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Yabancı dil olarak Türkçe öğretiminde istasyon rotasyon modelinin uygulanmasına yönelik tasarım ve taslak örneği

Year 2021, Volume: 24 Issue: 46, 923 - 937, 31.12.2021
https://doi.org/10.31795/baunsobed.940728

Abstract

Öğretim, öğrenicinin öğrenme fırsatlarını üst düzeye çıkarma ve kişisel dönüşümüne rehberlik etme çabalarıyla belirgin duruma gelmektedir. Öğretimin gerçekleştirilmesi, önceden dersin planlı bir şekilde tasarlanmasını gerektirmektedir. Dil öğretiminde önceden ders tasarımının hazırlanması, öğreticinin en önemli görevlerinden biridir ve onun pedagojik muhakeme yeteneği, ders sürecinde sınıf durumuna göre kullanabileceği en güçlü dayanağı olarak görülmektedir. Teknolojinin eğitim dünyamıza girmesiyle artık öğretim tasarımında, çevrimiçi tasarımı, materyal tasarımı, ders içeriği tasarımının birbiriyle ilişkili olarak desenlenmesi gerekmektedir. Dolayısıyla, günümüzde öğreticiden sadece öğretici olarak değil, tasarımcı, yönlendirici, eğitici ve rehberlik rollerini üstlenmesi talep edilmektedir. Çalışmada, dil öğreticisine ders tasarlamada bir fikir ve ipucu vermek amacıyla, yabancı dil olarak Türkçe öğretiminde harmanlanmış öğrenmenin istasyon rotasyon modelinin uygulanmasına yönelik tasarım ve taslak örneği sunulmuştur. Tasarım ve taslak, Hoca Ahmet Yesevi Üniversitesi Hazırlık Fakültesinde A2 düzeyinde Türkçe öğrenen Kazak öğrenicilerine yönelik hazırlanmıştır. Tasarım ve taslak hazırlamada Yesevi Türkçe Ders Kitabı’nda yer alan ünite konularından istifade edilmiştir.

References

  • Adistana, G. A. ve Dwiyogo, W. D. (2016). The influence of blended learning station-rotation and cognitive style towards intellectual skill in management construction. International Journal of Management and Administrative Sciences (IJMAS), 3(5), 1-7.
  • Aktay, E. G. ve Gültekin, M. (2015). Akran işbirliği ve ilk okuma yazma öğretimi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 17(1), 291-309.
  • Alammary, A., Sheard, J. ve Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.
  • Bağcı, H. ve Yalın, H. İ. (2018). Harmanlanmış Öğrenme Ortamında Denetim Odağına Göre Uyarlanmış 5E Öğrenme Modelinin Öğrencilerin Akademik Başarısına Etkisi. Kuramsal Eğitimbilim Dergisi, 11(3), 562-585.
  • Benek, İ. ve Kocakaya, S. (2012). İstasyonlarda öğrenme tekniğine yönelik öğrenci görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3), 2146-9199.
  • Bozpolat, E. ve Arslan, A. Türkçe öğretiminde istasyon tekniği kullanımına ilişkin nitel bir çalışma. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(39), 55-98.
  • Christensen, C. M., Horn, M. B. ve Staker, H. (2013). Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids. Clayton Christensen Institute for Disruptive Innovation.
  • Domalewska, D. (2014). Technology-supported classroom for collaborative learning: Blogging in the foreign language classroom. International Journal of Education and Development using ICT, 10(4), 21-30.
  • Gass, S. M. ve Mackey, A. (2007). Input, interaction, and output in second language acquisition. Theories in second language acquisition: An introduction, 175-199.
  • Govindaraj, A. Ve Silverajah, V. G. (Aralık 2017). Blending Flipped Classroom and Station Rotation Models in Enhancing Students' Learning of Physics. In Proceedings of the 2017 9th International Conference on Education Technology and Computers (73-78).
  • Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 3-21.
  • Graham, C. R. (2012). Emerging practice and research in blended learning. M.J. Moore (Ed.), Handbook of distance education (333-350). New York, NY: Routledge.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
  • Levy, M. (2002). CALL by design: Discourse, products and processes. ReCALL, 14(1), 58-84.
  • Lim, S. (2015). A Blended Learning Case Study: The Application of Station Rotation Model in ELT Listening and Speaking Class at Phayao Pittayakhom School. In International Conference on Language, Literature, Culture and Education.
  • McCollum, T. (2019). A Comparison of a Station Rotation Blended Learning Classroom to a Traditional Classroom Using NWEA MAP (Doctoral dissertation, McKendree University).
  • Staker, H. ve Horn, M. B. (2015). Classifying K-12 Blended Learning. 2012. 04 Nisan 2017 tarihinde http://www. christenseninstitute. org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning. pdf adresinden erişildi.
  • Storch, N. (2002). Patterns of interaction in ESL pair work. Language learning, 52(1), 119-158.
  • Truitt, A. A. (2016). A Case Study of the Station Rotation Blended Learning Model in a Third Grade Classroom.
  • Tucker, C. (17 Nisan 2018). Station Rotation Model: Alternative Group Formations. 3 Mayıs 2020 tarihinde https://catlintucker.com/2018/04/srm-alternative-group-formations/ adresinden erişilmiştir.
  • Walne, M. B. (2012). Emerging blended-learning models and school profiles. Houston: Community Foundation. www. edustart. org. adresinden erişildi.
  • Winstead, S.: 6 disadvantages of blended learning you have to cope with (2016) (Blog) 17 Nisan 2020 tarihinde https://myelearningworld.com/6-disadvantages-of-blended-learning/ adresinden erişildi.

Design and draft sample for the implementation of the station rotation model in teaching Turkish as a foreign language

Year 2021, Volume: 24 Issue: 46, 923 - 937, 31.12.2021
https://doi.org/10.31795/baunsobed.940728

Abstract

Teaching becomes evident in the efforts to maximize learners' learning opportunities and guide personal transformation. The realization of the teaching requires planning the lesson in advance. Preparing the lesson design in language teaching is one of the most important tasks of the teacher, and his/her pedagogical reasoning skills are seen as the strongest foundation according to the class situation in the course process. With the introduction of technology into our educational world, online design, material design, and course content design should be patterned in relation to each other in instructional design. Therefore, nowadays, it is demanded from the teacher not just to play the role of teacher but at the same time to play the roles of designer, director, trainer and be a guide for the students. In this study, in order to give an idea to the language teacher in designing a lesson, a design and draft sample for the implementation of the station rotation model of blended learning in teaching Turkish as a foreign language is presented. The design and draft were prepared for A2 level Turkish language Kazakh students who attend at Hoca Ahmet Yesevi University, Preparatory Faculty. In preparation of design and draft samples, the unit subjects in the Yesevi Turkish Textbook have been used.

References

  • Adistana, G. A. ve Dwiyogo, W. D. (2016). The influence of blended learning station-rotation and cognitive style towards intellectual skill in management construction. International Journal of Management and Administrative Sciences (IJMAS), 3(5), 1-7.
  • Aktay, E. G. ve Gültekin, M. (2015). Akran işbirliği ve ilk okuma yazma öğretimi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 17(1), 291-309.
  • Alammary, A., Sheard, J. ve Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.
  • Bağcı, H. ve Yalın, H. İ. (2018). Harmanlanmış Öğrenme Ortamında Denetim Odağına Göre Uyarlanmış 5E Öğrenme Modelinin Öğrencilerin Akademik Başarısına Etkisi. Kuramsal Eğitimbilim Dergisi, 11(3), 562-585.
  • Benek, İ. ve Kocakaya, S. (2012). İstasyonlarda öğrenme tekniğine yönelik öğrenci görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3), 2146-9199.
  • Bozpolat, E. ve Arslan, A. Türkçe öğretiminde istasyon tekniği kullanımına ilişkin nitel bir çalışma. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(39), 55-98.
  • Christensen, C. M., Horn, M. B. ve Staker, H. (2013). Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids. Clayton Christensen Institute for Disruptive Innovation.
  • Domalewska, D. (2014). Technology-supported classroom for collaborative learning: Blogging in the foreign language classroom. International Journal of Education and Development using ICT, 10(4), 21-30.
  • Gass, S. M. ve Mackey, A. (2007). Input, interaction, and output in second language acquisition. Theories in second language acquisition: An introduction, 175-199.
  • Govindaraj, A. Ve Silverajah, V. G. (Aralık 2017). Blending Flipped Classroom and Station Rotation Models in Enhancing Students' Learning of Physics. In Proceedings of the 2017 9th International Conference on Education Technology and Computers (73-78).
  • Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 3-21.
  • Graham, C. R. (2012). Emerging practice and research in blended learning. M.J. Moore (Ed.), Handbook of distance education (333-350). New York, NY: Routledge.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
  • Levy, M. (2002). CALL by design: Discourse, products and processes. ReCALL, 14(1), 58-84.
  • Lim, S. (2015). A Blended Learning Case Study: The Application of Station Rotation Model in ELT Listening and Speaking Class at Phayao Pittayakhom School. In International Conference on Language, Literature, Culture and Education.
  • McCollum, T. (2019). A Comparison of a Station Rotation Blended Learning Classroom to a Traditional Classroom Using NWEA MAP (Doctoral dissertation, McKendree University).
  • Staker, H. ve Horn, M. B. (2015). Classifying K-12 Blended Learning. 2012. 04 Nisan 2017 tarihinde http://www. christenseninstitute. org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning. pdf adresinden erişildi.
  • Storch, N. (2002). Patterns of interaction in ESL pair work. Language learning, 52(1), 119-158.
  • Truitt, A. A. (2016). A Case Study of the Station Rotation Blended Learning Model in a Third Grade Classroom.
  • Tucker, C. (17 Nisan 2018). Station Rotation Model: Alternative Group Formations. 3 Mayıs 2020 tarihinde https://catlintucker.com/2018/04/srm-alternative-group-formations/ adresinden erişilmiştir.
  • Walne, M. B. (2012). Emerging blended-learning models and school profiles. Houston: Community Foundation. www. edustart. org. adresinden erişildi.
  • Winstead, S.: 6 disadvantages of blended learning you have to cope with (2016) (Blog) 17 Nisan 2020 tarihinde https://myelearningworld.com/6-disadvantages-of-blended-learning/ adresinden erişildi.
There are 22 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Educational Sciences
Authors

Ziyoda Khalmatova 0000-0001-7695-5282

Publication Date December 31, 2021
Submission Date May 22, 2021
Acceptance Date August 10, 2021
Published in Issue Year 2021 Volume: 24 Issue: 46

Cite

APA Khalmatova, Z. (2021). Yabancı dil olarak Türkçe öğretiminde istasyon rotasyon modelinin uygulanmasına yönelik tasarım ve taslak örneği. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24(46), 923-937. https://doi.org/10.31795/baunsobed.940728

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