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Year/Semester of Study | 1 / Spring Semester | ||||
Level of Course | 2nd Cycle Degree Programme | ||||
Type of Course | Optional | ||||
Department | EĞİTİM PROGRAMLARI VE ÖĞRETİM (TEZSİZ YÜKSEK LİSANS) | ||||
Pre-requisities and Co-requisites | None | ||||
Mode of Delivery | Face to Face | ||||
Teaching Period | 14 Weeks | ||||
Name of Lecturer | ERGİN ERGİNER (erginerginer@nevsehir.edu.tr) | ||||
Name of Lecturer(s) | ERGİN ERGİNER, | ||||
Language of Instruction | Turkish | ||||
Work Placement(s) | None | ||||
Objectives of the Course | |||||
The aim of this course is to use learning how to teach more effectively to develop critical thinking skills of children. |
Learning Outcomes | PO | MME | |
The students who succeeded in this course: | |||
LO-1 | explain creative thinking skills. Can use creative thinking skills in teaching. |
PO-5 Utilizes theoretical and practical knowledge acquired in the field professionally in the studies within the scope of curriculum development in education. PO-7 Evaluates national and international curriculum by considering learning teaching theories, approaches and principals in the field. PO-8 Integrates knowledge of different disciplines with the knowledge acquired in the field by relating education that is a dynamic field to the basic disciplines that influence it. PO-9 Uses information and communication technologies in theoretical and applied studies in an advanced level. PO-10 Program development and evaluation of domestic and abroad, located problems with, evaluate developments and innovations. PO-12 Carries out a study requiring speciality in the field independently. |
Presentation Performance Project Term Paper Practice Exam |
LO-2 | can develop a new teaching activity. can use creative teaching activities in the classroom. |
PO-5 Utilizes theoretical and practical knowledge acquired in the field professionally in the studies within the scope of curriculum development in education. PO-7 Evaluates national and international curriculum by considering learning teaching theories, approaches and principals in the field. PO-8 Integrates knowledge of different disciplines with the knowledge acquired in the field by relating education that is a dynamic field to the basic disciplines that influence it. PO-9 Uses information and communication technologies in theoretical and applied studies in an advanced level. PO-10 Program development and evaluation of domestic and abroad, located problems with, evaluate developments and innovations. PO-12 Carries out a study requiring speciality in the field independently. |
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PO: Programme Outcomes MME:Method of measurement & Evaluation |
Course Contents | ||
Analytical thinking Creative thinking Critical thinking Problem solving Practical thinking Strategic thinking Alternative thinking Quick thinking Role playing Working independently Ability to work with a group Learning how to teach | ||
Weekly Course Content | ||
Week | Subject | Learning Activities and Teaching Methods |
1 | Concept and types of knowledge, conceptualization and relationship with teaching skill, use in teaching | Concept matching, Acrostics, Acronym, Vision enhancement, Another, Inverted another |
2 | Abstract thinking and relationship with teaching skill, use in teaching | Brainstorm, Six Thinking Hats, Synectics, Fishbone, Tree root, Socratic method, The Little Prince's chair |
3 | Creative thinking and relationship with teaching skill, use in teaching | Creative Drama, Mime, Six Thinking Hats, Brainstorming, Synectics, Küçük Prens sandalyesi, Sıcak sandalye |
4 | Analytical thinking and relationship with teaching skill, use in teaching | Brainstorm, quality house, six thinking hats, Tree root, Socratic method, Fishbone, The Little Prince's chair, Hot chair |
5 | Critical thinking and relationship with teaching skill, use in teaching | Brainstorm, quality house, six thinking hats, Tree root, Socratic method, Fishbone, The Little Prince's chair, Hot chair |
6 | Problem solving skills and relationship with teaching skill, use in teaching | Six Thinking Hats, Brainstorming, Synectics, The Little Prince's chair, Hot chair |
7 | Aesthetic thinking and teaching skill, use in teaching | Creative Drama, Mime, Six Thinking Hats, Brainstorming, Synectics, The Little Prince's chair, Hot chair |
8 | mid-term exam | |
9 | Strategic thinking and relationship with teaching skill, use in teaching | Six Thinking Hats, Brainstorming,Fishbone, Socratic Method, The Little Prince's chair, Hot chair |
10 | Alternative thinking and relationship with teaching skill, use in teaching | Six Thinking Hats, What would you do if it were you? Case study |
11 | Quick thinking and relationship with teaching skill, use in teaching / Practical thinking and relationship with teaching skill, use in teaching | Quick thinking and relationship with teaching skill, use in teaching / Practical thinking and relationship with teaching skill, use in teaching Brainstorming |
12 | Role playing and relationship with teaching skill, use in teaching | Creative Drama, Mime, Six Thinking Hats, Brainstorming, Synectics, The Little Prince's chair, Hot chair |
13 | Working independently and relationship with teaching skill, use in teaching | For one person theatre, Important things |
14 | Ability to work with a group and relationship with teaching skill, use in teaching | Creative Drama, Mime, Six Thinking Hats, Brainstorming, House of quality,Tree root The Little Prince's chair, Hot chair, Fishbone, Teamwork, Philps 66 |
15 | Combining skills | Teamwork, synectics |
16 | final exam | |
Recommend Course Book / Supplementary Book/Reading | ||
1 | Baltacıoğlu, İ. H. (1995). Talim ve Terbiye’de İnkılâp. Haz. R. Canım ve RY Kıncal, İstanbul:. MEB Yay. | |
2 | Erginer, E. (2022). Öğretim İlke ve Yöntemleri, Ankara: Pegem Yayıncılık. | |
3 | Yaylacı, F. (2013). Ders Bilimi. Ankara: Siyasal kitabevi. | |
4 | Michael-Luna, S., & Heimer, L. G. (2012). Creative curriculum and HighScope curriculum. Curriculum in early childhood, 120-132. | |
Required Course instruments and materials | ||
Smart board, Classroom PC, Student PC and others. Classroom teaching platforms |
Assessment Methods | |||
Type of Assessment | Week | Hours | Weight(%) |
mid-term exam | 1 | 1 | 40 |
Other assessment methods | |||
1.Oral Examination | |||
2.Quiz | |||
3.Laboratory exam | |||
4.Presentation | |||
5.Report | |||
6.Workshop | |||
7.Performance Project | |||
8.Term Paper | |||
9.Project | 1 | ||
final exam | 1 | 1 |
Student Work Load | |||
Type of Work | Weekly Hours | Number of Weeks | Work Load |
Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
Outside Class | |||
a) Reading | 3 | 10 | 30 |
b) Search in internet/Library | 2 | 10 | 20 |
c) Performance Project | 5 | 14 | 70 |
d) Prepare a workshop/Presentation/Report | 1 | 14 | 14 |
e) Term paper/Project | 5 | 10 | 50 |
Oral Examination | 0 | ||
Quiz | 0 | ||
Laboratory exam | 0 | ||
Own study for mid-term exam | 0 | ||
mid-term exam | 0 | ||
Own study for final exam | 0 | ||
final exam | 0 | ||
0 | |||
0 | |||
Total work load; | 226 |