| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Dıagnostıc Models and Tests For Gıfted Indıvıduals | OEO 008 | 0 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ÖZLEM GÜMÜŞKAYA |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assist. Damla Altın |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | Bt the end of this course, students are aimed to gain the following knowledge and skills: |
| Dersin İçeriği | Identification of the characteristics of gifted/talented children, duties and responsibilities of gifted/talented children, national and international diagnostic models and tests of the gifted/talented children |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | He/she explains the theories of intelligence which are used for the identification of gifted/talented. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | He/she discusses why gifted/talented children´s need to have a special requirements i.n education. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 3 | He/she describes the properties of gifted /talented children´s physical, social, moral and mental development processes. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | He/she explains the identification models which are used in gifted/talented students. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 5 | He/she explains the identification tests which are used in gifted/talented students. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 6 | He/she discusses the individualisation of educational applications for gifted/talented students. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 7 | He/she discusses the responsibilities and duties of gifted/talented students' families in education. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Who are special talented individuals? How can they be identified? | |
| 2 | Developmental characteristics of special talented individuals | |
| 3 | Reasons for the need for special education | |
| 4 | Special talented students in Turkey and abroad | |
| 5 | Special talented students in Turkey and abroad | |
| 6 | Individual intelligence tests | |
| 7 | Individual intelligence tests | |
| 8 | Midterm | |
| 9 | Group intelligence tests | |
| 10 | Group intelligence tests | |
| 11 | Cattell intelligence test (application and evaluation) | |
| 12 | Raven progressive matrices test (application and evaluation) | |
| 13 | A critical look at intelligence tests | |
| 14 | General evaluation |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Uğur Sak, Üstün Zekalılar: Özellikleri,Tanılanmaları, Eğitimleri. Vize Yayıncılık |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. | X | |||||
| 2 | Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. | X | |||||
| 3 | They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. | X | |||||
| 4 | They inform to audiences about special education and teaching skills, explain thinks to them. | X | |||||
| 5 | They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. | X | |||||
| 6 | They take the responsibiliy of unexpected events in his job and try to find solutions. | X | |||||
| 7 | They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. | X | |||||
| 8 | They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). | X | |||||
| 9 | Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. | X | |||||
| 10 | |||||||
| 11 | |||||||
| 12 | |||||||
| 13 | |||||||
| 14 | |||||||
| 15 | |||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 40 |
| 1. Ödev | 30 |
| 1. Kısa Sınav | 15 |
| 2. Kısa Sınav | 15 |
| Toplam | 100 |
| 1. Final | 40 |
| 1. Yıl İçinin Başarıya | 60 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 12 | 2 | 24 |
| Mid-terms | 1 | 5 | 5 |
| Quiz | 2 | 2 | 4 |
| Final examination | 1 | 10 | 10 |
| Assignment | 1 | 2 | 2 |
| Toplam İş Yükü | 77 | ||
| Toplam İş Yükü / 25 (Saat) | 3,08 | ||
| Dersin AKTS Kredisi | 3 | ||