COURSE UNIT TITLE

: NEW THEORIES AND APPLICATIONS IN PRIMARY TEACHER TRAINING

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
ISÖ 5105 NEW THEORIES AND APPLICATIONS IN PRIMARY TEACHER TRAINING COMPULSORY 3 0 0 8

Offered By

Primary Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR TUNCAY CANBULAT

Offered to

Primary Teacher Education

Course Objective

Aims of this course is to make master student to manage a research based on contemporary learning and teaching theory.

Learning Outcomes of the Course Unit

1   Being able to have new learning and teaching theory for professional education
2   Being able to do literature studies on learning and teaching theory in foreign language
3   Being able to apply and plan a course according to learning and teaching theory
4   Being able to apply her/his thesis according to learning and teaching theory using quantitative or qualitative research methods.
5   Being able to behave ethical rules in educational science
6   Being able to evaluate and criticise educational development

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Theoretical fundementals of learning and teaching process/ Behaviouralistic Theory Group presentation
2 Social Learning Theory
3 Cognitive Learning Theory/Learning Strategies
4 Mastery learning
5 Multiple Intelligence Theory
6 Cooperative Learning
7 Thinking Skills
8 MID-TERM EXAM
9 Learning Styles
10 Scenarios Based Laerning
11 Brain Adopted Learning
12 Constructivist Learning
13 Allosterik Learning Model
14 Inquiry Based Learning Model and Project Based Learning
15 FINAL EXAM

Recomended or Required Reading

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA:
Bainer, P.L.; Metcalf, K. (1995). The Act of Teaching. U.S.A: McRow-Hill.
Fisher R. (1995). Teaching Children toThink. U.K.
Joyce, Bruce and Marsha Weil. (1992). Models of Teaching. Boston, MA: Allyn and Bacon.
Kemp, M., Gary R. Morrison, Steven, M. Ross. (1998). Designing Effective Instruction. New Jersey: Prentice- Hall.
Lefrançois. G.R. (1998). Psychology for Teaching. USA.
Marlove, B.A.; Page, M.L. (1998). Creating and Sustaining the Constructivist Classroom. U.S.A: Sage Publications Company.
Marzano, R.J.; Pickering, D.J.; Block, J.E. (2002). Classroom Instruction That Works. U.S.A: ASCD.
McNeil, J. (1996). Curriculum: A Comprehensive Introduction. U.S.A: Harper College Publishers.
Pratt, David. (1980). Curriculum: Design and Development. San Diego: Harcourt Brace Jovanovich Pub.
Schunk, Dale, H.( 2009).Öğrenme Teorileri,Eğitimsel Bir Bakışla, Çev. Muzaffer Şahin, Ankara, Nobel yayıncılık

Planned Learning Activities and Teaching Methods

1. Lecturing
2. Homework
3. Cooperative Learning
4. Question, answer
5. Discussion

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE MIDTERM EXAM
2 FINS FINAL EXAM
3 FCG FINAL COURSE GRADE MTE * 0.40 + FINS * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTE * 0.40 + RST * 0.60


Further Notes About Assessment Methods

1. Students learning level will be evaluated with mid-term and final examination.
2. The homeworks will be assessed by directly adding to the mid-term scores.
3. Final examination will be realize by essay type evaluation.

Assessment Criteria

1. Students learning level will be evaluated with mid-term and final examination.
2. The homeworks will be assessed by directly adding to the mid-term scores.

Language of Instruction

Turkish

Course Policies and Rules

1. It is obligated to continue to at least 80% of lessons .
2. None ethical studies will be finalized with disciplinary proceedings.
3. The instructor has right to make quizzes. The scores obtained from quizzes will be directly added to exam scores.

Contact Details for the Lecturer(s)

ayferkocabas@gmail.com, ayfer.kocabas@deu.edu.tr

Office Hours

Wednesday and Friday between 11:00-12:00 a.m.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 3 39
Preparation for midterm exam 2 12 24
Preparation for final exam 2 12 24
Preparing assignments 12 3 36
Preparing presentations 12 3 36
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 200

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15PO.16
LO.15
LO.25
LO.35
LO.45
LO.55
LO.65