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Subtitles
Russian
00:00:02
So, what will we talk about? I want to00:00:04
give you some information about them here. This is00:00:09
a subject that started today in our country.00:00:10
I will examine program design approaches, and00:00:12
then there are program development00:00:14
models. I will buy these every time. If00:00:16
you ask me, the most important subject of this unit is00:00:18
this for teachers.00:00:21
There are stages of the program development process. These00:00:25
are the stages followed by the Ministry of National Education. These are the stages that are followed00:00:26
while preparing a curriculum in our country.00:00:28
In what order are the00:00:30
operations carried out?00:00:32
We will proceed with our unit by talking about these.00:00:35
If there are teachers who took the exam in the last year,00:00:37
there was a question from here in 2019-kpss,00:00:40
where did it come from? Well,00:00:42
he asked us about one of the program design approaches, and00:00:44
today we00:00:46
are setting out on our own. Let's see, hope it will be useful. Anıl00:00:55
may call the first title "teachers' design approaches" or "program design approaches."00:01:01
I want to talk about it. Look,00:01:06
there is a word here that is more of interest to special women. What is that00:01:08
word design? Where do we see it? The00:01:10
word design is often referred to as fashion design, furniture00:01:12
design, jewelry design, shoes, bag00:01:14
design. There is no silk. There is00:01:17
a competition program00:01:19
on television that I was addicted to for a while. What is it? This is it. It's me.00:01:21
Of course, I was missing the style. Simo during the day.00:01:23
I definitely watched the evening reruns.00:01:25
For example, I saw that it was a frequently used word there.00:01:28
Do you know what they were saying? They were wearing an outfit like this. There00:01:32
was a contestant for a while, called Özlem.00:01:34
They called her crazy Özlem. Even those who watched it at that time00:01:36
would know. She wore one today,00:01:38
if you ask me. It's a worthless outfit, but00:01:40
go for it, he liked it very much, he said, 'Ozlem,00:01:42
where did you get the clothes from?' He00:01:44
replied, 'It's my own design,' look at 'Ozlem', his00:01:49
mentality is a bit interesting, his outfit is also interesting, the design is00:01:51
also interesting. Exactly, there00:01:54
was a contestant Nuriye, she wore it. It's00:01:55
new and he liked it too.00:01:57
He asked, 'Nurcu, where did you get it? This00:02:00
and the meat.' He said, 'It's my own design. '00:02:02
Look, if a head made it, it's a little more solid than Özlem's00:02:04
design. It's a little more00:02:06
solid. What do00:02:07
we come up with here?' Then, my teachers, the00:02:08
word 'design'00:02:10
means 'shape'. giving shape giving formation00:02:13
creating then the problem is00:02:15
what are design approaches program00:02:17
design approaches are the elements that enable you to prepare our program00:02:20
according to the understanding we have adopted00:02:22
my00:02:25
understanding of Senem reflects these to the program00:02:32
my teachers are what00:02:35
I call program design approaches this is useful there00:02:37
is an educational philosophy adopted00:02:38
in the country This is what00:02:40
we talked about last week more absorbing progressive main00:02:42
re-fiction Whichever of these00:02:44
you want, these design00:02:46
approaches enable you to prepare the program00:02:47
according to the education approach we adopt,00:02:49
reflect it,00:02:51
attack. There are 3 groups of designs created in this direction,00:02:54
subject Central designs00:02:56
learner Central designs and problem00:03:00
This is performed as central designs So what do we distinguish according to?00:03:02
Let's talk about these during this time,00:03:04
he said the subject center, let's see, he00:03:06
told the center that he took the course on the subject. If00:03:08
perennialism or essentialism is at the forefront in your country and00:03:11
this is taken into consideration,00:03:13
the approach we adopt00:03:15
should be one of the subject center design approaches00:03:17
and as the name suggests, the subject00:03:19
content element is given more importance and the00:03:22
emphasis is on the program in these designs. The00:03:24
learner is in the shadow of the center.00:03:26
In central designs, the individual is taken as the center.00:03:28
Therefore,00:03:30
these are designs suitable for progressive understanding. If our country00:03:32
advocates progress and understanding,00:03:34
you should use one of these designs in our country.00:03:38
Learning by doing is at the forefront, that is,00:03:39
it is based on active learning. The teacher00:03:42
guides the students in this process.00:03:44
When we look at the centers, what is00:03:46
meant by the problem is the society. It is a problem,00:03:47
teachers focus on the needs of the society,00:03:49
these designs00:03:51
and reconstructionism are appropriate. If you00:03:55
have an understanding of reconstruction in our country, it00:03:57
is a problem. If you use one of the central designs. Yes, what is the concern? These00:04:02
are the elements that reflect the understanding we have adopted in the program. If you00:04:04
are permanent and essentialist, your position is to reconstruct with everyone,00:04:07
if you are progressive, reconstruct with the learning center.00:04:09
We are human, problem. You need00:04:11
to use one of the central designs. I00:04:13
will go one by one.00:04:37
Now, if we take them one by one, including the new shawl design, correlational design and process design,00:04:40
the first thing I will talk about is the subject00:04:43
design. Well, what do the teachers mean? The00:04:45
subject is design, let's look at the00:04:47
subject. Here we do this,00:04:54
we organize each subject as an independent course. That's why these00:04:56
important subjects are regularly taught as independent courses.00:05:01
You have seen examples of this mostly in university years.00:05:03
For example, we examined the00:05:05
University education programs while taking this course.00:05:09
When we examined the Naza history teaching program, we came across00:05:15
courses such as European History, Modern History, Ancient History, Medieval History, Republican Period.00:05:17
When we examined the literature department in Istanbul,00:05:21
we saw that there were courses such as folk literature, Divan00:05:23
Literature, old literature, new literature,00:05:25
children's literature in the program. When we examined00:05:27
the program of the physics teaching department,00:05:29
we saw thinkers, there00:05:32
were many courses such as quantum physics, vibration and waves, mechanics, optics,00:05:34
so what was the deal here,00:05:36
look at the teachers, European history. It is a00:05:39
subject and a unit of the science of history, that is, Folk Literature,00:05:42
a subject of the science of literature, quantum00:05:45
physics, a subject of the field of physics, the subject is00:05:47
design. We do this, we00:05:50
organize each subject as an independent course,00:05:52
this is the logic, this is where the name comes from. So why was00:05:55
such a thing done, why was it organized like this, subject by subject?00:05:59
My friend, who is a history teacher00:06:00
but works in high school, said, "00:06:02
How long does it take00:06:03
you to teach the subject of European history to students?" I said, "00:06:06
It takes 2-3 weeks or so, it's different. Look, you take00:06:08
a subject that can be finished in 2-3 weeks, or00:06:10
maybe a year at the university.00:06:12
Why is he doing such a thing,00:06:14
because this subject?" By taking a year, you00:06:16
learn it in detail.00:06:18
That's why the subject design00:06:23
provides detailed learning and specialization. I even guess that00:06:25
you said this when you were studying at the university.00:06:27
What if I became a teacher?00:06:34
This is what was desired. If you are going to graduate from that field, you00:06:39
must have learned in detail and specialised.00:06:41
The designers say that another point we should know here within the scope of this design is that00:06:45
all the subjects here are00:06:47
taught by the teacher,00:06:49
the activities are teacher-centered and the students are00:06:51
taught in a gradual way.00:06:53
They even used the following expression here, in00:06:55
accordance with the functioning of the mind and logic.00:06:58
There is a graduality, what is it, you00:07:00
can say from the simplest to the most complex, the questions can be00:07:03
from easy to difficult, hierarchical,00:07:06
or chronological,00:07:10
that is, there is a graduality,00:07:13
the beginning of the lesson is a little simpler, then it becomes00:07:14
increasingly complex, or00:07:16
the headings are difficult or you can see the headings. There is a hierarchy. Or00:07:18
if you think about history,00:07:20
there is a historical flow, one step by step. In this structure, it is00:07:22
taught to the students by the teacher.00:07:24
This is what happens in university courses.00:07:26
We get00:07:28
more information from the lecturer, and while the beginning of the course is easy, it00:07:30
becomes increasingly difficult.00:07:43
Our sultan says to our minds, what are the places and where? Well,00:07:48
we do not forget that the subjects were organized as independent lessons,00:07:52
we do not forget that all the information is gained gradually by the teacher,00:07:55
we do not forget the detailed learning, we do not forget the health of the00:07:56
teachers. This is the design feature, it00:07:59
has come to00:08:00
the best.00:08:10
We organize the branches as courses, so what are they?00:08:13
For example, mathematics, one science, one course,00:08:15
history, one science, one course, geography, one00:08:18
science, one course. The courses we take in high school are00:08:20
largely arranged according to the discipline design.00:08:24
We organize each unit as a course, and this is what is happening here.00:08:26
Look, we bring together the mathematics subjects and00:08:28
bring mathematics together. We create the course, we00:08:30
bring together the subjects of history and00:08:31
create the dates.00:08:33
You can think with this logic. Well, what is the special feature here?00:08:36
Remember, the00:08:38
way we study history over the years is00:08:41
not the same as the way you study mathematics.00:08:50
We study with our teachers by summarizing time and history, by repeating them, or by establishing relationships, but in mathematics00:08:52
There was more practice in solving questions because this00:08:55
design advocated that each lesson00:09:00
will look good with its own method, that is, the child00:09:03
will learn mathematics by working like a mathematician, he00:09:07
will learn physics by working like a physicist, this is the chemistry house, he will00:09:09
learn by working like a chemist. Please pay00:09:11
attention here, I am not saying that one can specialize. Look,00:09:13
what I am saying is something else. This is what I mean. Understand what I mean. He will00:09:21
study that lesson with the method used by the expert in that field.00:09:37
We organize it as an expert in that field and the student00:09:42
works with the method of that field as if he is an expert in that field, which he uses very often in questions00:09:44
and publishes. Please be careful,00:09:47
I came to the other design, a wide field design.00:09:51
Who is this design that we00:09:54
encountered mostly in our middle school years,00:09:56
you have taken lessons like this?00:09:58
Science Social,00:10:00
we have taken lessons in magic,00:10:01
science from teachers Based on the example,00:10:03
how was the science course created?00:10:05
Physics-chemistry-biology, earth science, astronomy,00:10:08
that is, astronomy and environment courses were00:10:11
brought together to create a course called science. As the00:10:13
name suggests, we00:10:15
combine multiple fields and create a new large00:10:18
field. Well,00:10:21
then, our situation in this design is similar.00:10:23
Different courses and subjects with different aspects are00:10:25
integrated to form a new and broader00:10:28
field. That is, the course is created.00:10:31
Physics-chemistry-biology earth science00:10:33
astronomy environment combines to form science00:10:36
history geography and many branches of science00:10:38
combine to form social studies00:10:40
to form science and social subjects to00:10:42
combine Life Sciences course to form00:10:44
lies It is not limited to just these.00:10:46
In some departments at the university, this00:10:48
design is arranged appropriately. There is a00:10:50
department called Mechatronics. What is00:10:52
Mechatronics? It is formed by the combination of mechanics and electronics00:10:54
science.00:10:56
Biochemistry and physical chemistry. All of them are examples of this.00:10:59
Eye.00:11:00
This is a teacher. So why00:11:02
did they do such a thing? These designers set out00:11:04
from Avcılar. What did they say?00:11:06
The casts are more meaningful than the whole piece. Well,00:11:09
here we00:11:16
say that the subjects will be meaningful and functional, since we say that they should focus on fragmentation for our integrator. And00:11:18
another feature: Of course, they are00:11:23
handled separately as physics-chemistry-biology, just like in high school. Since they do not take00:11:25
science lessons, the subjects are a little more00:11:27
superficial. Because children at that age00:11:30
do not need to know that many details,00:11:31
my teachers, the subjects are more superficial00:11:34
in the wide field design. Because we00:11:36
have expanded the scope,00:11:38
it will become difficult in Teymen as well.00:11:40
There is even a typical joke on the orphan factors.00:11:42
History, geography, physics, chemistry, biology00:11:44
teachers are required for science students. And00:11:46
they become socially engaged, how do they hang out? There is00:11:48
a joke that says everything is less or less, nothing is perfect.00:11:52
Those who live in education factors already know that the logic comes from here. So let's00:11:54
sum it up,00:11:56
he taught us large space design, we are changing all the00:12:00
different courses and subjects that have very good aspects in large space design.00:12:04
We create a wider range of lessons,00:12:06
learning becomes more meaningful and functional in this way,00:12:08
but00:12:10
we cover the topics more superficially. The important point is where00:12:12
different lessons and topics00:12:14
can be integrated. Look at this, don't forget00:12:17
a new lesson, a broader lesson will be created00:12:19
here, keep in mind chipboard.00:12:22
I am giving my teachers as an example.00:12:25
Don't make a correlation, new design00:12:27
is only used in middle school, discipline design is00:12:28
only used in high school, also make a00:12:30
correlation. Please don't make any00:12:32
approach and design is not aimed at a single level.00:12:35
I'm just saying this because our examples come across there.00:12:37
Yes, come on, the other00:12:42
design is correlational or its other name is00:12:45
inter-discipline.00:12:48
It is referred to as design. Well, this is about design.00:12:50
You00:12:52
may have heard the expression collection in the measurement course. My teacher Tufan00:12:54
mentioned that correlation00:12:57
refers to the relationship between more than one variable,00:12:59
but disciplines.00:13:00
But now it is more popular, as if00:13:02
what we are doing here today is00:13:04
establishing a relationship between the courses. Look, do not forget that even 2 courses00:13:07
are related. This is called00:13:09
interdisciplinary. It will be a design. Well,00:13:11
how will we ensure the relationship? We will establish the relationship through common themes.00:13:16
We will determine common themes. These themes will be discussed in each lesson.00:13:18
Thus, the child will00:13:20
establish a connection between the lessons. Look, he will immediately00:13:24
exemplify this, for example,00:13:27
what could be the theme in the week of October 29, Republic00:13:29
Day? In this regard, the Turkish teacher00:13:32
teaches poetry about the republic, here is the00:13:34
social information teacher00:13:36
talks about the declaration of the Republic art teacher If00:13:40
we have a Republic Day themed painting made These00:13:42
would be interdisciplinary designs look what we did00:13:44
we determined a common theme and this theme was discussed in each lesson00:13:46
And thus a relationship00:13:48
was established during the lesson but God does not have to be 3 or 4 lessons, even00:13:51
two lessons can00:13:52
be related. s accepted, the math00:13:55
teacher00:13:57
learned in the science class of the child while solving the speed problems. If00:14:02
he establishes a relationship with the formula for calculating the speed, this is also between disciplines.00:14:04
So, we will establish relationships during the lesson,00:14:06
we do this. So why do00:14:08
we establish relationships? Because learning00:14:11
becomes more meaningful and permanent as it comes with connections,00:14:12
remember,00:14:14
I talked about it in the teaching methods course. My teachers told us that00:14:16
meaningful learning can be achieved by associating what we have learned,00:14:18
and they00:14:20
also argued that it would be more permanent. There00:14:21
is a feature here,00:14:24
but I want you to know that too. Let's00:14:25
add that now, the relationship between the00:14:28
disks cannot be established only with the efforts of the Turkish teacher.00:14:32
We should change the mathematician to do this, and a social teacher00:14:34
should also participate. Then we Here00:14:37
we can say that00:14:38
teachers should cooperate in correlational design.00:14:42
Let's not forget this, especially00:14:46
in the branch teachers' board meetings.00:14:48
These can be achieved. They say that00:14:50
this month is November 10th, as a ceremony, let's00:14:53
discuss this issue here. Teachers can teach any lesson and00:14:56
connect to their lessons.00:14:58
Yes,00:15:00
thank you, hand design is between the lessons.00:15:02
Establish a connection and provide the connection00:15:04
through the common themes you have determined.00:15:05
This way, learning00:15:07
will be more meaningful and permanent. The most important00:15:09
emphasis is on establishing relationships between courses.00:15:12
Now, I would like to make a warning here.00:15:14
Our teacher is comparing.00:15:21
I think it would be useful to make a comparison between wide field design and correlational design. Let00:15:23
's compare them. Teachers,00:15:26
look, what were our lessons,00:15:29
let's say physics-chemistry-biology. Of00:15:32
course, there are other courses as an example.00:15:34
What am I writing these here? Let00:15:36
me state the same here. Who is physics and biology?00:15:39
Yavuz. Let's have lessons like this.00:15:43
Now, let's talk about the wide field first.00:15:46
In the large field design, there is this: teachers00:15:47
do not have more than one lesson. It combines and00:15:50
creates a new course. There was no physics in the program anymore.00:15:53
There was chemistry and biology.00:15:54
Instead, there is science. This is the thing in Yenişan design.00:15:57
Courses and subjects00:15:59
are combined to00:16:00
create a new course. In correlational00:16:01
design, there is no00:16:03
merging courses and creating a new course.00:16:05
With correlational design,00:16:08
we do this together.00:16:09
We determine a theme, what is global warming? The00:16:13
biology teacher talks about the effects of global00:16:15
warming on the lives of living things in his lesson. The00:16:16
physics teacher talks about how00:16:18
global warming00:16:20
affects the forces in nature00:16:21
in his lesson. Some teachers talk about00:16:23
how global warming changes matter solutions in their lessons.00:16:25
Look, three00:16:27
different lessons - 3 different teachers, but00:16:29
what did they cover in their lessons?00:16:31
He covered the subject of global warming and thus the courses00:16:33
established a hospital and they established a connection.00:16:35
Remember, combining broad field courses and00:16:37
making a new course is a00:16:38
correlational designer during the course. It is00:16:40
just to establish a relationship. I came to the00:16:44
other design process design. This is00:16:47
also the question of our last year. This is the00:16:50
question we encountered in 2019.00:16:53
So, what does process design tell us?00:16:56
Now, with process education, it generally00:16:59
describes the learning-teaching process,00:17:02
that is, it corresponds to the00:17:04
part where the course is taught, where the method and technique are used. So,00:17:06
why did00:17:08
the teachers call it process design, because00:17:10
the thing in this design is that all00:17:13
lessons and subjects are taught with a common learning00:17:16
method, that is, a method? I mean,00:17:20
you will want all the lessons with the same method,00:17:22
you will follow all the subjects with the same method, this is what we want00:17:23
from you, you may think that it cannot be done here,00:17:25
but there are actually those who do it,00:17:26
especially the preschool00:17:28
teachers, they are setting a good example here.00:17:29
I think they can make a bladder, they can00:17:34
produce the game by choosing a common method and gamifying everything, look what00:17:35
they have done, the game is a common method. They chose it,00:17:38
they taught everything by gamification, this is what they00:17:40
expect you to do, the process design00:17:41
says that you will follow all the lessons and00:17:44
subjects with the same method that you have determined in common, your00:17:48
way of learning the method and technique will be the same.00:17:50
This is what they want in every lesson. So,00:17:53
why did you choose this for pre-school, your teachers? Because it is00:17:58
one of the best ways of learning for a child at that age. It's a game, that's why00:18:00
they chose it, we don't choose the common method according to our wishes,00:18:04
we choose it according to the common method, we choose the way that the students learn best,00:18:08
we determine it for each lesson.00:18:10
We want it with this method, that is, the purpose of the process design.00:18:15
You teach this in the way that the child learns best in each lesson, so that the child00:18:18
can achieve maximum success in each lesson. Don't00:18:21
forget that the00:18:23
way students learn is determined and all00:18:25
lessons are carried out with this common method.00:18:28
In other words, this is the same method. Elif Enes,00:18:31
my past. However,00:18:34
games may not be available for every student at every level or in every class.00:18:36
The most effective way to learn is process design.00:18:38
Here, he gives us a few recommendations and00:18:42
says to his teachers, you can use critical thinking.00:18:44
You, the students, are people who are prone to questioning. The00:18:48
child will learn the method of critical thinking in every lesson. The child00:18:50
will learn by questioning. History will be learned by questioning. In geography, English00:18:53
and literature,00:18:55
problem solving by questioning everything, or in every lesson, the child will00:19:01
learn by solving vital problems.00:19:05
What we will not forget is that then every lesson00:19:07
learns with a common method.00:19:10
This common method is chosen according to the best learning way of the students.00:19:12
A critical thinking. For example,00:19:14
please do not forget the teacher. Yes,00:19:17
we talked about the subject Central designs.00:19:19
Let's remember what00:19:21
we talked about here.00:19:23
Content based on more absorbency and silence.00:19:25
These are designs that give importance to their shadow.00:19:27
In the subject design, the subjects were00:19:29
arranged as independent lessons. The teacher gradually00:19:33
provided the children with this knowledge and provided detailed and detailed learning.00:19:38
In the specializing discipline design, I organized each branch of each branch of science00:19:40
as a course. In the subject design, the children learned each00:19:42
subject with its own method, that is, by00:19:45
working as an expert in that subject.00:19:47
In the broad field design, it is similar.00:19:53
I created this course by integrating different courses and subjects with different aspects and making the learning more00:19:56
meaningful.00:19:57
In the correlational interdisciplinary design, I00:19:59
established relationships between the courses and00:20:01
thus ensured meaningful learning.00:20:04
In the process design, I used the same method in each course,00:20:07
using the common method in00:20:09
my lessons. Yes, these are the subject Central00:20:12
designs are all about. Now I'm here.00:20:21
You may also hear my two groups as learner-centered or activity center designs. These are00:20:23
the teachers' in the books, what is the learning center00:20:26
designs, the activity expression here. By the00:20:28
way, I express the active participation of the student,00:20:30
please do not miss these.00:20:32
I just said, what00:20:33
is important, what understanding is it based on? More00:20:35
precisely, it is progressive. Teachers00:20:38
If these are progressivism in our country,00:20:42
you use one of the learning centers and you00:20:45
base it on learning by doing and experiencing. You argue that the teacher00:20:47
guides this child in what he does.00:20:49
Therefore, some00:20:51
sources write information like this.00:20:56
It is not an information,00:21:01
because it prioritizes the student's learning by doing and experiencing. The element of educational situations is00:21:03
seen as a little more important00:21:05
in these designs, that is, the child's learning00:21:07
styles are seen as more important. So, what00:21:10
are these designs? Let's see what these designs are,00:21:12
child-centered, life-centered, radical00:21:15
and humanistic. We will discuss them in order,00:21:18
now the first thing I will talk about is the child.00:21:21
Centered design.00:21:23
This is the design we use in our country as well.00:21:25
Teachers, we also use child center00:21:27
design. So, what does the00:21:29
child center design advocate? Come00:21:31
on, it argues that the program should be prepared according to the interests and needs of the student with the child center,00:21:35
but00:21:37
now in our country, we00:21:38
use this. Okay, let's assume that we prepare00:21:40
the program according to the characteristics of the children.00:21:44
When we go to schools, the programs are already00:21:47
prepared. Let's see00:21:49
how I prepare this before00:21:51
we even see the child. The child00:21:53
defends this view. The program is prepared00:21:55
in advance and sent to the schools according to the student's interests and needs.00:21:58
So,00:22:00
how are they determined in advance? Their00:22:05
common00:22:08
characteristics are taken into account, a00:22:10
program is prepared accordingly and sent to the school.00:22:12
The message is that you are preparing educational programs for high school students. The00:22:16
developmental period of high school students00:22:18
is more or less certain.00:22:21
You prepare programs accordingly and send them to schools.00:22:24
You are preparing programs for secondary school students. The00:22:26
developmental characteristics of children in secondary school are more or less00:22:28
certain. You00:22:30
prepare a program and send it to schools according to the00:22:32
importance of you. This is the00:22:34
program is prepared according to the interest needs of the students.00:22:36
But00:22:39
it is prepared in advance according to the common characteristics of that period and there00:22:41
is a point here.00:22:44
A woman you will meet in the future said this word to Ataba.00:22:46
She also says that a person learns from living.00:22:48
What does child center design mean?00:22:51
Learning by doing and experiencing. How does00:22:53
this happen? Then, because00:22:55
if you make the lesson suitable for the needs of the child, this00:22:58
lesson attracts the child's attention and the child00:23:00
participates in the process, he learns by experiencing,00:23:02
that is, he learns that he lives.00:23:04
Teachers then00:23:06
give this, and if he says which design belongs,00:23:09
you will say that it belongs to the children's center design. Because the bibliography of this model.00:23:11
It says "tava" and "taba" and this00:23:14
expression is included in his book. So,00:23:16
don't forget this. Yes, it is00:23:18
a bagel to the places we will not forget. The program at the child center00:23:20
is prepared according to student needs.00:23:22
But it is prepared in advance. Well, let's ask you.00:23:26
Okay,00:23:29
we prepare it according to student needs in advance. For example,00:23:31
we all studied in high school. Were the00:23:33
interests and needs of everyone in our class00:23:34
the same when we were in high school? Teachers,00:23:36
do we all like the same things? Were00:23:38
we all doing the same things? No,00:23:40
a group of children oppose the Center design and00:23:45
come up with an experience-centered design.00:23:50
This is a design that the National Education was considering to pass for a while, but it could not pass because it00:23:53
understood what would happen.00:23:57
Our history of education00:23:58
shows us that if National Education00:24:00
changes to something, it will definitely be transferred to the00:24:03
teachers. Because why will it make their job difficult?00:24:05
In centralized design, the00:24:08
program is not prepared in advance, the program00:24:11
is prepared in the process according to the student's interests and needs.00:24:22
You prepare and00:24:24
apply, don't forget experience. In the centralized00:24:26
design, the program is prepared in the process, the00:24:29
student's current interest, needs and00:24:31
characteristics are taken into consideration, the program00:24:33
is prepared and implemented, it may seem very difficult,00:24:35
but again, we have a group that implements it,00:24:37
who are00:24:39
our preschool teachers, they00:24:41
use it effectively. Look, there are school teachers among you now.00:24:43
It is lime. Why?00:24:45
Preliminary preparations for these are a bit00:24:47
costly. These, for example, are going to do that.00:24:50
Sir,00:24:51
they are preparing material for the event. Maybe it's a costume,00:24:53
Omar, maybe a video, a song, a folk song, a00:24:55
game, I don't know, outfits for that,00:24:57
everything is written down, it's perfect. They are00:24:59
making preparations, we enter the classroom.00:25:01
They have such different sympathetic00:25:03
speeches. Welcome, children,00:25:04
rest. They do00:25:06
funny things like this, jokes, jokes, cute things, a00:25:09
game or two with the children, warm-up00:25:11
exercises, etc. Okay,00:25:14
what are they doing, their plans are00:25:16
in line with the activity, something new is happening to introduce the subject,00:25:19
what is happening? A bird00:25:23
comes flying to the classroom window with frills and frills. At that00:25:26
moment, there is a child like this in every classroom,00:25:30
he sees the bird landing on the glass, he tells him to look at the bird, he is going to run,00:25:32
but it sticks,00:25:35
it spreads to all the children in the class, like sound contamination, it00:25:36
all sticks to the glass, they look at the bird,00:25:39
it attracts their attention, my heart, do you know what the teacher is00:25:41
doing, he00:25:42
gives the opportunity for some examinations. He00:25:46
takes them back to their places of labor, he sets aside the materials he prepared00:25:48
for use in the future,00:25:52
he works on birds all day long,00:25:53
tells stories about these waters, makes00:25:55
them play games about birds, and00:25:57
prepares visuals about birds.00:26:00
This is my life.00:26:02
The plan of teaching design to everyone is different, but children are00:26:04
interested in birds. We had to00:26:06
design the whole activity for the event based on Birds.00:26:09
Because we worked especially hard00:26:11
on the child. If you try to tell the child something that is not of his interest,00:26:15
he will not be forgotten too much. Teachers, we call00:26:16
this experience center design.00:26:18
Remember, what is the event program,00:26:22
it is prepared according to the needs of the students, the current00:26:23
characteristics of the students are taken into account. From here,00:26:25
you should understand something00:26:28
In order to talk about birds, the teacher00:26:31
must have knowledge about birds. We must have a well-equipped teacher.00:26:33
My teachers must be00:26:35
well-equipped, especially in the field of program development.00:26:37
Another point is that00:26:40
children's interests are not always the same. The00:26:42
child who is interested in this today00:26:44
will be interested in something else another day. That's why00:26:46
it has a variable and flexible structure.00:26:49
Centrally designed program. In fact, among the00:26:51
design approaches I will talk about today,00:26:53
flexible design is among the design approaches.00:26:56
If I say centralized design, it would not be too assertive, it would probably00:26:58
be an expression that will make you sleep.00:27:00
I will not forget you. Then, my teachers,00:27:02
the program was00:27:04
prepared in the process according to the ages of the students. In the necessary00:27:06
questions, compare the two for your name.00:27:09
I feel the need to compare children's00:27:11
center design with experience.00:27:13
Let's compare the center design with you,00:27:17
if you look at my essence, my teachers both00:27:22
say that we need to prepare a program according to the characteristics of the student, there is a difference.00:27:26
Well, among these, the child center00:27:29
design is prepared according to common information, according to the interest needs you have determined in advance. The00:27:33
central design is prepared according to the interest00:27:36
needs you have determined in the process.00:27:39
It says prepare a program accordingly. Please do00:27:41
not overlook this awareness. Yes, I came.00:27:46
This design is romantic. Radical design.00:27:48
We will talk about it. It00:27:51
has a beautiful name. This is Romantic design.00:27:53
What are we doing? My teachers. The00:27:55
teacher dims the lighting of the environment a little. He is00:27:58
surprised.00:28:03
He puts on some classical, relaxing music. You might expect him to eat something light00:28:06
and explain his lesson like this,00:28:07
but nothing like this00:28:09
happens, that is, in a dressing gown, a scarf around his neck,00:28:11
with a glass of whiskey in my hand.00:28:13
If he goes to class, I won't tell him. I mean, we don't expect00:28:14
a scene in romantic design and romantic movies anyway.00:28:27
There is a situation that is contrary to radical, there is an attitude against it. So,00:28:29
what are they against?00:28:31
They want radical, they want a radical change, what00:28:33
are they against, examine this, romantic00:28:35
Radical design was seen as00:28:37
a design put forward by parents in America for a while.00:28:43
Children are clicking here,00:28:47
they will not use their lives,00:28:49
you are teaching them a lot of unnecessary things,00:28:53
this is taking away from life for children and00:28:55
you are making them do information for no reason. Look, parents in America have00:28:57
done this, look what Parents must see,00:29:00
what did you do? When he delivered it from the school gate,00:29:02
he said, "The meat is yours, even the bones are yours." You00:29:05
even said, 'Let him find his way home in the evening.'00:29:07
You were going home, your grandmother said, 'The teacher beat me in the morning.00:29:13
I thought your parents would side with you,00:29:14
but what did they say, let's see what you did,00:29:17
he beat me, look, I created it from a teacher.00:29:21
You can understand that there is a sacrifice of the child. Isn't that the case nowadays?00:29:28
They can all have mourning days just because the schools are closed. Now they can't have rabbits00:29:30
anyway. Think about summer holidays. Why don't00:29:32
barren days, golden days, dollar00:29:34
days happen during summer holidays? Because00:29:35
children are waiting for their children to go to school at home,00:29:38
everyone00:29:40
even prepares their annual plans for the days accordingly.00:29:41
Look, my dear teachers, Parents,00:29:43
see the difference. Here they give what they did,00:29:45
they went and did it at the door of the school,00:29:47
they said, "You are cutting our children off from life. The00:29:51
romantics of the teachers who are reactive to the current school system are also00:29:55
emphasizing that the current school system separates the child from social life. It is00:29:57
relatively true. You are in the whole school.00:30:00
We are cut off from the life that goes on outside. Even00:30:02
Erkin Koray gives an example of this. Of course, Erkin Koray gives an example of this."00:30:05
ravioli is not suitable for this at all.00:30:06
Not because of this. It00:30:08
is there for ideological reasons, but it looks like what he did.00:30:10
My daughter did not send him to school. He said, "Whatever00:30:12
you want to learn, I will hire a teacher for you at home."00:30:25
Erkin Koray said that this education worked at home, but when you asked him recently, he regretted it. Why? Because the girl does00:30:27
not have a diploma? And because the teachers have another00:30:29
problem. What could that be?00:30:32
They call the girl antisocial, they also say something like that,00:30:34
that is, socialization is a problem00:30:36
because she does not have enough friends together.00:30:37
It is also said that it is, but it00:30:40
means this because it is early, it is easy,00:30:43
something is misunderstood. Yes, these are00:30:44
present. The school system is a reaction, they argue that00:30:46
it separates the child from social life.00:30:47
But they do00:30:50
not say that school should end, they say let's change the education system. Let's00:31:00
offer countless unlimited options to children. Everyone says that00:31:02
they can receive a free education that suits their own nature.00:31:06
Teachers have a few applications of this. Let me tell you about them. I learned from my00:31:08
own research around the world that some00:31:09
countries00:31:12
apply it like this.00:31:13
Countries that use this make all subjects elective.00:31:17
They make all subjects elective. Whichever child chooses that day?00:31:19
If you want to learn speaking from a lesson,00:31:20
we choose that class. He enters that class and receives the training.00:31:22
At the end of this year, the transcript values of the subjects taken by the child are00:31:27
shown. Accordingly, in the00:31:29
next class, the00:31:30
child is directed to the relevant fields and they leave it to the child. There is00:31:32
also a practice called00:31:34
Holmes homeschool, which is said to be implemented in some states in America,00:31:38
to the states.00:31:40
It employs licensed teachers. Families00:31:42
call these teachers in exchange for their money.00:31:46
They teach the child at home whatever he wants to learn. It can be done with an activity like this.00:31:48
In other words, everyone00:31:49
wants to receive a free education that suits their own nature. He00:31:51
learns what you want to learn. If00:31:53
you want to learn, he learns there.00:31:55
We create a structure in this way. What does he say?00:31:58
Let's look at us, these are romantic. Radical00:31:59
design has received a reaction to the current school system. They00:32:03
emphasize that the school separates the child from social life.00:32:05
Therefore, he says that the current education system should00:32:07
change. Everyone should receive a00:32:09
free education in accordance with their own nature.00:32:13
The places we will not forget is that it is a reaction to the school. It emphasizes that everyone should pray for their00:32:16
own prayers and receive a free education. This is00:32:17
what we do,00:32:20
we get it out of our minds, I came00:32:23
here, the last design I will talk about is the00:32:27
humanistic design.00:32:29
Yes, what I have to say now. Don't let them hear what I have to say.00:32:31
Psychological counselors should not hear it. Let00:32:33
me see. My dear teacher. There is such00:32:35
a thing as smoke. What are they? Everyone is the00:32:37
only one. They say there isn't another one like that.00:32:39
I also agree with it.00:32:41
There is such a thing as humanism, but from a different00:32:43
perspective,00:32:44
when you start year by year, you will say this,00:32:46
everyone will say that you will only encounter00:32:48
students like this, this is the only00:32:50
one,00:32:52
there is no one like this, this is the real humanism, this is the00:32:54
real uniqueness, this is00:32:57
the teacher. So what is humanistic design?00:32:59
What did he tell us that humanistic00:33:01
design behavior emerged as a reaction to understanding?00:33:06
You have heard from our teachers, Özgür Ömer, that there is a tendency to learn behavior.00:33:08
These Nadir say that learning is00:33:10
through stimuli coming from outside, the00:33:14
organism can learn behavior, but00:33:16
they can show it. They even argue that every00:33:18
organism learns the same way.00:33:21
What did they do with the dog and the mouse? But here is the humanistic00:33:24
design. It comes as a reaction to this. It says00:33:26
that human beings are not that simple;00:33:47
Accordingly, he says that we should prepare a program,00:33:48
academic success is not important,00:33:50
personal development and self-realization are00:33:53
given more priority, and as we said,00:33:55
according to humanism, everyone is unique.00:33:57
Therefore, the understanding of a personalized program comes to the fore.00:34:00
According to these,00:34:02
if you have 30 students,00:34:05
you have to prepare 30 educational programs. Because they00:34:09
say that no one is similar to each other and everyone deserves a different program.00:34:11
What did h4m say? Let's repeat the Muslim dick00:34:14
design. Let's see00:34:15
the behaviors. Korea was born as a reaction. They00:34:19
argued that the individual should realize himself in all aspects00:34:21
and they highlighted the logic of a personalized program.00:34:24
Your most important emphasis is00:34:27
this and behaviors are reactions00:34:29
and don't forget, now let's00:34:32
repeat these with you. Yes, in this00:34:34
group, we also talked about learning activity center00:34:36
design approaches,00:34:38
teachers were advocating progressivism,00:34:40
and they were emphasizing student taking the center and guiding teachers, advocating that the00:34:45
child center design program00:34:47
be prepared in advance according to student characteristics and00:34:50
sent to schools.00:34:52
He said that he learns how he lives, this experience00:34:54
Central design said that the program should be prepared according to the characteristics of the00:34:57
students and their needs determined in the process.00:35:00
Romantic Radical00:35:03
design, in reaction to the school, argued that everyone should receive00:35:05
a free education in accordance with their own nature.00:35:08
Humanistic design, in reaction to their behavior,00:35:13
aimed for the individual to realize himself in all aspects. Yes, the00:35:15
learner I hope these were useful with our center designs,00:35:17
now I'm here, my00:35:21
last group, my teachers, problem-00:35:24
centered designs,00:35:27
I will talk about these with you. The problem is the central design, the problem00:35:29
here is the00:35:31
social problem, the social problem, the00:35:34
care of the society's problems, the00:35:37
designs that take center stage. If00:35:39
you remember what I said before, at the beginning of the lesson,00:35:40
reconstructionism teachers.00:35:43
These are re-fictions.00:35:46
Since they are based on this philosophy of education,00:35:52
they pay more attention to the expectations, needs and problems of the society in their programs, we can see them like this.00:35:54
So, what will we see, we will see the design of living conditions, we will see the00:35:56
core design, we00:36:01
will see social problems and reconstructionism design, the00:36:03
first thing we will talk about in order00:36:06
is the design of living conditions, look, living00:36:08
conditions are something we use a lot in daily life. We00:36:14
say that the living conditions are very difficult, etc. Living conditions is a teacher that expresses the problems and difficulties that a person may encounter in his life,00:36:16
that is, in the environment he lives in.00:36:21
Therefore, the design of living conditions00:36:29
aims to help the individual adapt to the living conditions, that is, the environment in which he lives, how are these lessons, these00:36:32
designs? We try to achieve00:36:35
this in the lessons by00:36:38
teaching children how to solve common problems of the society.00:36:41
For example, there is a common00:36:43
problem in that environment. I teach how to solve it00:36:45
and accordingly, the children00:36:47
adapt to the environment they live in.00:36:49
For example, let's start like this and give examples like this.00:36:53
If I remember correctly, the first time I went to Istanbul was00:36:56
2011. -It was 2012, they told me that00:36:59
the people there used a means of transportation such as metro and metrobus.00:37:03
I think there was a curse. If I remember correctly, they used the metrobus.00:37:07
Since I am a gentleman from Ankara, we follow the rules of etiquette in Ankara and00:37:11
we don't know until everyone gets off. Good00:37:14
morning, 20 Hello,00:37:16
mirin. It is such an environment.00:37:18
Those who live in Ankara know that. Now, when I00:37:20
first tried to enter the metrobus here,00:37:23
I got in, of course, as a gentleman coming from behind, right? Let00:37:24
me walk towards the middle, standing by00:37:26
the door,00:37:28
it doesn't stop people from passing.00:37:29
I don't know, more00:37:32
people, more people, more people at every stop. 2007 /5400:37:34
What do you think, people are saying this: How00:37:37
many people can fit in a bus?00:37:41
It seems like we are trying it with live experience. Of course, I was left in the middle,00:37:44
people were filled to the brim in front of the doors,00:37:46
I came to the stop I wanted, but believe me, I could00:37:48
n't get off. I took 2 or 3 extra stops,00:37:50
got off, got on in the opposite direction, it was necessary,00:37:53
when I went to the private teaching institution, it was there.00:37:55
Sedentary teachers laughed at me a lot00:37:57
and gave me this idea: "00:37:59
Sir, when you get on the bus, immediately stick to the door,00:38:05
you may get cursed or something, don't pay any attention,00:38:07
it would be better if you wear headphones or something to become desensitized."00:38:09
I asked how smart he was there. Okay,00:38:11
I will apply this. The next time I00:38:12
use the metrobus, I got on it and walked through the door.00:38:14
There is a motor, a yellow pole. We00:38:17
hugged it like this, but as if we had seen it. I never left.00:38:19
They really say it. I witnessed it there.00:38:21
You never left.00:38:23
When I came to the station where I wanted a loop. The door opened. I got off with a click.00:38:25
Look, they taught me something tremendous.00:38:28
Be careful.00:38:34
They taught me how to solve a vital problem that will be encountered in the province of Bul. Then, I00:38:36
adapted to this situation in Istanbul.00:38:41
I learned how to solve this problem.00:38:45
This is because of the design of living conditions, my teachers.00:38:49
You teach children how to solve the problems that are commonly encountered in the environment they live in.00:38:50
Thus, you ensure that children become individuals who are compatible with that environment and living00:38:52
conditions and00:38:55
who can fight against them.00:38:56
For example, is there an economic problem00:38:58
in the city where you live? You teach the child00:39:01
how to manage the economy.00:39:05
After graduation, the child can manage all the economic situations in his life with this skill. That's00:39:09
why the child is taught problem solving and generalization00:39:11
skills. In this design,00:39:13
the child is called this problem solving skill.00:39:18
This solution is00:39:20
generalized. This is our problem in the design of living conditions.00:39:22
What did my teacher tell00:39:24
us then? We aim to design living conditions to00:39:28
adapt to the living conditions of the individual and the environment he lives in. In00:39:29
this direction, we teach him00:39:34
how to solve the common problems he may encounter in his life.00:39:37
By using these in the lessons, the child generally acquires problem solving skills against life.00:39:42
adapting to the environment in which he lives,00:39:44
especially00:39:47
by gaining problem solving and generalization skills, not forgetting this,00:39:50
then if we think a little like this,00:39:52
if we expand the logic, the design of each region and each province00:39:54
may be slightly different here,00:39:56
different problems can be solved in the Black Sea region,00:39:59
different in the Mediterranean,00:40:01
slightly different in Eastern Anatolia,00:40:03
living according to the region, depending on the place. We can say that00:40:05
it is a design that can be called a shape,00:40:07
teachers beret. Yes,00:40:11
now I come to the other problem. The central00:40:14
design. What is it?00:40:18
It is expressed as the core and middle winding.00:40:33
They protect writing. So, this is not something we will take into consideration much.00:40:36
I wrote these just because we will see them in the resources. What does the core mean?00:40:39
Center means exactly the00:40:40
middle point?00:40:42
The reason why this is called design to be drawn is that00:40:44
here, a social00:40:47
problem is placed at the center of the program, elective courses related to this problem00:40:49
are held for students.00:40:52
They choose what they want from these courses and00:40:54
produce solutions to the problem in the center.00:40:57
They produce taboo solutions. Keniş,00:41:00
they carry out studies together, now00:41:02
they work together with how many people have taken that course, and00:41:07
they try to mingle with the public and try the solution they produce. In other words,00:41:10
they are trying to use the society as a laboratory. Think of it this way, for example,00:41:13
they have brought the problem of terrorism to the center of the children's00:41:16
program. We want the child to examine the terrorism problem at the center.00:41:20
We organize courses on this,00:41:21
so that there00:41:24
are courses such as psychology, anthropology, human rights, history and economics.00:41:26
What is the point of these courses?00:41:29
Children who have taken elective courses choose what they want from here.00:41:30
For example,00:41:32
let's say he chose the psychology course. In the psychology course, the00:41:33
child tries to find solutions after being in the center,00:41:35
but not on his own, but00:41:37
with friends. First of all,00:41:39
they try to produce solutions by working together.00:41:41
After producing solutions, they try to mix with the public and00:41:43
try these solutions. In other words,00:41:46
they use society as a laboratory. However,00:41:48
there is one more conclusion I need to draw from here. Look,00:41:50
what did I cover in all the lessons?00:41:55
So what00:41:57
have you done, I have established a connection between the courses,00:42:00
do not forget that in core design,00:42:02
just like in correlational design, a00:42:05
relationship is established between the courses,00:42:11
teachers do not forget this,00:42:13
please establish a relationship between the courses and00:42:15
as in correlation design,00:42:17
what is the difference? Well, the collection design is00:42:19
established on any theme, step away from00:42:21
this subject between the courses. The connection00:42:23
is provided through a social problem.00:42:25
Please do not overlook this,00:42:27
let's repeat what he told us. A00:42:29
social problem is taken at the center of the core design program.00:42:31
Elective00:42:33
courses are organized about it. Students00:42:35
choose what they want from these courses and00:42:37
then produce solutions in those courses at the center. While00:42:38
producing this solution,00:42:40
they cooperate with friends and the00:42:42
society becomes a part of society. It is used as a laboratory, the00:42:44
most important places are in the center, to00:42:47
ask the social question, he just wrote this,00:42:49
he did not write anything else, in the center of the program. If he says00:42:51
there is a social problem at the focal point, with00:42:53
this core design. Don't forget00:42:54
this, and don't forget this, society00:42:56
needs to use it as a laboratory.00:42:59
Yes, I'm here, now I will talk about the last00:43:01
design approach of teachers. Problem:00:43:03
Let's discuss this from the central designs,00:43:06
social problems and00:43:08
reconstructionism design. If you pay attention,00:43:13
they gave the name reconstructionism only to this one, they did not give another design.00:43:15
Because it is the only design that has this purpose. The00:43:18
purpose of this is to provide development in this program design.00:43:23
To ensure the development of society.00:43:25
There is no other design. This is another problem. Central00:43:27
designs. Tell me something completely different. Someone00:43:29
said that I adapted to the environment.00:43:31
Then, the solution is in a center. But00:43:33
what does this say? It says, "Ensure social development."00:43:35
Thanks to education.00:43:37
How can it be developed? Thanks to the programs you have prepared,00:43:46
programs are being created that enable the development of society in all its political, economic and cultural aspects, and this00:43:53
It says that the school should lead the social development movement. Teachers should lead the school. We00:43:55
do not have a direct application00:43:56
here, but there are things that can be compared. Generally,00:43:58
teachers00:44:05
produce social projects for the schools and education system in order to ensure social development in the social problems and reconstructionism design, and00:44:10
they try to develop the society in every aspect by implementing them. It directly00:44:12
corresponds to this, but I also want to know something.00:44:14
For example, there is a project called "Haydi Kızlar Okula". What is the00:44:15
purpose of this project? To00:44:23
raise the education level of all women in our society. If the education level of all women increases, what will happen to that society? We00:44:26
need to create this kind of logic. social problems and00:44:28
what is our story in the design of reconstructionism? The purpose of00:44:30
the program is to00:44:32
ensure social development, to develop the society in00:44:35
all its political, economic and cultural aspects,00:44:39
to ensure that the school and the teacher lead this reform, this is the event here, that is the00:44:41
place I will not forget, social00:44:43
development, the purpose here is that we are trying to develop the society in all00:44:45
its aspects. Yes,00:44:49
now let's see, the problem is in the centers00:44:51
like this Let's remember, let's repeat,00:44:54
problem centers have an understanding of00:44:56
re-establishing designs that deal with the problems of society.00:44:59
These living conditions00:45:01
design lessons were teaching children00:45:04
how to solve common problems in the environment they live in,00:45:08
thus ensuring that the individual's adaptation to the environment and life00:45:11
increases. In the core design,00:45:13
we place a social problem at the center, where00:45:15
students work together in lessons.00:45:19
We do not want to produce a solution to this problem and00:45:21
we ensure that the society is a Vote vote vote.00:45:25
In social problems and reconstructionism design, what00:45:27
are we doing for the teachers? We create00:45:30
designs for the development of the society.00:45:32
These are also the problem. They00:45:34
appeared as a central design group.00:45:36
Yes, now there is one here.00:45:39
I will talk about information, what do we do? Today we talked about00:45:41
program design approaches, first00:45:43
we talked about the topic Central designs, then00:45:45
we talked about the learning Center00:45:47
designs, then the problem.00:45:49
My teachers talked about the Central designs, since I received many messages during the year, I will00:45:51
talk about this, I00:45:54
think there is no need for this right now,00:45:55
hear it again from our teacher. This question00:45:58
was asked a lot throughout the year, teacher, life.00:46:03
They were noticing the conditions of the design and the experience of the Central Design, so I00:46:07
was telling them that00:46:09
let's look for the difference in the similar direction. I thought about00:46:11
them instead, I wonder what the similarity00:46:13
could be between them.00:46:15
My teachers, after a long search,00:46:17
I found this similarity. With that similarity, I mean,00:46:21
these cards are between the design and the experience Central00:46:23
design. The only similarity is that they00:46:24
both start with the syllable age, they00:46:28
have no other similarities. Please do not think that the00:46:33
things you are confused with are the same because of the sound similarity.00:46:36
Living conditions design is00:46:39
a problem-centered design. It is a design that00:46:41
addresses the problems of society and teaches children00:46:44
how to solve the problems in the environment they live in. It is an00:46:45
experience-centered design, and it is a00:46:48
learner-centered design.00:46:55
It is a design that says that it should be prepared according to their needs. The only thing between them is the00:46:57
similarity of voice. That is, they both start their words00:46:59
with the pain of age. Please, there00:47:01
is no similarity between them.00:47:03
We do not get into such nonsense.00:47:05
Be careful. Please00:47:07
read the questions carefully, both the teachers and the teachers. I thank00:47:09
you all for joining the live broadcast today. Thank you for00:47:10
your ears.00:47:14
We talked about program design approaches. We00:47:17
will continue this topic in our live broadcast tomorrow.00:47:20
I will talk about program development models00:47:21
and then00:47:24
I will talk about the stages of the program development process used by the Ministry of National Education. Finally, I will talk about the00:47:30
1 unit I taught in this weekly program development course, which solves questions related to the topics of this unit.00:47:32
I will have completed it By tomorrow00:47:34
Take care of yourself Stay healthy00:47:36
Stay at home Stay happy teachers00:47:38
I wish you a good night, good work,00:47:40
see you soonDescription:
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