Bilgi Paketi / Ders Kataloğu
| İlköğretim Matematik Öğretmenliği | |||||
| Lisans | Programın Süresi: 4 | Kredi Sayısı: 240 | TYYÇ: 6. Düzey | QF-EHEA: 1. Düzey | EQF: 6. Düzey |
Ders Genel Tanıtım Bilgileri
| Yüksekokul/Myo/Fakülte/Enstitü | Eğitim Fakültesi | ||||
| Ders Kodu | EDS 302 | ||||
| Ders Adı İngilizce | Classroom Management | ||||
| Ders Adı Türkçe | Sınıf Yönetimi | ||||
| Öğretim Dili | EN | ||||
| Ders Türü | Ters-Yüz Öğrenme | ||||
| Dersin Düzeyi | Orta | ||||
| Dönem | Güz | ||||
| Haftalık İletişim Saatleri |
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| Tahmini Öğrenci İş Yükü | Dönem boyunca 93 saat | ||||
| Ders Kredileri | 4 AKTS | ||||
| Değerlendirme | Standart Harf Notu | ||||
| Ön Koşul |
EDS 103 - Educational Psychology EDS 101 - Introduction to Educational Sciences |
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| Yan Koşul | Yok | ||||
| Beklenen Ön Bilgi | Educational Psychology EDS 103 | ||||
| Kayıt Kısıtlamaları | Sadece Lisans öğrencileri | ||||
| Genel Eğitim Hedefi | Dersi başarıyla tamamlayan öğrencinin aşağıdakileri yapabilmesi beklenmektedir: --sınıf yönetiminin tanımını anlayın --sınıftaki fiziksel tasarımın ilkelerini anlamak --sınıftaki Kural ve Rutinlerin ilkelerini anlamak --İlişki kurmanın ilkelerini anlamak (öğrenciler, ebeveynler, iş arkadaşları) --Sınıf yönetimi açısından öğretime katılmanın ilkelerini anlamak --Disiplin sorunlarını ele alın --bir ders için plan yapın --Mesleki gelişim için plan yapın | ||||
| Ders Açıklaması | Bu ders, Sınıf Yönetiminin hem teorik hem de pratik yönlerini kapsar Bu dersin temel amacı, öğretmenlerin etkili sınıf yöneticileri olmalarına yardımcı olmaktır. Her bölüm aşağıdakilerden birine odaklanır: Bu modelde gösterilen kilit alanlar ve bir öğretmenin genel sınıf yönetimi planı için önemi. Belirli teknik ve strateji örnekleri, farklı bir sınıf düzeyi ve bağlamı temsil eden örnekler aracılığıyla sunulur. |
Ders Öğrenme Çıktıları ve YeterliliklerBu dersi başarıyla tamamlayabilen öğrenciler:1) Olumlu öğretmen-öğrenci ilişkileri kurun. 2) Yıkıcı davranışlara yönelik yanıtlardan oluşan bir araç seti oluşturun 3) Etkili sınıf prosedürleri ve rutinleri tasarlayın 4) Sınıfın fiziksel ortamını çeşitli öğrenme ihtiyaçlarına göre düzenleyin 5) Etkili sınıf yönetimine katkıda bulunan faktörleri açıklayın |
| Program Öğrenme Çıktıları/Ders Öğrenme Çıktıları | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | |||||
| 2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | |||||
| 3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | |||||
| 4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | |||||
| 5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | |||||
| 6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | |||||
| 7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | |||||
| 8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | |||||
| 9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | |||||
| 10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | |||||
| 11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | |||||
| 12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | |||||
| 13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | |||||
| 14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
Program Sonuçları ve Yeterliliklerle İlişkisi
| N Yok | S Destekleyici | H Çok İlgili |
| Program Çıktıları ve Yeterlilikler | Düzey | Değerlendirme | |
| 1) | Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | N | |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | N | |
| 3) | Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | N | |
| 4) | Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | S | Derse Katılım,Sunum |
| 5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | N | |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | H | Sınav |
| 7) | Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | S | Sunum |
| 8) | Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | N | |
| 9) | Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | N | |
| 10) | Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | N | |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | Derse Katılım |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | N | |
| 13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
| 14) | Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. | N |
| Hazırlayan ve Tarih | SERVET ALTAN , February 2024 |
| Ders Koordinatörü | SERVET ALTAN |
| Dönem | Güz |
| Dersi Veren(ler) |
Ders İçeriği
| Hafta | Konu |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. |
| 2) | 2. Knowledge that will enable teachers to develop the skills to cope with problems they encounter in the school environment. |
| 3) | 3. Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. |
| 4) | 4. Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. |
| 5) | 5. Competence in vocational guidance and counseling practices. |
| 6) | 6. Understanding of human relations and interaction. |
| 7) | 7. Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. |
| 8) | 8. Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. |
| 9) | 9. APPROACHES TO CLASSROOM MANAGEMENT |
| 10) | 10. Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. |
| 11) | 11. Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. |
| 12) | CLASSROOM MANAGEMENT ISSUES: MEDIA AND MESSAGES |
| 13) | COMMUNICATIONS WITH FAMILIES AND COMMUNITY |
| 14) | Classroom Management in Early Childhood Behavior |
| 15) | Final Presentations |
| 16) | Final Presentations |
| 16) | Final Presentations |
| Gerekli/Tavsiye Edilen Okumalar | Garrett, T. (2014). Effective Classroom Management -The Essentials Teachers College, Columbia University. James S. Cangelosi - Wiley (2014) Classroom Management Strategies, Extra materials and readings will be provided by the instructor. | ||||||||||||||||||
| Öğretme Teknikleri | Bunu takip eden hem öğrenciler hem de öğretim personeli için öğretim stratejisi ve beklentiler. Öğrenci çalışma modları (bağımsız ve/veya takım halinde). Dış toplulukla (coğrafi veya endüstri sektörü) herhangi bir çalışma. | ||||||||||||||||||
| Ödev ve Projeler | Physical Design (15%) Rules and Routines (15%) Engaging Intruction (10%) Parent Emails (10%) Lesson Plan (20%) Final Project (30%) | ||||||||||||||||||
| Laboratuvar Çalışması | |||||||||||||||||||
| Bilgisayar Kullanımı | |||||||||||||||||||
| Diğer Aktiviteler | |||||||||||||||||||
| Değerlendirme Yöntemleri |
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| Ders Yönetimi |
altans@mef.edu.tr |
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AKTS Öğrenci İş Yükü Tahmini
| AKtivite | Hafta Sayısı | Saat | Hesaplama | ||||
| Yarıyıl Başına Hafta Sayısı | Etkinliğe Hazırlık | Etkinliğin Kendisinde Harcanan | Etkinlik Gereksinimlerini Tamamlama | ||||
| Ders Saati | 14 | 1 | 2 | 1 | 56 | ||
| Proje | 4 | 3 | 3 | 2 | 32 | ||
| Ara Sınavlar | 1 | 2 | 2 | 1 | 5 | ||
| Toplam İş Yükü | 93 | ||||||
| Toplam İş Yükü/25 | 3.7 | ||||||
| AKTS | 4 | ||||||