Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHARACTER TRAONING and MORAL EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Prof.Dr. Halil İbrahim SAĞLAM |
| Assistant(s) | |
| Aim | In this course students will learn to build-up their own strengths. This course will help guide students through building their strengths, the definitions of character strengths below are adapted from Character Strengths and Virtues: A Handbook and Classification (Peterson & Seligman, 2004) and published with permission from the Values in Action (VIA): Institute on Character. |
| Course Content | This course contains; Introduction to the course The concept of value, classifications about values, why values education is needed,Methods and techniques used in teaching values: Research and analysis, cooperative learning, individual work, discussion, observation, dramatization, case study.,Methods and techniques used in teaching values: Problem solving, finding (Socrates), multiple intelligence theory, benefiting from students' emotions and experiences, interpreting photographs, educational games, project based learning and using arts in value teaching.,Psychoeducation programs: Recognition and expression of emotions,-Effective communication skills,-Effective communication skills,Self-esteem and self-esteem development unit,Self-awareness exercises,Self-esteem and self-esteem development unit,- Assertiveness - Anger management skills programs,- Conflict resolution and mediation skills - Friendship and coping skills with peer pressure - Coping skills,-Efficient study and time management skills,- Coping with stress - Coping with exam anxiety,General overview of the course. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. To define character strengths | 6, 9 | A, E |
| 2. Explain the terms in the horizon of positive psychology. | 6, 9 | A, E |
| 4. Research on psychological counseling (individual and group) programs about developing character strengths. | 6, 9 | A, E |
| 6. To explain emotion, cognition, self, and relationship based character strengths. | 5, 6, 9 | A, E |
| Teaching Methods: | 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course The concept of value, classifications about values, why values education is needed | Course Reading |
| 2 | Methods and techniques used in teaching values: Research and analysis, cooperative learning, individual work, discussion, observation, dramatization, case study. | Course Reading |
| 3 | Methods and techniques used in teaching values: Problem solving, finding (Socrates), multiple intelligence theory, benefiting from students' emotions and experiences, interpreting photographs, educational games, project based learning and using arts in value teaching. | Course Reading |
| 4 | Psychoeducation programs: Recognition and expression of emotions | Course Reading |
| 5 | -Effective communication skills | Course Reading |
| 6 | -Effective communication skills | Course Reading |
| 7 | Self-esteem and self-esteem development unit | Course Reading |
| 8 | Self-awareness exercises | Course Reading |
| 9 | Self-esteem and self-esteem development unit | Course Reading |
| 10 | - Assertiveness - Anger management skills programs | Course Reading |
| 11 | - Conflict resolution and mediation skills - Friendship and coping skills with peer pressure - Coping skills | Course Reading |
| 12 | -Efficient study and time management skills | Course Reading |
| 13 | - Coping with stress - Coping with exam anxiety | Course Reading |
| 14 | General overview of the course | Course Reading |
| Resources |
| Aydın, M. Z., & Akyol Şener, Ş. (2018). Okulda değerler eğitimi. Yöntemler etkinlikler kaynaklar (5. b.). Ankara: Nobel. Bektaş, M. (2015). Okul öncesi çocukların cinsel istismardan korunması ve sınıf temelli bir rehberlik programı önerisi. Okul Psikolojik Danışmanı e-Bülteni(5), s. 20 - 27. Ece Özcivanoğlu, M. E. (2010). Yapılandırılmış grupla psikolojik danışma programı: Atılganlık becerileri. Abant İzzet Baysal Üniversitesi Dergisi, 10(1), 11-19. Erkan, Z. (2012). Sınav kaygısını azaltmaya dönük bir grup rehberliği programı. S. Erkan ve A. Kaya (Editörler), Deneysel olarak sınanmış grupla psikolojik danışma ve rehberlik programları III, (3. baskı) (s. 419-451). Ankara: Pegem A. Gündoğdu, R. (2012). Yaratıcı drama temelli çatışma çözme programının ergenlerin öfke, saldırganlık ve çatışma çözme becerisine etkisi. S. Erkan, & A. Kaya içinde, Deneysel olarak sınanmış grupla psikolojik danışma ve rehberlik programları II (3. baskı b., s. 443 - 539). Ankara: PEGEM. Özyürek, R. (2017). Okul psikolojik danışmanlığı program yönetimi ve yaşam becerileri programları-Ders notları. İstanbul. Temüroğlu Sundur, L. Y. (2012). Çatışma çözme ve arabuluculuk becerileri Modül 7. Özellikle kız çocuklarının okullulaşma oranının artırılması projesi. Öğrenci destek programı. https://drive.google.com/drive/mobile/folders/0Bx-dy0B-9U7JYTdHODdNTDAxM2M?usp=drive_web. 16.12.2015 tarihinde erişildi. Tunç Aksan, A. (2017). Ergenlerde intihara müdahale ve çocuklarda yas sürecine müdahale. Okul psikolojik danışmanları için çalışma kitabı. Mersin: Yenişehir Rehberlik Araştırma Merkezi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | ||||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
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 | 2 | 28 | 56 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| 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 | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 96 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(96/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| CHARACTER TRAONING and MORAL EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Prof.Dr. Halil İbrahim SAĞLAM |
| Assistant(s) | |
| Aim | In this course students will learn to build-up their own strengths. This course will help guide students through building their strengths, the definitions of character strengths below are adapted from Character Strengths and Virtues: A Handbook and Classification (Peterson & Seligman, 2004) and published with permission from the Values in Action (VIA): Institute on Character. |
| Course Content | This course contains; Introduction to the course The concept of value, classifications about values, why values education is needed,Methods and techniques used in teaching values: Research and analysis, cooperative learning, individual work, discussion, observation, dramatization, case study.,Methods and techniques used in teaching values: Problem solving, finding (Socrates), multiple intelligence theory, benefiting from students' emotions and experiences, interpreting photographs, educational games, project based learning and using arts in value teaching.,Psychoeducation programs: Recognition and expression of emotions,-Effective communication skills,-Effective communication skills,Self-esteem and self-esteem development unit,Self-awareness exercises,Self-esteem and self-esteem development unit,- Assertiveness - Anger management skills programs,- Conflict resolution and mediation skills - Friendship and coping skills with peer pressure - Coping skills,-Efficient study and time management skills,- Coping with stress - Coping with exam anxiety,General overview of the course. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. To define character strengths | 6, 9 | A, E |
| 2. Explain the terms in the horizon of positive psychology. | 6, 9 | A, E |
| 4. Research on psychological counseling (individual and group) programs about developing character strengths. | 6, 9 | A, E |
| 6. To explain emotion, cognition, self, and relationship based character strengths. | 5, 6, 9 | A, E |
| Teaching Methods: | 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course The concept of value, classifications about values, why values education is needed | Course Reading |
| 2 | Methods and techniques used in teaching values: Research and analysis, cooperative learning, individual work, discussion, observation, dramatization, case study. | Course Reading |
| 3 | Methods and techniques used in teaching values: Problem solving, finding (Socrates), multiple intelligence theory, benefiting from students' emotions and experiences, interpreting photographs, educational games, project based learning and using arts in value teaching. | Course Reading |
| 4 | Psychoeducation programs: Recognition and expression of emotions | Course Reading |
| 5 | -Effective communication skills | Course Reading |
| 6 | -Effective communication skills | Course Reading |
| 7 | Self-esteem and self-esteem development unit | Course Reading |
| 8 | Self-awareness exercises | Course Reading |
| 9 | Self-esteem and self-esteem development unit | Course Reading |
| 10 | - Assertiveness - Anger management skills programs | Course Reading |
| 11 | - Conflict resolution and mediation skills - Friendship and coping skills with peer pressure - Coping skills | Course Reading |
| 12 | -Efficient study and time management skills | Course Reading |
| 13 | - Coping with stress - Coping with exam anxiety | Course Reading |
| 14 | General overview of the course | Course Reading |
| Resources |
| Aydın, M. Z., & Akyol Şener, Ş. (2018). Okulda değerler eğitimi. Yöntemler etkinlikler kaynaklar (5. b.). Ankara: Nobel. Bektaş, M. (2015). Okul öncesi çocukların cinsel istismardan korunması ve sınıf temelli bir rehberlik programı önerisi. Okul Psikolojik Danışmanı e-Bülteni(5), s. 20 - 27. Ece Özcivanoğlu, M. E. (2010). Yapılandırılmış grupla psikolojik danışma programı: Atılganlık becerileri. Abant İzzet Baysal Üniversitesi Dergisi, 10(1), 11-19. Erkan, Z. (2012). Sınav kaygısını azaltmaya dönük bir grup rehberliği programı. S. Erkan ve A. Kaya (Editörler), Deneysel olarak sınanmış grupla psikolojik danışma ve rehberlik programları III, (3. baskı) (s. 419-451). Ankara: Pegem A. Gündoğdu, R. (2012). Yaratıcı drama temelli çatışma çözme programının ergenlerin öfke, saldırganlık ve çatışma çözme becerisine etkisi. S. Erkan, & A. Kaya içinde, Deneysel olarak sınanmış grupla psikolojik danışma ve rehberlik programları II (3. baskı b., s. 443 - 539). Ankara: PEGEM. Özyürek, R. (2017). Okul psikolojik danışmanlığı program yönetimi ve yaşam becerileri programları-Ders notları. İstanbul. Temüroğlu Sundur, L. Y. (2012). Çatışma çözme ve arabuluculuk becerileri Modül 7. Özellikle kız çocuklarının okullulaşma oranının artırılması projesi. Öğrenci destek programı. https://drive.google.com/drive/mobile/folders/0Bx-dy0B-9U7JYTdHODdNTDAxM2M?usp=drive_web. 16.12.2015 tarihinde erişildi. Tunç Aksan, A. (2017). Ergenlerde intihara müdahale ve çocuklarda yas sürecine müdahale. Okul psikolojik danışmanları için çalışma kitabı. Mersin: Yenişehir Rehberlik Araştırma Merkezi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | ||||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |