| Course Description |
|
| Course Name |
: |
Practice Teaching |
|
| Course Code |
: |
BTE406 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
10 |
|
| Name of Lecturer(s) |
: |
Asst.Prof.Dr. M.EMRE SEZGİN
|
|
| Learning Outcomes of the Course |
: |
Realizes incomplete information about teaching in lesson that will be lectured and complete this information.
Prepares lesson plan about computer and relevant lessons.
Lectures as proper as the plan he/she prepared relevant lessons about computer and and performs measurement - assessment.
Evaluates computer and relevant lessons, tries to improve themselves regarding of criticism and suggestions.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
MB 401 School Experience
|
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The aim of this course is to provide students with planning, going through with, measuring and assessing the lesson about computer and getting information, skills and experience about improving themselves with being aware. |
|
| Course Contents |
: |
Prepare a daily plan every week, apply the plan, be evaluated the application by teacher at school, faculty member and student, be edited in terms of evaluations, reapply, prepare portfolio. |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Examining instructions about teaching. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
2 |
Appointing students to application schools. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
3 |
Preparing lesson plan and revising subjects about instruction design. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
4 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
5 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
6 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
7 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
8 |
Mid-term Exams |
Preparing for the exam and reviewing the topics |
Portfolio assessment |
|
9 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
10 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
11 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
12 |
Observing and evaluating school experiments. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
13 |
Monitoring and evaluating students lecturing in school. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
14 |
Monitoring and evaluating students lecturing in school. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
15 |
General evaluation of the lesson. |
Related subjects in the course text book. |
Observation, Guided Practice, Brain Storming, Self Study. |
|
16/17 |
Final Assessments |
Preparing for the exam and reviewing the topics |
Portfolio assessment |
|
|
| 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. |
3 |
|
2 |
Explain sub-fields of instructional technologies and integral structure of its process and also its relation to the other fields. |
3 |
|
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. |
4 |
|
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. |
3 |
|
5 |
Put forward new products or processes on the basis of components of instructional technologies, computer science, for the related situations. |
2 |
|
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. |
3 |
|
7 |
Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. |
5 |
|
8 |
Follow current problems and applications and determining information and skills to undertake learning missions for the following stage. |
5 |
|
9 |
Explain the integral structure of instructional technologies and information technologies or computer science applications. |
4 |
|
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. |
3 |
|
12 |
Utilize information technologies and computer science applications in order to create an effective and productive learning environment. |
3 |
|
13 |
Apply the solution for the problem on the basis of scientific and ethical values when she/he confronts a learning problem. |
5 |
|
14 |
Build a healthy communication with students, teachers, school administration, and the individuals in the study group. |
4 |
|
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. |
0 |
|
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. |
4 |
|
18 |
Develop and evaluate strategic views on topic related to the future of the field. |
4 |
|
19 |
Transfer related progresses in other related fields to the field of instructional technologies. |
5 |
|
20 |
Create and maintain a cooperative and productive working environment by developing an insight related to the behaviors of the shareholders. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|