| Course Objectives: |
Students raise awareness about the reasons for the need for education of gifted, to inform gifted and talented in terms of properties of all development dimension, to learn about the methods used in the identification of gifted and talented, Turkey? Value and to introduce the history of the education of gifted abroad, early learning and school To inform the students about the effects of some environmental factors on cognitive development, to be informed about the needs of gifted and talented students, to introduce them to educational practices and to analyze and evaluate these applications and to develop solutions when necessary.
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| Course Content: |
The rationale for the need for education of gifted students; Definition of gifted and talented individuals; Definition of gifted and talented individuals The cognitive, physical, social, emotional, moral and personality traits of gifted individuals; Ways of determination of gifted individuals; Turkey and yesterday and today with the education of gifted and abroad; The importance of first learning in the development of supremacy; Effects of some environmental factors on cognitive development in preschool education; Administrative measures in the education of gifted students (enrichment, acceleration, homogeneous talent groupings, etc.); Program arrangements and structures in gifted education; differentiation of content for individualists and individualization of teaching; Brief introduction of models commonly used in gifted education; Barbara is the seven steps CLARK suggests to maximize learning.
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| Week |
Subject |
Related Preparation |
| 1) |
The effects of initial learning and some environmental factors on cognitive development in preschool education;
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..................................... |
| 2) |
Definition of gifted and talented individuals; The frequency of occurrence in the population.
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......................................... |
| 3) |
Characteristics of the developmental faces of gifted and gifted individuals.
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................................................... |
| 4) |
Characteristics of the developmental faces of gifted and gifted individuals and ways of identifying gifted and talented individuals.
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.......................................... |
| 5) |
yesterday and today of gifted education in Turkey and abroad;
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.............................................................. |
| 6) |
Reasons for the need for the education of gifted students.
|
............................................. |
| 7) |
Managerial measures in the education of gifted and talented
|
.................................................... |
| 8) |
Program arrangements and structures in gifted education; differentiation of content for individualists and individualization of teaching;
|
................................................ |
| 9) |
Brief introduction of models commonly used in gifted education;
|
............................................. |
| 10) |
Barbara is the seven steps CLARK offers to maximize learning.
|
.......................................... |
| 11) |
Barbara is the seven steps CLARK offers to maximize learning.
|
......................................... |
| 12) |
Barbara is the seven steps CLARK offers to maximize learning.
|
..................................................... |
| 13) |
Differantation of Gifted Education Programs
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..................................... |
| 14) |
Differantation of Gifted Education Programs |
............................................... |
| 15) |
final |
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| |
Program Outcomes |
Level of Contribution |
| 1) |
Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. |
1 |
| 2) |
Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. |
5 |
| 3) |
Disclose information about the developmental characteristics of individuals with special education needs. |
5 |
| 4) |
Uses further sources of information related with the field. |
5 |
| 5) |
Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. |
4 |
| 6) |
Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. |
1 |
| 7) |
Develops material appropriate to subject area and needs of students. |
5 |
| 8) |
Evaluates acquisitions of students by using different methods. |
5 |
| 9) |
Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. |
4 |
| 10) |
Develops and implements appropriate family and educational programs for children and families with special educational needs. |
4 |
| 11) |
Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. |
1 |
| 12) |
Instructs persons and institutions about the field. |
5 |
| 13) |
Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. |
1 |
| 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. |
1 |
| 15) |
Determines the learning needs and manages his/her own learning process. |
5 |
| 16) |
Develops positive attitudes to lifelong learning. |
1 |
| 17) |
Uses ways of accessing to information effectively.
|
5 |
| 18) |
Communicates with the persons and the institutions to create and to maintain a safe school environment. |
1 |
| 19) |
Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. |
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| 20) |
Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
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