Instructional Process and Concepts in Theory and Practice

1. Front Matter

   Pages i-xxvii

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2. Instruction Process

   1. Front Matter

      Pages 1-3

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   2. Models of Teaching

      • Çiğdem S. Belikuşaklı-Çardak

      Pages 5-56

   3. Instructional Strategies

      • Celal Akdeniz

      Pages 57-105

   4. Instructional Methods

      • Levent Vural

      Pages 107-145

   5. Instructional Techniques

      • G. Feryal Gündüz

      Pages 147-232

   6. Instructional Tactics

      • Demet Sever

      Pages 233-262

   7. Planning for Instruction

      • Celal Akdeniz

      Pages 263-278

3. Back Matter

   Pages 279-279

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4. Activity Samples

   1. Front Matter

      Pages 281-282

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   2. English Language Teaching

      • Hilal Bozoğlan, Derya Yılmaz

      Pages 283-304

   3. Language of Turkish: Advanced Levels

      • Necmi Aytan

      Pages 305-343

   4. Language of Turkish: Middle Levels

      • Ferdi Bülbül

      Pages 345-384

   5. Language of Turkish: First Levels

      • Vedat Kartalcık

      Pages 385-411

   6. History

      • Murat Keçe

      Pages 413-457

   7. Geography

      • Hüseyin Kaya

      Pages 459-492

   8. Information and Communication Technologies

      • Veysel Demirer

      Pages 493-523

5. Back Matter

   Pages 525-525

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6. Effects of Instructional Activities

   1. Front Matter

      Pages 527-527

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   2. Effects of Instructional Activities

      • Celal Akdeniz

      Pages 529-558

This book offers an accessible, practical and engaging guide that provides sample instructional activities supported by theoretical background information, with a focus on the nature of the instructional process in relation to several variables. It approaches instructional models, strategies, methods, techniques, tactics and planning from a new perspective and shares effective tips to help readers better understand the instructional process and its theoretical elements. The book addresses the following questions:

• What is the nature of the instructional process?
  
• What are the classifications of contemporary models and strategies developed within the instructional process?
  
• Which groups yield the most effective methods and techniques, and how can they best be practically implemented?
  
• What are the instructional tactics teachers need to take into consideration, in which groups are they collected, and which tips can help us employ each tactic?
  

Additionally, readers can adapt the book’s ready-to-use sample activities to their own educational settings. Overall, this book offers an enlightening discussion on contemporary practices related to the teaching process, a broad and holistic theoretical framework, and an ideal reference source for all students and scholars who are interested in the educational sciences.

• Instruction Process
• Instructional Strategies
• Instructional Methods
• Curriculum Planning
• Instructional Techniques
• Instructional Tactics
• English as a Foreign Language
• Turkish as a Foreign Language
• Information Technologies
• learning and instruction

• Education Faculty, S. Demirel University, Isparta, Turkey

  Celal Akdeniz

Currently, Dr. Celal Akdeniz (Editor) is an assistant professor in Curriculum and Instruction department at Suleyman Demirel University, Isparta, Turkiye. He attained his Ph.D. in Interdisciplinary Instruction in Curriculum and Instruction, Anadolu University. He has taught full time at S. Demirel University. He has a varied and rich  experience base spanning over 12 years of research, development in the areas of interdisciplinary instruction, personality and learning, personality and teaching, brain-based learning, intercultural education, instructional theories, modals, strategies, methods, techniques and tactics, instructional skills, curriculum development and evaluation. In these areas of expertise, he has published articles, books and given international presentations. He has organized than conducted two European Union Education projects on culture, education, environment and energy topics and subsequently edited a book based on the writings of the projects.  He also has 13 years of teaching and administration experience in the public schools. 

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