Course Name Code Semester T+U Hours Credit ECTS
Teaching Practice ZEE 402 8 2 + 6 5 10
Precondition Courses <p>None</p>
Recommended Optional Courses <p>None</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Öğr.Gör.Dr. EMRAH BİLGİÇ
Course Lecturers
Course Assistants

Research Assisstant  Ahmet FİDAN

Course Category Available Basic Education in the Field
Course Objective

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.

Course Content

Concepts, skills, play and do education in the skills identified in the academic field, keeping records of his training, retention and generalization of work to do and the graphical representation of records, behavior modification program development and implementation, anecdotal record keeping, anecdotal record of translating the record ABC, keep the records from a determining a student's behavior will be changed, decide to modify the technical application of behavior modification techniques chosen, the application for keeping daily records, writing reports results in application behavior change results in practice.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 The students take the weekly course schedule of the class, taking the student list, yearly and unit plans, and puts them in the application file. 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 think two different lesson plans as "How could I help you?" and puts her planned form into the application file. 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 fill in performance evaluation forms for "all development areas" for "at least one student" in line with the needs of the students. 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 IEP for the needs of the students 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 prepare a curriculum for teaching a concept identified. 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 applie the concept teaching program he has prepared. Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task,
7 The students record results of the program for teaching the concept and processes into the graphic. Drilland Practice, Motivations to Show, Group Study, Case Study, Self Study, Problem Solving, Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task,
Week Course Topics Preliminary Preparation
1 The students take the weekly course schedule of the class, taking the student list, yearly and unit plans, and puts them in the application file. The relevant sections of the references
2 The student think two different lesson plans as "How could I help you?" and puts her planned form into the application file. The relevant sections of the references
3 The students fill in performance evaluation forms for "all development areas" for "at least one student" in line with the needs of the students. The relevant sections of the references
4 The students prepare IEP for the needs of the students The relevant sections of the references
5 The students prepare ITP for the needs of the students. The relevant sections of the references
6 The students collect and graphs the starting level data to determine the pre-instructional performance level of the student for a concept teaching the student identifies. The relevant sections of the references
7 The students prepare a curriculum for teaching a concept identified. The relevant sections of the references
8 The students prepare a curriculum for teaching a concept identified. The relevant sections of the references
9 The students applie the concept teaching program he has prepared. The relevant sections of the references
10 Mid-exam The relevant sections of the references
11 The students apply the concept teaching program he has prepared. The relevant sections of the references
12 The student records results of the program for teaching the concept and processes into the graphic. The relevant sections of the references
13 The student records results of the program for teaching the concept and processes into the graphic. The relevant sections of the references
14 Final exam The relevant sections of the references
Resources
Course Notes <p>Relevant lesson notes</p>
Course Resources

Özyürek. M. (2005) Sınıfta davranış değiştirme (Uygulamalı Davranış Analizi). Ankara: Kök yayıncılık

Order Program Outcomes Level of Contribution
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
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 25
1. Performans Görevi (Uygulama) 25
2. Performans Görevi (Uygulama) 25
3. Performans Görevi (Uygulama) 25
Total 100
1. Yıl İçinin Başarıya 50
1. Final 50
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 5 80
Hours for off-the-classroom study (Pre-study, practice) 16 5 80
Mid-terms 1 20 20
Quiz 2 1 2
Assignment 1 20 20
Final examination 1 48 48
Performance Task (Application) 1 10 10
Total Workload 260
Total Workload / 25 (Hours) 10.4
dersAKTSKredisi 10