ANTALYA BİLİM
UNIVERSITY
Course Information Package
| Code | Description |
|---|---|
| LO1 | Students will be able to analyze complex psychological reading texts and lectures to critique core arguments and distinguish between significant supporting details and overarching theoretical frameworks. |
| LO2 | Students will be able to evaluate the effectiveness of academic vocabulary within various psychological contexts and construct sophisticated linguistic structures to articulate field-specific concepts with precision |
| LO3 | Students will be able to analyze diverse speech conventions in English to generate nuanced professional dialogues and collaborative discussions tailored to specific psychological scenarios |
| LO4 | Students will be able to design and deliver academic presentations by evaluating information relevance and synthesizing logical organization with an engaging, persuasive delivery style. |
| LO5 | Students will be able to evaluate and negotiate multifaceted psychological solutions by analyzing linguistic functions to express complex ideas fluently and accurately in both spoken and written forms |
| LO6 | Students will be able to produce academic reflection/response paragraphs that evaluate psychological literature through a creative synthesis of personal stance, interpreted evidence, and APA-compliant academic conventions. |
| Week | Content |
|---|---|
| 1 | Introduction to course and Syllabus Introduction. Strategies: 1. Guessing unknown words from the text. 2. How to take notes while listening to lectures. Reading, listening and discussing about an article. |
| 2 | Reading, listening and discussing about an article. Reflection/Response Writing: Citing Sources to Avoid Plagiarism |
| 3 | Reading, listening and discussing about an article. Reflection/Response Writing: References |
| 4 | Reading, listening and discussing about an article. Reflection/Response Writing: Formal vs Informal Language |
| 5 | Reading, listening and discussing about an article. Reflection/Response Writing: Hedging |
| 6 | Reading, listening and discussing about an article. Reflection/Response Writing Practice: Stating Facts and Opinions, Connectors |
| 7 | Review for Midterm Exam (Conducting a Mock exam and Giving Feedback) |
| 8 | Midterm |
| 9 | Reading, listening and discussing about an article. Presentation Skills: What is public speaking?, Steps of giving a speech Analyzing a sample presentation |
| 10 | Reading, listening and discussing about an article. Presentation Skills: Selecting and narrowing down the topic (Informative speech), Introduction to informative speech Outlines and Visual Aids (example PPTs) |
| 11 | Reading, listening and discussing about an article. Presentation Skills: Analyzing Outlines through presentation videos, Effective Intros and Conclusions |
| 12 | Reading, listening and discussing about an article. Presentation Skills: Oral Citations, Presentation Language |
| 13 | Review for Final Exam (Conducting a Mock exam and Giving Feedback); Rehearsing Informative Speeches & Giving Feedback |
| 14 | Presentations |
| 15 | Presentations |
| Activity | Count | Duration (Hours) | Total |
|---|---|---|---|
| Attendance | 1 | 45.00 | 45.00 |
| Pre-Class Individual Study | 1 | 20.00 | 20.00 |
| Post-Prectice Individual Study | 1 | 30.00 | 30.00 |
| Midterm Exam/Preparation | 1 | 15.00 | 15.00 |
| Final Exam/Preparation | 1 | 15.00 | 15.00 |
| Homework | 1 | 30.00 | 30.00 |
| Other | 1 | 25.00 | 25.00 |
| Total Workload (Hours) | 180 | ||
| ECTS Credit (Workload / 25) | 6 | ||
| # | Assessment Type | Contribution (%) |
|---|---|---|
| 1 | Midterm Exam | %30 |
| 2 | %20 | |
| 3 | Homework | %10 |
| 4 | Final Exam | %40 |
| TOTAL | %100 | |
| PO \ LO |
LO1
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LO2
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LO3
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LO4
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LO5
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LO6
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| PO-16 |
| # | Method Name | Description | Tools |
|---|---|---|---|
| 1 | Controversial Course | Listening and comprehension, critical thinking | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 2 | Lecture (expository teaching), interactive discussion | Listening and taking notes. | Standard classroom technologies, multimedia tools (projector, computer, digital presentations) |
| 3 | Role-Playing / Drama | Pre-planned specific skills | Standard classroom technologies, special equipment |
| 4 | Problem Solving | * Analyzing physical and physiological problems using problem-solving techniques and developing appropriate solutions. | |
| 5 | Brainstorming | The purpose of forming pairs is to ensure that they are open to innovation during the idea generation phase | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 6 | Small Group Discussion | Listening and comprehension, processing observations/situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 7 | Demonstration | Listening and comprehension, processing observations/situations | Presentation content |
| 8 | Simulation | Exploring the operation of physical circuit designs through the use of simulation software. | Simulation tools |
| 9 | Group Work | Students determine the slope and cross-sectional geometric characteristics of a parabolic irrigation canal on campus, plot the flow rate curve at different sections of the canal, and submit a report. | Land surveying instruments |
| 10 | Homework | Solving and analyzing homework questions using a computer and Excel. | Computer |
| 11 | Oral | Research – lifelong learning, processing situations, developing questions, interpreting, presenting | |
| 12 | Review / Survey Work | Research – lifelong learning, writing, reading | |
| 13 | Project | One-on-one critique sessions, problem solving, brainstorming, design/model production and oral/visual presentation | Design software, drawing tools, model making materials, board/presentation equipment, sample projects and specimens |
