Ο Πρόεδρος και τα μέλη του Διδακτικού Προσωπικού καλωσορίζουν τους νεοεισαχθέντες φοιτητές του Τμήματος.
Στόχος μας είναι η παροχή των κατάλληλων εργαλείων, σε κάθε μέλος του Τμήματος. Επιλέξτε εδώ για να δείτε τις 
Modern Greek Language Teaching
COURSE OUTLINE
- GENERAL
| SCHOOL | EDUCATION | ||||
| DEPARTMENT | PRIMARY EDUCATION | ||||
| LEVEL OF STUDIES | UNDERGRADUATE | ||||
| COURSE CODE | 5Y4 | SEMESTER | 5 | ||
| COURSE TITLE | MODERN GREEK LANGUAGE TEACHING | ||||
| TEACHINGACTIVITIES If theECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedto the wholecourse, thenplease indicate the teaching hours per week and the corresponding ECTS Credits. |
TEACHINGHOURSPERWEEK | ECTSCREDITS | |||
| 3 | 5 | ||||
| Please, addlinesifnecessary.Teaching methods and organization of the course are described in section 4. | |||||
| COURSETYPE
Background, GeneralKnowledge, Scientific Area, Skill Development |
Scientific Area | ||||
| PREREQUISITES:
|
NO | ||||
| TEACHING & EXAMINATION LANGUAGE: | GREEK | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | YES | ||||
| COURSEURL: | https://eclass.duth.gr/courses/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills, and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| Upon successful completion of the course, students will be able to: • identify the characteristics of first language (L1) teaching methods • understand and make use of the national curriculum for language teaching • be familiar with the material produced for the teaching of Modern Greek language in all grades of primary school • design a teaching scenario based on multiliteracies • know the types of assessment and be able to select the most appropriate one
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| General Skills | |
| Name the desirable general skills upon successful completion of the module | |
| Search, analysis and synthesis of data and information,
ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas |
Project design and management
Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive reasoning |
| Search, analysis, and synthesis of data and information, ICT Use
Autonomous work Teamwork Production of new research ideas Demonstration of social, professional, and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative, and inductive reasoning Equity and Inclusion |
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- COURSE CONTENT
| 1. Introductory concepts
2. Methods of teaching and learning the first language I 3. Methods of teaching and learning the first language II 4. Language curricula 5. Emergent literacy 6. Material for teaching Language in Primary School I 7. Material for teaching Language in Primary School II 8. Assessment in the language course 9. Lesson planning I 10. Lesson planning II 11. Lesson planning III 12. Lesson planning IV 13. Recap/Summary |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHINGMETHOD Face-to-face, Distance learning, etc. |
Face-to-face | ||||||||||||
| USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
Use of ICT in Teaching and Communication with the Students | ||||||||||||
| TEACHING ORGANIZATION
The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study/creation, project, creation, project. Etc.
The supervised and unsupervised workload per activity is indicated here so that the total workload per semester complies with ECTS standards. |
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| Student Evaluation
Description of the evaluation process
Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others
Please indicate all relevant information about the course assessment and how students are informed |
The language of evaluation is Greek (and English in individual cases).
Students will be evaluated as follows: (1) Small scale assignments during the semester (2) Final written exam
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- SUGGESTED BIBLIOGRAPHY
| Suggested bibliography:
Kalantzis, M., Cope, B., Στελλάκης, Ν., &Αρβανίτη, Ε. (2019). Γραμματισμοί. Μια παιδαγωγική διαφοροποιημένου σχεδιασμού και πολυτροπικών νοηματοδοτήσεων (Γ. Χριστίδης, μετάφραση). Αθήνα: Κριτική. Μήτσης, Ν. (1999). Διδακτική του Γλωσσικού Μαθήματος. Αθήνα: Gutenberg.
Additional suggested bibliography: Αϊδίνης, Α. (2012). Γραμματισμός στην Πρώτη Σχολική Ηλικία. Μι ψυχογλωσσολογική προσέγγιση. Αθήνα: Gutenberg. Ανδρέου, Γ. (2012). Γλώσσα. Θεωρητική και Μεθοδολογική Προσέγγιση. Αθήνα: Πεδίο. Δενδρινού, Β. (2001). Διδασκαλία της μητρικής γλώσσας. Στο Α.-Φ. Χριστίδης (Επιμ.), Εγκυκλοπαιδικός Οδηγός για τη Γλώσσα (σελ. 217-222). Θεσσαλονίκη: Κέντρο Ελληνικής Γλώσσας. Ευθυμίου, Α. (2013). Η διδασκαλία του λεξιλογίου στο Δημοτικό σχολείο. Θεωρία και Εφαρμογές. Αθήνα/Θεσσαλονίκη: Επίκεντρο. Θώμου, Π. (2023).Λεξιλογικά ζητήματα της νέας ελληνικής γλώσσας. Θεωρία και εφαρμογές Αθήνα: Πεδίο. Holton, D., Mackridge, P., &Φιλιππάκη-Warburton, Ε. (2007). Βασική Γραμματική της Σύγχρονης Ελληνικής Γλώσσας. Αθήνα: Πατάκης. Κουτσογιάννης, Δ. (2017). Γλωσσική διδασκαλία. Χθες, σήμερα, αύριο. Μια πολιτική προσέγγιση. Θεσσαλονίκη: ΙΝΣ. Κωστούλη, Τ. (2021). Το Γλωσσικό Μάθημα σε Τοπικά Συγκείμενα. Λόγοι, ταυτότητες, πρακτικές. Αθήνα: Gutenberg. Μήτσης, Ν. (2004). Η Διδασκαλία της Γλώσσας υπό το Πρίσμα της Επικοινωνιακής Προσέγγισης. Αθήνα: Gutenberg. Μήτσης, Ν., & Καραδήμος, Δ. (2007). Η διδασκαλία της γλώσσας. Επισημάνσεις. Παρατηρήσεις. Προοπτικές. Αθήνα: Gutenberg. Μήτσης, Ν. (2019). Γλώσσα, Γλωσσολογία και Γλωσσική Διδασκαλία. Αθήνα: Εκδόσεις Γρηγόρη. Μπασλής, Γ.Ν. (2006). Εισαγωγή στη Διδασκαλία της Γλώσσας. Αθήνα: Νεφέλη. Τζακώστα, Μ. (2015). Γλωσσική Εκμάθηση και Διδασκαλία σε Πολυπολιτισμικά Περιβάλλοντα. Ενσωμάτωση της Γλωσσικής Απόκλισης και Γλωσσικής Ποικιλίας στην Τάξη. Αθήνα: Gutenberg. Τοκατλίδου, Β. (1986). Εισαγωγή στη Διδακτική των Ζωντανών Γλωσσών. Θεσσαλονίκη: Οδυσσέας. Τσιτσανούδη-Μαλλίδη, Ν. (2013). (Επιμ.). Γλώσσα και σύγχρονη (Πρωτο)Σχολική Εκπαίδευση. Επίκαιρες προκλήσεις και προοπτικές. Αθήνα: Gutenberg. Χαραλαμπόπουλος, Α. και Σ. Χατζησαββίδης (1997). Η διδασκαλία της λειτουργικής χρήσης της γλώσσας: Θεωρία και πρακτική εφαρμογή. Θεσσαλονίκη: Κώδικας. |
ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
| Teacher (full name): | Aikaterini Alexandri |
| Contact details: | aialexan@eled.duth.gr |
| Supervisors: (1) | YES |
| Evaluation methods: (2) | Written or oral examination with distance learning methods |
| Implementation Instructions: (3) | The examination in the course will be conducted according to the examination schedule. The examination will be conducted via Teams. The link will be sent to the students via e-class exclusively to the institutional accounts of those who have declared the course and have been informed of the terms of distance education.
Students will need to connect to the examination room via their institutional account, otherwise they will not be able to participate. They will also participate in the examination with a camera which they will have open during the examination. Before the start of the examination, students will show their ID to the camera for identification. Each student will have to answer 2 questions. Each question is graded with 5. The questions will be of critical thinking and books and notes are allowed. |
- Please write YES or NO
- Notedowntheevaluationmethodsusedbytheteacher, e.g.
- written assignmentor/andexercises
- writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
- In the Implementation Instructions section, the teacher notes down clear instructions to the students:
- a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
- b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
- c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.
There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.
