Psychologıcal Guidance and Counseling
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

EGTP404

Course Name:

Non-Scheduled Activities in Education

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Vocational Knowledge

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Lecturer(s):

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Assistants:

Course Objective and Content

Course Objectives:

To analyze formal program, non-program activities and implicit program concepts, compare implicit program related approaches, explain the effect of implicit program on cognitive and emotional learning. To evaluate the extracurricular activities of the school in the context of the implicit program.

Course Content:

Formal program and extracurricular activities in education / implicit program concepts; implicit program approaches; cognitive and affective field learning and implicit program; school as a ritual place; school ceremonies as extracurricular activities in school; importance and management of social, cultural, sportive and artistic activities in school; place and importance of implicit program in values education; non-program (commemoration, celebration, meeting, graduation, etc.) activities in terms of values education.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Explaining the relationship between Hidden curriculum, non-program activities and official program
2) Analying hidden curriculum elements in educational settings
3) Explain the emotional and cognitive field gains of hidden curriculum
4) Recognize the importance of implicit curriculum for the formal program
5) Explain the importance and importance of non-program activities in values education
6) Ceremonies, rituals, etc. evaluate non-program activities in the context of hidden curriculum
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Introduction to the course syllabus	None
2)	Formal program and extracurricular activities in education / hidden curriculum concepts	Related readings
3)	Formal program and extracurricular activities in education / hidden curriculum concepts	Related readings
4)	Hidden curriculum related approaches	Related readings
5)	Cognitive and affective field learning and hidden curriculum	Related readings
6)	Cognitive and affective field learning and hidden curriculum	related readings
7)	School ceremonies as extracurricular activities in school	Related readings
8)	Midterm
9)	The importance and management of social, cultural, sportive and artistic activities in school	related readings
10)	The importance and management of social, cultural, sportive and artistic activities in school	related readings
11)	Place and importance of hidden curriculum in education of values	Related readings
12)	Place and importance of hidden curriculum in education of values	Related readings
13)	Non-program activities (commemoration, celebration, meeting, graduation, etc.) in terms of values education.	Related readings
14)	Non-program activities (commemoration, celebration, meeting, graduation, etc.) in terms of values education.	Related readings
15)	Final

Sources

Course Notes / Textbooks:

Akar, F. ve Nayir, K. F. (2015). Eğitim kurumlarındaki sosyal kulüplerin etkililiğinin incelenmesi: Uygulamada değişim ihtiyacı. Pegem Eğitim ve Öğretim Dergisi, 5(2), 167-186.

Awbrey, C., Longo, A., Lynd, A. ve Payne, C. (2008). Increasing social skills of elementary school students through the use of literature and role playing. Saint Xavier University & Pearson Achievement Solutions, Inc. Field Based Masters Programme, Chicago, Illinois.

Burnette, M. A. (2001). “One strike and you’re out”: An Analysis of the No pass/No Play policies. High School Journal, 84(2), 1-6.

Büküşoğlu, N. ve Bayturan, A. F. (2005). Serbest zaman etkinliklerinin gençlerin psiko-sosyal durumlarına ilişkin algısı üzerindeki rolü. Ege Tıp Dergisi, 44(3) 173-177.

Covay, E. ve Carbonaro, W. (2010). After the bell: Participation in extracurricular activities, classroom behavior, and academic achievement. Sociology of Education, 83(1), 20-45.

Daley, A. ve Leahy, J. (2003). Self-perceptions and participation in extracurricular physical activities. The Physical Educator, 60(2), 13-19.

Darling, N. (2005). Participation in extracurricular activities and adolescent adjustment: Cross-sectional and longitudinal findings. Journal of Youth and Adolescence, 34, 493-505.

Eroğlu, E. (2008). İlköğretim okullarındaki sosyal kulüp çalışmalarında karşılaşılan sorunlar ve çözüm önerileri (Elmadağ ilçesi örneği) (Yayınlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6
Program Outcomes
1) P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field.
2) P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1)
3) P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level).
4) P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems.
5) P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development.
6) P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures.
7) P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development.
8) P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling.
9) P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills.
10) P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches.
11) P11. Being able to understand the individuals by using techniques of individual recognition.
12) P12. Being capable of developing and evaluating psychological guidance and counseling programmes.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field.
2)	P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1)
3)	P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level).
4)	P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems.
5)	P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development.
6)	P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures.
7)	P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development.
8)	P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling.
9)	P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills.
10)	P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches.
11)	P11. Being able to understand the individuals by using techniques of individual recognition.
12)	P12. Being capable of developing and evaluating psychological guidance and counseling programmes.

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Group study and homework
Reading
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Oral Examination
Homework
Group project

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 25
Project	1	% 20
Midterms	1	% 25
Final	1	% 30
total		% 100
PERCENTAGE OF SEMESTER WORK		% 70
PERCENTAGE OF FINAL WORK		% 30
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Total Workload