| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SÇA4102017332 | EDUCATION OF GIFTED TALENTED CHILDREN | Elective | 4 | 8 | 5 |
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| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| The aim of this course is to learn, term and definition about gifted children, developmental areas of gifted children, distinguishing aspects of gifted children, developmental characteristics of gifted children, Identifying of the gifted children,Educational Models, problems faced by gifted children. |
| Name of Lecturer(s) |
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| Learning Outcomes |
| 1 | By the end of course, successful students will be able to explain the term and definition about gifted children, arrange the developmental areas of gifted children | | 2 | define distinguishing aspects of gifted children | | 3 | Explain developmental characteristics of gifted children | | 4 | describe the which methods will be used Identifying of the gifted children | | 5 | Explaines the Educational Models and the problems faced by gifted children |
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| Mode of Delivery |
| Formal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Term and definition about gifted children, developmental areas of gifted children, distinguishing aspects of gifted children, developmental characteristics of gifted children, Identifying of the gifted children, educational models and problems faced by gifted children |
| Weekly Detailed Course Contents |
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| 1 | Introduction | | | | 2 | Term and definition about gifted children | | | | 3 | Developmental areas of gifted children | | | | 4 | Developmental characteristics of gifted children | | | | 5 | Developmental characteristics of gifted children | | | | 6 | Distinguishing aspects of gifted children | | | | 7 | Identifying of the gifted children | | | | 8 | Case study | | | | 9 | Gifted chidrens family | | | | 10 | Educational Models | | | | 11 | Educational Models | | | | 12 | Problems faced by gifted children | | | | 13 | Final | | | | 14 | | | | | 15 | | | | | 16 | | | |
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| Recommended or Required Reading |
| -Akarsu, F. (2001) ?Üstün Yetenekliler?.Yetişemediğimiz Çocuklar: Üstün Yetenekli Çocuklar ve Sorunları, Eduser Yayınları, Ankara. -Ataman, A. (2003) Üstün Zekalı/Yetenekli Çocuklar. Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş, Ankara: Gündüz Eğitim ve Yayıncılık - David, A.S.(2003). How the gifted brain learners California: Corwin Press -Metin, N. (1999). Üstün Yetenekli Çocuklar . Ankara: Özaşama Matbaacılık -Sak, U. (212). Üstün Zekalılar Özellikleri Tanılanmaları Eğitimleri Ankara: Vize Yeyıncılık -Smutny,J.F. (2001) Stand Up For Your Gifted. Free Canada: Spirit Publishing |
| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
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| Workload Calculation |
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| Midterm Examination | 1 | 20 | 20 |
| Final Examination | 1 | 20 | 20 |
| Attending Lectures | 1 | 20 | 20 |
| Experiment | 1 | 20 | 20 |
| Observation | 1 | 20 | 20 |
| Self Study | 1 | 20 | 20 |
| Individual Study for Mid term Examination | 1 | 10 | 10 |
| Individual Study for Final Examination | 1 | 10 | 10 |
| Reading | 1 | 10 | 10 |
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| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 5 | 4 | 4 | 5 | 5 | 4 | 5 | | LO2 | 5 | 4 | 4 | 5 | 4 | 5 | 5 | | LO3 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | | LO4 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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