Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CONCEPT TEACING in INTELLECTUAL DISABILITES | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with basic knowledge about teaching concepts to individuals with intellectual disabilities. |
| Course Content | This course contains; Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching,Analysis of the concept; features related to the structure of the concept,Analysis of the concept; features related to the presentation of the concept,Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets.,Planning concept teaching: defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level.,Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching.,Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching.,Implementation and evaluation of concept teaching: utilization of embedded instruction and other methods in concept teaching.,Implementation and evaluation of concept teaching: utilization of technology in concept teaching.,Concept Teaching Modules,Concept Teaching Modules,Concept teaching modules. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the concept and its types. | 10, 16, 9 | A |
| Explains the children's concept learning processes. | 10, 16, 9 | A |
| Conducts concept analysis by taking into account the characteristics of the concept's structure and presentation. | 15, 16, 37, 9 | A |
| Explains the methods used in teaching concepts to individuals with intellectual disabilities. | 15, 16, 37, 9 | A |
| Designs concept teaching for an individual with intellectual disability. | 15, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.13-16 Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.16-19 |
| 2 | Analysis of the concept; features related to the structure of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 3 | Analysis of the concept; features related to the presentation of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 4 | Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.19-26 |
| 5 | Planning concept teaching: defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes; Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 6 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes, Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 7 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 8 | Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 9 | Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.30-39 |
| 10 | Implementation and evaluation of concept teaching: utilization of embedded instruction and other methods in concept teaching. | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.41-47 |
| 11 | Implementation and evaluation of concept teaching: utilization of technology in concept teaching. | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.47-52 |
| 12 | Concept Teaching Modules | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.52-63 |
| 13 | Concept Teaching Modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.66-178 |
| 14 | Concept teaching modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.178-209 |
| Resources |
| Vuran, S., Çelik, S. (2020). Örneklerle Kavram Öğretimi; Zihinsel Yetersizlik Gösteren Çocuklar İçin. Vize Akademik Avcıoğlu, Hasan (2021) Özel Eğitimde Kavram Öğretimi Pegem Akademi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 15 | 15 | |||
| Term Project | 2 | 15 | 30 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 15 | 1 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| CONCEPT TEACING in INTELLECTUAL DISABILITES | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with basic knowledge about teaching concepts to individuals with intellectual disabilities. |
| Course Content | This course contains; Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching,Analysis of the concept; features related to the structure of the concept,Analysis of the concept; features related to the presentation of the concept,Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets.,Planning concept teaching: defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level.,Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching.,Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching.,Implementation and evaluation of concept teaching: utilization of embedded instruction and other methods in concept teaching.,Implementation and evaluation of concept teaching: utilization of technology in concept teaching.,Concept Teaching Modules,Concept Teaching Modules,Concept teaching modules. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the concept and its types. | 10, 16, 9 | A |
| Explains the children's concept learning processes. | 10, 16, 9 | A |
| Conducts concept analysis by taking into account the characteristics of the concept's structure and presentation. | 15, 16, 37, 9 | A |
| Explains the methods used in teaching concepts to individuals with intellectual disabilities. | 15, 16, 37, 9 | A |
| Designs concept teaching for an individual with intellectual disability. | 15, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.13-16 Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.16-19 |
| 2 | Analysis of the concept; features related to the structure of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 3 | Analysis of the concept; features related to the presentation of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 4 | Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.19-26 |
| 5 | Planning concept teaching: defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes; Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 6 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes, Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 7 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 8 | Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 9 | Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.30-39 |
| 10 | Implementation and evaluation of concept teaching: utilization of embedded instruction and other methods in concept teaching. | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.41-47 |
| 11 | Implementation and evaluation of concept teaching: utilization of technology in concept teaching. | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.47-52 |
| 12 | Concept Teaching Modules | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.52-63 |
| 13 | Concept Teaching Modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.66-178 |
| 14 | Concept teaching modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.178-209 |
| Resources |
| Vuran, S., Çelik, S. (2020). Örneklerle Kavram Öğretimi; Zihinsel Yetersizlik Gösteren Çocuklar İçin. Vize Akademik Avcıoğlu, Hasan (2021) Özel Eğitimde Kavram Öğretimi Pegem Akademi. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |