Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
SPECIAL TALENTED CHILDREN | - | Spring Semester | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
Name of Lecturer(s) | Lect. Gülberk Benan ÖZAN |
Assistant(s) | |
Aim | In this course, it is aimed to gain skills to identify the gifted child, to identify the child by analyzing the developmental profile, to develop, practice and evaluate appropriate support programs according to child?s needs, to consult family and teachers of gifted children. |
Course Content | This course contains; Definition of giftedness, Characteristics of gifted children, Superior talent types, Developmental characteristics and needs of gifted children,Developmental characteristics and needs of gifted children, Identification of gifted children and sources of information,Education models, How parents and teachers should approach gifted children, Program development and application principles for gifted children,Program development and application principles for gifted children, Observation, sharing of observation information, Internship, discussion of internship, Internship, discussion of internship,Internship, evaluation of the internship, Internship, evaluation of the internship. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Know that characteristics of gifted children. | 9 | |
Defines the characteristic features of gifted children and their types of giftedness. | 10, 9 | |
Describes the developmental characteristics of gifted children. | 10, 9 | |
Determines the tools used to identify gifted children. | 10, 12, 9 | |
Defines education models. | 10, 12, 9 | |
Arrange support program according to child's needs and lead child and family appropriately. | 10, 12, 9 |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 9: Lecture Method |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Definition of giftedness | Preparing for the subject from the relevant source |
2 | Characteristics of gifted children | Preparing for the subject from the relevant source |
3 | Superior talent types | Preparing for the subject from the relevant source |
4 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
5 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
6 | Identification of gifted children and sources of information | Preparing for the subject from the relevant source |
7 | Education models | Preparing for the subject from the relevant source |
8 | How parents and teachers should approach gifted children | Preparing for the subject from the relevant source |
9 | Program development and application principles for gifted children | Preparing for the subject from the relevant source |
10 | Program development and application principles for gifted children | Preparing for the exam from the relevant source |
11 | Observation, sharing of observation information | Preparing for the subject from the relevant source |
12 | Internship, discussion of internship | Preparing for the subject from the relevant source |
13 | Internship, discussion of internship | Preparing for the subject from the relevant source |
14 | Internship, evaluation of the internship | Preparing for the subject from the relevant source |
15 | Internship, evaluation of the internship | Preparing for the exam from the relevant source |
Resources |
1-Kokot, S. (1999) Help Our Child is Gifted.Guidelines for Parent. Henkos Printers, Republic of South Africa 2-Metin, N. (1999) Gifted Children, Özaşama Matbaacılık, Ankara 3-Renzulli, J. (2004) Identification Of Student for Gifted and Talented Programs, Corwin Press, USA 4-Sak, U. (2010) Gifted, Characteristics, Identification, Training. Maya Academy Publications, Ankara |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 2 | 28 | |||
Guided Problem Solving | 7 | 4 | 28 | |||
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 0 | 0 | 0 | |||
General Exam | 0 | 0 | 0 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 56 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(56/30) | 2 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
SPECIAL TALENTED CHILDREN | - | Spring Semester | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
Name of Lecturer(s) | Lect. Gülberk Benan ÖZAN |
Assistant(s) | |
Aim | In this course, it is aimed to gain skills to identify the gifted child, to identify the child by analyzing the developmental profile, to develop, practice and evaluate appropriate support programs according to child?s needs, to consult family and teachers of gifted children. |
Course Content | This course contains; Definition of giftedness, Characteristics of gifted children, Superior talent types, Developmental characteristics and needs of gifted children,Developmental characteristics and needs of gifted children, Identification of gifted children and sources of information,Education models, How parents and teachers should approach gifted children, Program development and application principles for gifted children,Program development and application principles for gifted children, Observation, sharing of observation information, Internship, discussion of internship, Internship, discussion of internship,Internship, evaluation of the internship, Internship, evaluation of the internship. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Know that characteristics of gifted children. | 9 | |
Defines the characteristic features of gifted children and their types of giftedness. | 10, 9 | |
Describes the developmental characteristics of gifted children. | 10, 9 | |
Determines the tools used to identify gifted children. | 10, 12, 9 | |
Defines education models. | 10, 12, 9 | |
Arrange support program according to child's needs and lead child and family appropriately. | 10, 12, 9 |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 9: Lecture Method |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Definition of giftedness | Preparing for the subject from the relevant source |
2 | Characteristics of gifted children | Preparing for the subject from the relevant source |
3 | Superior talent types | Preparing for the subject from the relevant source |
4 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
5 | Developmental characteristics and needs of gifted children | Preparing for the subject from the relevant source |
6 | Identification of gifted children and sources of information | Preparing for the subject from the relevant source |
7 | Education models | Preparing for the subject from the relevant source |
8 | How parents and teachers should approach gifted children | Preparing for the subject from the relevant source |
9 | Program development and application principles for gifted children | Preparing for the subject from the relevant source |
10 | Program development and application principles for gifted children | Preparing for the exam from the relevant source |
11 | Observation, sharing of observation information | Preparing for the subject from the relevant source |
12 | Internship, discussion of internship | Preparing for the subject from the relevant source |
13 | Internship, discussion of internship | Preparing for the subject from the relevant source |
14 | Internship, evaluation of the internship | Preparing for the subject from the relevant source |
15 | Internship, evaluation of the internship | Preparing for the exam from the relevant source |
Resources |
1-Kokot, S. (1999) Help Our Child is Gifted.Guidelines for Parent. Henkos Printers, Republic of South Africa 2-Metin, N. (1999) Gifted Children, Özaşama Matbaacılık, Ankara 3-Renzulli, J. (2004) Identification Of Student for Gifted and Talented Programs, Corwin Press, USA 4-Sak, U. (2010) Gifted, Characteristics, Identification, Training. Maya Academy Publications, Ankara |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |