Special Education Teaching | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGTP302 | ||||||||
Course Name: | Curriculum Development in Education | ||||||||
Course Semester: |
Spring |
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Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Vocational Knowledge | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi AYSEMİN DURAN | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi AYSEMİN DURAN |
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Course Assistants: |
Course Objectives: | To recognise curriculum development principles, methods, history and models, developing curriculum according to educational level and subject area |
Course Content: | Basic concepts of curriculum development; theoretical foundations of program development; program models; philosophical, social, historical, psychological and economic foundations of the curriculum; features of curriculum development and teaching programs; stages of program development; basic of the program elements (objectives, content, process, evaluation) and relationships between elements; classification of objectives and its relationship with elements of the program; content editing approaches; determination of training needs; program development process and models; educational program design approaches; program evaluation models; program literacy; teacher responsibility and duties in the development of teaching programs , Characteristics of MEB curriculums; application of teaching programs; new approaches and trends in software development in the world and Turkey |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction to curriculum development | Review resources and read necessary sources |
2) | Theoretical foundations of curriculum development | Making necessary readings from sources |
3) | Principles of curriculum development | making necessary readings |
4) | Determining Goals/ learning outcomes/ objectives in education | Making necesary reading |
5) | Writing cognitive, affective and psychomotor outcomes/ objectives | Researching and reading outcomes/ objectives writing approaches |
6) | Content development; content determination, selection. | Making related research |
7) | Content development; content determination, selection | Making related research |
8) | Educatinal process/ teaching-learning process | |
9) | Teaching strategies, methods and techniques | |
11) | Teaching strategies, methods and techniques | |
12) | Relationship between program evaluation and assessment | Making relevant researches and readings |
13) | Curriculum evaluation approaches | Making related reading and research |
14) | Presentation and evaluation of the curriculum drafts | Preparing curriculum drafts |
Course Notes / Textbooks: | Tyler, W. Ralph. Basic Principles of Curriculum and Instruction. The University of Chicag o Press, 1993. Varış, Fatma. Eğitimde Program Geliştirme: Teori ve Teknikler. Ankara: A.Ü.Basımevi, 1981 Ertürk, S. Eğitimde Program Geliştirme, Ankara 1986 Demirel, Ö. Eğitimde Program Geliştirme, Ankara, 2003 Demirel, Ö. Eğitimde Yeni Yönelimler, Pegem yayınları, Ankara |
References: | Tyler, W. Ralph. Basic Principles of Curriculum and Instruction. The University of Chicag o Press, 1993. Varış, Fatma. Eğitimde Program Geliştirme: Teori ve Teknikler. Ankara: A.Ü.Basımevi, 1981 Ertürk, S. Eğitimde Program Geliştirme, Ankara 1986 Demirel, Ö. Eğitimde Program Geliştirme, Ankara, 2003 Demirel, Ö. Eğitimde Yeni Yönelimler, Pegem yayınları, Ankara |
Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
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Program Outcomes | |||||||||||||||||||
1) Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | |||||||||||||||||||
2) Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | |||||||||||||||||||
3) Disclose information about the developmental characteristics of individuals with special education needs. | |||||||||||||||||||
4) Uses further sources of information related with the field. | |||||||||||||||||||
5) Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | |||||||||||||||||||
6) Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | |||||||||||||||||||
7) Develops material appropriate to subject area and needs of students. | |||||||||||||||||||
8) Evaluates acquisitions of students by using different methods. | |||||||||||||||||||
9) Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | |||||||||||||||||||
10) Develops and implements appropriate family and educational programs for children and families with special educational needs. | |||||||||||||||||||
11) Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | |||||||||||||||||||
12) Instructs persons and institutions about the field. | |||||||||||||||||||
13) Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | |||||||||||||||||||
14) Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | |||||||||||||||||||
15) Determines the learning needs and manages his/her own learning process. | |||||||||||||||||||
16) Develops positive attitudes to lifelong learning. | |||||||||||||||||||
17) Uses ways of accessing to information effectively. | |||||||||||||||||||
18) Communicates with the persons and the institutions to create and to maintain a safe school environment. | |||||||||||||||||||
19) Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |||||||||||||||||||
20) Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | |
2) | Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | |
3) | Disclose information about the developmental characteristics of individuals with special education needs. | |
4) | Uses further sources of information related with the field. | |
5) | Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | |
6) | Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | |
7) | Develops material appropriate to subject area and needs of students. | |
8) | Evaluates acquisitions of students by using different methods. | |
9) | Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | |
10) | Develops and implements appropriate family and educational programs for children and families with special educational needs. | |
11) | Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | |
12) | Instructs persons and institutions about the field. | |
13) | Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | |
14) | Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | |
15) | Determines the learning needs and manages his/her own learning process. | |
16) | Develops positive attitudes to lifelong learning. | |
17) | Uses ways of accessing to information effectively. | |
18) | Communicates with the persons and the institutions to create and to maintain a safe school environment. | |
19) | Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |
20) | Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
Expression | |
Individual study and homework | |
Lesson | |
Project preparation | |
Q&A / Discussion | |
Application (Modelling, Design, Model, Simulation, Experiment etc.) |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Application | |
Individual Project | |
Presentation | |
Reporting |
Semester Requirements | Number of Activities | Level of Contribution |
Application | 1 | % 30 |
Homework Assignments | 2 | % 30 |
Midterms | 1 | % 20 |
Final | 1 | % 20 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 80 | |
PERCENTAGE OF FINAL WORK | % 20 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Total Workload |