TÜRKÇE
ENGLISH
Information
| Code | INGS404 |
| Name | Evaluation of Classroom Learning |
| Term | 2024-2025 Academic Year |
| Semester | 8. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | İngilizce |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. GÜLDEN İLİN |
| Course Instructor |
1 2 Prof. Dr. GÜLDEN İLİN (B Group) (Ins. in Charge) Prof. Dr. GÜLDEN İLİN (C Group) (Ins. in Charge) |
Course Goal / Objective
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 needs of student-intern, within the context of assigned school.
Course Content
What is lesson observation, why observation is done, what purposes observation serves, classroom observation tasks, training observe to perform lesson observation, the importance of task-based observation,
Course Precondition
must be taking teaching practicum course
Resources
Nation and Macalister ((2010). language curriculum design. Rouledge
Notes
Richard Kiely and Pauline Rea-Dickins (2005). Program Evaluation in Language Education PALGRAVE MACMILLAN Language Education
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Identifies problem/weakness/area to further develop in herself as a teacher |
| LO02 | Searches the related literature review to learn what researchers suggest/say about her problem/weakness |
| LO03 | Sets a goal to reach and writes an action plan |
| LO04 | Observes and holds interviews with the mentor teacher and students and writes a report along with self-reflections |
| LO05 | Plans her lesson on the basis of the literature review, classroom observations and interviews with mentors /students |
| LO06 | Puts into practice the plan,records her performance |
| LO07 | Involves in peer evaluation processes of the teaching practice |
| LO08 | Involves in self-evaluation |
| LO09 | Reflect upon the experience |
| LO10 | Holds critical discussions with peers |
| LO11 | Holds critical discussions with the mentor |
| LO12 | Holds critical group discussions with peers and supervisor |
| LO13 | Replan her teaching on the basis of data gathered through experiences |
| LO14 | Puts new plans in action |
| LO15 | Reflects upon the whole experience with peers and writes a report |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Students have knowledge on theory, practice and terminology in the area of learning and teaching English as a foreign language | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Knowledge on the basic concept, theories and movement in the areas of linguistics, culture, literature, translation and communication. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Knowledge on learner variables such as age, level, learning styles and strategies and their impact on the process of learning and teaching English | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Students have knowledge on qualitative and quantitative research methods in the area | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Students can reconstruct knowledge by using pedagogical skills, and develop lesson plans, methods, materials, activities and assessment samples by taking learners´´ ages, levels and needs into account | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Use information technologies effectively in the process of planning both learning and teaching by taking developmental characteristics and individual differences of learners into account | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Analyze teaching materials with a critical perspective and adopt and develop these teaching materials | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Evaluate the problems in the process of English language teaching and offer effective solutions to these problems | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Use teaching methods and techniques in order to develop learners´´ critical and creative thinking skills, and problem solving skills | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Evaluate the students´´ learning outcomes multi-directionally by using various methods | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Students can take responsibility as an individual and as a member of a team to solve the problems in English language teaching and can develop pedagogical knowledge and skills in a continuous manner | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develop independent behavioral skills such as taking initiative and being creative in teaching practices | |
| PLO13 | Beceriler - Bilişsel, Uygulamalı | Students can recognize themselves as individuals and use their strengths and learn from their weaknesses | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Use the ways to access information effectively | 4 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Use language learning strategies effectively | |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Students can use information and communication strategies in the area of English language teaching | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Be aware of cultural factors at a national and international level which might be influential in English language teaching | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Students can recognize the structure, purpose and function of the National Education System and act in accordance with the legislation, democratic, social, scientific and cultural values, and professional code of ethics | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | Communicate with the school administration, parents, colleagues and non-governmental organizations in order to develop individual, psychological, ethical, social and cultural skills of learners | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Students can have professional self-confidence and grasp , internalize and implement social and cultural responsibilities as a teacher |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Identification of the problem/weakness/area to further develop | Questions/Answers | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası, Bireysel Çalışma, Problem Çözme |
| 2 | Setting a goal | Discussion | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Beyin Fırtınası, Bireysel Çalışma |
| 3 | Literature review on the area identified to learn what researchers suggest/say about it | Pre-reading | Öğretim Yöntemleri: Bireysel Çalışma |
| 4 | Observation and Interview with the teacher Write a research report along with self-reflections | Observation and note-taking | Öğretim Yöntemleri: Tartışma |
| 5 | Planning your teaching taking into consideration that is learned from the literature review, observations and interview | First draft of lesson plan | Öğretim Yöntemleri: Beyin Fırtınası, Bireysel Çalışma |
| 6 | Put into practice the plan (teaching) Videotape the performance. | Planning | Öğretim Yöntemleri: Bireysel Çalışma |
| 7 | Peer Evaluation of the teaching practice | Setting evaluation criteria | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Beyin Fırtınası, Bireysel Çalışma |
| 8 | Mid-Term Exam | Writing a reflective report | Öğretim Yöntemleri: Bireysel Çalışma |
| 9 | Self evaluation of teaching | Self evaluation | Öğretim Yöntemleri: Bireysel Çalışma |
| 10 | Setting a new goal | Reflection | Öğretim Yöntemleri: Bireysel Çalışma |
| 11 | putting the plan in action | Lesson plan | Öğretim Yöntemleri: Bireysel Çalışma |
| 12 | Evaluation of the plan with peers | Forming discussiong group | Öğretim Yöntemleri: Bireysel Çalışma |
| 13 | Evaluation of the plan with mentor | Planning the meeting | Öğretim Yöntemleri: Beyin Fırtınası |
| 14 | Evaluation of the plan with supervisors | Meeting with the supervisor | Öğretim Yöntemleri: Tartışma |
| 15 | Evaluation of the whole experience | Organising meeting with supervisor and peers | Öğretim Yöntemleri: Tartışma |
| 16 | Final Exams | Practice teaching | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Beyin Fırtınası, Bireysel Çalışma, Problem Çözme |
| 17 | Term Exams | Presentation | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Grup Çalışması, Beyin Fırtınası, Bireysel Çalışma, Problem Çözme |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||