İlköğretim Matematik Öğretmenliği
Lisans	Programın Süresi: 4	Kredi Sayısı: 240	TYYÇ: 6. Düzey	QF-EHEA: 1. Düzey	EQF: 6. Düzey

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

Type of Course

Internship

Level of Course

Seçiniz

Semester

Bahar

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)
2)
3)
4)
5)
6)
7)
8)

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	Seçiniz,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	Bahar
Name of Instructor	Prof. Dr. RUKİYE DİDEM TAYLAN

Course Contents

Hafta	Konu
1)
2)
3)
4)
5)
6)
7)
8)
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14)

Required/Recommended Readings

Smith, 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 Projects

Students 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
Devam	1	% 15
Sunum	1	% 10
Projeler	1	% 50
Rapor Teslimi	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
Ders Saati	14	2	3	2	98
Sunum / Seminer	14	3	6	3	168
Proje	14	3	6	3	168
Ödevler	14	3	6	3	168
Total Workload					602
Total Workload/25					24.1
ECTS					10