| EDUCATIONAL TECHNOLOGY (TURKISH, NONTHESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GTE5101 | Introduction to Gifted Education and Talent Development | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi AYŞİN KAPLAN SAYI |
| Course Lecturer(s): |
Dr. Öğr. Üyesi ENİSA MEDE |
| Course Objectives: | This course aims to give a holistic view on the education of gifted and talented childrenn and to develop knowledge and skills about the classroom applications for gifted and talented children. |
|
The students who have succeeded in this course; Explains the reasons for the need for education of gifted and talented children. Explains the developmental characteristics of gifted and talented children.Explains the methods of diagnosis of students with giftedness. Researching and presenting the practices of a child with giftedness. Decides which teaching method is most appropriate for a child with special abilities. Prepare an Enriched Training Plan for gifted and talented children. |
| Review of the education of gifted and talented children in national or interna-tional contexts; weekly reading assignments and class discussions. |
| Week | Subject | Related Preparation |
| 1) | Considerations for Schools Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 1) | Discuss the course, its functioning and requirements Handling the Concepts of Intelligence, Talent/ Ability and Giftedness | |
| 2) | Characteristics and recognition of gifted / talented children | Eriş, B.(2013). Her Çocuk Üstün Yeteneklidir. Alfa Yayınları |
| 3) | Explaining and implementing Tests Used; Raven SPM Plus Wisc-R, Stanford Binet Test, TKT the Creative Thinking Test | Cohen, R.J. (2014). Psikolojik Test v Değerleme. Nobel Yayınları. |
| 4) | Explaining and implementing the Tests Used Raven SPM Plus Wisc-R, Stanford Binet Test, TKT Creative Thinking Test | Cohen, R.J. (2014). Psikolojik Test v Değerleme. Nobel Yayınları. |
| 5) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 6) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 7) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 8) | Practice of Home Education for Gifted / Talented Children Thinking Skills, Supporting Creativity-Social Emotional Development | Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi |
| 9) | MID-TERM EXAM | |
| 10) | Important ıssues for Schools; Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 11) | Important ıssues for Schools; Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 12) | Considerations for Schools Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 13) | Considerations for Schools Enrichment Courses Support Training Rooms Ability Discovery and Orientation | Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. |
| 14) | Critical analysis of techniques and practices. |
| Course Notes / Textbooks: | 1-Sayı, A. (2013) Farklılaştırılmış Yabancı Dil Öğretiminin Üstün Zekalı Öğrencilerde Erişiye, Eleştirel Düşünmeye ve Yaratıcılığa Etkisi, Yayınlanmamış Doktora Tezi 2-Kaya&Ogurlu (2015). Growing up Gifted: Üstün Zekalı olarak Büyümek; Nobel yayınları. 3- Sak, U.(2012) Üstün Zekalılar, Özellikleri, Tanılanmaları ve Eğitimleri, Vize Yayıncılık. 4- Yılmaz, D. (2015) Üstün Yetenekliler İçin Psikolojik Danışma ve Rehberlik Uygulamaları. Nobel Yayınları 5-Mendaglio, S.&Peterson, J.S.(2016). Çev: Aziz Yıldırım.Üstün Yetenekliler Danışmanlık Modelleri, Nobel Yayıncılık. 6- Eriş, B.(2013). Her Çocuk Üstün Yeteneklidir. Alfa Yayınları 7-Ek Okuma: Eriş, B.(2017). Anne Beynim Aç 8-Sekman, M.& Eris, B.(2017). Çocuklar Nasıl Başarır? |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 30 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Application | 2 | 25 | 50 |
| Study Hours Out of Class | 14 | 5 | 70 |
| Presentations / Seminar | 2 | 3 | 6 |
| Homework Assignments | 5 | 6 | 30 |
| Midterms | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 200 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. | |
| 2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | |
| 3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | |
| 4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. | |
| 5) | To be able to solve the problems encountered in the field by using research methods. | |
| 6) | To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. | |
| 7) | To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | |
| 8) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | |
| 9) | To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. | |
| 10) | To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. | |
| 11) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | |
| 12) | Being able to independently carry out a work that requires expertise in the field. | |
| 13) | To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. | |
| 14) | Being able to lead in environments that require the resolution of problems related to the field. |