| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | ELE 432 | ||||
| Course Title in English | Lesson Study and Clinical Interview Experiences for Prospective Teachers | ||||
| Course Title in Turkish | Lesson Study and Clinical Interview Experiences for Prospective Teachers | ||||
| Language of Instruction | EN | ||||
| Type of Course | Lecture | ||||
| Level of Course | Select | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 98 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 | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To develop professional vision and pedagogical content knowledge and prepare prospective teachers for teaching profession. | ||||
| Course Description | The students learn how to conduct clinical interviews and how to respond to student thinking. The students learn how to participate in a lesson study cycle by learning to attend to significant aspects of teaching and learning and providing feedback for colleagues. | ||||
| Course Description in Turkish | Öğrenciler klinik görüşmelerin nasıl yapılacağını ve öğrenci düşüncesine nasıl cevap verileceğini öğrenirler. Öğretimle ilgili önemli durumlara odaklanarak ders imecesi (planı ve öğretimi) döngüsüne katılırlar ve arkadaşlarına geridönüt vermeyi öğrenirler. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) exhibit professional noticing skills, attending to and interpreting student thinking in meaningful ways; 2) demonstrate reflection skills as teacher candidates; 3) understand fundamentals of conducting clinical interviews and practicing clinical interviews; 4) understand how to observe lessons; 5) exhibit reading and writing skills as well as provide feedback. |
| 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. |
| 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) | Introduction Information on the syllabus and norms of participating and contributing to in class and online discussions. |
| 2) | Clinical Interview Introduction (Reading and discussion board) |
| 3) | Different types of clinical interviews, mock clinical interview in class and reflecting on the experience Reading and Discussion board |
| 4) | Reflections on Clinical Interview Videos How to Design Clinical Interview |
| 5) | Conducting Clinical Interview |
| 6) | Presentations and Reflections on Clinical Interview |
| 7) | Introducing Lesson Study Research and Lesson Planning in Collaboration |
| 8) | Lesson Planning in Collaboration |
| 9) | Enactment of Lesson Plan and Watching the 1st cycle |
| 10) | Lesson Analysis and Lesson Plan Improvement |
| 11) | Enactment of Revised Lesson Plan and Watching the 2nd cycle |
| 12) | Reflecting on the Lesson Study Cycle |
| 13) | Conducting Final Clinical Interviews |
| 14) | Final Reflections |
| 15) | Final Examination Period. |
| 16) | Final Examination Period. |
| Required/Recommended Readings | Required readings: Ellemor-Collins, D. L., & Wright, R. J. (2008). Assessing student thinking about arithmetic: Videotaped interviews. Teaching Children Mathematics, 15(2), 106–109. Ginsburg, H. P., & Seo, K. H. (1999). Mathematics in children’s thinking. In Mathematical Thinking and Learning, Lawrence Erbaum Associates Inc. Groth, R.E., Bergner, J.A., & Burgess, C.R. (2016). An Exploration of prospective teachers’ learning of clinical interview techniques. Mathematics Teacher Education and Development, 18(2), 48-71. Hunting, H. P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathematical Behavior, 16 (2), 145-165. 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). Lesson Study Handbook, retrieved from: https://www.projectmaths.ie/documents/LessonStudy1718/LessonStudyHandbook.pdf | |||||||||||||||||||||
| 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 Assignments. Details to be announced in the class and on the blackboard. Online Reflections through Blackboard (discussion form and journals, surveys announced on the blackboard). Lesson Study Reflection. Details to be announced in the class and on the blackboard. Watching Assigned Video Material and Doing Readings Assigned Each Week. Self-explanatory. Don’t forget to take notes for your own learning. Note: Please follow the blackboard and announcements in the class as the syllabus content may change according to the needs of the learners. | |||||||||||||||||||||
| Laboratory Work | None | |||||||||||||||||||||
| Computer Use | None | |||||||||||||||||||||
| Other Activities | None | |||||||||||||||||||||
| Assessment Methods |
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| 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: Tuesday A 111 10:00-13:00 Office Hours: Wednesday 15:00 am – 16:00 pm 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 |
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| 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 | ||
| Total Workload | 98 | ||||||
| Total Workload/25 | 3.9 | ||||||
| ECTS | 5 | ||||||