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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | ODUS0002 | GIFTED AND TALENTED EDUCATION | Elective | 2 | 3 | 2 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | The aim of this course is to be able to recognize the general characteristics of gifted students and basic concepts related to their education, to be aware of the cognitive and affective goals in the education of Gifted and Talented Children by knowing their characteristics, and to develop an understanding of education that focuses on these goals, teaching models, educational strategies, guidance that can be offered to gifted students in schools. To provide the necessary field knowledge and skills for the services. | | Name of Lecturer(s) | | | Learning Outcomes | | 1 | Will know the general characteristics of gifted students. | | 2 | Will be able to choose appropriate methods and tools to identify gifted students. | | 3 | Will be able to determine appropriate educational programs and teaching strategies for gifted students. |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | - | | Recommended Optional Programme Components | | - | | Course Contents | | In addition to the basic concepts of intelligence, gifted education and talent development, this course includes the definitions of intelligence and high-level intelligence; reasons for the need for gifted education; definition of gifted and talented individuals; cognitive, physical, social, emotional, moral and personality characteristics of gifted individuals; identification of gifted individuals; the importance of early learning in the development of superiority; The effects of some environmental factors on cognitive development; administrative measures in the education of gifted children; differentiation of content and individualization of instruction for superiors; It includes basic conceptual topics such as the main models used in the education of gifted children, a brief introduction of different educational strategies and examples applied in our country and around the world. | | Weekly Detailed Course Contents | |
| 1 | Intelligence concepts and theories, traditional and modern intelligence theories, history of scientific studies on intelligence, psychometric intelligence tests, intelligence distribution (bell curve), relations between intelligence, heredity, education and culture. | | | | 2 | Concepts and theories of giftedness and talent; cognitive, developmental and psychosocial theories of giftedness, history of scientific studies on gifted people; Old and new paradigms on giftedness | | | | 3 | Creativity concepts and theories; history of scientific studies on creativity, biological, psychological and social foundations of creativity; sources of creativity; creativity, genius and productivity; creativity tests and measurements | | | | 4 | Tests, methods and techniques for identifying gifted or creative people | | | | 5 | Personality, social and emotional characteristics and learning types of gifted people | | | | 6 | Personality, social and emotional characteristics and learning types of gifted people | | | | 7 | Educational and managerial program options for gifted students. | | | | 8 | Types of programs, program features and program changes for gifted students. | | | | 9 | Distinguished teaching models and strategies in the education of gifted and creative students. | | | | 10 | Academic and psychological guidance for gifted students. | | | | 11 | Academic and psychological guidance for gifted students. | | | | 12 | Special educational opportunities for gifted people around the world | | | | 13 | Determination of the status of gifted students in Turkish education | | | | 14 | Discussion of the main factors affecting the success of gifted people. | | |
| | Recommended or Required Reading | | Johnson, J. (2006). Creative arts for young children. New York: Delmar. Clark, G., & Zimmerman, E. (2004). Teaching talented art students. New York: Teachers College Press. Van Tassel-Baska, J. (1994). Comprehensive curriculum for gifted learners. Boston: Allyn and Bacon. Davis, G. A., & Rimm, S. (2004). Education of the gifted and talented. New York: Allyn and Bacon. | | Planned Learning Activities and Teaching Methods | | | 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) | | - |
| | Workload Calculation | |
| Midterm Examination | 1 | 20 | 20 | | Final Examination | 1 | 40 | 40 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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Ordu University Rectorate Building ,Cumhuriyet Campus , Center / ORDU / TURKEY • Tel: +90 452 226 52 00
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