DEGREE PROGRAMS  Associate's Degree (Short Cycle)  Bachelor’s Degree (First Cycle)  Master’s Degree (Second Cycle)

Course Description Course Name : Problem Based Learning in ELT Course Code : ELT 736 Course Type : Optional Level of Course : Second Cycle Year of Study : 1 Course Semester : Spring (16 Weeks) ECTS : 6 Name of Lecturer(s) : Assoc.Prof.Dr. YASEMİN KIRKGÖZ Learning Outcomes of the Course : Knows the definition and historical development of Problem-Based Learning (PBL). Gains some practical knowledge and experience involved in designing and developing problem-based learning curriculum and teaching materials. Knows the learning models based on different problems. Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : This course aims to introduce participants to theoretical principles involved in Problem-Based Learning (PBL), and give them some practical knowledge and experience involved in designing and developing problem-based learning curriculum and teaching materials. Course Contents : Definition and historical development of PBL; different models of PBL; PBL as applied in different professions; designing a PBL programme; evaluation of a PBL programme; application of PBL in Turkey and in other countries Language of Instruction : English Work Place : Department´s meeting room   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 A general overview towards PBL Prereading assigned chapter and internet research whole class discussion 2 What is PBL? Types of PBL problems Prereading assigned chapter and internet research whole class discussion 3 Design and implementation of a PBL curricula: Planning, initiating PBL and implementation of a PBL curriculum at the primary/secondary education Prereading assigned chapter and internet research whole class discussion 4 Design and implementation of a PBL curricula: Planning, initiating PBL and implementation of a PBL curriculum at the primary/secondary education Prereading assigned chapter and internet research whole class discussion 5 Implementation of a PBL curriculum at the higher education Prereading assigned chapter and library research Student presentationn and whole class discussion 6 A hybrid model of PBL • Examples of PBL from different professions • Examples of PBL from different professions Prereading assigned chapter and library research Student presentationn and whole class discussion 7 Examples of PBL from different professions Prereading assigned chapter and library research Student presentationn and whole class discussion 8 First project submission 9 Examples of PBL from different professions Prereading assigned chapter and library research Student presentationn and whole class discussion 10 Student assessment and evaluation of PBL curriculum Prereading assigned chapter and library research whole class discussion 11 The implementation of PBL in Turkey Prereading assigned chapter and library research whole class discussion 12 The implementation of PBL in the world Prereading assigned chapter and library research whole class discussion 13 Article review on PBL Prereading assigned chapter and library research whole class discussion 14 Article review on PBL Prereading assigned chapter and library research whole class discussion 15 Overall evaluation Prereading assigned chapter and library research whole class discussion 16/17 Second project submission   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Research and Development Society of Australasia. Boud, D. J. & Feletti, G. (1997) The Challenge of Problem-Based Learning, New York: St. Martin’s Press. Duch, B. J. & Allen D. E. (2001) The Power of Problem-Based Learning, Stylus: Sterling, VA. Huba, M. E. & Freed, J. E. (2000) Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, Boston: Allyn and Bacon. Foster, P. (1999) “Key concepts in ELT. Task-based learning and pedagogy.” ELT Journal, Vol: 53 /1, Jan 1999. Required Course Material(s)   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 1 50     Homeworks/Projects/Others 2 50 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 Creates more productive classroom environment through in-class research and solve problems. 5 2 Uses their awareness of affective factors in classroom environment to create more productive educational environment. 4 3 Uses theories about culture in second language teaching. 3 4 Creates teaching syllabus and evaluate it. 5 5 Benefits from first language acquisition theories in their practices. 3 6 Reflect their knowledge about research methods in their thesis proposals and thesis writings. 5 7 Knows and applies language teaching methods. 4 8 Benefits from language teaching methods in specific purposes in classroom environment. 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) 2 8 16 Assesment Related Works     Homeworks, Projects, Others 2 20 40     Mid-term Exams (Written, Oral, etc.) 1 20 20     Final Exam 1 20 20 Total Workload: 138 Total Workload / 25 (h): 5.52 ECTS Credit: 6