| Course Description |
|
| Course Name |
: |
School Experience |
|
| Course Code |
: |
MB 401 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
11 |
|
| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. YASEMİN KIRKGÖZ
Asst.Prof.Dr. RANA YILDIRIM
Asst.Prof.Dr. GÜLDEN TÜM
Asst.Prof.Dr. NEŞE ÜNAL CABAROĞLU
Asst.Prof.Dr. YONCA ÇAYLAKLI ÖZKAN
Asst.Prof.Dr. HASAN BEDİR
|
|
| Learning Outcomes of the Course |
: |
Studenst will become Is aware of
1. the school life,
2.the materials used in teaching,
3. teaching approaches,
4. students relations,
5. instructional methods,
5. administration of the schools and so on
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
YDI205 Approaches in Teaching English I
YDI206 Approaches in Teaching English II
MB 210 ELT Methodology I
MB 202 Education Techniques and Material Development
YDI302 Teaching English to Young Learners II
YDI301 Teaching English to Young Learners I
YDI303 ELT Methodology II
YDI305 Teaching Language Skills I
YDI303 ELT Methodology II
YDI306 Teaching Language Skills II
|
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
Initial teacher training is visualized essentially as an interactive process bringing together three people working within a triad towards a common purpose:
1. the university supervisor
2. the school-based mentor teacher
3. the student teacher
Each member of this triad brings to the student teaching experience a set of expectations for the other members. It is therefore both highly recommended and essential that all three participants in the process meet in the first weeks of the semester to collaboratively develop and plan a program of activities which meets the student intern’s needs, within the context of assigned school. |
|
| Course Contents |
: |
Ten weeks tasks |
|
| Language of Instruction |
: |
English |
|
| Work Place |
: |
Primary and secondary schools |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Okullara yerleşim |
Inroduction to the system |
Presentation |
|
2 |
YOUR DEPARTMENT IN SCHOOL |
INFORMATION GIVEN INTHE FOLDER |
SELF-STUDY
OBSERVATION |
|
3 |
LESSON PLANNING |
INFORMATION GIVEN INTHE FOLDER |
SELF-STUDY
OBSERVATION |
|
4 |
LESSON OBSERVATION SCHEDULE |
INFORMATION GIVEN INTHE FOLDE |
SELF-STUDY
OBSERVATION |
|
5 |
QUESTIONING TECHNIQUES |
INFORMATION GIVEN INTHE FOLDER |
SELF-STUDY
OBSERVATION |
|
6 |
CONFERENCING WITH MENTOR TEACHER AND UNIVERSITY SUPERVISOR |
PROBLEM STATEMENT
FINDING THE SOURCES OF SOLUTIONS |
INDIVIDUAL AND COOPERATION WITH FRIENDS |
|
7 |
CLASSROOM MANAGEMENT |
INFORMATION GIVEN IN THE FOLDER |
SELF-STUDY
OBSERVATION |
|
8 |
MID-TERM |
|
|
|
9 |
INSTRUCTIONAL DESIGN OF THE MENTOR TEACHER |
INFORMATION GIVEN IN THE FOLDER |
SELF-STUDY
OBSERVATION |
|
10 |
GIVING FEEDBACK, EXPLAINING |
INFORMATION GIVEN INTHE FOLDER |
SELF-STUDY
OBSERVATION |
|
11 |
LESSON PLANNING |
METHODOLOGY SOURCES
MENTOR TEACHER, UNIVERSITY SUPERVISOR |
INDIVIDUAL AND COOPERATION WITH FRIENDS |
|
12 |
TEACHING |
MATERIAL PREPERATION |
INDIVIDUAL AND COOPERATION WITH FRIENDS |
|
13 |
EVALUATION OF TEACHING |
CONFERENCING WITH MENTOR |
SELF-PEER EVALUATION |
|
14 |
ASSESSMENT AND EVALUATION |
CONFERENCING WITH MENTOR |
SELF-STUDY
OBSERVATION |
|
15 |
FINAL WORK AT SCHOOLS |
|
|
|
16/17 |
Final |
|
|
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines literary terms. |
3 |
|
2 |
Distinguishes characteristic features of different age groups. |
5 |
|
3 |
Benefits of basic concepts and principles while practicising. |
2 |
|
4 |
Distinguishes basic concepts and principles in language teaching. |
4 |
|
5 |
Transfers knowledge according to the characteristic features of specific age groups. |
4 |
|
6 |
Students list testing and assessment methods. |
3 |
|
7 |
Applies appropriate testing and assessment methods within context. |
3 |
|
8 |
Distinguishes methods of material development, use and adaptation. |
4 |
|
9 |
Chooses among methods and materials according to the needs (age, environment and physical conditions) of students
|
4 |
|
10 |
Adapts and develops materials according to needs. |
4 |
|
11 |
Evaluates course books according to the suitability for students´ profile. |
4 |
|
12 |
Criticises and chooses course books from different aspects. |
3 |
|
13 |
Gains theoretical knowledge of teaching language skills. |
5 |
|
14 |
Analyzes and interprets literary texts.. |
2 |
|
15 |
Translates from native language to foreign language and from foreign language to native language. |
0 |
|
16 |
Gains theoretical knowledge of translation. |
3 |
|
17 |
Reflects theoretical knowledge of language teaching skills in practice. |
4 |
|
18 |
Explains subfields of linguistics, distinguish basic terms and theories. |
4 |
|
19 |
Interprets how linguistic theories work in various languages. |
2 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
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