| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Practıce | ZEE 401 | 7 | 2 + 6 | 5 | 10 |
| Ön Koşul Dersleri |
None |
| Önerilen Seçmeli Dersler |
None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Ahmet FİDAN |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The students who completed this course, will be able to provide effective teaching to students with developmental disabilities. Also other aim of the lesson is to inform the students about teaching applications. |
| Dersin İçeriği | Teaching applications in special education: implementation to determine the work to be done in a day, lesson plan preparation, the plans prepared by the activities of various teaching methods, techniques and teaching devices implementation, measurement and evaluation, these related applications in the course evaluation report to fill out the application file preparation 'skills and knowledge in the subject. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The students prepare a behavior modification program for behaviors that are desired to be augmented or reduced | Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 2 | The students prepare a behavior modification program for behaviors that are desired to be augmented or reduced | Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 3 | The students prepare and implement a Social Skills teaching plan. | Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 4 | The students prepare individual education plans and implements. | Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 5 | The students develop and implements criteria-dependent measurement tool. | Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 6 | The students make necessary physical arrangements for teaching in classroom. | Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | The weekly course of the class, students list, examined the annual and unit plans, and puts the application file. | The relevant sections of the references |
| 2 | The plan of the two courses "How could I do if I was" writing the way he thinks and plans are put into practice in the form of files. | The relevant sections of the references |
| 3 | Fill in rough evaluation forms for all development areas for at least two students in line with the needs of the students. | The relevant sections of the references |
| 4 | It prepares the behavior modification program for the behavior determined by following the steps in the program preparation direction. | The relevant sections of the references |
| 5 | The level of the learner's level of behavior associated with the behavior collects and graphs. | The relevant sections of the references |
| 6 | Applying behavior modification program that prepares, stores the result of the application every day and graphics work. | The relevant sections of the references |
| 7 | Hazırladığı davranış değiştirme programını uygulayarak, her gün yaptığı uygulama sonuçlarını kaydeder ve grafiğe işler. | The relevant sections of the references |
| 8 | To determine the pre-instructional performance level of the determined social skills, the level of start-up collects and graphs data. | The relevant sections of the references |
| 9 | To determine the pre-instructional performance level of the determined social skills, the level of start-up collects and graphs data. | The relevant sections of the references |
| 10 | Mid-Term Evaluation | The relevant sections of the references |
| 11 | The provision of applied behavior modification program. | The relevant sections of the references |
| 12 | The provision of applied behavior modification program. | The relevant sections of the references |
| 13 | The provision of applied behavior modification program. | The relevant sections of the references |
| 14 | General Evaluation | The relevant sections of the references |
| Kaynaklar | |
|---|---|
| Ders Notu | Relevant lesson notes |
| Ders Kaynakları | Özyürek. M. (2005) Sınıfta davranış değiştirme (Uygulamalı Davranış Analizi). Ankara: Kök 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 | X | ||||||
| 11 | X | ||||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 25 |
| 1. Performans Görevi (Uygulama) | 25 |
| 2. Performans Görevi (Uygulama) | 25 |
| 3. Performans Görevi (Uygulama) | 25 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 6 | 96 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 6 | 96 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 1 | 2 |
| Assignment | 1 | 20 | 20 |
| Final examination | 1 | 10 | 10 |
| Performance Task (Application) | 1 | 20 | 20 |
| Toplam İş Yükü | 254 | ||
| Toplam İş Yükü / 25 (Saat) | 10,16 | ||
| Dersin AKTS Kredisi | 10 | ||