School/Faculty/Institute	Faculty of Education
Course Code	ELE 231
Course Title in English	Using Video as a Tool in Teacher Learning
Course Title in Turkish	Using Video as a Tool in Teacher Learning
Language of Instruction	EN
Type of Course	Lecture
Level of Course	Select
Semester	Fall
Contact Hours per Week	Lecture: 3 Recitation: Lab: Other:
Estimated Student Workload	158 hours per semester
Number of Credits	5 ECTS
Grading Mode	Standard Letter Grade
Pre-requisites	None
Expected Prior Knowledge	Introduction to Mathematics Teaching Introduction to Educational Sciences Turkish Educational System and School Management Educational Psychology (can be taken at the same time as well)
Co-requisites	None
Registration Restrictions	Only Undergraduate Students
Overall Educational Objective	To develop professional vision and prepare prospective teachers for teaching profession.
Course Description	The students observe exemplary and typical cases of mathematics teaching and learning. They learn how to attend to most significant events in teaching as well as how to interpret them. They also learn how to conduct clinical interviews and how to respond to student thinking.
Course Description in Turkish	Öğrenciler, örnek teşkil eden ve tipik matematik öğretme ve öğrenme durumlarını gözlemler. Öğretim anında en önemli olaylara nasıl dahil olacağını ve bu durumları nasıl yorumlanacağını öğrenirler. Ayrıca klinik görüşmelerin nasıl yapılacağını ve öğrenci düşüncesine nasıl cevap verileceğini öğrenirler.

Course Learning Outcomes and Competences Upon successful completion of the course, the learner is expected to be able to: 1) 2) 3) 4)

Program Learning Outcomes/Course Learning Outcomes	1	2	3	4
1) Psikolojideki başlıca kavramlar, teorik perspektifler, deneysel bulgular ve tarihsel eğilimler hakkında kapsamlı bilgi edinilmesi.
2) Psikolojide temel araştırma yöntemlerini, ayrıca araştırma tasarımı, veri analizi ve veri yorumlama anlama ve uygulama becerisi.
3) Davranış ve zihinsel süreçlerle ilgili problemleri çözmek için eleştirel ve yaratıcı düşünme, şüpheci sorgulama ve bilimsel bir yaklaşım kullanma yetkinliği.
4) Psikolojik ilke, beceri ve değerleri kişisel, sosyal ve örgütsel bağlamlarda anlama ve uygulama becerisi.
5) Psikoloji disipliniyle bağlantılı olan kanıtları değerlendirme, belirsizliği tolere etme ve diğer değerleri yansıtma becerisi.
6) Mesleki etik standartların içselleştirilmesi ve yayılması.
7) Psikoloji ve diğer sosyal bilimler alanlarında bilgi edinme amacıyla bilgi teknolojileri, bilgisayar ve diğer teknolojileri kullanma konusunda yetkinlik gösterme.
8) Psikoloji bilimi bilgisini Türkçe ve en azından CEFR B2 düzeyinde İngilizce olmak üzere çeşitli formatlarda etkili bir şekilde iletme becerisi.
9) Sosyokültürel ve uluslararası çeşitliliğin karmaşıklığını tanıma, anlama ve buna saygı gösterme.
10) Yaşam boyu öğrenme, araştırma ve kendini geliştirme ihtiyacını tanıma ve bu doğrultuda beceriler geliştirme.
11) Psikolojik teori ve literatüre dayanarak eleştirel hipotezler oluşturma ve bu hipotezleri test etmek için çalışmalar tasarlama becerisi.
12) Bağımsız olarak bilgi edinme ve kendi öğrenimini planlama becerisi.
13) Yazılı çalışmaların ve sunumların netliği ve düzeni konusunda ileri düzeyde yetkinlik gösterme.

Relation to Program Outcomes and Competences

N None	S Supportive	H Highly Related

	Program Outcomes and Competences	Level	Assessed by
1)	Psikolojideki başlıca kavramlar, teorik perspektifler, deneysel bulgular ve tarihsel eğilimler hakkında kapsamlı bilgi edinilmesi.	N
2)	Psikolojide temel araştırma yöntemlerini, ayrıca araştırma tasarımı, veri analizi ve veri yorumlama anlama ve uygulama becerisi.	N
3)	Davranış ve zihinsel süreçlerle ilgili problemleri çözmek için eleştirel ve yaratıcı düşünme, şüpheci sorgulama ve bilimsel bir yaklaşım kullanma yetkinliği.	H	Exam,HW,Participation
4)	Psikolojik ilke, beceri ve değerleri kişisel, sosyal ve örgütsel bağlamlarda anlama ve uygulama becerisi.	N
5)	Psikoloji disipliniyle bağlantılı olan kanıtları değerlendirme, belirsizliği tolere etme ve diğer değerleri yansıtma becerisi.	N
6)	Mesleki etik standartların içselleştirilmesi ve yayılması.	N
7)	Psikoloji ve diğer sosyal bilimler alanlarında bilgi edinme amacıyla bilgi teknolojileri, bilgisayar ve diğer teknolojileri kullanma konusunda yetkinlik gösterme.	N
8)	Psikoloji bilimi bilgisini Türkçe ve en azından CEFR B2 düzeyinde İngilizce olmak üzere çeşitli formatlarda etkili bir şekilde iletme becerisi.	N
9)	Sosyokültürel ve uluslararası çeşitliliğin karmaşıklığını tanıma, anlama ve buna saygı gösterme.	S	Participation
10)	Yaşam boyu öğrenme, araştırma ve kendini geliştirme ihtiyacını tanıma ve bu doğrultuda beceriler geliştirme.	S	HW,Participation
11)	Psikolojik teori ve literatüre dayanarak eleştirel hipotezler oluşturma ve bu hipotezleri test etmek için çalışmalar tasarlama becerisi.	N
12)	Bağımsız olarak bilgi edinme ve kendi öğrenimini planlama becerisi.	S	Exam,HW
13)	Yazılı çalışmaların ve sunumların netliği ve düzeni konusunda ileri düzeyde yetkinlik gösterme.	H	Exam,HW

Prepared by and Date	RUKİYE DİDEM TAYLAN ,
Course Coordinator	BENGİ BİRGİLİ
Semester	Fall
Name of Instructor	Prof. Dr. RUKİYE DİDEM TAYLAN

Course Contents

Hafta	Konu
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)

Required/Recommended Readings	Required readings: Driscoll, M. & Moyer, J. (2001). Using students’ work as a lens on algebraic thinking. Mathematics Teaching in the Middle School, 6 (5). Edwards, T.G. (2000). Some big ideas of algebra in middle grades. Mathematics Teaching in the Middle School, 6 (1). Ellemor-Collins, D. & Wright, R. (2008). Assessing student thinking about arithmetic. Teaching Children’s Mathematics, 15 (2). Ginsburg, H. P., & Seo, K. H. (1999). Mathematics in children’s Thinking. In Mathematical Thinking and Learning, Lawrence Erbaum Associates Inc. Hunting, H. P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathematical Behavior, 16 (2), 145-165. Merritt, E., Rimm-Kaufman, S., Berry, R., Walkowiak, T., & McCracken, E. (2010). A reflection framework for teaching math. Teaching Children Mathematics, 17(4), 238 –248. Santagata, R. (2010). Learning from teaching: Why analysis abilities are an important component of teacher knowledge. Stigler, J. W., & Hiebert, J. (2009). Closing the teaching gap. Phi Delta Kappan, 91(3), 32–37. Van Es, E., Stockero, S. L., Sherin, M.G., van Zoest, L.R., Dyer, E. (2015). Making the most of teacher self-captured video. Mathematics Teacher Educator, 4 (1). Recommended readings: Mateas,V. (2016). Debunking myths about the Standards for Mathematical Practice. Mathematics Teaching in Middle School, 22 (2). Karp, K.S., Bush, S.B., & Dougherty, B. J. (2015). 12 Math Rules that expire in the middle grades. Mathematics Teaching in Middle School. Website resources: You will be asked to use the following websites frequently, especially the first one. Try to get familiar with the interface and resources. Create an account for free. TIMSS video study webpage: http://www.timssvideo.com/videos/Mathematics Teaching Channel webpage: https://www.teachingchannel.org/videos/number-talks-for-assessments
Teaching Methods	Flipped Classroom model will be used while teaching this course. Students will gain first exposure to new course material outside of class, usually via reading or watching lecture videos/audios, and then class time will be used to assimilate that knowledge through classroom discussion. Students will access key course content individually prior to class time, generate their questions, underline the points that they find most difficult or hardly understand, and then meet face-to-face in the larger group with similar misunderstandings to explore content through active learning and engagement strategies. Students will assume responsibility of their own learning, and study core content before class. Students will be required to view different types of video materials related to teaching and learning and asked to provide reflections based on their own knowledge as learners and referencing the readings. Students will be asked to post their comments on the online discussion forums via blackboard ad provide feedback to their peers as well as react to readings or video materials. It is important that feedback is given in a constructive, thoughtful and professional manner. Students are expected to watch the relevant week’s video/audio before attending the class, and track their progress toward fulfilling the requirements of the course. Students will be asked to actively participate in their own learning by videotaping their clinical interviews and assessing their own progress. It is important that clinical interviews are conducted in a professional manner.
Homework and Projects	Clinical Interview Final Project. Details to be announced. Online Reflections through Blackboard. Details to be announced. Watching Assigned Video Material and Doing Readings Assigned Each Week. Self-explanatory. Don’t forget to take notes for your own learning. Submitting Article Summary Pay attention to the following when you are asked to submit a summary: Did you provide the main ideas from the text considering everything written? (You should) Did you include your own personal opinion? (You should not take a stance or provide your comments) 3. Did you use authors’ words in your own text? (You should use your own words, otherwise you are doing plagiarism) Flipped video on summarizing: http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm
Laboratory Work	None
Computer Use	None
Other Activities	None
Assessment Methods	Assessment Tools Count Weight Devam 1 % 10 Ödev 1 % 10 Sunum 1 % 10 Projeler 1 % 40 Rapor Teslimi 1 % 30 TOTAL % 100
Course Administration	tayland@mef.edu.tr +90 212 395 36 23 Asst. Prof. Dr. Rukiye Didem Taylan Office: 5th Floor Office Phone: +90 212 395 36 23 E-mail Address: tayland@mef.edu.tr Class Hours: Monday 15:30 – 16:50 pm (A108) Wednesday 16:30 - 17:50 pm (A108) Office Hours: Wednesday 10:00 am – 11:00 am You are encouraged to take advantage of instructor office hours for help with coursework or anything else connected with the course and your progress. Please feel free to communicate your concerns whenever you get stuck on anything that I may help. Your ideas, comments, suggestions, questions are also welcome. Grading Policies: Attendance will be taken strictly during the semester. Failing to attend to four courses will result in one full grade drop in your final grade. After four cases of absence every absence will deduct half a grade from your final grade. Academic Dishonesty/Misbehavior: Any activity that tends to compromise the academic integrity of MEF University or subvert the education process. Students who commit or assist in committing dishonest acts such as cheating, fabrication, and plagiarism are subject to downgrading (to a failing grade for the test, or other course-related activity/assignment, or for the entire course) and/or additional sanctions as described in the Student Code of Conduct at MEF University. Academic dishonesty and plagiarism: YOK Disciplinary Regulation

ECTS Student Workload Estimation

Activity	No/Weeks	Hours			Calculation
	No/Weeks per Semester	Preparing for the Activity	Spent in the Activity Itself	Completing the Activity Requirements
Ders Saati	14	2	3	2	98
Proje	5	5	2	5	60
Total Workload					158
Total Workload/25					6.3
ECTS					5