Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LEAR. PROB. and EDU. in GIFTED and TALENTED STU. | - | 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. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | Objectives of the course is to make students knowledgeable and raise awareness about the need for the gifted and talented education, to make them knowledgeable about the characteristics of developmental aspects of gifted and talented children, to give information about the identification of the gifted and talented students, to introduce the implementations of educational approaches for gifted students both in the homeland and abroad, to make students knowledgeable about the choice of education for gifted and talented children according to their needs and interests, to introduce them with educational practices, to enhance their skills to evaluate, analyze these practices and bring solution if needed. |
| Course Content | This course contains; the necessity of the education of gifted children,,Definition of giftedness,Identification of Gifted and Talented Children,Theories of Intelligence,Biological essentials of intelligence,Characteristics of gifted and talented children,Social-emotional characteristiscs of gifted and talented children,Education of gifted and talented children/history,Education of gifted and talented children,Educational strategies for gifted and talented children,Education models for gifted and talented children,Families of gifted and talented children,Mental health of gifted and talented children,General review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Recognize the characteristics of gifted and talented students and how they can be nurtured and developed; 2. Analyze the effectiveness of enrichment and acceleration programming options to enhance and extend learning opportunities for gifted and talented students; 3. Evaluate the components of existing curricular systems and models tailored to meeting the needs of gifted and talented students; 4. Examine social and emotional reasons for underachievement among gifted and talented students; 5. Develop collaborative relationships with parents and community members to extend and enhance learning opportunities for gifted and talented students. | 10, 11, 13, 15, 16, 19, 37, 5, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | the necessity of the education of gifted children, | |
| 2 | Definition of giftedness | |
| 3 | Identification of Gifted and Talented Children | |
| 4 | Theories of Intelligence | |
| 5 | Biological essentials of intelligence | |
| 6 | Characteristics of gifted and talented children | |
| 7 | Social-emotional characteristiscs of gifted and talented children | |
| 8 | Education of gifted and talented children/history | |
| 9 | Education of gifted and talented children | |
| 10 | Educational strategies for gifted and talented children | |
| 11 | Education models for gifted and talented children | |
| 12 | Families of gifted and talented children | |
| 13 | Mental health of gifted and talented children | |
| 14 | General review |
| Resources |
| • Clark, B. (2008). Growing Up Gifted. (7.th Ed.) Upper Saddle River, New Jersey, Columbus, Ohio: Pearson. Merrill Prentice Hall. • Coleman, L. J. & Cross, T. L. (2005). Being gifted in school: An introduction to development, guidance, and teaching. (2nd Ed.). Prufrock Pres. |
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. | ||||||
| 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 | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 6 | 42 | |||
| General Exam | 7 | 8 | 56 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 126 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(126/30) | 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 |
|---|---|---|---|---|---|
| LEAR. PROB. and EDU. in GIFTED and TALENTED STU. | - | 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. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | Objectives of the course is to make students knowledgeable and raise awareness about the need for the gifted and talented education, to make them knowledgeable about the characteristics of developmental aspects of gifted and talented children, to give information about the identification of the gifted and talented students, to introduce the implementations of educational approaches for gifted students both in the homeland and abroad, to make students knowledgeable about the choice of education for gifted and talented children according to their needs and interests, to introduce them with educational practices, to enhance their skills to evaluate, analyze these practices and bring solution if needed. |
| Course Content | This course contains; the necessity of the education of gifted children,,Definition of giftedness,Identification of Gifted and Talented Children,Theories of Intelligence,Biological essentials of intelligence,Characteristics of gifted and talented children,Social-emotional characteristiscs of gifted and talented children,Education of gifted and talented children/history,Education of gifted and talented children,Educational strategies for gifted and talented children,Education models for gifted and talented children,Families of gifted and talented children,Mental health of gifted and talented children,General review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Recognize the characteristics of gifted and talented students and how they can be nurtured and developed; 2. Analyze the effectiveness of enrichment and acceleration programming options to enhance and extend learning opportunities for gifted and talented students; 3. Evaluate the components of existing curricular systems and models tailored to meeting the needs of gifted and talented students; 4. Examine social and emotional reasons for underachievement among gifted and talented students; 5. Develop collaborative relationships with parents and community members to extend and enhance learning opportunities for gifted and talented students. | 10, 11, 13, 15, 16, 19, 37, 5, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | the necessity of the education of gifted children, | |
| 2 | Definition of giftedness | |
| 3 | Identification of Gifted and Talented Children | |
| 4 | Theories of Intelligence | |
| 5 | Biological essentials of intelligence | |
| 6 | Characteristics of gifted and talented children | |
| 7 | Social-emotional characteristiscs of gifted and talented children | |
| 8 | Education of gifted and talented children/history | |
| 9 | Education of gifted and talented children | |
| 10 | Educational strategies for gifted and talented children | |
| 11 | Education models for gifted and talented children | |
| 12 | Families of gifted and talented children | |
| 13 | Mental health of gifted and talented children | |
| 14 | General review |
| Resources |
| • Clark, B. (2008). Growing Up Gifted. (7.th Ed.) Upper Saddle River, New Jersey, Columbus, Ohio: Pearson. Merrill Prentice Hall. • Coleman, L. J. & Cross, T. L. (2005). Being gifted in school: An introduction to development, guidance, and teaching. (2nd Ed.). Prufrock Pres. |
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. | ||||||
| 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 | |