Information Package / Course Catalogue
| 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 | EDS 304 | ||||
| Course Title in English | Guidance | ||||
| Course Title in Turkish | Guidance | ||||
| 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 | 60 hours per semester | ||||
| Number of Credits | 2 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
EDS 301 - Special Education: Teaching Diverse Learners | EDS 307 - Principles and Methods of Instruction |
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| Expected Prior Knowledge | Special Education: Teaching Diverse Learners Principles and Methods of Instruction | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To understand the role of school counselor in the school environment and the ways of collaboration in helping students who have difficulties in classroom environment. | ||||
| Course Description | An introduction into the field of guidance and counseling with a special emphasis on school settings and educational implications. An overview of foundations of counseling, counselor roles, and functions. | ||||
| Course Description in Turkish | Bu ders, okul ortamına ve eğitim uygulamalarına özel bir vurgu yaparak rehberlik ve psikolojik danışmanlık alanine tanıtmayı amaçlar. Psikolojik danışmanlık, danışman rolleri ve işlevlerin temellerine genel bakış sağlar. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the counselor role in the school environment 2) differentiate the role of counselor as a helper to teachers 3) learn the teacher-counselor collaboration in school environment to help students |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 |
|---|---|---|---|
| 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. | H | Presentation |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | H | Presentation |
| 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. | H | 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 | |
| 5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | S | Exam,HW |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | S | Exam,HW |
| 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 | Presentation |
| 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. | H | Presentation |
| 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. | H | Presentation |
| 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 | Presentation |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | H | Project |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | H | Project |
| 13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | H | Presentation |
| 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. | H | Project |
| Prepared by and Date | , December 2023 |
| Course Coordinator | ECE SARIGÜL |
| Semester | Fall |
| Name of Instructor | *STAFF* *STAFF* |
Course Contents
| Week | Subject |
| 1) | Introduction and course description |
| 2) | Conceptualization and historical background |
| 3) | What do counsellors do? |
| 4) | Professional roles and relations |
| 5) | Types of guidance-counseling |
| 6) | Assessment in guidance and counselling: Test and non-test techniques |
| 7) | Values and effects culture in counselling |
| 8) | Guidance and counselling in Turkey |
| 9) | Counseling for sensitive issues |
| 10) | Transference and countertransference |
| 11) | Guest speakers |
| 12) | Ethical issues in counselling for teachers |
| 13) | Coping with stress and avoiding burnout |
| 14) | Discussion and review |
| Required/Recommended Readings | Myrick, R. D. (1996). Developmental guidance and counseling: A practical approach. Minneapolis, MN: Educational Media Corporation. | |||||||||||||||
| Teaching Methods | Students will access key content individually or in small groups 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 take the responsibility of their own learning, and study core content either individually or in groups before class and then apply knowledge and skills to a range of activities using higher order thinking. Lecturing is still important but there will be a greater focus on gaining significant learning opportunities through facilitating active learning of didactics of mathematics, engaging students in guiding learning, correcting misunderstandings and providing timely feedback, etc. In the Flipped Classroom setting, there will be a greater focus on concept exploration, meaning making, and demonstration or application of pedagogical knowledge face-to-face. Students are expected to watch the relevant week’s video/audio before attending to class, and track their progress toward fulfilling the requirements of the course. | |||||||||||||||
| Homework and Projects | It should be noted that an important base and part of course activities is reading the required textbook. This is an expectation that some students may not be accustomed to, but is essential to thoroughly understanding the course. Students should do assigned pre-class work (such as watching case videos, reading papers and chapters of the textbook) and come to class prepared to discuss and contribute to class deliberations. Also, students are expected to write weekly field observation logs on assigned themes, plan lessons (sometimes collaboratively), enact teaching in class and at field schools and write reflections on these experiences. Students are expected to get engaged in activities that are of benefit to students of the schools that they are placed and document and report on these activities. | |||||||||||||||
| Laboratory Work | None | |||||||||||||||
| Computer Use | None | |||||||||||||||
| Other Activities | None | |||||||||||||||
| Assessment Methods |
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| Course Administration |
oztemurg@mef.edu.tr |
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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 | 1 | 1 | 1 | 42 | ||
| Homework Assignments | 1 | 8 | 8 | ||||
| Final Examination | 1 | 8 | 2 | 10 | |||
| Total Workload | 60 | ||||||
| Total Workload/25 | 2.4 | ||||||
| ECTS | 2 | ||||||