The course content includes theoretical background and implementation of active learning, and methods especially cooperative learning, and other small group techniques.
Vertical Tabs
Dersin Öğrenme Çıktıları
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods | |
| 1) Students will be able to define active and cooperative learning. | 1,2,3,6,7 | 1, 2, 3, 4, 5 | 1, 2, 3, 4, 5, 6 | |
| 2)Students will be able to understand proven educational benefits of active learning. | 1,2,3,6,7,8 | 1, 2, 3, 4, 5 | 1, 2, 3, 4, 5, 6 | |
| 3)Students will be able to implement techniques for helping students develop the social skills for group interaction. | 1,2,3,4,6,7 | 1, 2, 3, 4, 5 | 1, 2, 3, 4, 5, 6 | |
| 4)Design a micro-teaching session on active learning strategies with its learning outcomes and perform in the class. | 1,2,3,4,5,6,7 | 1, 2, 3, 4, 5, 6 | 1, 2, 3, 4, 5, 6 | |
| 5)Students will be able to develop strategies to solve students resistance problems to active learning and to overcome it. | 1,2,3,6,7,9 | 1, 2, 3, 4, 5, 6 | 1, 2, 3, 4, 5, 6 | |
| 6)Students will be able to desing a unit with the implementation of different active learning strategies for desired outcomes. | 1,2,3,4,5,6,7 | 1, 2, 3, 4, 5 | 1, 2, 3, 4, 5, 6 |
Dersin Akışı
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction to the course, basic concepts | |
| 2 | History of active learning | |
| 3 | Active learning methods | |
| 4 | Active learning methods | |
| 5 | The importance of asking questions in active learning | |
| 6 | Active learning and multiple intelligence theory | |
| 7 | Cooperative learning | |
| 8 | Self-regulated learning | |
| 9 | Midterm project ->a lesson plan based on active learning | |
| 10 | Active Learning Stretegies - presentations | |
| 11 | Active Learning Stretegies - presentations | |
| 12 | Active Learning Stretegies - presentations | |
| 13 | Active Learning Stretegies - presentations | |
| 14 | Active Learning Stretegies - presentations | |
Kaynaklar
| RECOMMENDED SOURCES | |
| Textbook | Açıkgöz,K. (2005) Aktif Öğrenme. Bilim yayınları |
| Additional Resources |
Bonwell, C.C. & Eisen, J.A. (1991). Active Learning: Creating Excitement in the Classroom. School of Education and Human Development, George Washington University: Washington DC. Feison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Jurnal Pendidikantentang Strategi Pembelajaran Aktif (Active Learning) Books, 2. Feldman and McPhee (2008) The science of learning, the art of teaching Finelli, C.J., Nguyen, K., Demonbrun, M., Borrego, M., Prince, M., Husman, J., Henderson, C., Shekhar, P., & Waters, C. K. (2018). Reducing student resistance to active learning: Strategies for instructors. Journal of College Science Teaching, 47(5), 80-91.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. Kothiyal, A., Murthy, S., & Iyer, S. (2014). Think-pair-share in a large CS1 class. Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education - ITiCSE '14. doi:10.1145/2591708.2591739
McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: two experiments from history and political science. Innovative Higher Education, 24(4), 279-294. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of engineering education, 93(3), 223-231. |
Materyal Paylaşımı
| MATERIAL SHARING | |
| Documents | Will be shared in Moodle. |
| Assignments | |
| Exams | |
Değerlendirme Sistemi
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Midterm/project | 1 | 30 |
| Assignment(s) | 1 | 40 |
| Final | 30 | |
| Total | 70 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 30 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 70 | |
| Total | 100 | |
Dersin Program Çıktılarına Katkısı
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Understanding and the history, principles and philosophy of curriculum and instruction and being able to use them | X | |||||
| 2 | To be aware of the national and international current developments and implementations, | X | |||||
| 3 | To know the variables involved in teaching-learning process and to design the lessons in the light of them. | X | |||||
| 4 | To know the scientific research methods necessary for his/her personal and academic development and to have the ability to apply them as carrying out research studies and reporting their findings in the field of curriculum and instruction. | X | |||||
| 5 | To be able to use information and communication technologies efficiently for his/her personal and academic development and the analysis of the data collection. | X | |||||
| 6 | To know and make use of the theories related to development, learning and personal growth for life-long positive development. | X | |||||
| 7 | To be equipped with the necessary teaching-learning qualifications as well as the necessary skills to develop them professionally. | X | |||||
| 8 | To know the principles and techniques of curriculum and syllabus evaluation and to be able to evaluate the curriculum and syllabus in the light of them. | X | |||||
| 9 | To grasp and to apply the social, cultural and societal responsibilities and to be able to act upon these properties. | X | |||||
| 10 | To understand the properties and structure of projects based upon needs and to be able to run the project process in line with these properties. | X | |||||
AKTS İş Yükü Tablosu
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 4 | 60 |
| Mid-Term(s) | 1 | 10 | 10 |
| Quiz(es) | - | - | - |
| Assignment(s) | 1 | 10 | 10 |
| Final | 1 | 20 | 20 |
| Total Work Load | 145 | ||
| Total Work Load / 25 (h) | 5,8 | ||
| ECTS Credit of the Course | 6 | ||