At the end of this course, the students; 1) Explains the relationship between the elements of the training program. 2) Explains the relationship between the elements of the training program. 3) Applies concepts and principles related to goals, target behaviors, content, teaching-learning situations, measurement and evaluation situations. 4) Writes goals of different types and levels.
MODE OF DELIVERY
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
COURSE DEFINITION
Basic concepts related to program development and teaching; program types and approaches; Theoretical foundations of curriculum development in education (historical, philosophical, psychological and social foundations), curriculum design and models, curriculum development process (planning, draft preparation, trial-evaluation, providing continuity to the program). Aims, targets, content, teaching-learning situations and measurement-evaluation situations in the program. Learning approaches; teaching principles, teaching strategies; teaching methods and techniques, associating them with practice; It is a course aimed at gaining knowledge and developing skills on issues such as program evaluation.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Introduction
2nd Week
Basic concepts and program types in program development
3rd Week
Theoretical foundations of program development
4th Week
History of program development and program development studies in Turkey
5th Week
Program development models, boards, commissions
6th Week
Basic elements of the program: goals, target behaviors, achievements
7th Week
Basic elements of the program: topics and approaches to content determination
8th Week
Midterm
9th Week
Content selection and program design
10th Week
Teaching-learning situations
11th Week
Learning approaches
12th Week
Teaching strategies
13th Week
Teaching methods and techniques
14th Week
Final Exams
RECOMENDED OR REQUIRED READING
Bilen, M. (1993). Teaching from plan to implementation (3rd ed.). Ankara: TAKAV Publishing. Demirel, Ö. (2004). Curriculum development in education from theory to practice (10th ed.). Ankara: PegemA Publishing. Demirel, Ö. (2007). Curriculum development in education (10th ed.). Ankara: Pegem A Publishing. Demirel, Ö. (1992). Program development practices in Turkey. Hacettepe University Faculty of Education Journal, 7(7). Ertürk, S. (1994). Program development in education. Ankara: Meteksan Publications. Sönmez, Veysel. (2008). Teacher's Handbook in Curriculum Development (14th Edition). Ankara: Anı Publishing. Ün-Açıkgöz, K. (2003). Effective learning and teaching (4th ed.). Izmir: Education World Publications. Varış, F. (1996). Curriculum development in education: Theory and techniques (6th ed.). Ankara: Alkım Publishing. Gözütok, FD (2017). Teaching principles and methods. Pegem Citation Index, 1-386. Hunkins, F. P., & Hammill, P. A. (1994). Beyond Tyler and Taba: Reconceptualizing the curriculum process. Peabody Journal of Education, 69(3), 4-18. Tanner, D., & Tanner, L. N. (1980). Curriculum development: Theory into practice (p. 30). New York: Macmillan.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Lecture,Discussion,Presentation,Practice
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
25
Assignment
1
15
Other
1
60
Total(%)
100
Contribution of In-term Studies to Overall Grade(%)
100
Contribution of Final Examination to Overall Grade(%)
0
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
1
2
2
Preparation for Quiz
Individual or group work
14
2
28
Preparation for Final exam
Course hours
14
2
28
Preparation for Midterm exam
1
15
15
Laboratory (including preparation)
Final exam
Homework
1
10
10
Activity Development
2
10
20
Report writing
2
10
20
Total Workload
123
Total Workload / 30
4,1
ECTS Credits of the Course
4
LANGUAGE OF INSTRUCTION
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
