INTERNATIONAL BURCH UNIVERSITY
Faculty of Education and Humanities
Department of English Language and Literature
||Teaching Principles and Methods
||Number of ECTS Credits
||Class Hours Per Week
||Total Hours Per Semester
||2 + 1
|Senad Bećirović, Assoc. Prof. Dr.
||Assist. pr. dr. Senad Becirovic
||Senad Bećirović, Assoc. Prof. Dr.
|This course aims to develop the necessary skills and knowledge for ascertaining language learning requirements (e.g. situational, objective, subjective, and linguistic), needs analysis, and the preparation of objectives, drafting course schedules and preparing lesson plans. The course covers the following topics: different stages in lessons (presentation, practice, and production), lesson planning and developing course requirements. The course aims to introduce teacher candidates to the following topics: types of course schedule and requirements, learning at different ages, attention to lesson objectives, choosing assessment criteria, descriptors of ability, criteria and application of English language criteria, the Common European Framework of Reference and the European Language Portfolio.
|The aim of this course is to enable students to attain the following skills such as:
• Identify the role of diversity and culture on learning.
• Describe the role of teacher as decision-maker and facilitator of learning.
• Write effective lesson plans appropriate to diverse student needs.
• Write a unit plan appropriate to diverse student needs.
• Identify, define and give examples of questioning at different levels of the cognitive domain.
• Identify and explain the six basic types of Small-Group discussion.
• Identify and describe instructional strategies to promote and encourage active student participation in the classroom.
- Intro to the course
- Course Preparation
- Active learning
- Facilitating Discussion: Posing Problems, Listening, Questioning
- How to Make Lectures More Effective
- Teaching Culturally Diverse Students
- Assessing, Testing, and Evaluating
- Motivation in the College Classroom
- Dealing with Student Problems and Problem Students (There
- Experiential Learning: Case-Based, Problem-Based, and Reality-Based
- Technology and Teaching
- Teaching Students How to Become More Strategic and Self-Regulated Learners
- Teaching Thinking
- Approaches to managing classrooms and influencing student behavior.
- Interactive Lectures
- Practical Sessions
- Discussions and group work
- Student debates
- Problem solving
- Case Studies
| Lab/Practical Exam(s)||1||10|
| Term Paper||1||10|
| Class Deliverables||1||5|
| Final Exam||1||40|
- Write goal statements and behavioral objectives for lessons appropriate to diverse student needs.
- Identify and describe instructional strategies supported by current research to promote thinking skills of all learners
- Identify, define, and give examples of methods of assessment of student knowledge/skills.
- Make general suggestions about how a lesson may be improved.
- Identify methods to engage families in the instructional program.
- Research, select, evaluate, and secure relevant teaching support materials relevant to specific concepts and modes.
- • Marilla Svinivki & Wilbert J. McKeachie, McKeachie\'s Teaching Tips: Strategies, Research, and Theory for College and University Teachers, Wadsworth Cengage Learning, 2011, Thirteenth Edition
- • Abbie Brown and Timothy D. Green, The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice, Routledge, 2016. Third Edition
|ECTS (Allocated based on student) WORKLOAD
|Lecture (14 weeks x Lecture hours per week)||15||2||30|
|Laboratory / Practice (14 weeks x Laboratory/Practice hours per week)||15||1||15|
|Midterm Examination (1 week)||1||2||2|
|Final Examination(1 week)||1||3||3|
|Preparation for Midterm Examination||1||20||20|
|Preparation for Final Examination||1||35||35|
|Assignment / Homework/ Project||1||10||10|
|Seminar / Presentation||1||10||10|