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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 |
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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. |
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Program Outcomes |
Level of Contribution |
1) |
Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. |
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2) |
Students will be able to conduct research in the area of Educational/Instructional Technology. |
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3) |
Students will be able to plan and evaluate in the process of teaching information technologies. |
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4) |
Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. |
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5) |
Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. |
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6) |
Students will be able to design and develop educational materials, software and games. |
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7) |
Students will be able to implement information technologies effectively in and outside of educational environments. |
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8) |
Students will be able to measure and evaluate learners' performances in educational environments. |
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9) |
Students will be able to self-improve their knowledge continuously in information technologies. |
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10) |
Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. |
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11) |
Students will be able to plan, manage, and evaluate educational projects. |
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12) |
Students will be able to find out the technologic necessities of companies, and set up these technologies. |
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