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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) |
Ability to develop and deepen knowledge of the same or a different area of knowledge on the basis of competence at the bachelor level. |
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2) |
Understand the interdisciplinary interaction that the field is related to. |
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3) |
To be able to use theoretical and practical knowledge in the field of expertise. |
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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 |
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5) |
To be able to analyze problems related to the field by using research methods |
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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. |
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7) |
Be able to critically review, develop and, if necessary, act to change social relations and norms that guide these relationships. |
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8) |
To be able to communicate verbally and in writing using a foreign language at least at the European Language Portfolio B2 General Level. |
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9) |
To be able to use advanced computer software and information and communication technologies at the level required by the field. |
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10) |
Be able to critically evaluate and guide the knowledge and skills at the level of expertise gained in the field. |
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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. |
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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. |
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13) |
Ability to use knowledge, problem solving and / or application skills in their field of study in interdisciplinary studies. |
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14) |
Being able to carry out a work independently which requires expertise in the field. |
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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. |
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16) |
Being able to lead in areas that need to solve problems related to the field. |
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