|
| Course Description |
|
| Course Name |
: |
Strategy for Effective Learning and Study Skills |
|
| Course Code |
: |
BTS105 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
Sub-Level (Undergraduate Degree) |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
Asst.Prof.Dr. MAHMUT OĞUZ KUTLU
|
|
| Learning Outcomes of the Course |
: |
Comprehends the skills of effective Time Management
explains the technicques of Getting Organized and Goal Setting
uses of the managing stress technicques
Comprehends the increasing concentration and developing memory technics
Explains the types of memory
Lists the guidelines for remembering
Uses mnemonics techniques
explains the learning styles
Uses Critical Reading and Thinking technicques
Explains Special Study Methods
Uses Prior Knowledge to Study
Uses Note Taking Skills
Uses Underlining Technicques
Uses Annotating Techniques
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The purpose of this lesson is explain about school success and how it happens, and especilally how we can make it happen. It turns out that school success is not directly related to intelligence , quickness, ambition, or any other such caharcteristics. Primarily, it comes from the ability and desire to manage the work and time effectively. The idea that there could be a unified system for managing study time, studying effectively, and doing well in school is a relitively new one. A major difference between the successful and the unsuccesful student is the use of metacognitive strategies. |
|
| Course Contents |
: |
Effective Time management, The technics of Getting Organized and goal setting, Managing Stress, Concentration and Memory, Types of Memory, Guidilines for remembering, Mnemonics Technics, Learning Styles, Critical Reading and Thinking, Specific Study Methods, Using Prior Knowledge to Aid Study, Note taking, Underlining, Annotating |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Clssroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Effective Time Management anfd Making Plan |
|
Lecture, Presentation and Discussion |
|
2 |
Goal Setting, Managing Stress and techniques of Getting Organized |
|
Lecture, Presentation and Discussion |
|
3 |
Motivation and the methods of increasing Motivation |
|
Lecture, Presentation and Discussion |
|
4 |
Brain Developing, Types of Memory, Concentration and Memory, |
|
Lecture, Presentation and Discussion |
|
5 |
Mnomonics Technics |
|
Lecture, Presentation and Discussion |
|
6 |
Learning Styles |
|
Lecture, Presentation and Discussion |
|
7 |
Critical Reading and Thinking |
|
Lecture, Presentation and Discussion |
|
8 |
Midterm Exam |
|
Multiple Choice Test |
|
9 |
Effective Study and Learning Skills |
|
Presentation and Discussion |
|
10 |
Effective Study and Learning Skills |
|
Presentation and Discussion |
|
11 |
Effective Study and Learning Skills |
|
Lecture, Presentation and Discussion |
|
12 |
Effective Study and Learning Skills |
|
Lecture, Presentation and Discussion |
|
13 |
Effective Study and Learning Skills |
|
Lecture, Presentation and Discussion |
|
14 |
Note Taking and Listening Skilss |
|
Lecture, Presentation and Discussion |
|
15 |
General Review |
|
Lecture, Presentation and Discussion |
|
16/17 |
Final Exam |
|
Multiple Choice Test |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Luckie, W.R. ; Smerthurst, W. (1998). Study Power, Brookline Books, Cambridge, - Pauk, W. (2001). How to Study in Collage, Seventh Edition, Houghton Mifflin Company, Boston, - Roberts, J.M.( 1999). Effective Study Skills, Prentice Hall, New Jersey.
|
| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
80 |
|
Homeworks/Projects/Others |
1 |
20 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
Rate of Final Assessments to Success
|
60 |
|
Total |
100 |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Utilize concepts and applications of scientific research and basic statistics, which are the basis of scientific thinking, for the conditions in the scope of the field and related fields. |
2 |
|
2 |
Explain sub-fields of instructional technologies and integral structure of its process and also its relation to the other fields. |
1 |
|
3 |
Put forward the complex structure of the problems related to learning and teaching for the given situations based on the knowledge of instructional technologies and related fields. |
1 |
|
4 |
Develop a plan, apply the plan and assess the results based on scientific view for the solution of the problems presented in the scope of the field or related fields. |
4 |
|
5 |
Put forward new products or processes on the basis of components of instructional technologies, computer science, for the related situations. |
1 |
|
6 |
Develop a personal proposal, a product or a group of processes for the solution of a problem related to the field as an indicator of the skills of working independently and taking responsibility. |
5 |
|
7 |
Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. |
3 |
|
8 |
Follow current problems and applications and determining information and skills to undertake learning missions for the following stage. |
4 |
|
9 |
Explain the integral structure of instructional technologies and information technologies or computer science applications. |
1 |
|
10 |
Explain concepts that constitutes the basis for scientific thinking in the scope of the field and the related fields. |
3 |
|
11 |
Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. |
1 |
|
12 |
Utilize information technologies and computer science applications in order to create an effective and productive learning environment. |
1 |
|
13 |
Apply the solution for the problem on the basis of scientific and ethical values when she/he confronts a learning problem. |
4 |
|
14 |
Build a healthy communication with students, teachers, school administration, and the individuals in the study group. |
5 |
|
15 |
Comprehend a foreign language in order to follow the international resources that can be utilized for the solution of problems related to the field. |
3 |
|
16 |
Take responsibilities for the distribution and dissemination of the developments in the field on local or national range. |
4 |
|
17 |
Act on the basis of scientific and ethical values in her/his works and also support preservation and learning of these values. |
3 |
|
18 |
Develop and evaluate strategic views on topic related to the future of the field. |
2 |
|
19 |
Transfer related progresses in other related fields to the field of instructional technologies. |
3 |
|
20 |
Create and maintain a cooperative and productive working environment by developing an insight related to the behaviors of the shareholders. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|
| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
1 |
1 |
1 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
|
Final Exam |
1 |
10 |
10 |
|
Total Workload: | 86 |
| Total Workload / 25 (h): | 3.44 |
| ECTS Credit: | 3 |
|
|
|