GERİ DÖN
Ders Öğretim Planı
| Dersin Kodu | Dersin Adı | Dersin Türü | Yıl | Yarıyıl | AKTS |
|---|---|---|---|---|---|
| ETSTR7018 | Türkçe Öğretiminde İşbirlikli Öğrenme | Ders | 1 | 2 | 5,00 |
Dersin Seviyesi
Yüksek Lisans
Dersin Sunulduğu Dil
Türkçe
Dersin Amacı
To know the Historical Development of Cooperative Learning, Learning Application forms of Cooperative Learning in the U.S. and Europe, Learning Studies on Cooperative Learning in Turkey, Learning, To know contribution of Cooperative Learning to the Development of Language Skills, To know The Basic Features of Cooperative Learning, To know Cooperative Learning Techniques, to know applications of Cooperative Learning Techniques in the Development of Basic Turkish Language Skills.
Dersi Veren Öğretim Görevlisi Görevlileri
Prof. Dr. Mehmet Nuri KARDAŞ
Öğrenme Çıktıları
| 1 | To know the basics concepts and theoretical descriptions related to Cooperative Learning. |
| 2 | To know basis and historical developments of cooperative learning. To Know Requirements for Cooperative Learning. |
| 3 | |
| 4 | |
| 5 | To know Basic Purpose of Cooperative Learning Practices and Cooperative Learning Techniques used for developing in Listening-Speaking-Reading-Writing Skills. |
Öğrenim Türü
Birinci Öğretim
Dersin Ön Koşulu Olan Dersler
None
Ders İçin Önerilen Diğer Hususlar
None
Dersin İçeriği
The concept of Cooperative Learning Concept, its conceptual and theoretical description, Basis and Historical Development, Necessary Conditions for Cooperative Learning (Group award, positive dependence, individual evaluationability, face to face interaction, social skills, group process, evaluating the success of equal opportunity), Cooperative Learning Techniques (learning with together academic controversy, student teams, combined reading and composition of cooperative group research, Co-co, merge together, learn together, ask together), Place of Cooperative Learning in Turkish Education Program, Applications of Cooperative Learninf in Turkish education, The Importance of practices of Cooperative Learning in Language Development, Basic Objectives in the practices of Cooperative Learning, Cooperative Learning Techniques and Practice for developing Reading, Writing, Listening and Speaking Skills, Practice Studies.
Haftalık Ayrıntılı Ders İçeriği
| Hafta | Teorik | Uygulama | Laboratuvar |
|---|---|---|---|
| 1 | The basics concepts and theoretical descriptions related to Cooperative Learning | ||
| 2 | The basics concepts and theoretical descriptions related to Cooperative Learning | ||
| 3 | Historical development of Cooperative Learning | ||
| 4 | Necessary Conditions for Cooperative Learning (Group award, positive dependence, individual değerlendirebilirlik, face to face interaction, social skills, evaluating group process, the success of equal opportunity), | ||
| 5 | Cooperative Learning Techniques (learning together, academic controversy, student teams, combined reading and composition of cooperative group research, Co-co, merge together, learn together, ask together), | ||
| 6 | Basic Objectives of Practices in Cooperative Learning | ||
| 7 | Place of Cooperative Learning in Turkish Education Program The importance of Applications of Cooperative Learning in Language Development. | ||
| 8 | exam | ||
| 9 | Cooperative Learning Techniques for developing Reading, Writing, Listening and Speaking Skills (Sample Applications) | ||
| 10 | Cooperative Learning Techniques for developing Reading, Writing, Listening and Speaking Skills (Sample Applications) | ||
| 11 | Cooperative Learning Techniques for developing Reading, Writing, Listening and Speaking Skills (Sample Applications) | ||
| 12 | Applications of Cooperative Learning in Turkish Education | ||
| 13 | Applications of Cooperative Learning in Turkish Education | ||
| 14 | Applications of Cooperative Learning in Turkish Education | ||
| 15 | Applications of Cooperative Learning in Turkish Education | ||
| 16 | Final |
Ders Kitabı Malzemesi Önerilen Kaynaklar
Abdullah Şahin (2012) İş Birlikli Öğrenme Teknikleri ve Türkçe Öğretimi, Pegem Akademi Yayınları, Ankara; Kamile Ün Açıkgöz (2011) Aktif Öğrenme, Biliş Yayınevi Ankara.
Planlanan Öğrenme Aktiviteleri ve Metodları
Değerlendirme
| Yarıyıl (Yıl) İçi Etkinlikleri | Adet | Değer |
|---|---|---|
| Ara Sınav | 1 | 50 |
| Rapor Hazırlama | 1 | 50 |
| Toplam | 100 | |
| Yarıyıl (Yıl) Sonu Etkinlikleri | Adet | Değer |
| Final Sınavı | 1 | 100 |
| Toplam | 100 | |
| Yarıyıl (Yıl) İçi Etkinlikleri | 40 | |
| Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | |
Staj Durumu
None
İş Yükü Hesaplaması
| Etkinlikler | Sayısı | Süresi (saat) | Toplam İş Yükü (saat) |
|---|---|---|---|
| Ara Sınav | 1 | 3 | 3 |
| Final Sınavı | 1 | 3 | 3 |
| Rapor Hazırlama | 7 | 9 | 63 |
| Rapor Sunma | 7 | 9 | 63 |
| Toplam İş Yükü (saat) | 132 | ||
Program ve Öğrenme Çıktıları İlişkisi
| PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | |
| ÖÇ 1 | ||||||||
| ÖÇ 2 | ||||||||
| ÖÇ 3 | 3 | |||||||
| ÖÇ 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | |
| ÖÇ 5 |
* Katkı Düzeyi : 1 Çok düşük 2 Düşük 3 Orta 4 Yüksek 5 Çok yüksek