| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-SÖ4B.01 | | Elective | 3 | 6 | 4 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| The main objective of this course is to explore histories, ideologies, and practices of alternative education movements in Turkey and in other countries. A key aim of the course is to examine the various processes of learning, teaching, and curriculum embedded within the diverse landscape of alternative education and the implications for primary school education. Emphasis will be placed on (but not limited too) the combination classrooms in Turkey and the education outside the traditional system abroad. |
| Name of Lecturer(s) |
| Doç. Dr. İsmail SARİKAYA |
| Learning Outcomes |
| 1 | Explain the alternative education and the changes and development of schools | | 2 | Analyze alternative education implications in different countries. | | 3 | Understand the context of the bussed primary education, the regional boarding primary schools (YİBO), and the combination classes. | | 4 | Synthesize the effective alternative education implications of other countries and Turkey | | 5 | Plan, implement, and manage learning and teaching processes according to the alternative education types. | | 6 | Implement classroom management practices and school administration processes in alternative education. | | 7 | Analyze school environment and develop social responsibility projects |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Geographical, social, and economical factors effecting education in Turkey; methods to meet the educational needs of children in rural areas; bussed primary education and its advantages and disadvantages; the regional boarding primary schools (YİBO) and advantages and disadvantages of these schools; teaching in combination classes; rational behind combination classes; classroom management, planning and assessment of instruction in combination classes, roles and responsibilities of combination classrooms teachers; combination classrooms implications in different countries |
| Weekly Detailed Course Contents |
|
| 1 | Environmental, social and economic factors affecting education | | | | 2 | Alternative education implications in different countries. | | | | 3 | Transported education, advantages and disadvantages | | | | 4 | Boarding school practices, advantages and disadvantages | | | | 5 | The Reggio Emilia Schools, Montessori Schools | | | | 6 | Free Schools, Home Schools, and other alternative school models | | | | 7 | Multigrade classes, advantages and disadvantages | | | | 8 | Midterm Exam | | | | 9 | A visit and an environmental analysis of a school with combination classrooms | | | | 10 | Comparison of combination classrooms with alternative schools such as nongraded schools and mixed age schools. | | | | 11 | Grouping methods, general rules and regulations for combination classes | | | | 12 | Planning and assessment of instruction, and use of effective learning and teaching methods in combination classes, individualized and differentiated education, self-directed learning activities in classroom | | | | 13 | Classroom management in combination classes: Establishing and maintaining order in classrooms. | | | | 14 | Classroom management in combination classes: Restoring order in classrooms. | | | | 15 | Principal authorized teaching in multi-grade schools | | | | 16 | Final Exam | | |
|
| Recommended or Required Reading |
| Alternative education practices in primary school. Murat Kurt (Ed.). Pegem.
Alternative education practices in primary school. Ayfer Şahin (Ed.). Eğiten Kitap.
Alternative education practices in primary school. Nihal Yıldız Yılmaz (Ed.). Eğiten Kitap.
Also recommended sources to read:
Aksoy, N. (2008). Education in multigrade classes: A research based on the opinions of young and inexperienced teachers. Education Science Society Journal, 6(21), 83-108.
Bilir, A. (2008). The reality of teachers and teaching in multi-grade village primary schools. Ankara University Faculty of Educational Sciences Journal, 41(2), 1-22. |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 3 | 42 |
| Self Study | 2 | 8 | 16 |
| Individual Study for Mid term Examination | 2 | 4 | 8 |
| Individual Study for Final Examination | 4 | 5 | 20 |
| Reading | 5 | 6 | 30 |
| Homework | 1 | 1 | 1 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 1 | 1 | 4 | 1 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO4 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO5 | 1 | 1 | 1 | 3 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO6 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | | LO7 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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