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 | ELE 432 | ||||
| Course Title in English | Lesson Study and Clinical Interview Experiences for Prospective Teachers | ||||
| Course Title in Turkish | Lesson Study and Clinical Interview Experiences for Prospective Teachers | ||||
| Language of Instruction | EN | ||||
| Type of Course | Lecture | ||||
| Level of Course | Seçiniz | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 98 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | Introduction to Mathematics Teaching Introduction to Educational Sciences | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To develop professional vision and pedagogical content knowledge and prepare prospective teachers for teaching profession. | ||||
| Course Description | The students learn how to conduct clinical interviews and how to respond to student thinking. The students learn how to participate in a lesson study cycle by learning to attend to significant aspects of teaching and learning and providing feedback for colleagues. | ||||
| Course Description in Turkish | Öğrenciler klinik görüşmelerin nasıl yapılacağını ve öğrenci düşüncesine nasıl cevap verileceğini öğrenirler. Öğretimle ilgili önemli durumlara odaklanarak ders imecesi (planı ve öğretimi) döngüsüne katılırlar ve arkadaşlarına geridönüt vermeyi öğrenirler. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) exhibit professional noticing skills, attending to and interpreting student thinking in meaningful ways; 2) demonstrate reflection skills as teacher candidates; 3) understand fundamentals of conducting clinical interviews and practicing clinical interviews; 4) understand how to observe lessons; 5) exhibit reading and writing skills as well as provide feedback. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 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 | HW,Participation,Project |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | S | Select,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 | HW,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 | Project |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | S | HW,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 | Select,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 | Select,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. | H | Select,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. | S | Participation,Project |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | Participation |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | S | Project |
| 13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
| 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. | N |
| 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) | Introduction Information on the syllabus and norms of participating and contributing to in class and online discussions. |
| 2) | Clinical Interview Introduction (Reading and discussion board) |
| 3) | Different types of clinical interviews, mock clinical interview in class and reflecting on the experience Reading and Discussion board |
| 4) | Reflections on Clinical Interview Videos How to Design Clinical Interview |
| 5) | Conducting Clinical Interview |
| 6) | Presentations and Reflections on Clinical Interview |
| 7) | Introducing Lesson Study Research and Lesson Planning in Collaboration |
| 8) | Lesson Planning in Collaboration |
| 9) | Enactment of Lesson Plan and Watching the 1st cycle |
| 10) | Lesson Analysis and Lesson Plan Improvement |
| 11) | Enactment of Revised Lesson Plan and Watching the 2nd cycle |
| 12) | Reflecting on the Lesson Study Cycle |
| 13) | Conducting Final Clinical Interviews |
| 14) | Final Reflections |
| 15) | Final Examination Period. |
| 16) | Final Examination Period. |
| Required/Recommended Readings | Required readings: Ellemor-Collins, D. L., & Wright, R. J. (2008). Assessing student thinking about arithmetic: Videotaped interviews. Teaching Children Mathematics, 15(2), 106–109. Ginsburg, H. P., & Seo, K. H. (1999). Mathematics in children’s thinking. In Mathematical Thinking and Learning, Lawrence Erbaum Associates Inc. Groth, R.E., Bergner, J.A., & Burgess, C.R. (2016). An Exploration of prospective teachers’ learning of clinical interview techniques. Mathematics Teacher Education and Development, 18(2), 48-71. Hunting, H. P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathematical Behavior, 16 (2), 145-165. Van Es, E., Stockero, S. L., Sherin, M.G., van Zoest, L.R., Dyer, E. (2015). Making the most of teacher self-captured video. Mathematics Teacher Educator, 4 (1). Lesson Study Handbook, retrieved from: https://www.projectmaths.ie/documents/LessonStudy1718/LessonStudyHandbook.pdf | |||||||||||||||||||||
| Teaching Methods | Flipped Classroom model will be used while teaching this course. Students will gain first exposure to new course material outside of class, usually via reading or watching lecture videos/audios, and then class time will be used to assimilate that knowledge through classroom discussion. Students will access key course content individually 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 assume responsibility of their own learning, and study core content before class. Students will be required to view different types of video materials related to teaching and learning and asked to provide reflections based on their own knowledge as learners and referencing the readings. Students will be asked to post their comments on the online discussion forums via blackboard ad provide feedback to their peers as well as react to readings or video materials. It is important that feedback is given in a constructive, thoughtful and professional manner. Students are expected to watch the relevant week’s video/audio before attending the class, and track their progress toward fulfilling the requirements of the course. Students will be asked to actively participate in their own learning by videotaping their clinical interviews and assessing their own progress. It is important that clinical interviews are conducted in a professional manner. | |||||||||||||||||||||
| Homework and Projects | Clinical Interview Assignments. Details to be announced in the class and on the blackboard. Online Reflections through Blackboard (discussion form and journals, surveys announced on the blackboard). Lesson Study Reflection. Details to be announced in the class and on the blackboard. Watching Assigned Video Material and Doing Readings Assigned Each Week. Self-explanatory. Don’t forget to take notes for your own learning. Note: Please follow the blackboard and announcements in the class as the syllabus content may change according to the needs of the learners. | |||||||||||||||||||||
| Laboratory Work | None | |||||||||||||||||||||
| Computer Use | None | |||||||||||||||||||||
| Other Activities | None | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
tayland@mef.edu.tr +90 212 395 36 23 Asst. Prof. Dr. Rukiye Didem Taylan Office: 5th Floor Office Phone: +90 212 395 36 23 E-mail Address: tayland@mef.edu.tr Class Hours: Tuesday A 111 10:00-13:00 Office Hours: Wednesday 15:00 am – 16:00 pm You are encouraged to take advantage of instructor office hours for help with coursework or anything else connected with the course and your progress. Please feel free to communicate your concerns whenever you get stuck on anything that I may help. Your ideas, comments, suggestions, questions are also welcome. Grading Policies: Attendance will be taken strictly during the semester. Failing to attend to four courses will result in one full grade drop in your final grade. After four cases of absence every absence will deduct half a grade from your final grade. Academic Dishonesty/Misbehavior: Any activity that tends to compromise the academic integrity of MEF University or subvert the education process. Students who commit or assist in committing dishonest acts such as cheating, fabrication, and plagiarism are subject to downgrading (to a failing grade for the test, or other course-related activity/assignment, or for the entire course) and/or additional sanctions as described in the Student Code of Conduct at MEF University. 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 | 2 | 98 | ||
| Total Workload | 98 | ||||||
| Total Workload/25 | 3.9 | ||||||
| ECTS | 5 | ||||||