The teaching methods this programme declares to the registry, with what each one needs.
Discussion MethodListening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application.USESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments.
Demonstration MethodThe instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice.USESReal tools or model tools and equipment, multimedia tools, videos and animations), computer.
Problem Solving MethodIdentifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual studyUSESTextbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer
Case Study MethodPresentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation.USESStandard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments.
Self Study MethodStudent interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance.USESLibrary, e-library, laboratory, workshop
Question - Answer TechniqueAsking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answersUSESTextbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations)
Experimental TechniqueSetting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment.USESLaboratory, workshop, application areas, computer software, standard classroom technologies.
Micro Teaching TechniquePerformance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched.USESCamera, video recording devices, checklist, rubric, rating scale, observation form.
Brainstorming TechniqueDeveloping opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking.USESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments.
Project Based Learning ModelCreating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project productsUSESProblem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject
Simulation TechniqueRealization of simulations for risky, dangerous, expensive, time-consuming applications/practices.USESSimulation environment, Computer
Concept Map TechniqueDistinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual frameworkUSESConcept maps
Inquiry-Based LearningExploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E modelsUSESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room
Cooperative LearningCooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together.USESIn-class and out-of-class, in-school and out-of- school environments.
Experiential LearningFaculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment.USESInternship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools
Flipped Classroom LearningProblem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.USESVideo recordings, online environments, classroom
Lecture MethodListening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied)USESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room
Traditional Written ExamClassical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis.USESWritten exam papers, multiple choice tests, short answer tests, mixed tests, answer keys
Multiple-Choice Exam
Oral ExamIt aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific.USESOral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales
HomeworkIt is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject.USESLibrary, e-library, books, articles
Project TaskIdentifies, field of application, collecting, and analyzing data, literature review, preparing and presenting reportUSESInternet databases, library databases, e-mail, textbooks, or supplementary books
QuizIt is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades.USESWorksheets, question bank, question pool, answer key
Performance TaskIt is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks.USESProblem scenario texts, checklists, rubrics, grading scales
DECLARED BY THE PROGRAMME TO THE UNIVERSITY REGISTRY. THE DESCRIPTIONS ARE THE REGISTRY'S OWN.
