GUIDANCE AND COUNSELING (TURKISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

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.

Basic information

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.

Learning Outcomes

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.

Course Content

Review of the education of gifted and talented children in national or interna-tional contexts; weekly reading assignments and class discussions.

Weekly Detailed Course Contents

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.

Sources

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:

Evaluation System

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

ECTS / Workload Table

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

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Ability to develop and deepen knowledge of the same or a different area of knowledge on the basis of competence at the bachelor level.	4
2)	Understand the interdisciplinary interaction that the field is related to.	5
3)	To be able to use theoretical and practical knowledge in the field of expertise.	2
4)	To be able to make comments and to create new information by integrating the information obtained in the field with the information coming from different disciplinary fields	3
5)	To be able to analyze problems related to the field by using research methods	1
6)	To be able to transfer current developments and own studies in the field with quantitative and qualitative data in a systematic way in written, verbal and visual manner to the groups in and out of the field.	1
7)	Be able to critically review, develop and, if necessary, act to change social relations and norms that guide these relationships.	1
8)	To be able to communicate verbally and in writing using a foreign language at least at the European Language Portfolio B2 General Level.	1
9)	To be able to use advanced computer software and information and communication technologies at the level required by the field.	1
10)	Be able to critically evaluate and guide the knowledge and skills at the level of expertise gained in the field.	1
11)	To be able to supervise the collection, interpretation, implementation and announcement of data related to the field by considering social, scientific, cultural and ethical values and teaching these values.	1
12)	To be able to develop strategy, policy and implementation plans on issues related to the field and to be able to evaluate the results obtained within the framework of quality processes.	1
13)	Ability to use knowledge, problem solving and / or application skills in their field of study in interdisciplinary studies.	4
14)	Being able to carry out a work independently which requires expertise in the field.	1
15)	Being able to develop new strategic approaches for solving complex and unforeseen problems encountered in field related applications and to be able to produce solutions by taking responsibility.	1
16)	Being able to lead in areas that need to solve problems related to the field.	1