Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ERRORLESS TEACHING METHODS | - | Fall 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 and skills regarding errorless teaching methods. |
| Course Content | This course contains; Basic concepts about learning and characteristics of learning,Stages and features of learning,Basic concepts and features of errorless teaching methods,Simultaneous prompting procedure and characteristics,Constant time delay procedure and characteristics,Progressive time delay procedure and characteristic,Antecedent prompt and test procedure and characteristics,Antecedent prompt and fade procedure and characteristics,System of most prompt procedure and characteristics,System of least prompt procedure and characteristics,Graduated guidence procedure and characteristics,Stimulus modification: Stimulus shaping procedure, stimulus fading procedure,Planning teaching through errorless teaching,Sample applications regarding errorless teaching methods.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the stages and characteristics of learning. | 10, 16, 9 | A |
| Defines the basic concepts related to errorless teaching methods. | 10, 16, 9 | A |
| Describes the characteristics and application processes of each of the errorless teaching methods. | 10, 15, 16, 37, 9 | A |
| Defines the basic concepts and characteristics of learning. | 10, 16, 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 | Basic concepts about learning and characteristics of learning | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 2 | Stages and features of learning | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 3 | Basic concepts and features of errorless teaching methods | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 4 | Simultaneous prompting procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 5 | Constant time delay procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 6 | Progressive time delay procedure and characteristic | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 7 | Antecedent prompt and test procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 8 | Antecedent prompt and fade procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 9 | System of most prompt procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 10 | System of least prompt procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 11 | Graduated guidence procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 12 | Stimulus modification: Stimulus shaping procedure, stimulus fading procedure | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 13 | Planning teaching through errorless teaching | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 14 | Sample applications regarding errorless teaching methods. | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| Resources |
| Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. Sazak, E. (2022). Yanlışsız Öğretim Yöntemleri. Pegem Akademi, Ankara. |
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 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 1 | 20 | 20 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 105 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(105/30) | 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 |
|---|---|---|---|---|---|
| ERRORLESS TEACHING METHODS | - | Fall 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 and skills regarding errorless teaching methods. |
| Course Content | This course contains; Basic concepts about learning and characteristics of learning,Stages and features of learning,Basic concepts and features of errorless teaching methods,Simultaneous prompting procedure and characteristics,Constant time delay procedure and characteristics,Progressive time delay procedure and characteristic,Antecedent prompt and test procedure and characteristics,Antecedent prompt and fade procedure and characteristics,System of most prompt procedure and characteristics,System of least prompt procedure and characteristics,Graduated guidence procedure and characteristics,Stimulus modification: Stimulus shaping procedure, stimulus fading procedure,Planning teaching through errorless teaching,Sample applications regarding errorless teaching methods.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the stages and characteristics of learning. | 10, 16, 9 | A |
| Defines the basic concepts related to errorless teaching methods. | 10, 16, 9 | A |
| Describes the characteristics and application processes of each of the errorless teaching methods. | 10, 15, 16, 37, 9 | A |
| Defines the basic concepts and characteristics of learning. | 10, 16, 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 | Basic concepts about learning and characteristics of learning | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 2 | Stages and features of learning | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 3 | Basic concepts and features of errorless teaching methods | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 4 | Simultaneous prompting procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 5 | Constant time delay procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 6 | Progressive time delay procedure and characteristic | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 7 | Antecedent prompt and test procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 8 | Antecedent prompt and fade procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 9 | System of most prompt procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 10 | System of least prompt procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 11 | Graduated guidence procedure and characteristics | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 12 | Stimulus modification: Stimulus shaping procedure, stimulus fading procedure | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 13 | Planning teaching through errorless teaching | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| 14 | Sample applications regarding errorless teaching methods. | Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
| Resources |
| Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. Sazak, E. (2022). Yanlışsız Öğretim Yöntemleri. Pegem Akademi, Ankara. |
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 | |