Information Package / Course Catalogue
ELE 302 Internship II: School Experience and Teacher Assistantship
MEF University
Degree Programs
Elementary Mathematics Education
General Information For Students
Diploma SupplementErasmus Policy Statement
Elementary Mathematics Education
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 ELE 302
Course Title in English Internship II: School Experience and Teacher Assistantship
Course Title in Turkish Internship II: School Experience and Teacher Assistantship
Language of Instruction EN
Type of Course Internship
Level of Course Seçiniz
Semester Spring
Contact Hours per Week
Lecture: 2 Recitation: Lab: Other:
Estimated Student Workload 602 hours per semester
Number of Credits 10 ECTS
Grading Mode Standard Letter Grade
Pre-requisites ELE 301 - Internship I: School Experience and Teacher Assistantship
Expected Prior Knowledge None
Co-requisites None
Registration Restrictions None
Overall Educational Objective
Course Description Internship II provides a means by which prospective teachers can link the work of teachers in schools with their university studies. Prospective teachers work in school, with their mentor and other teachers as assigned. They follow structured activities which allow them to get to know the organization and administration of the school and the daily work of the teachers and students. They observe lessons and analyze teaching skills, investigate teaching aids and school resources, consider whole school issues and tutor students who need support in mathematics. The weekly seminar allows the work done each week to be consolidated and set in a wider context, and enables students to share their experiences from schools and classrooms.
Course Description in Turkish Staj II, öğretmen adaylarının öğretmenlerin okullardaki çalışmalarını üniversite çalışmaları ile ilişkilendirebilecekleri bir araç sağlar. Öğretmen adayları okulda, danışmanları ve atanan diğer öğretmenlerle birlikte çalışırlar. Okulun organizasyonunu ve yönetimini ve öğretmen ve öğrencilerin günlük işlerini tanımalarına olanak sağlayan yapılandırılmış etkinlikleri takip ederler. Dersleri gözlemler ve öğretim becerilerini analiz eder, öğretim araçlarını ve okul kaynaklarını araştırır, tüm okul sorunlarını dikkate alır ve matematikte desteğe ihtiyacı olan öğrencilere özel ders verir. Haftalık seminer, her hafta yapılan çalışmaların pekiştirilmesini ve daha geniş bir bağlama oturtulmasını sağlar ve öğrencilerin okul ve sınıf deneyimlerini paylaşmalarını sağlar.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) experienced the life of the classroom in schools
2) observed experienced teachers at work, using schedules and other means of recording
3) completed reflective reports on observation activities performed in school
4) worked with school teachers and students in their daily lessons
5) attended parents and department meetings, observed communication with parents and students
6) tutored some students who need support,
7) worked collaboratively to analyze observations and recordings and plan teaching
8) taught small groups or whole class for short periods before the end of the semester
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4 5 6 7 8
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.

Relation to Program Outcomes and Competences

N None S Supportive H Highly Related
     
Program Outcomes and Competences Level Assessed by
1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. S Participation,Presentation,Project
2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. H Participation,Project
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. S Participation,Project
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. H Project
5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. H HW,Participation
6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. S Participation,Project
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. H Participation,Project
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. S Participation,Project
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. S Project
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. H HW,Participation
11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. N
12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. S Select,HW,Participation
13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. S Project
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. S HW,Participation,Project
Prepared by and Date RUKİYE DİDEM TAYLAN ,
Course Coordinator BENGİ BİRGİLİ
Semester Spring
Name of Instructor Prof. Dr. RUKİYE DİDEM TAYLAN

Course Contents

Week Subject
1) Course orientation and going over syllabus
2) Adventures of an Intern Sharing students’ mathematical thinking and general internships experiences Reading (Classroom Discourse)
3) Observing Mathematical Discourse Sharing students’ mathematical thinking and general internships experiences Introduction of the report on observing mathematical discourse (Deadline for the 1st report-15th February)
4) Adventures of an Intern Assessment and discussion of the 1st reports Sharing students’ mathematical thinking and general internships experiences Reading: Differentiation of Tasks
5) Differentiation of Mathematical Tasks Introduction of the report on differentiation of tasks (observation and your proposal) (Deadline for 2nd report-29th of February) Sharing observations about increasing and decreasing cognitive demands of the tasks.
6) Adventures of an Intern Assessment and discussion of the 2nd reports Sharing students’ mathematical thinking and general internships experiences
7) Preparing Thinking Through Lesson Plan Protocol Sharing students’ mathematical thinking and general internships experiences Deadline for the 3rd report (March the 15th) Introduction of the report on lesson plan Important reminder: You will use this lesson plan for your whole-class teaching. Please plan accordingly with your mentor teacher. Later in this semester, you will be expected to videotape your whole-class teaching based on this lesson plan.
8) Adventures of an Intern Sharing students’ mathematical thinking and general internships experiences Insights about reading Assessment and discussion of the 3nd reports, lesson reflection
9) Teaching with Manipulatives or Technology Sharing students’ mathematical thinking and general internships experiences Introduction of the 4th report-observation of teaching with manipulatives or technology in detail (if you do not observe it, you can reflect on your own experience). Readings: Teaching with manipulatives, teaching using technology. Deadline for the 4rd report (April the 5th)
10) Adventures of an Intern Sharing students’ mathematical thinking and general internships experiences Insights about reading Teaching reflection
11) Teaching Experience Assessment and discussion of the 4th reports Presenting about your whole class teaching experience Deadline for posters: 13th of April
12) Providing feedback for peers on posters University within School Symposium Poster Presentation (18th of April)
13) Reflections on University within School Symposium Poster Presentation (25th of April) About preparation of portfolios Final reflection due
14) Reflections on school experience Overall Reflection- Submission of ELE302 portfolio.
Required/Recommended ReadingsSmith, M., Bill, V., Hughes, E. (2008). Thinking through a Lesson: Successfully Implementing High Level Tasks. Mathematics Teaching in The Middle School. 14, 3. Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the 26th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 773-781). Toronto: Ontario Institute of Studies in Education/University of Toronto. Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. ZDM doi: 10.1007/s11858-015-0717-0 Smith, M.S., & Stein, M.K. (2011). Five practices for orchestrating productive mathematics discussions . Thousand Oaks, CA: Corwin Press.
Teaching Methods
Homework and ProjectsStudents will join the classes in the partner schools two-days a week every week. They observe the classroom environment, do reflection, join lesson study seminars with colleagues. Students observe how mentor teacher is conducting school activities and understand the organization and daily work of the school. They begin to differentiate instructional methods, strategies and techniques. They analyze particular teaching skills, and consider whole school issues. Some themes of the weekly activity reports will be discussed in appropriate Methods of Teaching Mathematics course sessions, as instructor sees fitting.
Laboratory Work
Computer Use
Other Activities
Assessment Methods
Assessment Tools Count Weight
Attendance 1 % 15
Presentation 1 % 10
Project 1 % 50
Paper Submission 1 % 25
TOTAL % 100
Course Administration tayland@mef.edu.tr

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
Presentations / Seminar 14 3 6 3 168
Project 14 3 6 3 168
Homework Assignments 14 3 6 3 168
Total Workload 602
Total Workload/25 24.1
ECTS 10