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 210 | ||||
| Course Title in English | Teaching Language Skills II: Reading and Writing | ||||
| Course Title in Turkish | Teaching Language Skills II: Reading and Writing | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 110 hours per semester | ||||
| Number of Credits | 4 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | --- | ||||
| Co-requisites | None | ||||
| Registration Restrictions | --- | ||||
| Overall Educational Objective | To improve pedagogical content knowledge about teaching second language reading and writing. | ||||
| Course Description | This course concentrates on building language awareness and teaching skills through a detailed study of techniques and stages of teaching reading, writing and vocabulary to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro-teaching activities focusing on these language skills with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels. | ||||
| Course Description in Turkish | Bu ders dil farkındalığı oluşturmaya ve çeşitli yaş ve dil yeterlik seviyelerinde aşamalarında okuma, yazma ve kelime öğretimi tekniklerinin detaylı bir şekilde öğretim becerilerini kazandırmaya odaklanmaktadır. Aday öğretmenler bu dil becerilerini ders planlama prensiplerine bağlı kalarak çeşitli seviyeler için hem birebir olarak hem de gruplar halinde öğretim etkinliklerinde bulunacaktır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) discuss theoretical concepts in second language reading and writing 2) use various techniques for teaching reading and writing 3) carry out teaching techniques effectively in different pedagogical settings 4) design lessons, activities and units for various proficiency levels of reading and writing 5) suggest principled solutions to problems encountered in teaching reading and writing |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 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 | ŞÜKRÜ NURAL , December 2023 |
| Course Coordinator | ŞÜKRÜ NURAL |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. ŞÜKRÜ NURAL |
Course Contents
| Week | Subject |
| 1) | Course Orientation |
| 2) | Introduction to literacy |
| 3) | Literacy and Nature of Reading |
| 4) | Principles for teaching reading |
| 5) | Principled pedagogy of second language reading |
| 6) | Reading Comprehension 1 |
| 7) | Reading Comprehension 1 |
| 8) | Text-based teaching |
| 9) | The writing process |
| 10) | Responding to writing |
| 11) | Textploitation |
| 12) | Microteaching 1 |
| 13) | Microteaching 2 |
| 14) | Microteaching 3 |
| Required/Recommended Readings | Nation, I.S.P. (2009). Teaching ESL/EFL Reading and Writing. Routledge, Taylor & Francis, U.K. | ||||||||||||||||||
| Teaching Methods | Flipped Learning – Seminar – Discussion – Q & A session. Students are supposed to read the assigned chapter, watch relevant videos and complete pre-class work. Students are expected to participate actively in class discussions to improve their understanding of the core issues at hand. | ||||||||||||||||||
| Homework and Projects | Students will have a reading assignment apart from introductory videos as part of the flipped classroom methodology. Students are also expected to answer questions prior to class and complete tasks based on these videos. | ||||||||||||||||||
| Laboratory Work | --- | ||||||||||||||||||
| Computer Use | For written assignments, online discussion forum, online quiz and communication | ||||||||||||||||||
| Other Activities | --- | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
nurals@mef.edu.tr --- Attendance is required for 70% of the course session, if you exceed this you may fail by F or FX. Any plagiarism or academic dishonesty will be treated very seriously with the most serious appropriate disciplinary action in the education context. Plagiarism involves copying any material from a book, online material, or another student 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. Rules for attendance: The student must attend at least 70% of the classes. 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 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 4 | 5 | 1 | 1 | 28 | ||
| Final Examination | 1 | 10 | 2 | 12 | |||
| Total Workload | 110 | ||||||
| Total Workload/25 | 4.4 | ||||||
| ECTS | 4 | ||||||