Course Language:
İngilizce
Course Objectives:
The aim of this course is to prepare and implement math lesson plans in line with instructional design principles and then evaluate he implementation.
Course Content:
Principles of instructional design; goals of teaching middle school mathematics; preparation and implementation of mathematics lessons; preparation of lesson plans; implementation and evaluation of lesson plans.
Course Methodology:
1. Lecture 2. Case study 3. Discussion 4. Demonstration 5. Group work 6. Microteaching 7. Problem solving
Course Evaluation Methods:
A. Supply type B. Multiple-choice test C. Incomplete D. True-False E. Oral exam F. Portfolio G. Performance type H. Report
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) Knows instructional design principles | 4 | 1, 3 | A, E |
| 2) Knows goals and objectives of middle school math curriculum | 4 | 1, 3 | A, E |
| 3) Knows elements of a lesson plan and prepares math lesson plans accordingly | 4, 5, 6, 7 | 1, 3 | A, E |
| 4) Implements a lesson plan in line with the objectives of the plan | 4, 5, 6, 7 | 1, 3, 6 | A, E, G |
| 5) Evaluates implemented lesson in line with instructional design principles and its objectives. | 5, 8 | 2, 3 | A, E, H |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Instructional design principles | |
| 2 | Goals of middle school mathematics | |
| 3 | Bloom’s taxonomy | |
| 4 | Content analysis of middle school math curriculum | |
| 5 | Content analysis of middle school math curriculum | |
| 6 | Teaching strategies in mathematics | |
| 7 | Teaching strategies in mathematics | |
| 8 | Midterm | |
| 9 | Elements of a lesson plan | |
| 10 | Design of a lesson | |
| 11 | Design of a lesson | |
| 12 | In-class implementation | |
| 13 | In-class implementation | |
| 14 | Evaluation of in-class implementation | |
Recommended Sources
| RESOURCES | |
| Compulsory |
Ortaokul matematik öğretim programı.
Huetnick, L., & Munshin, S. N. (2008). Teaching mathematics for the 21st century: Methods and activities for grades 6-12. New Jersey: Pearson Prentice Hall |
| Recommended | Lecture notes |
Material Sharing
| COURSE MATERIALS | |
| Documents | Handouts of in-class activities |
| Assignments |
1) Preparing a lesson plan about one of the objectives taught under Numbers domain in the curriculum
2) Preparing a lesson plan about one of the objectives taught under Algebra domain in the curriculum 3) Preparing a lesson plan about one of the objectives taught under Geometry domain in the curriculum 4) Preparing a lesson plan about one of the objectives taught under Data Analysis domain in the curriculum 5) Implementation of a prepared lesson in a class and writing a reflection report about the implementation |
| Exams | Midterm and final exams |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | Quantity | Percentage |
| Midterm | 1 | 30 |
| Final | 1 | 30 |
| Assignment | 5 | 40 |
| Total | 100 | |
| Contribution of Final Exam to Overall Grade | 30 | |
| Contribution of In-term Studies to Overall Grade | 70 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE CONTRIBUTION TO PROGRAM OUTCOMES | ||||||
| No | Program Outcomes | Level of contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in elementary school mathematics curriculum. | X | ||||
| 2 | Applies fundamental mathematical and geometric concepts into other disciplines and real life situations. | X | ||||
| 3 | Applies mathematical processes (e.g. problem solving, proving theorems, etc.) into given cases accurately. | X | ||||
| 4 | Plans for teaching mathematics in line with the elementary school mathematics curriculum’s vision, philosophy and goals. | X | ||||
| 5 | Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level. | X | ||||
| 6 | Determines and applies appropriate strategies and materials to foster and evaluate students’ mathematical thinking skills. | X | ||||
| 7 | Uses and develops appropriate resources and materials to teach mathematics. | X | ||||
| 8 | Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools. | X | ||||
| 9 | Improves professional knowledge by following recent issues in mathematics education | X | ||||
| 10 | Contributes to the development of mathematics education by doing scientific research | X | ||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course hours (including the exam week: 15 x total course) | 15 | 3 | 45 |
| Hours for off-the-classroom study (pre-study, practice) | 15 | 2 | 30 |
| Midterm | 1 | 10 | 10 |
| Assignment | 5 | 5 | 25 |
| Final | 1 | 15 | 15 |
| Total Workload | 115 | ||
| Total Workload / 25 (hours) | 4.6 | ||
| ECTS | 5 | ||