| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Crıtıcal Thınkıng Into Teachers Language Use | ELT 445 | 7 | 4 + 0 | 4 | 5 |
| Ön Koşul Dersleri | None. |
| Önerilen Seçmeli Dersler | None. |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ALİ İLYA |
| Dersi Verenler | Dr.Öğr.Üyesi ALİ İLYA, |
| Dersin Yardımcıları | Res. Assist. Burcu KOÇ |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | Within the scope of the present course, the main objective is to help teacher trainees have a good command of the target language. Teacher trainees are supposed to adapt their language in accordance with different profiles of learner groups they will be addressing, think critically on their language use, and produce accurate, meaningful, and appropriate utterances in L2. In addition to all these, it is also aimed at equipping teacher trainees with the fundamental skills that are required for the national and international language proficiency tests they are going to take following their graduation. |
| Dersin İçeriği | The present course aims to help teacher candidates to integrate critical thinking into four language skills (reading, writing, listening comprehension, and speaking) and to use the foreign language in full awareness. To that end; subsequent to an identification of the significance and components of critical thinking, it is intended to raise an awareness of four language skills, enable teacher candidates to reflectively think on their own language use, discuss the sub-skills of an effective language use, and to consolidate all these through in-class and take-home activities and assignments. By the end of the process, teacher candidates are expected to use English in an accurate and appropriate way in full awareness, adapt their language use in compliance with the profile of the target audience, and edit and revise their output by reflectively and critically thinking on their own language use. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | By the end of the course, teacher trainees will be able to define the term, critical thinking. | Lecture, Discussion, Self Study, | Testing, Homework, |
| 2 | They will be able to explain the major and sub-components of critical thinking, and relate them to each other. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 3 | They will be able to integrate critical thinking into the advanced use of the four skills in L2. | Drilland Practice, Brain Storming, | Performance Task, |
| 4 | They will appreciate the value of critical thinking in the modern era and feel more motivated to adopt it throughout their teaching career. | Discussion, Brain Storming, Case Study, | Homework, Performance Task, |
| 5 | They will be able to explain the structure of the TOEFL-IBT Test and implement the primary techniques and strategies that are necessary to be successful in this test. | Lecture, Drilland Practice, Motivations to Show, | Testing, Homework, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | A baseline concept of critical thinking & Etymology and dictionary definition of CT Relations between critical thinking and problem solving Critical thinking from various perspectives Brief history of CT & Common denominators of CT Tests of CT | Paul, R. W., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. |
| 2 | The emerging CT movement Proposal of a short-term strategy to develop micro-logical, analytic CT skills Proposal of a long-term strategy to develop macro-logical, integrative thinking skills Some obstacles | Paul, R. W. (1984). Critical Thinking: Fundamental to Education for a Free Society. Educational leadership, 42(1), 4-14. |
| 3 | Teaching basic academic competencies as incipient higher order thinking skills Teaching social studies & Teaching science Dialectical knowledge as integrative synthesis | Paul, R. W. (1984). Critical Thinking: Fundamental to Education for a Free Society. Educational leadership, 42(1), 4-14. |
| 4 | Critical thinking, learning, and education: Why and What? Growing importance of CT CT and information literacy Critical vs creative thinking Adapting the standards Outlining the components of CT | Paul, R., & Elder, L. (2006). Critical thinking competency standards. Foundation for Critical Thinking. |
| 5 | First, second, and third group of competencies | Paul, R., & Elder, L. (2006). Critical thinking competency standards. Foundation for Critical Thinking. |
| 6 | Fourth, fifth, and sixth group of competencies | Paul, R., & Elder, L. (2006). Critical thinking competency standards. Foundation for Critical Thinking. |
| 7 | Knowing more about the TOEFL-IBT | Alderson, J. C. (2009). Test review: Test of English as a Foreign Language™:Internet-based Test (TOEFL iBT®). Language Testing, 26(4), 621-631. |
| 8 | Midterms | |
| 9 | Practicing with listening skills in TOEFL-IBT | Gear J., Gear, R. (2006). Cambridge preparation for TOEFL test. Camridge: Cambridge U.P. |
| 10 | Practicing with reading skills in TOEFL-IBT | Gear J., Gear, R. (2006). Cambridge preparation for TOEFL test. Camridge: Cambridge U.P. |
| 11 | Practicing with reading skills in TOEFL-IBT | Gear J., Gear, R. (2006). Cambridge preparation for TOEFL test. Camridge: Cambridge U.P. |
| 12 | Practicing with speaking skills in TOEFL-IBT | Gear J., Gear, R. (2006). Cambridge preparation for TOEFL test. Camridge: Cambridge U.P. |
| 13 | Practicing with writing skills in TOEFL-IBT | Gear J., Gear, R. (2006). Cambridge preparation for TOEFL test. Camridge: Cambridge U.P. |
| 14 | Revision & Wrap-up |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Alderson, J. C. (2009). Test review: Test of English as a Foreign Language™:Internet-based Test (TOEFL iBT®). Language Testing, 26(4), 621-631. Gear J., Gear, R. (2006). Cambridge preparation for TOEFL test. Camridge: Cambridge U.P. Paul, R. W. (1984). Critical Thinking: Fundamental to Education for a Free Society. Educational leadership, 42(1), 4-14. Paul, R. W., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. Paul, R., & Elder, L. (2008). Critical thinking. The Foundation for Critical Thinking. Paul, R., & Elder, L. (2006). Critical thinking competency standards. Foundation for Critical Thinking. Other documents distributed by the instructor in time. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | A graduate of the department is able to plan teaching processes. | ||||||
| 2 | A graduate of the department possesses the skill in organizing appropriate environments for English teaching. | ||||||
| 3 | A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint. | ||||||
| 4 | A graduate of the department employs appropriate methods and techniques for English teaching. | ||||||
| 5 | A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching | ||||||
| 6 | A graduate of the department chooses the suitable learning strategies considering the personal traits of the students. | ||||||
| 7 | A graduate of the department develops writing, reading, speaking and listening skills of the students. | ||||||
| 8 | A graduate of the department uses measurement and assessment instruments in an effective way. | ||||||
| 9 | A graduate of the department generates solutions for the educational, social and economic problems of the society. | ||||||
| 10 | A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher. | ||||||
| 11 | A graduate of the department follows the academic studies conducted in the field for his personal development. | ||||||
| 12 | A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language. | ||||||
| 13 | A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning. | ||||||
| 14 | A graduate of the department generates foreign language tests. | ||||||
| 15 | A graduate of the department designs original activities promoting the use of English in the daily life. | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 60 |
| 1. Ödev | 10 |
| 2. Ödev | 10 |
| 1. Performans Görevi (Uygulama) | 20 |
| Toplam | 100 |
| 1. Final | 50 |
| 1. Yıl İçinin Başarıya | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 14 | 4 | 56 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 4 | 56 |
| Mid-terms | 1 | 2 | 2 |
| Assignment | 2 | 5 | 10 |
| Performance Task (Application) | 1 | 10 | 10 |
| Toplam İş Yükü | 134 | ||
| Toplam İş Yükü / 25 (Saat) | 5,36 | ||
| Dersin AKTS Kredisi | 5 | ||