Course Language:
İngilizce
Course Objectives:
The aim of the course is to examine different educational context and stories reflected in the films from a variety of cultures.
Course Content:
- Films related to
- Special education
- Cultural changes in education
- Equality in education
- Mathematics Education
- Professional Dedication
Film analysis
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) Examines the role of culture in the educational setting through lenses of films. 6 3, 4 A 2) Analyze the different teaching and learning approaches of the teachers in the films. 3, 6 3, 4 A 3) Explains and gives examples of how different background, systems in educational setting observed in the films’ context. 4, 6, 12 3, 4 A 4) Analyze how equality and special need issues differ in the films produced in different states. 6, 9 3, 4 A
Course Flow
| Week | Topics | Study Materials |
| 1 | Equality in Education Films: Freedom Writers | |
| 2 | Film Analysis Discussion | |
| 3 | Equality in Education Films: Children of Heaven | |
| 4 | Film Analysis: Differences between American and Iranian Perspectives | |
| 5 | Special Education in Films: Temple Grandin | |
| 6 | Special Education in Films: Taare Zameen Par | |
| 7 | Film Analysis: Differences between American and Indian Perspectives | |
| 8 | Culture in Education Films: Iki Dil bi Bavul | |
| 9 | Film Analysis Discussion | |
| 10 | Culture in Education Films: The Man Who Knew Infinity | |
| 11 | Film Analysis: English, Indian and Turkish Cultural Transition and Difficulties – Professional Dedication | |
| 12 | College Education in Films: Three Idiots | |
| 13 | Film Analysis Discussion | |
| 14 | Student Suggested Film Demonstration | |
| 15 | Overall Reflection of the Course |
Recommended Sources
| Compulsory | Instructor’s notes |
| Recommended |
Film Analysis Notes
|
Material Sharing
| Documents | Handouts for in-class activities |
| Assignments |
1) Final Project: Reflection paper on the a selected two films
2) Examine the film critiques 3) Create focus questions for film analysis discussion-
|
| Exams |
Assessment
| IN-TERM STUDIES | Quantity | Percentage |
| Midterm | - | |
| Quiz | ||
| Final Project | - | 50 |
| Assignment | 2 | 50 |
| Total | 100 | |
| Contribution of Final Exam (Project) to Overall Grade | 50 | |
| Contribution of In-term Studies to Overall Grade | 50 | |
| Total | 100 |
| COURSE CATEGORY | Expertise / Field Courses |
Course’s Contribution to Program
| No | Program Outcomes | Level of contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Has in-depth knowledge about secondary school mathematics and geometry contents | X | ||||
| 2 | Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in secondary school mathematics and geometry curriculum | X | ||||
| 3 | Applies fundamental mathematical and geometric concepts into other disciplines and real life situations | X | ||||
| 4 | Applies mathematical processes such as problem solving and proving into given cases correctly | X | ||||
| 5 | Plans mathematics and geometry teaching process in line with the secondary school curriculum’s vision, philosophy and goals | X | ||||
| 6 | Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level | X | ||||
| 7 | Establishes learning environments that encourages students to learn mathematics and geometry | X | ||||
| 8 | Uses and develop appropriate resources and materials to teach mathematics and geometry | X | ||||
| 9 | Monitors students’ learning process, development and achievement and to assess them by using appropriate assessment tools. | X | ||||
| 10 | Improves professional knowledge by following recent issues in mathematics education | X | ||||
| 11 | Contributes to the development of mathematics education by doing scientific research | X | ||||
| 12 | Knows the philosophy, principles, rules and regulations of Turkish Education System | X | ||||
ECTS
| 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 | 3 | 45 |
| Midterm | |||
| Quiz | |||
| Assignment | 2 | 10 | 20 |
| Final Project | 1 | 28 | 28 |
| Total Workload | 138 | ||
| Total Workload / 25 (hours) | 5.52 | ||
| ECTS | 6 |