Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | ELT 305 | |||||
| Course Title in English | Special Teaching Methods II | |||||
| Course Title in Turkish | Special Teaching Methods II | |||||
| Language of Instruction | EN | |||||
| Type of Course | Exercise,Flipped Classroom,Guided Personal Study,Lecture,Project,Seminar | |||||
| Level of Course | Advanced | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 136 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | --- | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To develop an understanding of recent topics and pedagogical considerations as well as current approaches in the teaching of English as a second or foreign language. | |||||
| Course Description | As a continuation of Special Teaching Methods I, this course reviews theories, pedagogical considerations and current methodology in the teaching of English as a second or foreign language. The course will help students gain in-depth knowledge about these methods and practice in their application in the classroom and designing different types of syllabus. An emphasis will be placed on developing task-based, communicative, and content and language integrated types of syllabi. This course also helps students gain an understanding of the steps of action research and why it is critical for practitioners. Last but not least, students will explore ways of integrating current computer and online technology into their designs of syllabus and lesson plans and teaching practices. | |||||
| Course Description in Turkish | Özel Öğretim Yöntemleri I dersinin devamı niteliğinde bu ders ikinci ve yabancı dil olarak İngilizce öğretiminde kuramları, pedagojik konuları ve mevcut metodolojiyi inceler. Derste, öğrenciler bu yöntemler hakkında derinlemesine bilgi edinecek ve sınıftaki uygulamalarında pratik yapacak ve farklı müfredat türlerini tasarlayabilecektir. Görev tabanlı, iletişimsel ve içerik ve dil entegre öğretim türleri geliştirmeye ağırlık verilecektir. Bu ders aynı zamanda öğrencilerin eylem araştırmalarının aşamalarını ve uygulayıcılar için neden kritik olduğunu anlamalarını sağlar. Son olarak, öğrenciler, mevcut bilgisayar ve çevrimiçi teknolojiyi müfredat ve ders planları ve öğretim uygulamaları tasarımlarına entegre etme yollarını keşfedeceklerdir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) compare different types of curriculum and syllabus designs used in ELT. 2) prepare lesson plans based on different types of syllabus and curriculum designs. 3) discuss current trends and approaches in ELT 4) apply current trends and methods/approaches in lesson plans. 5) understand the main principles of action research in education and design an action research study. 6) understand and define the 21st century skills and apply this knowledge in lesson plans and material designs. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 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. |
Relation to Program Outcomes and Competences
| 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 | DERYA ALTINMAKAS , December 2023 |
| Course Coordinator | DERYA ALTINMAKAS |
| Semester | Fall |
| Name of Instructor | Assoc. Prof. Dr. HATİME ÇİFTÇİ |
Course Contents
| Week | Subject |
| 1) | Introduction & Orientation to the course and syllabus. |
| 2) | Curriculum, Course Design, Lesson Planning: *Richards & Rodgers (2014): Ch.21 |
| 3) | Curriculum, Course Design, Lesson Planning: *Brown & Lee (2015): Ch. 9 &10 |
| 4) | 21st Century Skills & New Literacies & Digital Literacies: *Partnership for 21st Century Skills. (2004). Framework for 21st Century Learning. National Council of Teachers of English. (2007). 21st century literacies. AdLit.org. Washington, DC. |
| 5) | Analysis and evaluation of curricula, course designs and lesson plans. |
| 6) | Social justice, critical pedagogy and language education *Chapters from Ortaçtepe- Hart (2023), related articles/videos and lecture notes. |
| 7) | Social justice, critical pedagogy and language education *Chapters from Ortaçtepe- Hart (2023), related articles/videos and lecture notes. |
| 8) | Teaching English as an International Language (EIL) / a Lingua Franca (ELF): Bayyurt, Y., & Sifakis, N. C. (2015). Developing an ELF-aware pedagogy: Insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English (pp. 55–76). Newcastle upon Tyne: Cambridge Scholars Publishing. Matsuda A. (2019). World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm. World Englishes, 38, 144–154. |
| 9) | Designing Action Research: *Cohen, Manion, Morrison (2018), Ch.22 |
| 10) | Critical Contemplative Pedagogy, Mindfulness, Positive Psychology, Social- emotional approach in Language teaching: Jin, Y. and Dewaele, Jean-Marc and MacIntyre, P. (2021) Reducing anxiety in the foreign language classroom: a positive psychology approach. System, 101. O'Donnell, A. (2015), Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction. Journal of Philosophy of Education, 49: 187-202. |
| 11) | The use of literature in foreign language classrooms Naji et al. (2019) *Ch.1 Why is literature important for language learning? /Ch. 5 Literature and Technology Ch. 7 Literature and multimodality/ Ch. 8 New Literatures in New Englishes |
| 12) | The use of literature in foreign language classrooms cont’d. Designing online language teaching courses for Adult learners |
| 13) | Q&A session for Final Projects |
| 14) | Designing online language teaching courses for Adult learners cont’d. Revision and Feedback |
| 15) | Final Project |
| 16) | Final Assessment Period |
| Required/Recommended Readings | Reading texts and materials will be provided on BlackBoard (BB). Please, check the syllabus and the resources on a regular basis. | ||||||||||||||||||
| Teaching Methods | Some lecture, but mostly seminar/discussion. Students will work in groups to negotiate understanding of the issues and conduct an action research study. Students will read the assigned chapter and watch videos and complete pre-class work before coming to class. Group and class discussion and student presentations will take place in class. Students are expected to participate actively in class discussions. | ||||||||||||||||||
| Homework and Projects | You will work in groups to design and conduct an action research study during the term, which will help you gain perspective on the value of action research as well as insights into your classroom experience. You will review the appropriate literature, design a method to conduct needs analysis, and design a syllabus and/or lesson plan to meet the needs of the specified context. Details will be provided during the class. | ||||||||||||||||||
| Laboratory Work | --- | ||||||||||||||||||
| Computer Use | For written assignments, online discussion forum, online quiz and communication. | ||||||||||||||||||
| Other Activities | Group and whole class discussions, presentations and project | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
altinmakasd@mef.edu.tr 543 Attendance is required for 70% of the course session for successful completion of the course. Any plagiarism or academic dishonesty will be treated with the most appropriate disciplinary action. Plagiarism involves copying any material from a book, online material, any AI generated information or another student’s, or your own papers previously completed and graded in other classes without using proper citation. Plagiarism also involves asking anyone to review or do your assignment. Statement on academic dishonesty and plagiarism: Law on Higher Education Article 54. |
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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 | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Homework Assignments | 4 | 4 | 3 | 28 | |||
| Final Examination | 1 | 8 | 2 | 10 | |||
| Total Workload | 136 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||