MOTIVATIONAL DESIGN FOR LEARNING AND PERFORMANCE
The goal of this book is to present a systematic approach that is - by its very nature - holistic in terms of various aspects of student motivation. The book aims to be "self-sufficient" in terms of providing motivational concepts and theories to support the motivational design process and a comprehensive explanation of this process. Another goal of the book is to help the readers understand the concept of motivation in a wider context. Any reflection or research on "why" questions includes motivational questions about why people do what they do, and the answers to these questions are not limited to a particular area of people questioning. Academics, philosophers, poets, writers, and others have contributed a lot to understanding these questions. Science turns to demonstrable principles; however, other sources of information can provide valuable contributions to insight, understanding and empathy. Clinicians / practitioners interpret human behavior in the context of their values and experiences. After long experience, I have found that in order to understand the richness of psychological concepts, it is useful to see how they are pronounced by people of different periods, with different perspectives. Thus, there is a small amount of such cultural and intellectual accumulation in the sections where basic psychological concepts are defined; but the main focus is on validated psychological structures that are the most appropriate way to create motivating learning environments and motivated learners.
TANZIMAT LITERATURE (POETRY-NOVEL) CORRESPONDENCES
The renewal process initiated by the Ottoman Empire in the field of military, law, administration and education begins to be evident in many areas from the first half of 19th century.One of the areas where change is felt to an important extent is literature. The innovation in literature begins with the introduction of a new world of literature by the students who are sent to Europe after the announcement of the Tanzimat and bring the first examples of this literature to our literature. Because French literature is the place where newly recognized genres, foreign authors and the first examples of literature are taken.
In this book, beyond the basic concepts and theoretical contents, it is not limited to traditional materials, tools and areas of use, but also includes sections where learners and teachers in the 21st century can enrich their teaching environment with up-to-date technologies.
-FATİH project, EBA, interactive whiteboards,
-Using social media and web tools in education,
-Online learning environments,
-Augmented and virtual reality applications,
-Presentation preparation tools (Powerpoint, Prezi etc.),
-Animation, simulation and the use of video,
-E-evaluation tools (Kahoot, Plickers etc.),
-List of the most up-to-date web tools and websites.
Who is this book for?
-I cannot find an up-to-date book on Instructional Technologies and Materials!
- I do not know how to benefit from applications like Virtual reality, augmented reality, gamification, etc!
-I want to improve my own material!
-I'm having a hard time finding suitable material for my course!
-I cannot support my lesson with current technologies!
-I cannot get the attention and stimulate the interests of my students!
- I want to raise students with high digital competence!
This was prepared with great care and effort for our teachers who have worries for these subjects. Hoping to contribute to our educational world ...
DESIGN PRACTICES BASED ON UNDERSTANDING(UbD)
In the teaching process, two basic false beliefs appear as important obstacles to understanding. One of them is that success in central exams is seen as an indicator of effective teaching and therefore, achieving success in central exams is a goal in teaching. Another false belief is that the purpose of teaching is to gain content. This situation causes teachers to aim to convey the content, make an effort to catch the curriculum and measure the content knowledge. However, permanent learning of the student is possible only by understanding and it is a multi-dimensional concept beyond knowing. Understanding Based Design (UbD) provides meaningful learning by incorporating all dimensions of understanding, aiming to develop students' 21st century skills, supporting their individual differences, revealing their performance, and providing students with the opportunity to transfer information to real life. This book is a guide for teachers, academics and graduate students who want to make an UbD. It is an original book in the field of instructional design in terms of covering the applications within the context of the 5th Grade Social Studies Course alongside the theoretical information about UbD. The book includes the UbD design examples of the 5th Grade Social Studies Lesson units as well as the application results of the designs in İzmir and Kahramanmaraş. In this way, it is thought that the book will guide not only Social Studies teachers, but also educators who want to design UbD and make the teaching process qualified and facilitating.
JUDEO-KHAZAR CORRESPONDENCES IN THE LIGHT OF ORIGINAL DOCUMENTS
The book "Judeo-Khazar Correspondence in the Light of Original Documents" contains invaluable critical reviews that Kokovtsov made to manuscripts. The book in your hand which makes strong references to disciplines such as history, geography, language, literature, philology, etymology, and theology; offers new opportunities to field researchers. ?WHY HAZARS?? Is it so interesting in Turkish history that only the Khazars accept a different religion than others? You ask me in your letter which nation and which lineage I come from. I declare to you that I am one of the sons of Japheth, a descendant of Togarma. I found information in the genealogy books of my ancestors that Togarma had ten sons. Their names are as follows: Aviyor, Turis, Avaz, Uguz, Biz-l, T-r-n-a, Hazar, Yanu, B-l-g-r, Savir. I come from the sons of the seventh son - Hazar.? (From the response letter of Hazar Khan Yusuf-Extended version p.103) *** 'Then I herded particularly the troubled ones of the cut herd. I took two wands; I named one "Grace" and the other "Unity". So I started to herd. In one month I got rid of three shepherds. Because I was tired of the herd, and the herd was disgusted with me. / To the herd, I said '' I will not herd you anymore. Let you die or be slaughtered, and the rest of you eat each other's flesh. Then I took my wand called `` Grace '' and broke it to break the treaty I had made with all nations. Thus, the treaty was broken that day. The troubled flock watching me realized that the Lord's word was fulfilled. (Torah; Zechariah 11: 7-11.) P.61
IDIOMS ARE SPEAKING
With idioms, which are one of the most important ways of expressing a lot with few words based on conciseness, we can both put the past of the society, life style and general expressions of the language in our minds in a latent way, and we can provide an easy and more effective expression of difficult situations by adding agility to the narration. Apart from being the richness of a language, idioms should not be cursory in schools, considering that they add agility, warmth, sophistication and charm to writing and speech. In order to understand the expressions, it should not be overlooked that expressions should not be contented with only explanatory expressions and the necessity of adapting to daily life with various methods. In this respect, we believe that our work will help our esteemed colleagues and parents in order for children to learn the idioms more effectively and permanently.