School/Faculty/Institute | Faculty of Education | |||||||
Course Code | ELE 302 | |||||||
Course Title in English | Internship II: School Experience and Teacher Assistantship | |||||||
Course Title in Turkish | Internship II: School Experience and Teacher Assistantship | |||||||
Language of Instruction | EN | |||||||
Type of Course | Internship | |||||||
Level of Course | Select | |||||||
Semester | Spring | |||||||
Contact Hours per Week |
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Estimated Student Workload | 602 hours per semester | |||||||
Number of Credits | 10 ECTS | |||||||
Grading Mode | Standard Letter Grade | |||||||
Pre-requisites |
ELE 301 - Internship I: School Experience and Teacher Assistantship |
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Expected Prior Knowledge | None | |||||||
Co-requisites | None | |||||||
Registration Restrictions | None | |||||||
Overall Educational Objective | ||||||||
Course Description | Internship II provides a means by which prospective teachers can link the work of teachers in schools with their university studies. Prospective teachers work in school, with their mentor and other teachers as assigned. They follow structured activities which allow them to get to know the organization and administration of the school and the daily work of the teachers and students. They observe lessons and analyze teaching skills, investigate teaching aids and school resources, consider whole school issues and tutor students who need support in mathematics. The weekly seminar allows the work done each week to be consolidated and set in a wider context, and enables students to share their experiences from schools and classrooms. | |||||||
Course Description in Turkish | Staj II, öğretmen adaylarının öğretmenlerin okullardaki çalışmalarını üniversite çalışmaları ile ilişkilendirebilecekleri bir araç sağlar. Öğretmen adayları okulda, danışmanları ve atanan diğer öğretmenlerle birlikte çalışırlar. Okulun organizasyonunu ve yönetimini ve öğretmen ve öğrencilerin günlük işlerini tanımalarına olanak sağlayan yapılandırılmış etkinlikleri takip ederler. Dersleri gözlemler ve öğretim becerilerini analiz eder, öğretim araçlarını ve okul kaynaklarını araştırır, tüm okul sorunlarını dikkate alır ve matematikte desteğe ihtiyacı olan öğrencilere özel ders verir. Haftalık seminer, her hafta yapılan çalışmaların pekiştirilmesini ve daha geniş bir bağlama oturtulmasını sağlar ve öğrencilerin okul ve sınıf deneyimlerini paylaşmalarını sağlar. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) experienced the life of the classroom in schools 2) observed experienced teachers at work, using schedules and other means of recording 3) completed reflective reports on observation activities performed in school 4) worked with school teachers and students in their daily lessons 5) attended parents and department meetings, observed communication with parents and students 6) tutored some students who need support, 7) worked collaboratively to analyze observations and recordings and plan teaching 8) taught small groups or whole class for short periods before the end of the semester |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
---|---|---|---|---|---|---|---|---|
1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||||
2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||||
3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||||
4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||||
5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||||
6) Internalization and dissemination of professional ethical standards. | ||||||||
7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||||
8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||||
9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||||
10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||||
11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||||
12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||||
13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
N None | S Supportive | H Highly Related |
Program Outcomes and Competences | Level | Assessed by | |
1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
6) | Internalization and dissemination of professional ethical standards. | N | |
7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
Prepared by and Date | RUKİYE DİDEM TAYLAN , |
Course Coordinator | BENGİ BİRGİLİ |
Semester | Spring |
Name of Instructor | Prof. Dr. RUKİYE DİDEM TAYLAN |
Week | Subject |
1) | Course orientation and going over syllabus |
2) | Adventures of an Intern Sharing students’ mathematical thinking and general internships experiences Reading (Classroom Discourse) |
3) | Observing Mathematical Discourse Sharing students’ mathematical thinking and general internships experiences Introduction of the report on observing mathematical discourse (Deadline for the 1st report-15th February) |
4) | Adventures of an Intern Assessment and discussion of the 1st reports Sharing students’ mathematical thinking and general internships experiences Reading: Differentiation of Tasks |
5) | Differentiation of Mathematical Tasks Introduction of the report on differentiation of tasks (observation and your proposal) (Deadline for 2nd report-29th of February) Sharing observations about increasing and decreasing cognitive demands of the tasks. |
6) | Adventures of an Intern Assessment and discussion of the 2nd reports Sharing students’ mathematical thinking and general internships experiences |
7) | Preparing Thinking Through Lesson Plan Protocol Sharing students’ mathematical thinking and general internships experiences Deadline for the 3rd report (March the 15th) Introduction of the report on lesson plan Important reminder: You will use this lesson plan for your whole-class teaching. Please plan accordingly with your mentor teacher. Later in this semester, you will be expected to videotape your whole-class teaching based on this lesson plan. |
8) | Adventures of an Intern Sharing students’ mathematical thinking and general internships experiences Insights about reading Assessment and discussion of the 3nd reports, lesson reflection |
9) | Teaching with Manipulatives or Technology Sharing students’ mathematical thinking and general internships experiences Introduction of the 4th report-observation of teaching with manipulatives or technology in detail (if you do not observe it, you can reflect on your own experience). Readings: Teaching with manipulatives, teaching using technology. Deadline for the 4rd report (April the 5th) |
10) | Adventures of an Intern Sharing students’ mathematical thinking and general internships experiences Insights about reading Teaching reflection |
11) | Teaching Experience Assessment and discussion of the 4th reports Presenting about your whole class teaching experience Deadline for posters: 13th of April |
12) | Providing feedback for peers on posters University within School Symposium Poster Presentation (18th of April) |
13) | Reflections on University within School Symposium Poster Presentation (25th of April) About preparation of portfolios Final reflection due |
14) | Reflections on school experience Overall Reflection- Submission of ELE302 portfolio. |
Required/Recommended Readings | Smith, M., Bill, V., Hughes, E. (2008). Thinking through a Lesson: Successfully Implementing High Level Tasks. Mathematics Teaching in The Middle School. 14, 3. Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the 26th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 773-781). Toronto: Ontario Institute of Studies in Education/University of Toronto. Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. ZDM doi: 10.1007/s11858-015-0717-0 Smith, M.S., & Stein, M.K. (2011). Five practices for orchestrating productive mathematics discussions . Thousand Oaks, CA: Corwin Press. | ||||||||||||||||||
Teaching Methods | |||||||||||||||||||
Homework and Projects | Students will join the classes in the partner schools two-days a week every week. They observe the classroom environment, do reflection, join lesson study seminars with colleagues. Students observe how mentor teacher is conducting school activities and understand the organization and daily work of the school. They begin to differentiate instructional methods, strategies and techniques. They analyze particular teaching skills, and consider whole school issues. Some themes of the weekly activity reports will be discussed in appropriate Methods of Teaching Mathematics course sessions, as instructor sees fitting. | ||||||||||||||||||
Laboratory Work | |||||||||||||||||||
Computer Use | |||||||||||||||||||
Other Activities | |||||||||||||||||||
Assessment Methods |
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Course Administration |
tayland@mef.edu.tr |
Activity | No/Weeks | Hours | Calculation | ||||
No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
Course Hours | 14 | 2 | 3 | 2 | 98 | ||
Presentations / Seminar | 14 | 3 | 6 | 3 | 168 | ||
Project | 14 | 3 | 6 | 3 | 168 | ||
Homework Assignments | 14 | 3 | 6 | 3 | 168 | ||
Total Workload | 602 | ||||||
Total Workload/25 | 24.1 | ||||||
ECTS | 10 |