öğr. Üyesi ÖZGÜR ERKUT ŞAHİN Dr. Öğr. Üyesi ENİSA MEDE Dr. Öğr. Üyesi MUSTAFA POLAT Instructor RUKİYE ÖZLEM ÖZTÜRK Dr. Öğr. Üyesi YAVUZ SAMUR Prof. Dr. DERİN ATAY |
| Course Objectives: | Helping student teachers practice the knowledge and skills they learned in a school environmentand acquire the skills that a teacher should have. |
|
The students who have succeeded in this course; 1 For a Information Science course, students will be able to create a lesson plan and yearly plan for that course. 2 For a given lesson plan, students will be able to follow the plan and implement required the activities and interactions in the class. 3 In a course session, students will be able to determine suitable questioning techniques and samples from the lesson plan and implement them in the class. 4 For a given lesson plan, students will be able to implement selected teaching techniques and methods in the classroom. 5 While teaching in the class, students will be able to implement the appropriate classroom management techniques. |
| introduction of the school, how to observe a class, teaching practice, lesson planning, preparation of teaching practice file |
| Week | Subject | Related Preparation | |
| 1) | Introduction of the course, introduction of the school. | ||
| 2) | Teaching practice, observation of classes | Recommended readings | |
| 3) | Teaching practice, class observation | Recommended reading | |
| 4) | Teaching practice, class observation | Recommended readings | |
| 5) | Teaching practice, lesson planning | ||
| 6) | Teaching practice, lesson planning | ||
| 7) | Teaching practice, lesson planning | Submission of lesson plan | |
| 8) | Revision of the lesson plan | Revision based on feedback | |
| 9) | Teaching practice, class onservation | Recommended readings | |
| 11) | Teaching practice, class observation | Recommended readings | |
| 12) | Teaching practice, lesson planning | ||
| 13) | Teaching practice, lesson planning | ||
| 14) | Teaching practice, preparation of teaching practice file | Recommended readings | |
| Course Notes: | YÖK tarafından hazırlanmış öğretmenlik uygulaması yönergesi çerçevesinde ders işlenecektir. |
| References: | Sulak, H., Sulak, H., Pilten, Ö., Doğan, A. (2009). Okul Deneyimi ve Öğretmenlik Uygulaması. Ankara: Eğitim Yayınları. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Laboratory | % 0 | |
| Application | 2 | % 40 |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | 1 | % 20 |
| Quizzes | % 0 | |
| Homework Assignments | 1 | % 20 |
| 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 | 1 | 14 |
| Laboratory | 0 | 0 | 0 |
| Application | 2 | 1 | 2 |
| Special Course Internship (Work Placement) | 14 | 4 | 56 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 1 | 20 | 20 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 0 | 0 | 0 |
| Total Workload | 92 | ||
| 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. |