Information Package / Course Catalogue
| English Language Teaching | |||||
| 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) Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | |||
| 2) Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | |||
| 3) Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | |||
| 4) Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | |||
| 5) Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | |||
| 6) Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | |||
| 7) Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | |||
| 8) Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | |||
| 9) Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | |||
| 10) Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | |||
| 11) Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | |||
| 12) Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | |||
| 13) Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | |||
| 14) Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | H | Project |
| 2) | Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | H | Presentation |
| 3) | Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | H | Presentation |
| 4) | Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | H | Project |
| 5) | Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | H | Presentation |
| 6) | Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | H | Presentation |
| 7) | Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | H | Project |
| 8) | Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | H | Presentation |
| 9) | Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | H | Presentation |
| 10) | Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | N | Presentation |
| 11) | Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | H | Presentation |
| 12) | Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | H | Presentation |
| 13) | Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | H | Project |
| 14) | Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. | H | Presentation |
| 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 | ||||||