| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Musıc Educaton For Indıvıduals Wıth Intellectual Dısabılıtıes | ZEE 310 | 6 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Arş.Gör.Dr. DAMLA ALTIN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Ahmet FİDAN |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | To teach general properties, developmental properties, educational method of gifted children. |
| Dersin İçeriği | IQ, giftedness, creativity, EQ and development; cognitive, social, emotional, psysicial properties of gifted children, educational Model of gifted children. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students will be able to have a trough knowledge about IQ and gifted. | Question-Answer, Drilland Practice, Group Study, Brain Storming, Self Study, Problem Solving, Lecture, | Testing, Oral Exam, Homework, |
| 2 | Students will be able to explain general properties of gifted children. | Lecture, Question-Answer, Discussion, Drilland Practice, Problem Solving, | Testing, Oral Exam, Homework, |
| 3 | Students will be able to explain about multiple intelligence theory. | Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Brain Storming, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, |
| 4 | Students will be able to introduct to educational model of gifted education. | Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Brain Storming, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, |
| 5 | Students will be able to give an example on brain based learning. | Drilland Practice, Motivations to Show, Group Study, Problem Solving, | Homework, Project / Design, |
| 6 | Students will be able to applicate counceling services which will be given to gifted children. | Demonstration, Group Study, Brain Storming, Problem Solving, | Oral Exam, Performance Task, |
| 7 | Students introduce to right of gifted education. | Drilland Practice, Demonstration, Motivations to Show, Role Playing, Problem Solving, | Homework, Performance Task, |
| 8 | Students introduce to critical thinking and creativity of gifted students. | ||
| 9 | Students explain teaching strategies and methods for gifted students. | ||
| 10 | Students introduce to differentiated curriculum. | ||
| 11 | Students apply to differentiated curriculum activity for gifted students. | ||
| 12 | Students design material for gifted students. | ||
| 13 | Students develop new perspectives about gifted education. |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | IQ, Giftedness | |
| 2 | Effect of development of brain and intelligence | |
| 3 | Properties of gifted children | |
| 4 | Applied and theoretic approach in special needs education | |
| 5 | Models of Gifred Education | |
| 6 | Learning disabilites in the gifted education | |
| 7 | Creativity and creativit’s developtment | |
| 8 | Creative thinking skills | |
| 9 | Mid-Term Examination | |
| 10 | EQ | |
| 11 | Necessity of EQ | |
| 12 | Indivudal, educational and occupational counselling of gifted education | |
| 13 | Administrative interventions in gifted education | |
| 14 | New perpectives in gifted education |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | |
| 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 | X | ||||||
| 11 | X | ||||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Ödev | 50 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 4 | 4 |
| Assignment | 1 | 6 | 6 |
| Performance Task (Laboratory) | 1 | 6 | 6 |
| Final examination | 1 | 8 | 8 |
| Toplam İş Yükü | 104 | ||
| Toplam İş Yükü / 25 (Saat) | 4,16 | ||
| Dersin AKTS Kredisi | 4 | ||