Information Package / Course Catalogue
| Guidance and Psychological Counseling | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | EDS 335 | ||||
| Course Title in English | IB Programmes: PYP, MYP, DP | ||||
| Course Title in Turkish | IB Programları: PYP, MYP, DP | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 132 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Registration Restrictions | None | ||||
| Overall Educational Objective | To learn the basic components about IB (International Baccalaureate) programmes and applications of these components in teaching and learning contexts | ||||
| Course Description | This course provides students with knowledge and experience to assist them in their journey to become effective IB educators and school counsellors. This is an introductory course covering the basic programme components and applications of three IB programmes: PYP, MYP, DP. The course helps students enriching their knowledge about IB programmes and enable them to apply programme components in school contexts. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) define three IB Programmes: PYP, MYP, DP; 2) outline the curricular components of the IB Programmes: PYP, MYP, DP; 3) recognize programme specific IB guides; 4) identify programme specific aspects to apply in IB schools; 5) describe similarities and differences among three IB Programmes. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | |||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | |||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | |||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | |||||
| 5) Competence in vocational guidance and counseling practices. | |||||
| 6) Understanding of human relations and interaction. | |||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | |||||
| 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) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | |||||
| 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) 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) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | N | |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | N | |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | N | |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | N | |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | N | |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | |
| 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. | H | HW,Presentation |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | H | HW,Presentation |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | H | HW,Presentation |
| 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. | H | HW,Presentation |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | H | HW,Presentation |
| Prepared by and Date | SERVET ALTAN , |
| Course Coordinator | HANDE ÖZKAN |
| Semester | Fall |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Introduction into IB programs: The continuum |
| 2) | Review of philosophical underpinnings for the IB programmes |
| 3) | Overview of IB Primary Years Programme |
| 4) | Exploring sample PYP unit plans; Guest speaker |
| 5) | Overview of IB Middle Years Programme |
| 6) | Exploring sample subject specific or interdisciplinary MYP unit plans; Guest speaker IB School Counsellor Guest Speaker |
| 7) | Overview of IB Diploma Programme |
| 8) | Exploring sample DP syllabi; Guest speaker |
| 9) | Take-Home Midterm |
| 10) | PYP workshop |
| 11) | MYP workshop |
| 12) | DP workshop |
| 13) | The IB Teacher Profile: What are the characteristics of an IB teacher? What do IB programmes offer for IB teachers? Ecosystem in IB schools: What does an IB school look like? |
| 14) | Explore the impact of the three IB programmes: What does the IB research suggest? Conclusions and Q&A |
| 15) | Final Examination Period (Final project) |
| 15) | Final Examination Period (Final project) |
| 16) | Final Examination Period (Final project) |
| Required/Recommended Readings | IB Official Publications (listed PYP, MYP, DP respectively): Primary Years Programme The Learner. (2018). IBO Publishing. Primary Years Programme Learning and Teaching. (2018). IBO Publishing. Primary Years Programme The Learning Community. (2018). IBO Publishing. Middle Years Programme: From Principles into Practice. (2014). IBO Publishing. Language Acquisition Guide. (2020). IBO Publishing. MYP Community Project Guide. (2021). IBO Publishing. Mathematics Guide. (2020). IBO Publishing. Interdisciplinary Teaching and Learning in the MYP. (2021). IBO Publishing. Diploma Programme: From Principles into Practice. (2015). IBO Publishing. Language A: Language and Literature Guide. (2019). IBO Publishing. Language B Guide. (2018). IBO Publishing. Mathematics: analysis and approaches guide. (2019). IBO Publishing. Creativity, Activity, Service Guide. (2015). IBO Publishing. Theory of Knowledge Guide. (2020). IBO Publishing. Other required/recommended readings: Barratt Hacking, E., Blackmore, C., Bullock, K., Bunnell, T., Donnelly, M. & Martin, S. (2018). International mindedness in practice: The evidence from International Baccalaureate Schools, Journal of Research in International Education, 17(1), pp.3-16. Brady, M. (2004). Thinking big: A conceptual framework for the study of everything. Phi Delta Kappan, pp. 276-281. Bullock, K. (2011). International Baccalaureate learner profile: Literature review, 28. Retrieved from http://www.ibo.org/globalassets/publications/ib-research/iblearnerprofileeng.pdf Erickson, H. L. (2012). Concept-based teaching and learning, IB position paper. Fabian, J. (2011). Principled teaching and learning, The Changing Face of International Education, IBO, Cardiff: Wales. Gibson-Langford, L., & Laylock, M. D. (2007). So they can fly… building a community of inquirers, ACEL/ASCD National Conference, Sydney, Australia. Kathy, S. (2003). Framework for a curriculum that is international, IB World, pp. 14-16. Poole, A. (2017). Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile.’ Journal of Research in International Education, 16(3), 248–264. Rivzi, F., Acquaro, D., Quay, J., Sallis, R., Savage, G. & Sobhani, N. (2014). IB Learner Profile: A comparative study of implementation, adaptation and outcomes in India, Australia and Hong Kong, Melbourne Graduate School of Education. Walker, G. (2011). Introduction: Past, present and future, The Changing Face of International Education, pp. 11-14, IBO, Cardiff: Wales. Wiggings, G. (1989). The futility of trying to teach everything of importance, ASCD, pp. 44-59. | |||||||||||||||
| Teaching Methods | Flipped Learning / Constructivist / Student centered /Small group, large group discussion / Small group, large group activities | |||||||||||||||
| Homework and Projects | Weekly Reflective Journals: Students are individually responsible for keeping their own journals. The instructor provides reflection question/s prior and/or after each class for students to reflect upon. Students might write down their notes, insights, ideas, and reflections in a journaling style in a notebook or they might use digital tools to record their videos, voices for their reflection journal each week. Students should share their journals either in a hard copy or an electronic format progressively and at the final date. Midterm: Curriculum/Programme articulation: Identify and critique the key areas of commonality and difference in the three IB programmes Final: Students are going to choose one of the followings and answer related questions: Part 1. (30% + 10%) Write an essay, developing sound arguments, about the advantages of using IB programs in private school context as an alternative to national curriculum. Your argumentation is to include any curriculum, student, teacher, resource and administration related implications (1000-1200 words). Discuss briefly the challenges to the implementation of the IB programs in private school context as an alternative to national curriculum (350-500 words). Part 2. (30% + 10%) Write an essay discussing to what extent IB programs address the needs of today’s learners and society. Consider the learner profile attributes, philosophy, skills that IB programs aim to cultivate, and other related aspects (1000-1200 words). Discuss briefly the role of teacher in an IB classroom considering teacher profile and approaches to teaching and learning (350-500 words). | |||||||||||||||
| Laboratory Work | NA | |||||||||||||||
| Computer Use | ||||||||||||||||
| Other Activities | ||||||||||||||||
| Assessment Methods |
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| Course Administration |
altans@mef.edu.tr Course Policies 1. Active Participation: Active student participation is essential in every aspect of the course, and requires attendance, research, reading, reflection, participation in class discussions, asking questions and giving feedback to students who are making presentations. To meet this requirement, the presence of students in the class is expected and important. Students missing participation in class activities jeopardize their chance to earn a full or passing grade. There must be no more than four students in any collaborative product group. 2. Attendance: Attendance in class activities is required. The instructor may request the withdrawal of students not attending class for more than 10 hours (two weeks). Working collaboratively on projects/research/reports/presentations is an important part of a teacher/counselor's role. Class participation/collaborative produce grades will only be given to students who attend the class and work with their classmates on the projects. 3. Accommodations: Any student needing special accommodations (testing, seating, etc.) must notify the instructor within the first two weeks of class. 4. Late Assignments: Late assignments cannot receive full points. For each 'late' day, five percent of the assignment's total value may be deducted. 5. Academic Integrity: In meeting course requirements, honesty is essential. All students are expected to abide by academic integrity, which prohibits cheating, plagiarizing, or otherwise falsifying results of any work. This applies to exams, papers, reports, and all other assignments. any violation of this policy will be reported to the university administration, and penalties ranging from failure of the assignment to failure of the course will be enforced. 6. Email Addresses: Emails assigned by the university must be used to communicate by the instructor and classmates. Rules for attendance: The student must attend at least 70% of the classes. Academic dishonesty and plagiarism: YOK Disciplinary Regulation |
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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 | 1 | 84 | ||
| Homework Assignments | 14 | 0 | 1 | 14 | |||
| Midterm(s) | 1 | 16 | 2 | 18 | |||
| Paper Submission | 1 | 16 | 16 | ||||
| Total Workload | 132 | ||||||
| Total Workload/25 | 5.3 | ||||||
| ECTS | 5 | ||||||