course unit title introduction in psychology course unit … › userfiles › ckupload › upload...

1ST SEMESTER INDIVIDUAL COURSE DESCRIPTION

Course Unit Title INTRODUCTION IN PSYCHOLOGY

Course Unit Code PDR 101

Type of Course Unit Compulsory

Level of Course Unit Bachelor (First Cycle)

Number of ECTS Credits Allocated 3

Theoretical (hour/week) 3

Practice (hour/week) 0

Laboratory (hour/week) -

Year of Study

Semester when the course unit is delivered

Name of Lecturer

Mode of Delivery

Language of Instruction Turkish

Prerequisities and co-requisities

Recommended Optional Programme Components

Work Placement

Objectives of the Course The aim of this course is to teach concepts of basic psychology and

relation of psychology science and other science.

Learning Outcomes

1) Expresses the Basic Principles of Psychology

2) Explains the Development And Learning.

3) Relates Motivation And Behavior

4) Relates Motivation And Thinking

5) Debates the effects of emotions to life. 6) Interprets the normal and abnormal behaviours.

Course Contents What Is Psychology Science? Psychology Currents, Basic

Principles Of Psychology, Learning, Motivation, Stress and Health.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS

Theoretical Courses Teaching & Learning Methods

1 Introduction Brainstorming

2 What Is Psychology Science? Brainstorming

3 Psychology Currents, Group discussion

4 Basic Principles Of Psychology Prepare a report based on literature

5 What Is Sense? Relevant article critique

6 What Is Mind? Group work

7 General Revision Relevant article critique

8 What Is Learning? Relevant article critique

9 Motives And Behavior Group work

10 Motivation And Thinking Brainstorming

11 What Is Mental Brainstorming

12 Stress And Health Brainstorming

13 What Is Emotion And Effects To Life Of These

Group discussion

14 Brainstorming

Recommended or Required Reading

Cüceloğlu, Doğan, İnsan ve Davranıșı,Remzi Kitabevi, İstanbul,1998.

Hilgard, E.R.,Atkinson, R.C., Psikolojiye Giriș,Arkadaș Yayınları,1999.

Öztabağ, Lütfi, Psikolojide İlk Adım, İnkilap Yayınevi, İstanbul ,1983.

Assesements

Term (or year) Learning Activities

Quantity Weigh %

Assignment 1 30

Project

Presentation/ Preparing Seminar

Quizzes 2 20

Mid-terms 1 50

Total 100

Contribution of Term (Year) Learning Activities to Success Grade

40

Contribution of Final Exam to Success Grade 60

TOTAL 100

Planned Learning Activities, Teaching Methods, Evaluation Methods and Student Workload

Activities Quantity Duration (hour) Total Work Load (hour)

Course Duration (Including the exam week: 16x Total course hours)

14 3 42

Hours for off-the-classroom study (Pre-study, practice)

12 1 12

Assignments 1 20 20

Project

Presentation/ Preparing Seminar 1 10 10

Field study(Internships/Clinical Study/Laboratory/Trip and Observation)

Mid-terms 1 15 15

Final examination 1 15 15

Total Work Load 114

Total Work Load / 25 (h) 4.56

ECTS Credit of the Course 5

CONTRİBUTION OF LEARNING OUTCOMES TO PROGRAMME OUTCOMES

Learning Outcomes

Programme Outcomes

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

LO1 5 5 4 5

LO2 4 4

LO3 4 4 4 4

LO4 5 4

LO5 4

LO6 5 4 4

Contribution Level: 1 Very Low 2 Low 3 Medium 4 High 5 Very High

INDIVIDUAL COURSE DESCRIPTION

Course Unit Title INTRODUCTION TO PHILOSOPHY

Course Unit Code SBE 109






Laboratory (hour/week)

Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course

The Aim Of This Course Is To Teach Concepts Of Basic Philosophy,

And Relations Of Philosophy, Science And Other Science,

Philosophical Questioning, Philosophical Teology, Philosophy And

Art

Learning Outcomes

1) Develop Criticel Thinking And Philosophical Questioning Skills.

2) Determine Relationship Between Teology, Philosophy And Art

3) Determine The Role of Philosophy in Social Sciences

4) Organization Thoughts According to Philosophical Concepts.

5) To Improve Philosophical Thinking. 6) Produce Solution Problems Of Philosophy

Course Contents Basic Qualities Of Philosophy And Its Discriminating Properties And

Philosophical Disciplines

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 What Is Philosophy Brainstorming

2 Basic Qualities Of Philosophy And Its Discriminating Properties

Brainstorming

3 Basic Problems In Philosophical Disciplines

Group discussion

4 Science Of Knowledge, Relevant article critique

5 Philosophy Of Ontology Group work - Group action

6 Philosophy Of Ethic Brainstorming

7 Logic Relevant article critique

8 Philosophy Of Art Brainstorming

9 Philosophy Of Politic Relevant article critique

10 Philosophy Of Religion Brainstorming

11 Philosophy Of Education Group discussion

12 Philosophy Of Education Relevant article critique

13 Philosophy Of Science Group discussion

14 Group discussion


HONER,S.M VE HUNT,T.C (1996) FELSEFEYE ÇAĞRI(ÇEV:H.ÜNDER)

ANKARA İMGE YAYINCILIK

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40

Contribution of Final Exam to Success Grade

60

TOTAL 100




14 2 28


12 2 24

Assignments 1 10 10

Project

Presentation / Preparing Seminar 1 10 10


Mid-terms 1 10 10


Total Work Load 92




Learning Outcomes

Programme Outcomes


LO1 4 4 4 4

LO2 5 4

LO3 4

LO4 5 4 4

LO5 4

LO6 5 3 3

Contribution Level: 1 Very Low 2 Low 3 Medium 4 High 5 Very High INDIVIDUAL COURSE DESCRIPTION

Course Unit Title INTRODUCTION TO SOCIOLOGY








Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course GENERAL KNOWLEDGE OF SOCIOLOGY AND ITS

RELATIONSHIP WITK PSYCHOLOGY

Learning Outcomes

1) Explain the different factors leading to the emergence of

sociology.

2) Activate the thinking mechanism of essential Sociological terms

according to their scientific contents.

3) Tell the different angles of Sociological Works in Turkey

4) Define Social Structure term

5) Describe Social Alteration Mechanism and its factors

6) Describe the structure of living society 7) Distinguish some searching methods about creation of social science

Course Contents WHAT IS SOCIOLOGY? SOCIOLOGICAL INSTUTIUES, WHAT

IS SOCILOGICAL BASICS OF PSYCHOLOGY

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 GENERAL EXPLAINING AND

ASSESSMENT Brainstorming

2 WHAT IS SOCIOLOGY? Group discussion

3 GAINING SOCIOLOGICAL

PERSPECTIVE Group discussion

4 CULTURE, SOCIETY, AND

INDIVIDUAL Brainstorming

5 SOCIALIZATION Group work - Group action

6 KINDS OF SOCIETY, Brainstorming

7 REVOLUTIONS AND SOCIAL

MOVEMENTS Group discussion

8 SOCIOGICAL CHANGING AND

GLOBALIZATION Brainstorming

9 GOVERNMENT, POLITICAL

POWER AND WAR Group work - Group action

10 GLOBAL POWERS Group discussion

11 MEDIA AND POPULER CULTURE Group work - Group action

12 EDUCATION Brainstorming

13 FAMILY Group discussion

14 Brainstorming


Anthony Giddens, Sosyoloji, İstanbul, 2008

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 2 28


12 1 12

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 80




Learning Outcomes

Programme Outcomes


LO1 4 4

LO2 4 4 4 4

LO3 5 4

LO4 4

LO5 5 4 4

LO6 4

LO7 5 3 3



Course Unit Title PRINCIPLES OF ATATÜRK AND HISTORY OF TURKISH REVOLUTION

Course Unit Code



Number of ECTS Credits Allocated

2


Practice (hour/week)


Year of Study 1


1

Name of Lecturer

Mode of Delivery




Work Placement


To criticize the reasons of the Ottoman collapse, Balkan Wars, WWI,

dynamics of the National Struggle. To get students to explain well the

concepts like revolution and reform. Additionally to summarize political

developments in completed phase of Turkish Revolution and establishment

process of new state, Ataturk Revoluitons in the political and social field

Learning Outcomes

1) Acquires a knowledge of the sources belonging to the Principles of Atatürk

2) Apprehends the renovation movements in Ottoman State 3) Apprehends the historical origins of Atatürk?s Principles 4) Understands the state structure of Turkish Republic 5) Apprehends the Turkish case in 21th century 6) Apprehends Atatürk?s understanding of republic and peace 7) Apprehends Atatürk?s Principles and Revolution 8) Apprehends the importance of Republic 9) To be able to identify historical roots of Turkish Revolution, to

claim consciously Ataturk?s revolutions 10) To be able to interpret by energy which take from Turkish

history and Turkish National Struggle, student claims his state and nation

11) To be able to recognize internal and external threat towards Republic, Secularism and Turkish Nation, he is on the alert

12) To be able to recognize his country, homeland and nation he has a consciousness producing policies to them

13) To be able to know the difficulties in establishment of Turkish Grand National Assembly (TGNA

14) To be able to learn the National Struggle?s difficulties 15) To be able to analyse the Treaty of Sevres

Course Contents

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Content and aim of history of Ataturk Principles and Revolution - Concepts like reform

Lecture

2

The structure of Ottoman Empire and its dissolution reasons - Recovery and reform efforts in the state

Lecture

3

Constitutional development and intellectual transactions in the state - The Ottoman geopolitics and foreign polic

Lecture

4 The administration of CUP and last phase - WWI and the Ottoman Empire

Lecture

5

Mondros Armistice and Occupations, Paris Peace Conference - National Independence Determination and Mustafa Kemal

Discussion

6

Mustafa Kemal?s opinions and his

pass to Anatolia - Period of the

Congress,

Discussion

7 Occupation of Istanbul and reactions - Opening Turkish

Discussion

Grand National Assembly (TGNA) and its features

8

First activities of the TGNA and

first codes - Reactions to TGNA,

internal rebellions, opposite

groups, the press in the National

Struggle

Question-Answer,

9 MIDTERM EXAMINATION Question-Answer,

10

National Struggle Fronts (south and southeast) - National Struggle Fronts (east) and the Armenian Question

Lecture

11

National Struggle Fronts (west),

first occupations and national

army - Establishment of regular

army and financial sources of the

National Strugglechildren

Lecture

12

Treaty of Sevres and its impact on

Turkish Nation - Fronts in the

National Struggle, Inonu I-II,

Sakarya and Great Attack

Lecture

13

Political aspect of National Struggle, Mudanya Armistice, Lozan Peace Conference, Foreign policy in the Ataturk period - Revolutions in the political, educational, cultural, jurisprudence and social field

Question-Answer,

14

Principles of Atatürk (Republicanism, Nationalism, Populism, Secularism, Etatism, revolutionism)

Question-Answer,


Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100


Activities Quantity Duration

(hour) Total Work Load (hour)


14 2 24


14 2 42

Assignments 1 10 10

Project

Presentation / Preparing Seminar


Mid-terms 1 10 10


Total Work Load 31 96




Learning Outcomes

Programme Outcomes


LO1 5 5 4 5

LO2 4 4

LO3 4 4 4 4

LO4 5 4

LO5 4

LO6 5 4 4


Course Unit Title PHYSIOLOGICAL PSYCHOLOGY

Course Unit Code RPD 103




5




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course Human physiology and psychology affects each other, to understand these

interactions, nervous system and endocrine system must be understood.

Learning Outcomes

1) Explain mechanisms of stimulation and impulse propagation of nerve

cells,

2) Relate education and brain development in children,

3) Evaluate learning and interactions among nerve cells

4) Define brain divisions and their functions and relate them with learning

5) Explain the relation between personal abilities and brain areas

developmental level,

6) Explain effects of neurotransmitters on behaviors,

7) Discuss the role of endocrine system in learning and memory,

8) Evaluate relations between psychological state and body secretions,

9) Evaluate the affects of stress and fear on learning, 10) Explain how brain learns and which factors affect learning.

Course Contents

Physiological psychology and research methods, Human nervous system;

peripheral and central nervous system, Nerve cells and signal transduction,

Structure and function of brain, Brain divisions and their functions, Brain

chemistry- neurotransmitters and their affects on behaviors, Information

processing in brain, Development neurons and brain in children,

Endocrine system, Functions of hormones, Memory and recall, Affects of

hormones and neurotransmitters on memory and learning, The role of

emotion on learning and thinking processes. How do stress and pressure

affect learning?

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Physiological psychology and

research methods, Brainstorming

2 Human nervous system; peripheral

and central nervous system, Brainstorming

3 Nerve cells and signal transduction, Group discussion

4 Structure and function of brain, Prepare a report based on literature

5 Brain divisions and their functions, Relevant article critique

6 Brain chemistry- neurotransmitters

and their affects on behaviors, Group work

7 Information processing in brain,

8 Development neurons and brain in

children, Relevant article critique

9 Midterm examination, Group work

10 Endocrine system, Brainstorming

11 Functions of hormones, Brainstorming

12 Memory and recall, Brainstorming

13 Affects of hormones and

neurotransmitters on memory and learning,

Group discussion

14 The role of emotion on learning and

thinking processes. How do stress and pressure affect learning?

Relevant article critique


[1] Bear, MF., Connors, BW., Paradiso, MA. (1996). Neuroscience: exploring the brain

[2] Greenfield, S. (2000). İnsan Beyni. İstanbul: Varlık Yayınları.

[3] Jensen, Eric. (1998). Teaching with the brain mind. Çev. Doğanay, Ahmet. (2006).

“Beyin Uyumlu Öğrenme”. Ankara: Nobel Kitabevi.

[4] Ülgen, Gülten. (2002). Beyin Temelli Öğrenme. Nobel Kitabevi.

[5] Madi, Bülent. (2006). Öğrenme Beyinde nasıl olușur? Morpa Yayınları.

[6] Duman, Bilal. (2007). Neden Beyin Temelli Öğrenme?. Ankara: Pagema yayıncılık.

[7] Senemoğlu, Nuray. (2007). Gelișim Öğrenme Öğretim. Kuramdan Uygulamaya.

Ankara: Gönül Yayınları.

[8] Açıkgöz, Ü. K. (2002). Aktif Öğrenme. Ankara: Eğitim Dünyası Yayınları.

[9] Özden, Y. (2005). Öğrenme ve Öğretme. Ankara: Pagem Akademi.

[10] Boydak, Alp “Beyin Yarım Kürelerinin Gizemi”, Beyaz Yayınları, 2004, İstanbul.

[11] Kandel, ER., Schwartz, JH., Jessell, TM., (2000). Principles of Neural Science,

(2000).

[12] Berne, RM., Levy, MN. (2000). Principles of Physiology. Third ed.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 3 42


12 2 24

Assignments 2 10 20

Project



Mid-terms 1 10 10


Total Work Load 116



CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME OUTCOMES

Learning Outcomes

Programme Outcomes


LO1 5 4

LO2 4

LO3 5 4 4

LO4 4

LO5 5 3 3

LO6 5 5 4 5

LO7 4 4

LO8 4 4 4 4

LO9 5 4

LO10 4



Course Unit Title TURKISH I: WRITTEN EXPRESSION

Course Unit Code




2


Practice (hour/week) -


Year of Study 1


1

Name of Lecturer

Mode of Delivery


Prerequisities and co-requisities -


-

Work Placement -


The aim is to teach types of the text, the differences and relations of the

texts and improve the writing ability. The aim is to teach how to create

texts which are related with types of writing expressions. The aim is to

teach how to create the text by using the internal and external items of

writing expression. The aim is to teach how to use the language in correct

form , and if there are exporession problems correction of them. The aim is

to teach how to notice expression problems and write all kinds of texts.

(letter of aplicaiton, official reports?etc.)

Learning Outcomes

1) Writing expression types are learnt 2) the correct usage of the words, sentences, wordies, proverbs, idoms in the texts are learnt 3) types of texts and practice on the texts that are already been created 4) By using the details of writes and speaches, the aim is to teach how to gain maximum capacity in different ways for fecundity of the job. 5) The aim is to teach the preparetion of the ceremonical speaches

Course Contents

Features and language of writing. Composition concept. Outer structure and rules in written expression. Formal writings (curriculum vitae, petition, letter, report, decision, advertisement, bibliography, notification, official writings, scientific writings etc.) General expression defeats. Studies on composition proofreading. Thinking and expressing the thoughts.

Types of writing. The production of written and oral texts on some

expressions, Studies on introduction, development and conclusion parts of

some articles Writing essays, jokes and articles.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1

What is language? , Features of written language. Elements of the external structure of written expression, Spelling rulea and punctuation

Lecture

2

Elements of the internal structure of written expression , Plan (theme, point of view, ideas), The concept of composition, Rules of composition writing and plan (Selecting subject, word and sentence..) , Composition correction studies

Lecture

3

writing expression types(memoir, anecdote, criticism, bibliographies etc.; letter of application, official report, report, arbitrament etc.)

Question-Answer

4

writing expression types(memoir, anecdote, criticism, bibliographies etc.; letter of application, official report, report, arbitrament etc.)

Question-Answer

5

What is speaking? Why is it important? Diction and communication, types of communication, Relatıonshıp between speakıng and body language

Question-Answer

6

Ways to improve speaking skill, Relationship between speech and phonetic, What is Pronunciation?, How to resolve Articulation disorders?

Drilland Practice

7

The important points for correct pronunciation of Turkish (spelling, stress, intonation), What is the emphasis? Emphasis studies., What is Intonation? Intonation studies, Pronunciation and speech defects.

Drilland Practice

8

Applications of emhasis and toning in oral expression.Stopping places on the determination of a written text, Speech, speak help techniques, factors affecting speech, Characteristics of a good speaker, Poetry reading techniques.

Drilland Practice

9 Prepared and impromptu speech., Text to speech preparation

Motivations to Show

10 Prepared and impromptu speech applications Motivations to Show






Latif Beyreli (2006). Yazılı ve Sözlü Anlatım. Ankara: Pegem A

Fahri Temizyürek (2007). Konușma Eğitimi. Ankara: Öncü Kitap

Nejat Muallimoğlu (2004). Hitabet. İstanbul: Avcıol Basım Yayım.

Suat Tașer (2000). Konușma Eğitimi. İstanbul: Papirüs.

Hamza Zülfikar (2009). Doğru Konușma ve Yazma Bilgileri. Ankara: Zerpa Yayınları.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 2 28


7 2 14

Assignments

Project



Mid-terms 1 10 10


Total Work Load 72




Programme Outcomes


3 5

4 3 2

3 4

3

3

3



Course Unit Title COMPUTER LESSON I

Course Unit Code




5




Year of Study 1


1

Name of Lecturer

Mode of Delivery




-

Work Placement -


Aim is to give usage abilities of operating system, internet and office

programmes (MS Word, Excel and Powerpoint) by being introduced basic

concepts of computer system.

Learning Outcomes

1) Students know definition of computer and define hardware componets. 2) They know tasks and functions of computer hardware components 3) They can use Windows Operating System and make audit setting 4) They are familiar with internet service and search by using internet 5) They can create document by using MS Word application programme, make formulation, create table, and set properties of programme and documents. 6) They can create work book by utilizing MS Excel application programme, make cell formulation, add formula, and set property of programme and work books. 7) They can create presentation slide by using MS Powerpoint programme, set property of formalization like slide order, design and animation, and set property of programme and presentation

Course Contents Basic Concepts of Computer, Usage of Internet, Windows XP, MS Word,

MS Excel, MS Powerpoint.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1

Introduction to Computer, History of Computer, Basic Properties about Computer, Software and Hardware Concepts

Lecture

2 Introduction to Windows XP, Folder index concept, Window properties, Creating new file, Cut-Copy-Paste, Shutting computer

Lecture

3 Windows XP-My Computer, Recycle Bin, Creating shortcut

Lecture

4 Windows XP-Desktop Properties, Task Bar, Form elements, Dialog Boxes, Start menu, Accessories

Lecture

5 Basic Internet Services, Internet Browser and Settings, Search Engine

Question-Answer

6 MS-Word, Toolbars and properties of it, Save, Security Options, Page Layout, Writing, Font Properties

Question-Answer

7 MS-Word-Paragraph Properties, Tab, Border and Shading, Columns

Question-Answer

8 MS-Word-Adding Table and Toolbar of table, Templates

Drilland Practice

9 MS-Word-Private Paste, Find-Replace, Small Picture and Adding Picture, Operating Toolbar of Picture

Drilland Practice

10

MS-Excel-Introduction to Excel, Concepts of Page and Cell, Species of Cursor, Page tab, Cut-Copy-Paste, Line and Column Transactions

Drilland Practice

11 MS-Excel-Toolbars, Folders, Work Page Drilland Practice

12 MS-Excel-Operators, Creating Formula Drilland Practice

13 MS-Excel-Cell Formalization, Creating Drawing-objects, Graphs

Drilland Practice

14 MS-Powerpoint-Creating Slide, Design of Slide, Custom Animation, Adding Sound and Starting slide

Drilland Practice


Microsoft Yayınları

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 4 56


14 4 56

Assignments

Project 4 6 24



2 3 6

Mid-terms 1 10 10


Total Work Load 162




Learning Outcomes

Programme Outcomes


LO1 3 4 4

LO2 4 4 4 4

LO3 5 4

LO4 2 3 4

LO5 5 3 4 4

LO6 4

LO7 5 3 3 3



Course Unit Title INTRODUCTION TO EDUCATION SCIENCE

Course Unit Code







Year of Study 1


1

Name of Lecturer

Mode of Delivery




-

Work Placement -

Objectives of the Course To provide students to be a general knowledge about educational

sciences.

Learning Outcomes

1) Explains about vocation. 2) Lists general properties of teaching. 3) Defines something about classroom and school environment. 4) Explains social and politic basics of education. 5) Interprets relationship of education to some fields. 6) Illustrates Turkish education systems and its general procedure. 7) Compares alternative point view of education

Course Contents To know properties of teaching vocation and classroom settings.

Wee

kl

y D

etai

led

C

ours

e C

onte

nts

Week TOPİCS


1 INTRODUCTION Lecture

2 HISTORICAL DEVELOPMENT OF EDUCATION

Lecture

3 PROPERTIES AND PRINCIPLES OF TEACHING VOCATION

Lecture

4 PROPERTIES AND PRINCIPLES OF TEACHING VOCATION

Lecture

5 CLASSROOM AND SCHOOL SETTINGS

Question-Answer

6 ALTERNATIVE POINTVIEW OF EDUCATION

Discussion

7 SOCIAL BASICS OF EDUCATION Discussion

8 POLITIC BASICS OF EDUCATION Discussion

9 EDUCATION AND PSYCHOLOGY Lecture

10 EDUCATION AND PHILISOPHY Lecture

11 EDUCATION AND LAW Lecture

12 EDUCATION AND ECONOMY Lecture

13 TURKISH EDUCATION SISTEMS Lecture

14 MODELS IN TEACHER EDUCATION Discussion


ERDEM, MÜNİRE(2007)EĞİTİM BİLİMİNE GİRİȘ ANKARA ARKADAȘ

YAYINLARI

BAȘARAN,İ.ETHEM(2007)EĞİTİM BİLİMİNE GİRİȘ ANKARA EKİNOKS

YAYINLARI

ȘİȘMAN,MEHMET(2006)EĞİTİM BİLİMLERİNE GİRİȘ ANKARA PEGEM A

YAYINCILIK

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 3 42


14 3 42

Assignments

Project



Mid-terms 1 10 10


Total Work Load 104




Learning Outcomes

Programme Outcomes


LO1 5 3 2

LO2 4 5 4 4 2

LO3 4 3 3

LO4 3 2 4 3

LO5 2 5

LO6 4 3



Course Unit Title Englısh

Course Unit Code DIL 101




4


Practice (hour/week)


Year of Study 1


1

Name of Lecturer

Mode of Delivery




Work Placement


Learning Outcomes

1) Having attended this course, vocational students will have a sufficient level of English (?European Language Portfolio Global Scale?, Level B1) for their field of study; in other words, they can

2) Understand short and clear messages, 3) Understand short, daily passages, 4) Communicate in simple, everyday situations, 5) Talk about themselves and their environment in a simple language, 6) Write short, simple notes and messages.

Course Contents

English grammar, vocabulary, reading comprehension, oral production and

writing skills in order to help students follow occupational English courses in

next years and prepare them for learning English further after university and

in professional life.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1

Nice to meet you! a. Personal pronouns b. Present Simple tense, verb ?to be? c. Verb to be, negative and interrogative d. Nouns : singular and plural e. Countries and nationalities f. Reading

Lecture

2 How old are you? a. Numbers b. There is / There are c. Determiners: a, an d. Demonstratives e. Reading

Lecture

3

I like my family. Do you like...? a. Simple Present Tense affirmative b. Time adverbials with S. Present Tense c. Have got / has got d. Quantifiers : some, any, no e. Reading

Lecture

4

How much ?? How many ?? a. Countable and uncountable nouns b. Quantifiers: a few , a little c. Question words: how many, how much d. Possessive Pronouns e. Prepositions of time f. Reading

Self Study

5 At school / I like him a. Prepositions of place b. Object Pronouns c. Possessive Adjectives d. Other prepositions e. Reading

Self Study

6 Dos and don?ts? a. Modals: must, mustn?t b. Modals: can, cannot c. Possessive ?s d. Question tags e. Reading

Self Study

7

I am studying at the moment. a. Present Continuous Affirmative b. Present Continuous negative and question c. Time adverbials with Present Continuous d. Simple Past Tense (Introduction): Verb To Be e. Reading

Lecture

8

I was on holiday a. Simple Past Tense: affirmative, negative, interrogative b. Time adverbials with Simple Past tense c. Regular and irregular verbs d. Time clauses with the Simple

Lecture

Past Tense e. Reading

9

Which is the best? a. Comparatives and superlatives b. Regular adjectives c. Comparatives and superlatives d. Irregular adjectives e. Reading

Question-Answer

10 I was doing my homework a. Past Continuous b. Time Adverbials c. Telling stories d. Readin

Question-Answer

11 I?ll get a better job after college. a. Simple Future b. will / be going to c. Reading

Question-Answer

12 Consolidation a. Revision b. Modals: used to c. Reading

Question-Answer

13

Animals are wonderful creatures a. Adjectives (before and after nouns) b. Verb + adjective c. Adverbs (fast, quickly) d. Adverbs of manner, place and time e. Reading

Lecture

14 Stories that talk about animals a. Relative Clauses: who, which, that, whose, whom b. Reading

Lecture


Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


14 3 42

Assignments

Project



Mid-terms 1 10 10


Total Work Load 114




Learning Outcomes

Programme Outcomes

PO1

PO2 PO3

PO4

PO5 PO6 PO7

PO8 PO9 PO1

0

LO1 5 5 4 5

LO2 4 4

LO3 4 4 4 4

LO4 5 4

LO5 4

LO6 5 4 4

LO7 5 5 4 5


2nd SEMESTER


Course Unit Title EDUCATION TO PHILOSOPHY

Course Unit Code EBB 110




3




Year of Study 1


2

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The aim of this course is to teach concepts of basic educational philosophy and

relation of educational philosophy science and other science

Learning Outcomes

1) students explain basic philosophical concepts

2) students discuss basic issues of educational philosophy

3) students apply scientific approach to educational philosophy

4) students explain analytical and conceptual thinking ability

5) students interpret conrtrary to country and world issues 6) students propose cricital thinking to issues of traditional and contamporary education

Course Contents

Knowledge, science and scientific method, issues of educational philosophy,

introduction of educational philosophy,relationships of education and

philosophy,

philosophical basics of turkish educational system

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 KNOWLEDGE, SCIENCE AND SCIENTIFIC METHOD

Brainstorming

2 PHİLOSOPHICAL KNOWLEDGE Brainstorming

3 EPISTEMOLOGY, ONTOLOGY AND ETHIC Group discussion

4 RELATIONSHIP OF EDUCATİONAL PHİLOSOPHY AND PHİLOSOPHY


5 TEACH CONCEPTS OF BASİC EDUCATİONAL PHİLOSOPHY

Group work - Group action

6 RELATİON OF EDUCATİONAL PHİLOSOPHY SCİENCE AND OTHER SCİENCES

Brainstorming

7 ETHIC ISSUE IN EDUCATION

8 SOCIAL AND CULTURAL VALUES Brainstorming

9 ETHIC ISSUE IN TURKISH EDUCATION Relevant article critique

10 METHODS OF EDUCATİONAL PHİLOSOPHY

Brainstorming

11 INFORMATİON SOCİETY AND EDUCATİON Group discussion

12 VALUE PROBLEM AT EDUCATİON Relevant article critique

13 SOCİAL AND GLOBAL VALUES Group discussion

14 GENERAL REVİSİON Relevant article critique


SAFFET BİLHAN (2001) EĞİTİM FELSEFESİNE GİRİȘ,SİYASAL KİTAPEVİ

ANKARA

MACİT GÖKBERK (1995) FELSEFE TARİHİ, ANKARA, BİLGİ YAYINEVİ

Assessments

Term (or year) Learning Activities Quantity Weigh %

Assignment 1 15

Project 1 15

Presentation/ Preparing Seminar 3 10

Quizzes 1 10

Mid-terms 1 50

Total 100

Contribution of Term (Year) Learning Activities to Success Grade 40


TOTAL 100




Course Duration (Including the exam week:

16xtotal course hours) 14 2 24

Hours for of-the-classroom study (Pre-study,

practice, literature survey, reading) 12 1 12

Assignments 1 20 20

Project


Field study(Internships/Clinical

Study/Laboratory/Trip and Observation)

Mid-terms 2 10 20


Total Work Load - - 86

Total Work Load / 25 (h) - - 3.44

ECTS Credit of the Course - - 3


Learning Outcomes

Programme Outcomes


LO1 5 5 4 5

LO2 4 4

LO3 4 4 4 4

LO4 5 4

LO5 4

LO6 5 4 4


Course Unit Title FOREIGN LANGUAGE II

Course Unit Code DIL 108




4




Year of Study 1


1

Name of Lecturer

Mode of Delivery




Work Placement


The aim of this lesson is to have university student improve their language

skills such as reading, speaking, listening and writing in their field.

Learning Outcomes

1) Uses knowledge of foreign language for their field at the undergraduate

level. (European Language Portfolio Global Scale, Level A2)

2) Recognizes short and neat messages.

3) Desribes short daily texts

4) Expresses short daily conversations.

5) Translates the information to his environment

6) Illusrates short and simple notes and messages.

7) Employs linguistic competence to be able to follow, use the knowledge

and exchange ideas with their colleagues in their field at the undergraduate

level. (European Language Portfolio Global Scale, Level B1)

8) Distinguishes simple conversations at work, school and other similar

places.

9) Composes texts involving job-related and recurring vocabulary.

10) Desribes the countries where the language is spoken.

11) Explains the past. 12) Assess simple texts and personal letters on familiar subjects.

Course Contents

This course is designed to improve university students’ skills of reading,

writing, listening and speaking effectively in their fields of study and in

their academic activities. The aim of the course is to improve the students’

communicative competence through creating interesting contexts, showing

them authentic materials and authentic situations in and out of class and

giving them assignments that lead to increase the usability of the language.

Wee

kly

Det

aile

d

Cou

rse

Con

ten

ts

Week

TOPICS


1

I am studying at the moment. a. Present Continuous Affirmative b. Present Continuous negative and question form c. Time adverbials with Present Continuous Group discussion

2

Animals are wonderful creatures a. Adjectives (before and after nouns) b. Adjectives after pronouns c. Verb + adjective d. Modifying verb + adjective

past cont. past simplepast cont. past simple past cont. past simple

3 Animals are wonderful creatures (cont.) a. Static and dynamic adjectives b. -ed and -ing adjectives Group work

4 Animals are wonderful creatures (cont.) a. Adverbs (fast, quickly) b. Adverbs of manner, place and time

american visa version 2

5 I was on holiday a. Simple Past tense affirmative b. Time adverbials with S. Past tense

american visa version 2 american visa version 2

6 I was on holiday (cont.) a. Regular and irregular verbs b. Time clauses with the S. Past Tense

simple past tensesimple past tense simple past tense

7 Telling stories a. Past Perfect b. Time Adverbials

Group work

8 Which is the best? a. Comparatives and superlatives b. Regular adjectives Group work

9 Which is the best? (cont.) a. Comparatives and superlatives b. Irregular adjectives Group work

10 Have you ever ridden a horse? a. Present Perfect affirmative b. Time Adverbials Group work

11

Have you ever ridden a horse? a. Present Perfect in use (experience, accomplishment) b. for, since; still, yet c. ever, never d. since, just, already e. Present Perfect Continuous (cont.) Group work

12 Consolidation a. Revision Group work

13 I’ll get a better job after college. a. Simple Future b. will / be going to

Group work

14 I was doing my homework a. Past Continuous b. Time Adverbials

Group work


Assessments


Quantity Weigh %

Assignment 1 30

Project

Presentation/ Preparing

Seminar

Quizzes 1 30

Mid-terms 1 40

Total 100

Contribution of Term (Year) Learning

Activities to Success Grade 40


TOTAL 100




Course Duration (Including the exam week: 16xtotal course hours)

14 3 42

Hours for of-the-classroom study (Pre-study, practice, literature survey, reading)

12 2 24

Assignments 1 20 20

Project



Mid-terms 1 10 10


Total Work Load 116




Learning Outcomes

Programme Outcomes


LO1 4 5 4

LO2 4 3 3

LO3 4

LO4 4 5 4

LO5 4

LO6 5 3

LO7 4

LO8 3 3

LO9 4 3

LO10 4 5 4

LO11 4

LO12 5 3


Course Unit Title ORAL EXPRESSION

Course Unit Code TRE 112




2




Year of Study 1


1

Name of Lecturer

Mode of Delivery




Work Placement


Preceptorship is built on speach and the aim is to gain oral expression

ability and knowledge. Teacher applicants, either their own lifes or on their

jobs, might come upon some problems of speach and the aim is to teach

them how to resolve these problems.Make them to speak their main

language right, expression must be clear and understandable, the aim is to

improve understanding ability and teach how to behave to the oral

expression type of the lecturer and needs of the tye of the oral expression.

Learning Outcomes

1) The difference of the human being is speach than the others, teach how

to use speach ability consciously.

2) By using the details of words and speaches, the aim is to teach how to

gain maximum capacity in different ways for fecundity of the job.

3) The aim is to teach how to use the oral expression types to make the

knowledge transfer well in lesson activities and occupational subjects.

4) The aim is to teach the preparetion of the ceremonical speaches and

qualititive of the ceromonical spaeches. 5) The aim is to teach how to prepare a speach for public crowd.

Course Contents

The main specialties of oral language and oral communication. Oral

expression; the main specialities ofspeach ability(natural language and

body language); the main principles of nice speach; the main specialities of

a lecturer (emphesis, expression, hesitation, diction…etc.). Prepared and

unpreapared speach; the phases of the prepared speach (selection of the

subject and limit; aim, deciding the main and flank toughts, plan, writing

the text; and the speach). Types of the speach 1: (face to face speaches,

conversation, introduction, answer the questions, celebration of christmas,

birthday, bairam etc…, radio and television speaches, telephone speaches,

wanting a job, interview, joining different kinds of culturel and artificial

programs as a lecturer etc…). Make unprepared speaches on different

subjects, study on some kinds of unprepared speaches and oral expression

activities and correct the language and expression falses.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 What is a word and speach? Brainstorming

2 Principles of speach Group discussion

3 Consciousness of language and correct use of words in a speach

Group discussion

4 Contents of a lecturer Brainstorming

5 How to prepare a speach text Group work - Group action

6 Methods of speach Brainstorming

7 Symposium Brainstorming

8 Types of speaches Brainstorming

9 Exam Group work - Group action

10 Listening and effective listening Group discussion

11 Types of oral expression; discourse, conferance, notification…


12 Interview Brainstorming

13 Open session Group discussion

14 Disputation Group discussion


Gedizli, Mehmet. (2006) Söyleyebilmek –sözlü anlatıma giriș- Marka Yay. İstanbul

Akbayır, Sıdık. (2007) Dil ve Diksiyon, Akçağ yay. Ankara

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 1 30

Mid-terms 1 40

Total 100

Contribution of Term (Year) Learning

Activities to Success Grade

Contribution of Final Exam to Success

Grade

TOTAL 100




Course Duration (Including the

exam week: 16xtotal course hours) 14 2 28

Hours for of-the-classroom study

(Pre-study, practice, literature

survey, reading) 12 1 12

Assignments 1 10 10

Project



Study/Laboratory/Trip and

Observation)

Mid-terms 1 5 5


Total Work Load 65




Learning Outcomes

Programme Outcomes


LO1 5 4 3

LO2 5 2 3

LO3 2 3 2

LO4 5 2 5

LO5 4



Course Unit Title TURKISH EDUCATION HISTORY





2

Theoretical (hour/week)

2



-

Year of Study 1


1

Name of Lecturer

Mode of Delivery

Language of Instruction

Turkish



Work Placement


TO INFORM STUDENTS ABOUT EDUCATIONAL PROCESS AND

EDUCATIONAL INSTITUTIONS IN THE PREVIOUS TURKISH STATES, THE

ROLE OF EDUCATION IN THE ESTABLISHMENT OF MODERN TURKISH

STATE, NEW EDUCATIONAL REFORMS AND THE IDEAS OF MAIN TURKISH

EDUCATORS

Learning Outcomes

1) KNOWS DEVELOPMENTAL STAGES OF TURKISH EDUCATION HISTORY

2) ASSESSES LEVEL OF CURRENT TURKISH EDUCATION

3) COMPARES PAST EDUCATIONAL SYSTEMS WITH CURRENT TURKISH

EDUCATION SYSTEM

4) GETS TO KNOW MAIN TURKISH EDUCATORS AND THEIR IDEAS ON

EDUCATION

5) EXAMINES THE ROLE OF EDUCATION IN THE ESTABLISHMENT OF THE

NEW TURKISH STATE 6) KNOWS THE MAIN EDUCATIONAL REFORMS IN TURKISH HISTORY

Course Contents

EDUCATION IN PREVIOUS TURKISH STATES, MEDRESES, SIBYAN

MEKTEBS, ENDERUN SCHOOL, THE REFORM ATTEMPS IN THE OTTOMAN

PERIOD, THE DEVELOPMENTS OF EDUCATION IN MODERN TURKISH

PERIOD, THE MAIN EDUCATORS WHO GIVE DIRECTION TO TURKISH

EDUCATION AND THEIR IDEAS ON EDUCATION

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Education in former turkish states

Brainstorming

2 Turks’ acceptance of islam and medreses

Group discussion

3 Elemantary and secondary education in ottoman state

Group discussion

4 Enderun school

Brainstorming

5 Reforming education in the ottoman period


6 Main educators in the ottoman period

Brainstorming

7 Midterm exam

8 Education in the turkish republic

Brainstorming

9 Ataturk and education


10 Educational developments in the republican period

Group discussion

11 Foreign expert reports and educational congress (eğitim șuralari)


12 Developments in elementary and secondary education

Brainstorming

13 Teacher training from past to present

Group discussion

14 Education in today’s turkey: some historical lessons

Group discussion


AKYÜZ YAHYA (2004) TÜRK EĞİTİM TARİHİ

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 1 30

Mid-terms 1 40

Total 100

Contribution of Term (Year) Learning Activities to

Success Grade 40


TOTAL 100




Course Duration (Including the exam

week: 16xtotal course hours) 14 2 28

Hours for of-the-classroom study (Pre-

study, practice, literature survey, reading) 12 1 12

Assignments 1 5 5

Project




Mid-terms 2 10 20


Total Work Load - - 85

Total Work Load / 25 (h) - - 3.4

ECTS Credit of the Course - - 3


Learning Outcomes

Programme Outcomes


LO1 5 5


Course Unit Title EVOLUTION PSYCHOLOGY I





4




Year of Study 1


1

Name of Lecturer

Mode of Delivery


LO2 4

LO3 4

LO4 3

LO5 4 3

LO6 3 5 4

LO7

LO8



Work Placement

Objectives of the Course The aim of this lessons examine Physical, social, emotional and cognitive

developments in childhood.

Learning Outcomes

1) Recognize psychology of child and adolescence.

2) Recognize psychology theories.

3) Define cognitive classification.

4) Recognize Physical and Social Development of child and adolescence

5) Recognize Cognitive Developlment of child and adolescence.

6) Recognize family being.

7) Recognize different family relationships. 8) Recognize personality development.

Course Contents Basis of psychology, psychology of child and adolescent.. The Theories of

psychology. physical and socail develeopment in child and adolescent.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS



2 Psychology and Its History Brainstorming

3 Basis of Psychology Group discussion

4 The Psychology Of Children And Adolescent


5 The Theories Of Psychology Group work

6 The Theories Of Psychology Brainstorming

7 Development Of Personality And The Self


8 Intellectual classification Brainstorming

9 Physical And Social Development in Children and Adolescent


10 Emotional And Social Development in Children and Adolescent

Brainstorming

11 Cognitive Development in Children and Adolescent

Group discussion

12 Relationships İn Family Relevant article critique

13 Different Relationships İn Family Group discussion

14 General Revision Group discussion


Yeșilyaprak, B.,Gelișim ve Öğrenme Psikolojisi, PegemA Yayıncılık, Ankara,

2003.

Selçuk, Z.,Gelișim ve Öğrenme, Nobel Yayıncılık, Ankara, 2000.

Özyurt, S.ve Girgin, N.,Gelișim Süreçleri, Değișim Yayınları, Adapazarı, 2000.

Assessments


Quantity Weigh %

Assignment 1 15

Project 1 15


Seminar 3 10

Quizzes 1 10

Mid-terms 1 50

Total 100


Success Grade 40


TOTAL 100




Course Duration (Including the exam

week: 16xtotal course hours) 14 3 42

Hours for of-the-classroom study (Pre-

study, practice, literature survey, reading) 12 1 12

Assignments 1 15 15

Project




Mid-terms 1 15 15


Total Work Load 114




Learning Outcomes

Programme Outcomes


LO1 5 5 4 5

LO2 4 4

LO3 4 4 4 4

LO4 5 4

LO5 4

LO6 5 4 4

LO7 4

LO8 5 3 3


Course Unit Title RESOURCE RESEARCH AND REPORT WRITING





5




Year of Study 1


1

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main purpose of this course is to teach Natures of science and

learn what Report scientific research

Learning Outcomes

1) Question to science, and explian nature of science.

2) Establish to hypothesis and develop of guess

3) Interpret Methods of scientific research

4) Analyze stage of literature

5) Realize Scanning literature

6) Analyze Stages of research 7) Prepare Report research

Course Contents Homework, The rules of Report research, Scanning literature, Stages

of research, Methods of scientific research

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS



2 What is science Brainstorming

3 Natures of science Group discussion

4 What are hypothesis and guess Prepare a report based on literature

5 Methods of scientific research Relevant article critique

6 Stage of literature Group work

7 Examination thesis Relevant article critique

8 Scanning literature Relevant article critique

9 Stages of research Group work

10 Report research Brainstorming



13 Examination article Group discussion

14 General revision Brainstorming


Assessments


Quantity Weigh %

Assignment 1 15

Project 1 15


Seminar 3 10

Quizzes 1 10

Mid-terms 1 50

Total 100


Success Grade


TOTAL 100





14 3 42


12 1 12

Assignments 2 10 20

Project



Mid-terms 1 15 15


Total Work Load 114




Learning Outcomes

Programme Outcomes


LO1 4 4

LO2 4 4 4 4

LO3 5 4

LO4 4

LO5 5 4 4

LO6 4

LO7 5 3 3

LO8



Course Unit Title SOCIAL ANTHROPOLOGY





4




Year of Study 1


1

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main objectives of this course are to teach social anthropology and

relations psychology

Learning Outcomes

1) Introducing to Anthropology

2) Defining Principles of Anthropology and its general structure

3) Recognizing the subdivisions of Anthropology and their relations

with different sciences.

4) Demonstrating the connection between geography and different races

5) Analyzing the reasons of the differences in cultures.

6) Describing Anthropological Works both in Turkey and the World

Course Contents What is anthropology? What is evolution of human and society? What is

cultural basis of psychology?

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 General introduction and assessment Brainstorming

2 Social sciences and anthropology Brainstorming

3 Development of physical anthropology Group discussion

4 Cultural anthropology Relevant article critique

5 Enclosure of anthropology Group work

6 Basic schools of anthropology Brainstorming

7 Cognitive anthropology Relevant article critique

8 Evolutionary school Brainstorming

9 Zones of cultur Relevant article critique

10 Cultural basis of human behavior Brainstorming

11 Psychology of primitive people Group discussion

12 Psychoanalytic anthropology Relevant article critique

13 Intercultural correlation Group discussion

14 General Discussion Group discussion


Nephan Saran. (1993). Antropoloji . İstanbul : İnkılâp Kitabevi.

Philip K. Bock. (2001). İnsan davranıșının kültürel temelleri : psikolojik

antropoloji Serpil Altuntek (Çev.). Ankara : İmge Kitabevi.

Assessments


Quantity Weigh %

Assignment 1 30

Project


Seminar

Quizzes 1 30

Mid-terms 1 40

Total 100

Contribution of Term (Year) Learning Activities

to Success Grade 40


TOTAL 100




Course Duration (Including the

exam week: 16xtotal course

hours) 14 3 42

Hours for of-the-classroom study

(Pre-study, practice, literature

survey, reading) 12 1 12

Assignments 1 15 15

Project



Study/Laboratory/Trip and

Observation)

Mid-terms 1 15 15


Total Work Load 114




Learning Outcomes

Programme Outcomes


LO1 4 3

LO2 5 4 3 3

LO3 5 4

LO4 5 3

LO5 4 3

LO6 4



Course Unit Title COMPUTER LESSON II

Course Unit Code







Year of Study 1


2

Name of Lecturer

Mode of Delivery




-

Work Placement -


Basic concepts about computer systems and internet, e-mail

management, operating systems in computers, office applications,

and web based programs in basic level.

Learning Outcomes

1) Basic concepts about computer and information systems 2) e-mail management 3) Using operating systems in computers 4) Using internet and internet applications 5) Using word proccessors 6) Using spreadsheat programs 7) Using presentation programs 8) How to present, presentation techniques 9) Using Social media

Course Contents

Basic Information Concepts, Internet Technologies, Windows, MS

Word, MS Excel, MS PowerPoint, Google Applications, Social

Networks, Social Media

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 History of Computers Lecture

2 Internet and google Lecture

3 Research techniques in internet Question-Answer

4 Internet security and control Question-Answer

5 Word proccessors Lecture

6 Word proccessors Drilland Practice

7 Presentation technics Lecture

8 Presentation technics Drilland Practice

9 Presentation technics Drilland Practice

10 Spreadsheets Lecture

11 Spreadsheets Drilland Practice

12 Social networks and social media Lecture

13 Social networks and social media Drilland Practice

14 Social networks and social media Drilland Practice


Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 4 56


14 2 48

Assignments 3 5 15

Project



Mid-terms 1 10 10


Total Work Load 139




Learning Outcomes

Programme Outcomes


LO1 5 4 4 3 5

LO2 5 5

LO3 3 5

LO4 4 3 2

LO5 3 4

LO6 3

LO7 3

LO8 3



Course Unit Title PRINCIPLES OF ATATÜRK AND HISTORY OF TURKISH REVOLUTION II

Course Unit Code




2




Year of Study 1


2

Name of Lecturer

Mode of Delivery




-

Work Placement -


broad perspective, the pre-modern era in world politics today to examine

and shed light on the events. Especially I. Political developments after

World War II. World War II, the historical process to date to learn,

evaluate and understand the changing balance of

Learning Outcomes

1) Contains the most current information in the field of political history textbooks, application tools and equipment and other scientific resources will be supported with an advanced level of knowledge and understanding, uses them 2) Political History-related concepts, ideas and data, evaluates scientific methods. 3) Complex event related to political history, development, and identifies and analyzes issues. 4) Political History-related issues in order to develop recommendations based on facts and research 5) Current issues and problems about the historical, social and cultural

dimensions of information and ideas together is owned analyzes. 6) Area who are interested and disinterested listener groups, on issues related to political history informs them their thoughts, problems and solutions related to the subject clearly in written and oral transfers. 7) Members of the collective disciplinary teams, the ability to work as required by the International Relations develops. 8) Use the acquired knowledge and skills, and analytical mind, regardless of the conduct advanced studies. 9) Applications in the field of international conflicts, particularly in the face unforeseen situations by taking responsibility for the solution of complex manufactures, develops consensus options.

Course Contents

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 An overview of the lesson Lecture

2 And consequences of the French Revolution (1789-1815), the Congress of Vienna, 1830-1848 revolutions

Lecture

3

And Western Europe and the emerging Ottoman renaissance diplomacy, the Industrial Revolution and its consequences, the German and Italian national associations

Lecture

4 Imperialism, XIX. century European and Ottoman diplomacy

Lecture

5 Non-European world: anti-Western movements, America, Central and East Asia developments

Lecture

6 Disintegration of the Ottoman Empire and the First Crises before World War I. World War II, and the results

Lecture

7 Significant developments of the period between 1919-1939

Group Study

8 Second World War (1939-1945) Group Study

9 And Developments in the Postwar World Balance of Power

Discussion

10 Cold War Era Brain Storming

11 New Factors in International Relations and Exchanges

Discussion

12 After the war, Turkish Foreign Policy and developments (1945-1990)

Discussion

13

New World Order: Problems of Cyprus and the Aegean Turkish-Greek relations, the U.S., the EU, the Balkans, the Middle East and East Asia developments

Brain Storming

14 General Assesment Discussion


Armaoğlu, Fahir, ?Siyasi Tarih?, Ankara 1973,

Ateș, Toktamıș, Siyasal Tarih, İstanbul 1982,

Bowle, John, ?Worl History?, New York 1958

Brzezinski, Zbigniw, ?Büyük Çöküș?, (çev. G. Keskil, G. Pakkan), Ankara 1990.

Oral Sander, Siyasi Tarih, Cilt: 1- 2, İmge Kitapevi, Ankara 2003

Chateaubriand, A. De, ?Napoléon Bonaparte?, (çev. Yașar Nabi), İstanbul 1969.

Gaxotte, Pierre, ?Fransız İhtilali Tarihi?, (çev. S. Tiryakioğlu), İstanbul 1962.

Gnkur. Harp Tarihi Bașkanlığı, ?I. Dünya Harbinde Türk Harbi?, c.I-VIII, Ankara 1970

Karal, Enver Ziya, Osmanlı Tarihi, s. V,VI, VII Ankara 1956.

Sagay, Reșat, ?XIX. ve XX. Yüzyıllarda Büyük Devletlerin Yayılma Siyasetleri ve

Milletlerarası Önemli Meseleler?, İstanbul 1972.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 2 28


14 1 14

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 72




Learning Outcomes

Programme Outcomes


LO1 5 4 4 3 5

LO2 5 5

LO3 3 5

LO4 4 3 2

LO5 3 4

LO6 3

LO7 3

LO8 3


3rd SEMESTER INDIVIDUAL COURSE DESCRIPTION

Course Unit Title EVOLUTION PSYCHOLOGY II





4




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The aim of this lessons examine Physical, social, emotional and cognitive

developments in adolescents.

Learning Outcomes

1) Define psychology of adolescent and elderly.

2) Recognize psychology theories.

3) Distinguish cognitive classification

4) Interpret Physical and Social Development of adolescent and elderly.

5) Interpret Cognitive Development of adolescent and elderly.

6) Compose family structure and relationship 7) Evaluate different family relationships.

Course Contents

Basis of psychology, psychology of Adolescent and elderly. The Theories

of psychology. physical and socail develeopment in adolescent and

elderly.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS



2 Basis of Psychology Brainstorming

3 The Psychology Of Children And Adolescent

Group discussion

4 The Theories Of The Development.Physical Growth


5 The History Of Psychology Theories Group work

6 Thought And İntelligence Brainstorming

7 Development Of Personality And The Self


8 Thought And İntelligence Brainstorming

9 Physical And Social Development Relevant article critique

10 Emotional And Social Development Brainstorming

11 Cognitive Development Group discussion

12 Relationships İn Family Relevant article critique

13 Different Relationships İn Family Group discussion

14 General Encore Group discussion


Onur,B,. Gelișim Psikolojisi, İmge Kitabevi, İstanbul, 2001

Güneș,F,. Yetișkin Eğitimi, Ocak Yayınları, Ankara, 1996

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 20 20

Project


1 20 20


Mid-terms 1 15 15


Total Work Load 136




Learning Outcomes

Programme Outcomes


LO1 5 3 2

LO2 5

LO3 4 3

LO4 3

LO5 5

LO6 4 3

LO7 3 4 5


Course Unit Title GUIDANCE AND PSYCHOLOGIC CONSULTATION





4




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course Basics of Psychological Counseling an Guidance, Psychological

Counseling an Guidance, Aims of Guidance, Principles of Guidance

Learning Outcomes

1) Tell Basics of Psychological Counseling an Guidance.

2) Identfy Aims of Guidance.

3) Define Principles of Guidance.

4) Describe Guidance and Student personality service.

5) Relate psychotherapy and Psycohological Counseling. 6) Apply Ethic Rules of Psycohological Counseling and Guidance.

Course Contents

Basics of Psychological Counseling an Guidance, Aims of Guidance,

Principles of Guidance, Ethic Rules of Psycohological Counseling and

Guidance, Research of Psycohological Counseling and Guidance

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS



2 Basics of Psychological Counseling an Guidance

Brainstorming

3 Psychological Counseling and Guidance Group discussion

4 Aims of Guidance Prepare a report based on literature

5 Principles of Guidance Relevant article critique

6 Guidance and Student Personality Services

Group work

7 Asssesments of Counseling and Guidance


8 Development Guidance Psychological Counseling


9 Development Guidance Psychological Counseling

Group work

10 Continuation Brainstorming

11 Psychological Conuseling and Psychotherapy

Brainstorming

12 Ethic Rules of Psycohological Counseling and Guidance

Brainstorming

13 Research of Psycohological Counseling and Guidance

Group discussion

14 General Revision Brainstorming


KARAHAN Fikret, SARDOĞAN Mehmet, Psikolojik Danıșma Ve Psikoterapide

Kuramlar, Nobel Yayınları, Ankara,2000.

TAN Hasan,Psikolojik Yardım İlișkileri Danıșma ve Pisikoterapi, Meb. Yayınları,

Ankara 1990.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 48


12 2 24

Assignments 1 20 20

Project


1 20 20


Mid-terms 1 10 10


Total Work Load 131




Learning Outcomes

Programme Outcomes


LO1 4 3

LO2 3

LO3 5

LO4 4 3

LO5 3 4 5

LO6 4


Course Unit Title OBSERVATION IN SCHOOL





6




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement


THE AİM OF THİS COURSE PROVİDİNG AN OVERALL VİEW OF

STUDENTS AND THE TEACHİNG PROFESSİON TO PROSPECTİVE

GUİDANCE–COUNSELORS UNDER THE SUPERVİSİON OF A

TEACHER, EDUCATIONAL ORGANIZATIONS, PSYCHOLOGICAL

COUNSELLING AND GUIDANCE IN EDUCATIONAL

ORGANIZATIONS, OBSERVATION OF STUDENTS BEHAVIOR.

Learning Outcomes

1) DEFINE BASICS, PSYCHOLOGICAL COUNSELLING AND

GUIDANCE IN SCHOOLS

2) EXPLAIN AIM OF GUIDANCE IN SCHOOLS

3) APPLY STUDENT PERSONALITY SERVICES

4) TELL ETHIC BASICS OF PSYCHOLOGICAL COUNSELLING

AND GUIDANCE IN SCHOOLS

5) RECOGNİZE GUIDANCE SERVICES WHICH APPLIED IN

SCHOOLS 6) ILLUSTRATE GUIDANCE SERVICES

Course Contents BASICS PSYCHOLOGICAL COUNSELLING AND GUIDANCE, AIM

OF PSYCHOLOGICAL COUNSELLING AND GUIDANCE,

PRINCIPLES OF PSYCHOLOGICAL COUNSELLING AND

GUIDANCE, RESEARCH IN PSYCHOLOGICAL COUNSELLING

AND GUIDANCE,

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS



2 Basics psychological counselling and guidance in schools

Group discussion

3 Psychological counselling and guidance in schools

Group discussion

4 Aim of psychological counselling and guidance in schools

Brainstorming

5 Principles of psychological counselling and guidance in schools


6 Student personality services in schools

Brainstorming

7 Assessment of research in psychological counselling and guidance in schools

Group discussion

8 Development of psychological counselling and guidance in schools

Brainstorming




Group discussion

11 Psychological counselling and guidance and psychotherapy in schools


12 Ethic basics of psychological counselling and guidance in schools

Brainstorming

13 Research in psychological counselling and guidance

Group discussion



SELÇUK, Ziya, Okul Deneyimi ve Uygulama, Nobel Yayınları, Ankara, 2002,

BAȘTÜRK Mehmet, KIZILKAYA Selahattin, Okul Uygulamaları El Kitabı, Atatürk

Üniversitesi Kazım Karabekir Eğitim Fakültesi, Erzurum, 2002.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 4 56


12 2 24

Assignments 1 10 10

Project



Mid-terms 1 15 15


Total Work Load 130




Learning Outcomes

Programme Outcomes


LO1 5

LO2 4 3

LO3 3

LO4 5

LO5 4 3

LO6 3 4 5


Course Unit Title SCIENCE HISTORIC





4




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course Process of science back to date, science as a common humanity and

product of their efforts

Learning Outcomes

1) Explain how develop sciences in history

2) Develop creative and critical thinking system

3) Interprethow affect sciences each other

4) Determine relationship between sciences branches

5) Analyze to scientific and tecnological developments from past to

present 6) Evaluate how nations contribute to science

Course Contents

Evolution of science from old ages to date. Scince in tha age of İonia,

Helen, Muslim-Turk (Arabic, Horasan, Selçuk, Endülüs, Ottoman).

Development of mathmetic, medicine, biology and physic. Revolution of

science and technology in 20. century.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Science and technology before written history

Brainstorming

2 Science in first ages: Development of science in China and Egypt

Brainstorming

3 Science in Greece Group discussion

4 Science in middle age Christian world


5 Science in middle age Muslim world

Group work

6 Science in middle age Muslim world

Brainstorming

7 Contribution of Turkish to science Relevant article critique

8 Ronesans and impact to science Brainstorming

9 Development of science in enlightment age

Brainstorming

10 Development of science in near age European

Group discussion

11 Development of science in Classic Ottoman


12 Development of science in Modern Ottoman

Group discussion

13 Science in Turkish Republic Relevant article critique

14 General Discussion Group discussion


1. Bilim Tarihine Giriș, Nobel Yayınları, Ankara 2007.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100





14 3 42


12 1 12

Assignments 2 10 20

Project



Mid-terms 1 10 10


Total Work Load 94




Learning Outcomes

Programme Outcomes


LO1 5 4 3 3

LO2 5 4

LO3 5 3

LO4 4 3

LO5 4

LO6 4 3


Course Unit Title STATISTICS I

Course Unit Code IME 207







Year of Study


Name of Lecturer

Mode of Delivery




Work Placement


THE AİM OF THİS COURSE İS TO EMPHASİZE THE BASİC

CONCEPTS OF STATISTICS AND TO CALCULATE BASIC

STATISTICAL DATAS

Learning Outcomes

1) Explain the basic statistic concepts

2) Order the data

3) Draw the frequency graph

4) Calculate and interprete the central tendency measures

5) Define the distribuiton shape according to central tendency

measures

6) Calculate and interprete the central distribution measures 7) Calculate and interprete the correlation coefficients between two variables

Course Contents GROUPONG OF DATA, VARIANCE, STANDARD DEVIATION

Wee

kly

D

etai

led

C

ours

e C

onte

nts

Week

TOPİCS



2 Basic Concepts Group discussion

3 Groupong Of Data Group discussion

4 Graphing G Of Data Brainstorming

5 Centric Inclination Measures Group work - Group action

6 Median, Mod Brainstorming

7 Other Correlations Group discussion

8 Changing Measures Brainstorming

9 Mean, Quarter Deviation Group work - Group action

10 Variance, Standard Deviation Group discussion

11 Covariance Group work - Group action

12 Correlation Brainstorming

13 Other Correlations Group discussion



Büyüköztürk, Ș,. Sosyal Bilimler için Veri Analizi El Kitabı, Pegem Yayıncılık,

Ankara, 2002.

Șimșek, H.ve Yıldırım,A,. Sosyal Bilimlerde Nitel Araștırma Yöntemleri,Ankara,

2000.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 3 48


10 2 20

Assignments 2 20 40

Project



Mid-terms 1 10 10


Total Work Load 136




Learning Outcomes

Programme Outcomes


LO1 5 4 4 3 5

LO2 5 5

LO3 3 5

LO4 4 3 2

LO5 3 4

LO6 3

LO7 3



Course Unit Title MEASUREMENT AND EVALUATION IN EDUCATION

Course Unit Code




4




Year of Study 2


3

Name of Lecturer

Mode of Delivery




-

Work Placement -


THE MAIN PURPOSE OF THIS COURSE ARE TO DESCRIBE

WHAT ARE THE MEASUREMENT AND EVALUTION AND HOW

TO USE MEASUREMENT IN EDUCATION.

Learning Outcomes

1) Give examples of measurement concept and its types 2) Give examples of assessment concept and its types 3) Explain types of scale and differentiate of them. 4) Explain types of measurement error. 5) Discuss to quality of measurement tools (reliability, validity and usefulness) 6) Describe relationship between reliability and validity 7) Discuss to all qualifications of measurement tools. 8) Prepare to test plan. 9) Calculate to item characteristics (item difficulty and item discrimination etc.) 10) Calculate to central tendency scores and distribuiton scores. 11) Use test development techniques. 12) Discuss to qualifications of performance assessment and portfolio

Course Contents

The basic concepts about measurement and evaluation; Error of

measurement; Correlation; The features which have to be found in a

measurement tool: reliability and validity; Measurement tools and

methods used in education; Test construction and item analysis; The

statistical processes apply to test scores; Standard scores.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 MEASUREMENT AND EVALUATION IN EDUCATION

Lecture

2 DIRECT MEASUREMENT AND INDIRECT MEASUREMENT

Lecture

3 PROPERTIES OF MEASURES: VALIDITY AND RELIABILITY

Lecture

4 HOW CALCULATE RELATIONSHIP BETWEEN RELIABILITY AND VALIDITY

Question-Answer

5 TEST ANALYSES Lecture

6 EVALUATION APPROACHES Lecture

7

CENTRAL DISTRIBUTION MEASURES (RANGE, STANDAD DEVIATION, AND NORMAL DISTRIBUTION)

Drilland Practice

8 SOME STATISTICAL PRACTICES ON TEST SCORES

Drilland Practice

9 MEASUREMENT OF EMOTIONAL FIELD: CONCERN, ATTITUDE AND TENDENCY TESTS

Question-Answer

10

ASSESSMENT OF PSYCH-MOTOR FIELD BEHAVIOR: PERFORMANCE TESTS AND PORTFOLYO ASSESSMENT

Problem Solving

11 EVALUATION APPROACHES Problem Solving

12 REPRESENTATION OF MEASUREMENT RESULTS WITH DIFFERENT GRAPHS

Question-Answer

13 BASIC QUESTIONS IN MEASURING AND EVALUATION IN TURKEY

Problem Solving

14 GENERAL ASSESMENT Discussion


GÜLER, N. (2012). EĞİTİMDE ÖLÇME VE DEĞERLENDİRME. ANKARA: PEGEM

AKADEMİ

TEKİN H. (2003) EĞİTİMDE ÖLÇME VE DEĞERLENDİRME. ANKARA: YARGI

MATBAACILIK

Turgut M. F. (1984) Eğitimde Ölçme Ve Değerlendirme Saydam Matbaacılık 3. Baskı

Ankara

ATILGAN, H.; KAN, A. & DOĞAN, N. (2009).EĞİTİMDE ÖLÇME VE

DEĞERLENDİRME. ANKARA: ANI YAYINCILIK

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 3 42


14 2 28

Assignments 1 6 6

Project



Mid-terms 1 10 10


Total Work Load 96




Learning Outcomes

Programme Outcomes


LO1 5 4 3 3

LO2 5 4

LO3 5 3

LO4 4 3

LO5 4

LO6 4 3



Course Unit Title SPECIAL EDUCATION

Course Unit Code ÖEB 201




4




Year of Study 2


3

Name of Lecturer

Mode of Delivery




Work Placement


Learning Outcomes

1) Students explain the definition and borders of special education term

2) Students explain the features of handicapped children 3) Students give information about the history of special education

applications in our country 4) Students explain general features of people who have various

specialties such as intellectual disabilities and learning disabilities 5) Students explain general features of people who have various

specialties such as pervasive developmental disabilities 6) Students explain general features of people who have various

specialties such as attention deficit and hyperactivity disorder and emotional and behavioral disorder,

7) Students explain general features of people who have various specialties such as superior intelligence and superior ability

8) Students explain general features of people who have various specialties such as hearing impairment and visual impairment

9) Students explain general features of people who have various specialties such as severe and multiple disability and physical disabilities

10) Student give information about diagnosis and cause of handicapped children?s diseases.

11) Student give information about the classification and commonness of handicapped children

12) Students explain integration applications and support services 13) Student give information about early intervention in special

education

Course Contents

Handicapped children and Special education, developmental disabilities,

mental disability and autism, learning difficulties, hearing disabilities,

language and speech disorders, emotion and behavior disorders, visual

disabilities, physical disabilities, superior intelligence and talent, early

education, special education applications in the World and Turkey

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Definition and borders of special education term

Lecture

2 Features of handicapped children

Lecture

3 The history of special education

applications in our country

Lecture

4 General features of intellectual

disabilities and learning disabilities

Lecture

5 General features of pervasive

developmental disabilities

Discussion

6

General features of attention deficit and

hyperactivity disorder and emotional

and behavioral disorder,

Discussion

7 General features of superior intelligence

and superior ability

Discussion

8 General features of hearing impairment

and visual impairment Question-Answer,

9 General features of severe and multiple

disability and physical disabilities

Question-Answer,

10 Diagnosis and cause of handicapped

children?s diseases. Lecture

11 classification and commonness of

handicapped children

Lecture

12 Explain integration applications and

support services

Lecture

13 Early intervention in special education

Question-Answer,

14 Parent education applications Question-Answer,


Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


14 3 42

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 31 114




Learning Outcomes

Programme Outcomes


LO1 5 4 4 3 5

LO2 5 5

LO3 3 5

LO4 4 3 2

LO5 3 4

LO6 3

LO7 3


4th SEMESTER INDIVIDUAL COURSE DESCRIPTION

Course Unit Title LEARNING PSYCHOLOGY





4




Year of Study 2


4

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course This Lesson Basic Aim of Teach Nature of Learning, Affection to Learning

Factors, Learning Theories and Learning Psychology.

Learning Outcomes

1) Record knowledge about Learning and Learning Psychology.

2) Recognize Learning Theories.

3) Interpret Motivation and Motivation Theories.

4) Analyse Nature of Learning.

5) Question Biologic Basics of Learning.

6) Construct Learning Effectives. 7) Evaluate Behavioral Approaches at Learning.

Course Contents

(Get definition to YÖK Course) Definition of Social Psychology, Historical

Development of Social Psychology, Socialization and Education, Social

Psychology Method and Technics, Social Perception, Loading Theory

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 What is the Learning? Brainstorming

2 What is the Learning Psychology? Brainstorming

3 Concept to Learning Psychology Group discussion

4 Learning Theories Prepare a report based on literature

5 Motivation Relevant article critique

6 Nature of Learning Group work

7 Biologic Basics of Learning Relevant article critique

8 Learning Effectives Group work

9 Behavioral Approaches at Learning. Brainstorming

10 Social Learning Theories Brainstorming

11 Learning at the Gestalt Approach Brainstorming

12 Learning at the Humanistic Approach

Group discussion

13 Learning at the Humanistic Approach




Cüceloğlu, D; İnsan ve Davranıșı; İst, Remzi Kitabevi,1996

Yıldırım,R;Öğrenmeyi Öğrenmek; İst, Sistem yy, 2001

Editör Binnur, Yeșilyaprak ,Gelișim ve Öğrenme Psikolojisi, Ankara Pegem

yayıncılık, Mart 2005

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




Course Duration (Including the exam week: 16xtotal course hours) 14 3 42

Hours for of-the-classroom study (Pre-study, practice, literature survey, reading) 12 3 36

Assignments 1 10 10

Project



Mid-terms 1 15 15


Total Work Load 138




Learning Outcomes

Programme Outcomes


LO1 4 4

LO2 4 4 4 4

LO3 5 4

LO4 4

LO5 5 4 4

LO6 4

LO7 5 3 3

LO8


Course Unit Title PERSONEL RELATIONSHIP AND COMMUNICATION





6




Year of Study 2


4

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course To emphasize basic communication abilities and influence that communication

social and cultural factors.

Learning Outcomes

1) Recognize Communication Processes.

2) Analyze the Communication Principles in daily life.

3) Use of Varieties of Communication in relation.

4) Asses the Basic Communication Elements from teorical perspectives.

5) Explain Communication Theory and Methods.

6) Asses the important of Communication Tools in education 7) Analyze the important of Processes of Communication in effective human relations

Course Contents

(Get definition to YÖK Course) Definition of Communication, Processes of

Communication, Principles of Communication, Importance of Communication,

Communication Theories, Communication Tools.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Definition of Communication

Brainstorming

2 Processes of Communication

Brainstorming

3 Principles of Communication

Group discussion

4 Varieties of Communication


5 Varieties of Communication

Group work

6 Basic Communication Elements

Brainstorming

7 Communication Theory and Methods

Brainstorming



9 Importance of Communication

Brainstorming

10 Communication Theories

Group discussion

11 Communication Tools


12 Principles of Personel Relationship

Group discussion



14 General Revision Group discussion


Dökmen,Ü,.İletișim Çatıșmaları ve Empati, Ankara, 2000

Abacı,R,.Yașamın Kalitelendirilmesi, Form Stil Yayıncılık, İstanbul, 2005

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 4 56


12 2 24

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 130




Learning Outcomes

Programme Outcomes


LO1 3 4 4

LO2 4 4 4 4

LO3 5 4

LO4 2 3 4

LO5 5 3 4 4

LO6 4

LO7 5 3 3 3

LO8


Course Unit Title SOCIAL PSYCHOLOGY





5




Year of Study 2


4

Name of Lecturer

Mode of Delivery




Work Placement


This lesson basic aim of teach basic social psychology problems and social

psychology theories, methods.

Learning Outcomes

1) Define Historical Development of Social Psychology

2) Explain socialization and education

3) Illustrate Loading Theories

4) Question aggression and reasons

5) Explain self-denial and benefits.

6) Evaluate Attitudes and attitude changing.

7) Define cognitive contradiction 8) Create group dynamic

Course Contents

Definition of Social Psychology, Historical Development of Social Psychology,

Socialization and Education, Social Psychology Method and Technics, Social

Perception, Loading Theory

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Definition of Social Psychology

Brainstorming

2 Historical Development of Social Psychology

Brainstorming

3 Socialization and Education

Group discussion

4 Social Psychology Method and Technics

Prepare a report based on literature

5 Social Perception


6 Loading Theory

Group work

7 Aggression


8 Self-denial

Group work

9 attitude change

Brainstorming

10 Social Effective and Adaptation

Brainstorming

11 Cognitive Contrast

Brainstorming

12 Group Dinamic

Group discussion

13 Aggression


14 General Arrange Brainstorming


Kağıtçıbașı, Çiğdem; İnsan ve İnsanlar,İstanbul, 1992.

Houston, J.P. Learning and Memory, Los Angles, 1991.

Arkonaç,S,A,. Sosyal Psikoloji, Alfa Yayınları, İstanbul, 2001

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 48


12 2 24

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 106




Learning Outcomes

Programme Outcomes


LO1 4 3 3

LO2 3

LO3 4 5 4 3

LO4 2 4 3

LO5 3 3 4 5 3

LO6 4

LO7 1 3

LO8 4


Course Unit Title STATISTICS II

Course Unit Code IME 208




4




Year of Study 2


4

Name of Lecturer

Mode of Delivery




Work Placement


THE AİM OF THİS COURSE İS TO EMPHASİZE THE BASİC

CONCEPTS, BASİC STATİSTİC ACCOUNTS ON EDUCATİONAL

DATA.

Learning Outcomes

1) Describe upper concepts of statistic

2) Conduct the regression equation

3) Interpret the regression equation

4) List the steps of hypothesis tests

5) Conduct and interpret the t test for means of two independent samples

6) Conduct and interpret the t test for means of two paired samples

7) Conduct and interpret the ANOVA test for means of more than two

samples

8) Decide which statistical test is used for which research design there is 9) Reject/or not reject the null hypothesis according to results of statistical test

Course Contents Research methods and techniques, regression and analysis of variance

techniques, significance of parametric tests

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS



2 Basic Statistic Accounts On Educational Data

Group discussion

3 Concepts Of Measurement İn The Social Sciences

Group discussion

4 Research Methods And Techniques Brainstorming

5 Preparing Scientific Research Proposals And Reports


6 Qualitative And Quantitative Researches

Brainstorming

7 Descriptive And İnferential Statistics Brainstorming

8 Correlation Group work - Group action

9 Regression And Analysis Of Variance Techniques

Group discussion

10 Hypothesis Testing Group work - Group action

11 Parametric Tests Of Significance

Brainstorming

12 Non-Parametric Tests Of Significance

Group discussion

13 Descriptive And İnferential Statistics

Group discussion



Büyüköztürk, Ș,. Sosyal Bilimler için Veri Analizi El Kitabı, Pegem

Yayıncılık, Ankara, 2002.

Șimșek, H.ve Yıldırım,A,. Sosyal Bilimlerde Nitel Araștırma Yöntemleri,

Ankara, 2000.

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 2 15 30

Project



Mid-terms 1 10 10


Total Work Load 131




Learning Outcomes

Programme Outcomes


LO1 4 3 2 3

LO2 2 3

LO3 3 5

LO4 2 4 3 3

LO5 3 4 2 5

LO6 4

LO7 3 1 2

LO8 4

LO9 3 3


Course Unit Title TECHNICS EXTERIOR OF TEST





4




Year of Study 2


4

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course TO TEACH INDIVIDUAL AND INDIVIDUALISM, INDIVIDUAL

DIFFERENCES, DESCRIPTION OF INDIVIDUAL

Learning Outcomes

1) Tells importance of individual differences

2) Manages the process judgment of individual

3) Lists the tests and the technics of exterior tests

4) Uses cases study

5) Evaluates the tests and the technics of exterior tests 6) Evaluates the producing skills of the technics of exterior tests

Course Contents

INDIVIDUAL AND INDIVIDUALISM, INDIVIDUAL

DIFFERENCES, DESCRIPTION OF INDIVIDUAL, TEST AND

OTHER TEST TECHNICS

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Introduction

Brainstorming

2 Individual And Individualism

Brainstorming

3 Individual Differences

Group discussion

4 Process Of Description Of Individual


5 Test And Other Test Technics


6 Observation, Likert

Group work

7 Who Is This


8 Auto Biography

Group work

9 Scale, Inventory

Brainstorming

10 Psychodrama And Socio-Drama

Brainstorming

11 Play Therapy

Brainstorming

12 Tests And Classification

Group discussion

13 Compare Of Ability And Success




Bireyi tanıma teknikleri; İbrahim Ethem Özgüven

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 106




Learning Outcomes

Programme Outcomes


LO1 5 3 2

LO2 4 5 4 4 2

LO3 4 3 3

LO4 3 2 4 3

LO5 2 5

LO6 4 3

LO7

LO8



Course Unit Title TEACHING PRINCIPLE AND METHODS

Course Unit Code







Year of Study 2


4

Name of Lecturer

Mode of Delivery




-

Work Placement -


Students comprehend basıc concepts of currıculum, learn how to

develop a currıculum and plan lessons and get to know varıous

teachıng strategıes; methods and technıques can be used ın classrooms

Learning Outcomes

1) Knows main ideas and concepts about curriculum 2) Learn how to develop a curriculum 3) Learn how to prepare lesson plans 4) Understand models of currıculum evaluatıon 5) Comprehends basic teaching strategies 6) Learn basic teaching methods and techniques 7) Develops necessary skills to use these methods and techniques

Course Contents Curriculum planning and development; Curriculum evaluation, new

Turkish curriculum; Teaching strategies; Methods and techniques

Wee

kl

y D

etai

led

C

ours

e C

onte

nts

Week TOPİCS


1 Understanding curriculum concepts Lecture

2 How to develop a curriculum Lecture

3 How to plan lessons for teaching Problem Solving

4 Curriculum evaluation Discussion

5 Main learning and teaching strategies

Question-Answer

6 Models of teaching Discussion

7 Basic teaching methods and techniques

Drilland Practice


Demonstration


Problem Solving


Project Based Learning

11 How to use these teaching methods and techniques

Demonstration


Problem Solving


Project Based Learning



ESKİCUMALI AHMET VE İȘMAN AYTEKİN (2005) ÖĞRETİMDE PLANLAMA

VE DEĞERLENDİRME, PEGEM A YAYINCILIK ANKARA.

DEMİREL ÖZCAN (2008)Öğretme Sanatı : Öğretim İlke ve Yöntemleri PEGEM A

YAYINCILIK, ANKARA

HESAPÇIOĞLU MUHSİN (1994)Öğretim İlke ve Yöntemleri. Beta Basın Yayın

Dağıtım,İstanbul.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 3 42


14 1 14

Assignments 2 15 30

Project



Mid-terms 1 10 10


Total Work Load 116




Learning Outcomes Programme Outcomes


LO1 4 4

LO2 4 4 4 4

LO3 5 4

LO4 4

LO5 5 4 4

LO6 4

LO7 5 3 3

LO8



Course Unit Title CLASSROOM MANAGEMENT

Course Unit Code




3




Year of Study 2


4

Name of Lecturer

Mode of Delivery




-

Work Placement -

Objectives of the Course TO TEACH STUDENTS TO BASIC CONCEPTS AND FACTORS OF

CLASSROOM MANAGEMENT

Learning Outcomes

1) TO EXPLAIN CONCEPTS AND FACTORS OF CLASSROOM MANAGEMENT 2) DEBATE HOW TO BE ABOUT CLASSROOM COMMUNICATION 3) APPLY TIME MANAGEMENT IN CLASSROOM 4) DESIGN HOW TO BE CONSTITUTE TO CLASSROOM RULES WİTH STUDENTS 5) EXPLAIN UNWANTED STUDENT BEHAVIOR 6) DEBATE HOW TO BE POSITIVE LEARNING SETTING 7) RELATE MANAGEMENT OF TEACHING AND LEADERSHIP

Course Contents

TO GET OCCUR POSITIVE LEARNING SETTING AND TO

ABOLISH UNWANTED STUDENT BEHAVIOR WITH PROVIDING

CLASSROOM ORGANIZATION

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 CONCEPT OF MANAGEMENT AND CLASSROOM MANAGEMENT

Lecture

2 CLASSROOM ORGANIZATION Lecture

3 CLASSROOM COMMUNICATION Lecture

4 CLASSROOM SETTING AND GROUP INTERACTION

Demonstration

5 DISCIPLINE AND CLASSROOM RULES

Question-Answer

6 MOTIVATED STUDENTS Question-Answer

7 SOCIAL AND PSYCHOLOGICAL FACTORS WHICH AFFECT STUDENT BEHAVIOR

Discussion

8 UNWANTED STUDENT BEHAVIOR AND APPROACHES

Discussion

9 TIME MANAGEMENT IN CLASSROOM

Discussion

10 CONFLICT AND CONFLICT SOLUTION IN SCHOOLS

Brain Storming

11 SCHOOL AND FAMILY COOLABORATION

Brain Storming

12 TO CONSTITUTE POSITIVE LEARNING SETTING

Brain Storming

13 USING EDUCATIONAL TECHNOLOGY IN CONCEPT OF MANAGEMENT

Problem Solving

14 LEADERSHIP Discussion


KAYA,ZEKİ(2006)SINIF YÖNETİMİ ANKARA PEGEM A YAYINCILIK

KÜÇÜKAHMET, LEYLA(2006) SINIF YÖNETİMİ ANKARA PEGEM A

ȘİȘMAN,MEHMET(2006)SINIF YÖNETİMİ TEORİ VE UYGULAMA ANKARA

PEGEM A YAYINCILIK

ERDEM,MÜNİRE(2005) SINIF YÖNETİMİ İSTANBUL EPSİLON YAYINCILIK

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 3 42


16 1 16

Assignments 1 15 15

Project



Mid-terms 1 10 10


Total Work Load 93




Learning Outcomes

Programme Outcomes


LO1 5 4 5 4

LO2 4 4

LO3 3

LO4 3 4

LO5 5 4

LO6 4


5th SEMESTER


Course Unit Title LIFE PERIODS AND ADAPTATION PROBLEMS





5




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course Developmental characteristics of childhood, adolescent, youth adult, middle

age and olders and their adaptation problems and coping ways.

Learning Outcomes

1) Defines developmental characteristics of childhood, adolescent, youth

adult, middle age and olders and their adaptation problems and coping ways.

2) Defines Developmental characteristics of childhood, adolescent, youth

adult, middle age and olders and their adaptation problems and coping ways.

3) Interprets the according problems in the communication of parents and

child.

4) Defines role models in adolescence.

5) Defines what must be done in the most productive term of life.

6) Evaluates the relation between oldness psychology and culture. 7) Organize presentations related to life periods.

Course Contents

The aim of this course to instruct developmental characteristics of childhood,

adolescent, youth adult, middle age and olders and their adaptation problems

and coping ways.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1

Generations: Birth and development of generations, Gender: Family relationship and siblings, Society: Mutually usefulness and happiness, Transformations: Life circles, İndividualistic physical gains, family, genetic inheritance, social life

Brainstorming

2 Childhood in 0-6 age, growth: Personality chacteristics of child, adaptation problems.

Brainstorming

3 physical changes in 7-2 boys and girls Group discussion

4 13-18 Puberty: physical and social developments, identity, adaptation problems, cigarette, risk taking, drug abuse


5

19-24 youth adult: Love, marriage, physica and brain development. Social awareness, university education, military, expertation, carier.


6 25-30 house making and begot Group work

7 31-36 child breeding and gnder roles Relevant article critique

8 37-42 social productivity Group work

9 43-48 middle age crisis, menopose, antropose, death of parents

Brainstorming

10 49-54 middle age: expression of psychological maturity, birth of grandchild

Brainstorming

11 55-60 grandaparents roles Brainstorming

12 61-66 psychological and social maturation, guide to yourth in terms of life experience

Group discussion

13

67-72 retirng, death, marriage of grandchilds, 73+ older: coping with psychological and social of olders, spiritual development and death.


14 General Discussion Brainstorming

Recommended or Steinberg Laurence (2007). Ergenlik(Yayıma Haz. Figen Çok). İmge Kitabevi.

Required Reading

Ankara.

Schrumpf, Fred; Crawford K. Dona & Bodine J. Richard (2007). Okulda Çatıșma

Çözme ve Akran Arabuluculuk: Program Rehberi(Uyarlama Gül Akbalık). İmge

Kitabevi. Ankara.

Schrumpf, Fred; Crawford K. Dona & Bodine J. Richard (2007). Okulda Çatıșma

Çözme ve Akran Arabuluculuk: Öğrenci El Kitabı(Uyarlama Gül Akbalık). İmge

Kitabevi. Ankara.

Yörükoğlu, Atalay (1982). Çocuk Ruh Sağlığı. Türkiye İș Bankası Kültür Yayınları.

Yörükoğlu, Atalay(1997). Değișen Toplumda Aile ve Çocuk, Özgür Yayın-Dağıtım,

5. basım, İstanbul

Yörükoğlu, Atalay(1992) Gençlik Çağı Ruh Sağlığı ve Ruhsal Sorunlar, Özgür Yayın

Dağıtım, İstanbul, on yedinci basım.

Onur Bekir(2007). Gelișim Psikolojisi(Yetișkinlik, Yașlılık, Ölüm ). Simge Yayınları.

Ankara

Köknel, Özcan(1995). Ergenlik Dönemi, Ana-Baba Okulu, Remzi Kitabevi, 5. basım,

İstanbul.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 3 42


12 2 24

Assignments 1 20 20

Project


1 20 20


Mid-terms 1 15 15


Total Work Load 129




Learning Outcomes

Programme Outcomes


LO1 5 5

LO2 3 5

LO3 4 3 2

LO4 3 4

LO5 3

LO6 3

LO7 3



Course Unit Title OCCUPATIONAL GUIDANCE AND CONSULTATION





5




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main aims the this course are to inform guidance for vocations,

helping to recognize their tendency, tests related this.

Learning Outcomes

1) Students explain assumptions of vocational guidance.

2) Students construct principles of vocational guidance.

3) Students use methods of career counselling

4) Students evaluate identification of individual characteristics in career

decision-making

5) Students apply the vocational tests. 6) Students interpret the assessment in Vocational Guidance

Course Contents

Recognition of Professions, Recognition of vocational tests and

practices.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS



2 Assumptions Of Vocational Guidance Brainstorming

3 Principles Of Vocational Guidance Group discussion

4 Methods Of Career Counselling Prepare a report based on literature

5 Identification of individual characteristics in career decision-making


6 Information And Possibilities About Professions.

Group work

7 Project About Career Development Relevant article critique

8 Project About Career Development Group work

9 Instruct About Vocational Guidance Brainstorming

10 According To Education Grades Vocational Development Process And Serves

Brainstorming

11 Services Og İnstruct İn Vocational Guidance

Brainstorming

12 Instruct About Vocational Tests. Group discussion

13 Assessment İn Vocational Guidance Relevant article critique



Kuzgun Yıldız, Meslek Danıșmanlığı, Nobel Yayın-Dağıtım, Ankara, 2000.

Kuzgun Yıldız, Bacanlı Feride, Mesleki Olgunluk Ölçeği El Kitabı, Meb. Yayınları,

1996.

Crıtes, J.O., Vocational Psychology, New York: Mc. Graw-Hill

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 20 20

Project



Mid-terms 1 15 15


Total Work Load 131




Learning Outcomes

Programme Outcomes


LO1 3 5

LO2 4 3 2

LO3 3 4

LO4 3

LO5 3

LO6 3



Course Unit Title PSYCHOLOGY CONSULTATION PRINCIPLE AND TECHNICS








Year of Study


Name of Lecturer

Mode of Delivery




Work Placement


The main objectives of this course are to teach principles and

techniques of counseling.

Learning Outcomes

1) Define principles and techniques of counseling.

2) Explain qualities of effective counselor.

3) Employ active listening.

4) Test concretize.

5) Compare empathy.

6) Explain genuine.

7) construct personalization. 8) Apply therapeutic stages.

Course Contents

QUALITIES OF EFFECTIVE COUNSELLOR, ACTIVE

LISTENING, CONCRETIZE, EMPHATY, GENUINES, LEARS

PERSONALIZATION

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Individual techniques of counselling

Brainstorming

2 Qualities of effective counsellor Brainstorming

3 Active listening Group discussion

4 Concretize Relevant article critique

5 Emphaty Group work

6 Genuines Brainstorming

7 Respect Brainstorming

8 Respect Relevant article critique

9 Personalization Brainstorming

10 Transparency Group discussion

11 Know and here Relevant article critique

12 Stages Group discussion

13 Joining of stages Relevant article critique

14 General revision Group discussion


KARAHAN Fikret, SARDOĞAN Mehmet, Psikolojik Danıșma Ve Psikoterapide

Kuramlar, Nobel Yayınları, Ankara,2000.

TAN Hasan,Psikolojik Yardım İlișkileri Danıșma ve Psikoterapi, Meb. Yayınları,

Ankara 1990.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 3 42


10 3 30

Assignments 1 20 20

Project



Mid-terms 1 10 10


Total Work Load 157




Learning Outcomes

Programme Outcomes


LO1 5 4 4 3 5

LO2 5 5

LO3 3 5

LO4 4 3 2

LO5 3 4

LO6 3

LO7 3

LO8 3


Course Unit Title THEORY OF CHARACTER








Year of Study


Name of Lecturer

Mode of Delivery




Work Placement


The main objectives of this course comparative review of basic

assumptions, constructs, and research related in major theories of

personality. Their implications for guidance and psychological

counseling.

Learning Outcomes

1) Students define foundemental concetpts of personality.

2) Students explain the subdimensions of personality.

3) Students describe the factors which affects personality.

4) Student explain the theories of personality.

5) Students interpret the development of personality qualifications in

the frame of theories of personality 6) Students relate theories of personality with field applications.

Course Contents Examining personality and subdimensions of personality, theories of

personality, explain how constitute personality

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Personality, mental health, normal and abnormal

Brainstorming

2 Subdimensions of personality, Brainstorming

3 Subdimensions of personality, Group discussion

4 Factors which affect personality Prepare a report based on literature

5 Theories of personality Relevant article critique

6 Theories of personality Group work

7 Theories of personality Relevant article critique

8 Theories of personality Group work

9 Examine of personality patterns around to theories of personality

Brainstorming


Brainstorming


Brainstorming


Group discussion



14 General discussion Brainstorming


Akkoyun, F. (1994). Yardım becerileri alıștırmaları (Temel eğitim programı) (2. baskı).

Ankara: Form Ofset

Hill, C. E. & O.Brien, K. M. (1999). Helping skills: Facilitating exploration, insight and

action. Akkoyun, F. (1994). Yardım becerileri

(Temel eğitim programı) (2. baskı). Ankara: Form Ofset.

Carkhuff, R. (1986). The art of helping (5th ed.). Ambers: Human

Resource Development Press, Publishers of Human Technology

Egan, G. (1998). The skilled helper: A problem-management approach to helping. (6th

ed.) Pasific Groove: Brooks/Cole

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 3 42


10 3 30

Assignments 1 20 20

Project



Mid-terms 1 15 15


Total Work Load 162




Learning Outcomes

Programme Outcomes


LO1 5 4 5 4

LO2 4 4

LO3 3

LO4 3 4

LO5 5 4

LO6 4


Course Unit Title DYNAMIC OF GROUP


Type of Course Unit Elective



5




Year of Study 3


6

Name of Lecturer

Mode of Delivery




Work Placement


KNOWLEDGE AND PRACTICE REGARDING GROUP DYNAMIC,

TO UNDERSTAND IMPORTANCE OF GROUP DYNAMIC,

DESCRIPTION OF SOCIAL INTELLIGENCE

Learning Outcomes

1) Recognize Group Dynamics.

2) Restate Group Dynamics.

3) Apply Group Dynamics to Cosultation Process.

4) Distinguish differences between Cosultation Group Dynamics and

Social Group Dynamics.

5) Design Group Dynamicswhen, where and how to use.. 6) Judge Which Dynamic is more functional in Group Process

Course Contents

KNOWLEDGE AND PRACTICE REGARDING GROUP DYNAMIC

AND KNOWLEDGE AND PRACTICE REGARDING GROUP

DYNAMIC

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Description of social behavior

Brainstorming

2 To understand importance of group dynamic education

Brainstorming

3 Description of social intelligence

Group discussion

4 Understanding kinds of group dynamic


5 Understanding models of group dynamic

Group work

6 Understanding assesment methods which use in group dynamic education

Brainstorming

7 Midterm Exam

8 Understanding methods which use in group dynamic education

Brainstorming

9 Social behavior and importance of group dynamic education


10 Group dynamic and social abilities

Brainstorming

11 Models of group dynamic

Group discussion

12 Models of group dynamic


13 Assesment methods which use in group dynamic education

Group discussion

14 Assesment methods which use in group dynamic education



Psikolojik testler, İbrahim Ethem Özgüven PDREM Yayınları, Ankara (2005)

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100


Activities Quantity Duration (hour)

Total Work Load (hour)


14 3 42


12 2 24

Assignments 1 10 10

Project


1 10 10


Mid-terms 1 15 15


Total Work Load 116




Learning Outcomes

Programme Outcomes


LO1 4

LO2 4 5 4

LO3 4

LO4 5 3

LO5 4

LO6 3 3

LO7

LO8



Course Unit Title CREATİVE DRAMA

Course Unit Code




5




Year of Study 3


5

Name of Lecturer

Mode of Delivery




-

Work Placement -


Drama is expressing a thought by using the body language. It?s a

transformation of an inner case or design to an activity. Since it is a group

activity, it is based on communication. A confidence between the group

members is developed by touching each other. The purpose of drama is to

maintain the person to live and feel this process and feelings.

Learning Outcomes

1) Define the term of drama. 2) Make comparison between different types of drama. 3) Express the historical development of educational drama. 4) Explain the structure of educational drama and its application steps. 5) Explain importance of play and drama in the development and education of child. 6) Apply drama techniques. 7) Design environment of educational drama. 8) Prepare examples of educational drama activities.

Course Contents

The definition and meaning of drama, comparison of different types of

drama, the history of educational drama, the structure of educational

drama and its application steps, the classification of educational drama

according to age groups and application fields, educational drama

environment and teacher quality, special technics in educational drama,

evaluation of educational drama, educational drama samples and

developing new samples.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 The definition and meaning of educational drama

Lecture

2 The differences and similarities of drama types

Question-Answer

3 The historical development of drama for children

Lecture

4 The importance of play and drama on the education and the development of children

Question-Answer

5 Educational drama teacher?s quality Lecture

6 Important points during the application of educational drama

Brain Storming

7 The relationship between the types of education and drama

Discussion

8 Help to reveal the individual and group creativity

Drilland Practice

9 The importance of educational drama in primary education

Brain Storming

10 The place of drama in daily and weekly schedule in primary education

Group Study

11 Special technics in educational drama

Lecture

12 Developing new samples of educational drama

Discussion

13 Developing new samples of educational drama

Role Playing



1.MEB,(2004). İlköğretim Drama 1. Anakara: MEB Yayınevi.

2.Önder, Alev (2006). İlköğretimde Yaratıcı Drama. İstanbul: Morpa Yayınları.

3.Üstündüğ, Tülay (2002).Yaratıcı Drama Öğretmeninin Günlüğü. Ankara.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


60

TOTAL 100




14 3 42


14 1 14

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 96




Learning Outcomes

Programme Outcomes


LO1 5

LO2 4 3

LO3 3

LO4 5

LO5 4 3

LO6 3 4 5



Course Unit Title FAMILY INTERIOR RELATIONS AND COMMUNICATION





4




Year of Study 3


6

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course This course aim is to inform students about the family counselling.

Learning Outcomes

1) Students evaluate the historical development of family.

2) Students relate family and society.

3) Students define the relation and communication in the general meaning

4) Students analyse the healty and active communication .

5) Students define the mother-father-child conflicts.

6) Students evaluate the attitudes of parents.

7) Students evaluate the effects of the attitudes to personality development. 8) Students translate information about the family interior communication.

Course Contents

This lesson, family, conflicts, personality development, development steps,

parent roles, the child conception of families, the meaning of the child in

the culture, the meanings of the question and judgement sentences,

patholojical family attitudes and its results.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Definition of communication Brainstorming

2 Process of communication Brainstorming

3 Principles of communication Group discussion

4 Family interior relations and obstacles Prepare a report based on literature

5 Family interior relations and obstacles Relevant article critique

6 Elements of family interior relations Group work

7 Midterm exam

8 Family interior relations theories and methods



Group work

10 Important of family interior relations Brainstorming

11 Theories of family interior relations Brainstorming

12 Instruments of communication Brainstorming

13 Principles of communication Group discussion




Dökmen,Ü,.İletișim Çatıșmaları ve Empati, Ankara, 2000

Abacı,R,.Yașamın Kalitelendirilmesi, Form Stil Yayıncılık, İstanbul, 2005

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 1 12

Assignments 1 15 15

Project


1 15 15


Mid-terms 1 15 15


Total Work Load 114




Learning Outcomes

Programme Outcomes


LO1 4 3

LO2 4 4 4

LO3 5

LO4 3

LO5

LO6 4 5

LO7 3 4

LO8 4 3


Course Unit Title PSYCHOLOGY OF DEVIANT BEHAVIOURS





4




Year of Study 3


6

Name of Lecturer

Mode of Delivery




Work Placement


THE MAIN OBJECTIVES THE THIS COURSE TO TEACH PERSONALITY DISORDERS, GENERAL CHARACTERISTIC OF NEUROSES AND PSYCHOSES AND TO GIVE INFORMATION ABOUT PSYCHOMOTOR DISORDERS: ACTIVITY, PERCEPTION, THINKING, CONSCIOUSNESS, ORIENTATION AND MEMEORY DISORDERS.

Learning Outcomes

1) Categorize mental disorders. 2) Categorize behavior disorders. 3) Recognize causes of neuroses and psychoses. 4) List types of neuroses and psychoses. 5) Recognize symptoms of neuroses and psychoses. 6) Explain anxiety disorders. 7) Recognize sexual identity disorders. 8) Recognize schizophrenia and delusion disorders. 9) Recognize personality disorders. 10) Assess the ego defense mechanisms seen in mental disorders and the psychodynamics of the disorders.

Course Contents Classification of mental disorders, classification of behavior disorders, causes of neuroses and psychoses, types of neuroses and psychoses.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS



2 The classification of mental disorders. Brainstorming

3 The classification of behavior disorders Group discussion

4 The causes of neuroses and psychoses, Relevant article critique

5 The types of neuroses and psychoses Group work

6 Midterm exam Brainstorming

7 The symptoms of neuroses and psychoses.

8 Anxiety disoerders Brainstorming

9 Sexual identity disorders Relevant article critique

10 Schizophrenia and delusion disorders Brainstorming

11 Personality disorders, Group discussion

12 The ego defense mechanisms seen in mental disorders and the psychodynamics of the disorders.



Group discussion




Kuzgun Yıldız, Meslek Danıșmanlığı, Nobel Yayın-Dağıtım, Ankara, 2000. Kuzgun Yıldız, Bacanlı Feride, Mesleki Olgunluk Ölçeği El Kitabı, Meb. Yayınları, 1996. Crıtes, J.O., Vocational Psychology, New York: Mc. Graw-Hill

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 48


12 2 24

Assignments 2 15 30

Project


1 15 15


Mid-terms 1 15 15


Total Work Load 117




Learning Outcomes

Programme Outcomes


LO1 3 5

LO2 4 3 3

LO3 3 3 3 3

LO4 5 3

LO5 3 4 3

LO6 3 4 5

LO7 2 3 4

LO8 1 3

LO9 3 3 4

LO10 3 3



Course Unit Title HUMAN RIGHTS AND DEMOCRACY

Course Unit Code







Year of Study 3


6

Name of Lecturer

Mode of Delivery




-

Work Placement -

Objectives of the Course To get basic information about human rights, democracy and

citizenship.

Learning Outcomes

1) Explains the concept of human rights and its historical development. 2) Explains basic human rights, international documents and establishments related to human rights. 3) Evaluates social and actual areas of human rights. 4) Explains the concept of democracy and its historical development. 5) Evaluates the development of history of Turkish constitution. 6) Expalins state and administrative structure of Turkish Republic.

Course Contents

Historical developments of human rights and democracy and their

current status, history of Turkish constitution, state and administrative

structure of Turkish Republic

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Introduction to the course Lecture

2 The concept of human rights and its historical development

Lecture

3 Basic human rights Question-Answer

4 International documents and establishments related to human rights

Self Study

5 The actual and social areas of human rights

Self Study

6 The concept of democracy and its historical development

Lecture

7 Democracy in family and school. Self Study

8 Forms of state and government Drilland Practice

9 History of Turkish Constitution Lecture

10 Legislation Discussion

11 Execution Discussion

12 Jurisdiction Discussion

13 Administrative structure of Turkish Republic

Discussion



[1]Töre-Temiz,E. (2005). Vatandașlık Bilgisi. İstanbul: Lisans yayıncılık.

[2]Doğan, İ.(2007). Modern Toplumda Vatandașlık, Demokrasi ve İnsan Hakları,

"İnsan Haklarının Kültürel Temelleri", Ankara: Pegem A Yayıncılık.

[3]Kıncal,R.(2004).Vatandașlık Bilgisi. Ankara: Nobel Yayın dağıtım.

[4]Altunya, N.(2003). Eğitim Fakülteleri İçin Vatandașlık Bilgisi. Ankara: Nobel

Yayın dağıtım

[5]Doğan, V.(2006). Türk Vatandașlık Hukuku. Ankara: Seçkin Yayıncılık.

[6]Anar, E. (1996 ) İnsan Hakları Tarihi. İstanbul.

[7]Toktamıș. A.(1991).Demokrasi. İstanbul: Filiz Kitapevi.

[8]Tanilli, S.(2007). Devlet ve Demokrasi.İstanbul: Alkım Yayınevi

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 3 42


14 1 14

Assignments 1 5 5

Project 1 5 5



Mid-terms 1 10 10


Total Work Load 91




Learning Outcomes

Programme Outcomes


LO1 5 3 2

LO2 4 5 4 4 2

LO3 4 3 3

LO4 3 2 4 3

LO5 2 5

LO6 4 3


Course Unit Title CONSULTATIVE THEORY IN PSYCHOLOGY





4




Year of Study 3


6

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course To teach theories of guidance and psychological counseling.

Learning Outcomes

1) Recognize basics of psychological counseling.

2) Define methods of guidance and psychological counseling.

3) Interpret to use psychological tests.

4) Recognize practice of psychological counseling.

5) Recognize to trust.

6) Describe basic problems of psychological counseling.

7) Question aims of psychological counseling.

8) Compose to choose strategy and methods. 9) Evaluate cognitive therapy, cognitive-behavioral therapy and theories of psychological counseling.

Course Contents To teach knowledge and ability regarding to techniques and theories of

guidance and psychological counseling.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Basics Of Psychological Counseling.

Brainstorming

2 Methods Of Guidance And Psychological Counseling.

Brainstorming

3 To Use Psychological Tests

Group discussion

4 Practice Of Psychological Counseling.


5 Trust


6 Describe Basic Problems Of Psychological Counseling.

Group work

7 Midterm Exam

8 Aims Of Psychological Counseling.


9 Aims Of Psychological Counseling.

Group work

10 Choose Strategy And Methods

Brainstorming

11 Cognitive Therapy

Brainstorming

12 Cognitive-Behavioral Therapy

Brainstorming

13 Emotional Theories

Group discussion

14 Behavioral Therapy



Tan, H; Psikolojik Yardım Becerileri; İst, MEB yy, 1995

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 2 15 30

Project



Mid-terms 1 10 10


Total Work Load 131




Learning Outcomes

Programme Outcomes


LO1 2 5

LO2 4 3

LO3 3 3

LO4 2 5

LO5 4 3

LO6 3 4 5

LO7 4

LO8 1

LO9 3 4


Course Unit Title OCCUPATIONAL GUIDANCE AND CONSULTATION TECHNICS





6




Year of Study 3


6

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main objectives the this course are to inform guidance for vocations,

helping to recognize their tendency, tests related this.

Learning Outcomes

1) Restates principles techniques of career counseling

2) Uses approaches and techniques of career counseling

3) Debates identification of individual characteristics in career decision-

making

4) Explains occupational information and opportunities

5) Develops project development in a selected area of career development

6) Plans according to education grades vocational development process

and serves

7) Uses informance about vocatıonal tests 8) Interprets assessment in Vocational Guidance

Course Contents Helping to recognize their tendency, tests related this.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS



2 Assumptions Brainstorming

3 Principles Group discussion

4 Approaches And Techniques Of Career Counseling


5 Identification Of Individual Characteristics In Career Decision-Making

Group work

6 Occupational İnformation And Opportunities

Brainstorming

7 Midterm Exam

8 Project Development In A Selected Area Of Career Development

Brainstorming

9 Project Development In A Selected Area Of Career Development


10 Inform Guidance For Vocations Brainstorming

11 According To Education Grades Vocational Development Process And Serves

Group discussion

12 Information Gathering Serves In Vocational Guidance


13 Give Informance About Vocatıonal Tests Group discussion

14 Assessment In Vocational Guidance Relevant article critique


Kuzgun Yıldız, Meslek Danıșmanlığı, Nobel Yayın-Dağıtım, Ankara, 2000.

Kuzgun Yıldız, Bacanlı Feride, Mesleki Olgunluk Ölçeği El Kitabı, Meb.

Yayınları, 1996.

Crıtes, J.O., Vocational Psychology, New York: Mc. Graw-Hill

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 5 70


12 2 24

Assignments 1 10 10

Project



Mid-terms 1 15 15


Total Work Load 144




Learning Outcomes

Programme Outcomes


LO1 5 4 3 3

LO2 5 4

LO3 5 3

LO4 3 4 3

LO5 3 4

LO6 3 4 3

LO7 2 4 3 3

LO8 5 4


Course Unit Title PROGRAMME DEVELOPMENT IN GUIDANCE





4




Year of Study 3


6

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course Essential programme development concepts, Essential programme

development process, teaching annual and dailiy plans development

Learning Outcomes

1) Recognize essential programme development concepts

2) Define essential programme development process

3) Develop annual and daily plans

4) Apply teaching methods

5) Tell teaching strategies

6) Recognize measurement and assesment

7) Recognize assesment theories

8) Categorize kinds of tests 9) Define writing exam questions.

Course Contents Essential programme development concepts, essential programme

development process, , teaching annual and dailiy plans development

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Essential programme development concepts

Brainstorming

2 Essential programme development process

Brainstorming

3 Annual and dailiy plans development

Group discussion

4 Annual and dailiy plans development


5 Choosing content and organization


6 Teaching methods

Group work

7 Midterm exam

8 Teaching strategies


9 Characteristic of material and choosing

Group work

10 Measurement and assesment

Brainstorming

11 Assesment theories

Brainstorming

12 Kinds of tests

Brainstorming

13 Kinds of tests

Group discussion

14 Techniques of writing exam questions



İșman, A, Eskicumalı, A.Eğitimde Planlama ve Değerlendirme. Adapazar: Değișim Yayınları, 2003.

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 106




Learning Outcomes

Programme Outcomes


LO1 3 5

LO2 4 3 2

LO3 3 4

LO4 2 3

LO5 2 2 3

LO6 3 2

LO7 3 5

LO8 4 3 2

LO9 3 4


Course Unit Title PSYCHOLOGY CONSULTATION WITH GROUP








Year of Study 3


6

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The aim of this course to teach to manage a group counseling

under a supervisor.

Learning Outcomes

1) List basic qualities of group counseling.

2) Describe group counseling.

3) Recognize basic problems of group counseling, its advantages

and limitations.

4) Demonstrate to develop group counseling activities.

5) Categorize to develop group counseling activities.

6) Realize activities of group counseling and guidance.

7) Construct a real group counseling. 8) Evaluate to manage to group situation.

Course Contents To manage a group counseling under a supervisor.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Basic Properties Of Group Counselling

Brainstorming

2 Description Of Group Counselling As A Intervention

Brainstorming

3 Problems Of Group Counselling, Its Advantages And Limitations

Group discussion

4 Develop Group Counselling Activities


5 Develop Group Counselling Activities

Group work

6 Activities Of Group Counselling And Guidance

Brainstorming

7 Midterm

8 Make A Real Group Counselling

Brainstorming

9 Manage A Group Counselling Under A Supervisor


10 Manage To Group Situation

Brainstorming

11 Report Of Group Situation

Group discussion

12 Want To Make A Group Counselling


13 Want To Make A Group Counselling

Group discussion

14 Ability Of Assessment Of Group Counselling



Acar Nilüfer Voltan (2002) Grupla Psikolojik Danıșma-da Alıștırmalar Deneyler.

Nobel yay. Ankara

Nar, Ray. (1987) Grup psikoterapilerine ilk adım. Erdem Kitapevi Yay. İzmir

Yalom, I.D, (1992) Grup psikoterapistinin Teori ve Pratiği, Nobel Tıp Kitapevi.

İstanbul.

Berg C, Robert. (1998) Group Counseling Concepts and Procedures, Third Ed.

AD USA.

Corey Gerald (1990) Manuel for Theory And Practice Of Group Counseling,

Broooks/cole Publishing com.USA.

Dökmen Üstün. (1995) Sosyometri ve Psikodrama, Sistem Yay. İstanbul.

Shertzer B., Stone, S.C. (1968) Fundamentals of Counseling, USA

Yalom, I.D, (2002)Kısa Süreli Grup Terapileri, Kabalcı Yay. İstanbul.

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 2 15 30

Project


Mid-terms 1 10 10


1 10 10


Total Work Load 136




Learning Outcomes

Programme Outcomes


LO1 5 4 4 3 5

LO2 5 5

LO3 3 5

LO4 4 3 2

LO5 3 4

LO6 3

LO7 3

LO8 3


7th SEMESTER


Course Unit Title EDUCATION MANAGEMENT





4




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course BASIC CONCEPTS AND PROCESSES OF EDUCATIONAL

MANAGEMENT

Learning Outcomes

1) EXPLAIN CONCEPTS AND FACTORS OF EDUCATION AND

EDUCATIONAL MANAGEMENT

2) SAY TO MANAGEMENT PROCESSES

3) DISCUSS LIDERSHIP THEORIES WİTH COMMON AND

DIFFERENT ASPECTS

4) COMPARE ORGANIZATIONAL CULTURE AND CLIMATE

5) COMPARE MANAGEMENT PROCESSES 6) ILLUSTRATE ORGANİZATİON AND TYPES

Course Contents

CONCEPTS AND FACTORS OF EDUCATION AND

EDUCATIONAL MANAGEMENT, MANAGEMENT PROCESSES,

KINDS OF ORGANIZATIONS, ORGANIZATIONAL CULTURE

AND CLIMATE, LIDERSHIP THEORIES

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Concepts Of Education And Educational Management

Brainstorming

2 Management Processes /Planning Brainstorming

3 Management Processes/Organization Group discussion

4 Management Processes/Hiring Relevant article critique

5 Management Processes/Communication

Group work

6 Management Processes/Assessment Brainstorming

7 Management Processes/Coordination Brainstorming

8 Management Processes/Affect Relevant article critique

9 Kinds Of Organizations Brainstorming

10 Organizational Culture Group discussion

11 Organizational Climate Relevant article critique

12 Lidership Theories Group discussion

13 Lidership Theories Relevant article critique

14 Management Processes/Coordination Group discussion


EĞİTİM VE OKUL YÖNETİMİ, İRFAN ERDOĞAN ALFA YAYINLARI

EĞİTİM YÖNETİMİ VE OKUL YÖNETİMİ LÜTFÜ İLGAR BETA BASIM

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 106




Learning Outcomes

Programme Outcomes


LO1 5 4

LO2 4 3

LO3 4 3

LO4 3

LO5 5

LO6 3 4



Course Unit Title LEARNING DISABILITIES





4




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course This Lesson basic aim of teach that basic characteristics of children that

alive learning disability.

Learning Outcomes

1) Learn to Principles of Special Education.

2) Have to Know About Early Education and Adaptation

3) Mentally Disabled

4) Learn to learning disabilities.

5) Have to Know About Language and Speech Disabilities.

6) Have to Know About Hearing Disabilities.

7) Learn to Sight Disabilities.

8) Have to Know Emotional and Behavioral Disabilities. 9) Have to Know About Autism.

Course Contents Definition, Classification of Learning Disabilities and Working abilities

with alive learning disability.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Basic of Special Education Concept Brainstorming

2 Principles of Special Education Brainstorming

3 Early Education and Adaptation Group discussion

4 Mentally Disabled Relevant article critique

5 Mentally Disabled Group work

6 Learning Disabilities Brainstorming

7 Language and Speech Disabilities Brainstorming

8 Hearing Disabilities Relevant article critique

9 Sight Disabilities Brainstorming

10 Emotional and Behavioral Disabilities Group discussion

11 Autism Relevant article critique

12 Education of Children that Sight Disabilities

Group discussion

13 Children taht Speech and Language Obstacle and Disagreable and Extra Ability


14 Language and Speech Disabilities Group discussion


KULAKSIZOĞLU Adnan, Farklı Gelișen Çocuklar, Epilson Yayıncılık, 2003,

İstanbul.

KIRCAALİ G. İftar, TEKİN E.İftar, ERBAȘ Dilek, İșlevsel Değerlendirme

(Davranıș Sorunlarıyla Bașa Çıkma ve Uygun Davranıșlar Kazandırma

Süreci),2004.

Özsoy, Y,.Özyürek, M,.ve Eripek, S,.Özel Eğitime Giriș, Karatepe Yayıncılık,

Ankara, 1996

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 20 20

Project


1 20 20


Mid-terms 1 15 15


Total Work Load 136




Learning Outcomes

Programme Outcomes


LO1 5 4 3

LO2 5 3

LO3 3

LO4 5 5

LO5 4

LO6 4

LO7 3

LO8 4 3

LO9 3 5 4



Course Unit Title PSYCHOLOGY TESTS





7




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main objectives of this course are to teach psychological tests.

Learning Outcomes

1) Defines psychological tests

2) Explains Approaches to Psychological Tests

3) Uses Approaches to Improving Psychological Tests

4) Lists Characteristics which have to situated in Psychological Tests

5) Analyses the validity and realibity

6) Uses item and factor analysis 7) Improves Psychological Tests

Course Contents

Psychology and measurement, science philosophy. Characteristics of

Psychological Tests, validity and realibity in Psychological Tests and

Approaches to Improving Psychological Tests

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Defining of the psychological tests Brainstorming

2 Science of psychometry Group discussion

3 Approaches to Psychological Tests Group discussion

4 Approaches to Improving Psychological Tests

Brainstorming

5 Characteristics which have to situated in Psychological Tests


6 Validity Brainstorming

7 Realibity Brainstorming

8 Item and factor analysis Group work - Group action

9 Improving psychological tests Group discussion

10 Improving psychological tests Group work - Group action

11 Improving psychological tests Brainstorming



14 Realibity Brainstorming


Psikolojik testler, İbrahim Ethem Özgüven PDREM Yayınları, Ankara (2005)

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 6 84


12 1 12

Assignments 1 15 15

Project



Mid-terms 1 10 10


Total Work Load 131




Learning Outcomes

Programme Outcomes


LO1 5 4 3

LO2 5 3

LO3 3

LO4 5 5

LO5 4

LO6 4

LO7 3


Course Unit Title PSYCHOLOGY CONSULTATION WITH INDIVIDUAL





5




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main objectives of this course are to practicum and individual

guidance and counselling

Learning Outcomes

1) Practise skills of individual counseling

2) Use therapotic relations

3) Use Therapotic relations in process of individual counseling

4) Assest models of psychological consultation

5) Analyze the models of psychological consultation in education 6) Compare the models of individual psychological consultation

Course Contents Basis of individual counseling, techniques of counselling, and basis

problems in individual counseling

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Skills of individual counseling Brainstorming

2 Characteristics of efficient guidance conselor

Brainstorming

3 Effective listening Group discussion

4 Tangibility Prepare a report based on literature

5 Empathy Relevant article critique

6 Sincereness and respect Group work

7 Skills of stage Relevant article critique

8 Skills of stage Group work

9 Skills of stage Brainstorming

10 Combining of stage. Brainstorming

11 Therapotic relations Brainstorming

12 Transparency Group discussion

13 Opening oneself Relevant article critique



Akkoyun, F. (1994). Yardım becerileri alıștırmaları (Temel eğitim programı) (2.

baskı). Ankara: Form Ofset

Hill, C. E. & O’Brien, K. M. (1999). Helping skills: Facilitating exploration, insight

and action. Akkoyun, F. (1994). Yardım becerileri (Temel eğitim programı) (2.

baskı). Ankara: Form Ofset.

Carkhuff, R. (1986). The art of helping (5th ed.). Ambers: Human Resource

Development Press, Publishers of Human Technology

Egan, G. (1998). The skilled helper: A problem-management approach to helping.

(6th ed.) Pasific Groove: Brooks/Cole

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 5 70


12 2 24

Assignments 1 20 20

Project



Mid-terms 1 10 10


Total Work Load 134




Learning Outcomes

Programme Outcomes


LO1 3

LO2 5 5

LO3 4

LO4 4

LO5 3

LO6 4 3



Course Unit Title SCIENTIFIC RESEARCH METHODS





2




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course THE AİM OF THİS COURSE İS TO EMPHASİZE THE BASİC

CONCEPTS AND METHODS, RESEARCH PROCESS AND REPORTS.

Learning Outcomes

1) KNOWS BASİC CONCEPTS OF SCIENTIFIC RESEARCH

2) COPMREHENDS IMPORTANCE OF SCIENTIFIC RESEARCH

3) LEARNS METHODS AND TECHNICS OF SCIENTIFIC RESEARCH

4) LEARNS QUALITATIVE AND QUANTITATIVE RESEARCH

5) LEARNS METHODS OF DATA COLLECTION

6) TEST HYPOTHESIS

7) INTERPRETS FINDINGS

8) USE APA STYLE IN REFERENCES 9) RAPOR SCIENTIFIC RESEARCH

Course Contents

THE BASİC CONCEPTS AND METHODS, RESEARCH PROCESS

AND REPORTS, IMPORTANCE OF SCIENTIFIC RESEARCH,

QUALITATIVE AND QUANTITATIVE RESEARCH

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS



2 Basic Concepts Of Research Brainstorming

3 Importance Of Research In Social Sciences

Group discussion

4 Research Methods And Techniques Prepare a report based on literature

5 Qualitative And Quantitative Researches Relevant article critique

6 Data Gathering Methods And Techniques

Group work

7 Data Analysis Techniques Relevant article critique

8 Discussion And Evaluation Of Analysis Group work

9 Preparing Scientific Research Proposals And Reports

Brainstorming

10 Basic Statistic Accounts On Educational Data

Brainstorming

11 Concepts Of Measurement İn The Social Sciences

Brainstorming

12 Hypothesis Testing Group discussion

13 Data Analysis Techniques Relevant article critique



Karasar, N,.Bilimsel Araștırma Yöntemleri,Ankara, 1991.

Seyidoğlu, H,.Bilimsel Araștırma Ve Yazma El Kitabı, Ankara, 1998.

Șimșek, H,Veyıldırım, A,.Sosyal Bilimlerde Nitel Araștırma Yöntemleri,Ankara,

2000.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 2 28


12 2 24

Assignments 2 15 30

Project


1 10 10


Mid-terms 1 10 10


Total Work Load 112




Learning Outcomes

Programme Outcomes


LO1 5 5

LO2 4

LO3 4

LO4 3

LO5 4 3

LO6 3 5 4

LO7 3

LO8 5 5

LO9 4



Course Unit Title SERVICE PRACTICE TO SOCIETY





4




Year of Study


Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main objectives of this course is to With using the students’ knowledge

and abilities , do Project about actual problems with society

Learning Outcomes

1) Recognize Service practice to sociaty

2) Explain The importance of service practice to sociaty

3) Prepare procect about actual problems with society

4) Organize board, symposium, congress and conference

5) Compose some procect about social responsibility

6) Define how to use some skills in school about service practice to sociaty

7) Arrange program for students in schools.

8) Plan help people who stay in Child protection. Establishment, disabled

respect home.

Course Contents

The importance of service practice to society, Do procect about actual

problems with society, Attend board, symposium, congress and conference,

Attend in some procect about social responsibility, Learning how to use

some skills in school about service practice to society

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS



2 Service practice to sociaty Group discussion

3 The importance of service practice to society

Group discussion

4 Do procect about actual problems with society .

Brainstorming

5 Do procect about actual problems with society .


6 Attend board, symposium, congress and conference,

Brainstorming

7 Attend in some procect about social responsibility

Brainstorming

8 Learning how to use some skills in school about service practice to society


9 With using the students’ knowledge and abilities , do Project about actual problems with society

Group discussion

10

With using the students’ knowledge and abilities , do Project about actual problems with society and share out these Project.


11 To help people who stay in Child protection. Establishment, disabled respect home.

Brainstorming

12 To help people who stay in Child protection. Establishment, disabled respect home.

Group discussion

13 Attend in some project about social responsibility

Group discussion



Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 10 10

Project


1 10 10


Mid-terms 1 10 10


Total Work Load 106




Learning Outcomes

Programme Outcomes


LO1 5 4 3

LO2 5 3

LO3 3

LO4 5 5

LO5 4

LO6 4

LO7 3

LO8 4 3



Course Unit Title STRESS MANAGEMENT





4




Year of Study 4


7

Name of Lecturer

Mode of Delivery




Work Placement

Objectives of the Course The main objectives the this course is to bring to accomplish anxiety and

stres.

Learning Outcomes

1) Students express coping skills with anxiety and stress

2) Students recognize the factors which causes anxiety and stress.

3) Students define the socio economic and cultural reasons of stress.

4) Students evaluate coping methods with stress.

5) Students define the effect of stress to general human communication.

6) Students interpret the effect of stress to general business efficiency 7) Students interpret the concept of the atmospheres which causes stress and to face with this atmosphere.

Course Contents Our bodies and stres, Mental dimension. Emotions and limbic system.

Managing emotions, strategies of managing stres.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Definitions and qualities of stress

Brainstorming

2 Scientific approach to stress

Brainstorming

3 Careers and stres.

Group discussion

4 Pyychological well being


5 changing of stres.


6 Types of personality and stres.

Group work

7 Midterm Exam

8 Our bodies and stress


9 Mental dimension.

Group work

10 Emotions and limbic system

Brainstorming

11 Managing emotions

Brainstorming

12 strategies of managing stres.

Brainstorming

13 tension acts.

Group discussion

14 Yoga and meditation



Altıntaș, E,.Stres Yönetimi, Alfa Yayıncılık, İstanbul, 2003.

Ertekin, Y,. Stres Ve Yönetim, Gazi Yayınevi, Ankara, 2006.

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 10 10

Project


1 10 10


Mid-terms 1 10 10


Total Work Load 106




Learning Outcomes

Programme Outcomes


LO1 4 5 4

LO2 3 4

LO3 4 5 4

LO4 2 4

LO5 4 3 3

LO6 3 3 4

LO7

LO8



Course Unit Title FIELD WORKING TO PCG





6




Year of Study 4


8

Name of Lecturer

Mode of Delivery




Work Placement


The main objectives of this course are to teach field work especially

primary education and secondary educaiton.

Learning Outcomes

1) Recognize psychological counselling and guidance

2) Analyze psychological counselling and guidance in different

establishment

3) Develop personal guidance programmes

4) Use of test techniques and non test techniques and report

5) Asses the Research on practices spaces 6) Analyze the fıeld working in PCG

Course Contents

Examining of guidance ervices in preschool education, primary education

and secondary educaiton, Using of test techniques and non test techniques

and report this. Improve groups counselling programmes.

eek

ly D

etai

led

Cou

rse

Con

ten

ts

Week

TOPICS


1 Information about lesson

Brainstorming

2 Determining counselling rooms and determine

Group discussion

3 Investigation of exercise conditions

Group discussion

4 Information about skills of practices

Brainstorming

5 Supervised filed practice in schools or other educational settings and examineing weekly reports.


6 Supervised filed practice in schools or other educational settings and examineing weekly reports

Brainstorming


Brainstorming




Group discussion




Brainstorming


Group discussion


Group discussion


Brainstorming

Recommended or

Required Reading

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 5 70


12 2 24

Assignments 1 15 15

Project



Mid-terms 1 10 10


Total Work Load 159




Learning Outcomes

Programme Outcomes


LO1 4 5 4

LO2 4

LO3 5 3

LO4 4

LO5 3 3

LO6 4 3

LO7

LO8


Course Unit Title GUIDANCE AND PSYCHOLOGIC CONSULTATION SEMINAR





7




Year of Study 4


8

Name of Lecturer

Mode of Delivery




Work Placement


The main objectives of this course are to teach to student prepare

projects which they choose from guidance and psychologial counselling

field.

Learning Outcomes

1) Plan observation and psychotherapy.

2) Organize implementation of school guidance and counseling

activities.

3) Asses about relationships family and school.

4) Explain the effects of important and nonimportant problems.

5) Compose administration and controll of lessons. 6) Asses the efficiency of guidance and psychology.

Course Contents

to choose about guidance and psychologial counselling field and then

research. To discuss studies and knowledge about new progress in this

field.

Wee

kly

D

etai

led

C

ours

e C

onte

nts

Week

TOPICS


1 Introduction

Brainstorming

2 Planning observation and psychotherapy

Brainstorming

3 Organizing of school guidance and counseling activities.

Group discussion

4 Organizing of school guidance and counseling activities


5 Family and school relationships


6 Observing the effects of important and nonimportant problems

Group work




Group work

9 Administration and controll of lessons

Brainstorming

10 Assessment of student’s seminars.

Brainstorming

11 Accounts of school boks.

Brainstorming

12 Groups studies

Group discussion

13 Preparation of test analyises, scores and assessment.


14 General assessment.

Brainstorming


Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 4 56


12 2 24

Assignments 2 10 20

Project



Mid-terms 1 10 10


Total Work Load 150




Learning Outcomes

Programme Outcomes


LO1 3 4

LO2 4 5 4

LO3 4

LO4 5 3

LO5 4

LO6 3 3

LO7

LO8


Course Unit Title INSTITUTION EXPERIENCE





6




Year of Study 4


8

Name of Lecturer

Mode of Delivery




Work Placement


Gain to experience that psychological counsel and guidance to psychological

counsel and guidance units in variety institution and instutites (education,

health and industry)

Learning Outcomes

1) Gain to apprehension about psychological counsel and guidance working

in variety insttitutions.

2) Know that specialities of test and out-test technics that use psychological

counsel and guidance practices in variety insttitutions.

3) Know that intervention methods that use psychological counsel and

guidance practices in variety institutions.

4) Occur to practices that psychological counsel and guidance practices in

variety insttitutions. 5) Apply, evaluation and share to results that suitable to aim an out-test technic a group

Course Contents Psychological counsel and guidance services in variety institution and

instutites (education, health and industry)

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Investigation to psychological counsel and guidance working in variety insttitutions.

Brainstorming

2 Investigation to efficiency fields that Special Education Guidance and Counsel Services General Management.

Group discussion

3 Investigation to efficiencies that sample guidance research centre.

Group discussion

4 Investigation to occupational guidance working purloin by labor institution.

Brainstorming

5 Investigation to Occupational Adequacy Institution Working.


6 Investigation to efficiencies psychological counsel and guidance working purloin medico-social centre any university.

Brainstorming

7 Participation Guidance and Psychological Counsel Practices at the school.

8

To execute of Guidance and Psychological Counsel Working that To foresee of school programme with together school psychological counsultant.

Brainstorming

9 Revision of test and out-test technics.


10 Definition and revision of tests that can use.

Group discussion

11 Definition and revision of out-test technics that can use.


12

Out-test Technic Practice, Apply to suitable to aim that elect an out-test technic a group, Evaluation of prectice results that analyzing with some statistical technics, to report of practice results and share to concerned.

Brainstorming

13

Test Practice, Apply to suitable to aim that elect an test a group, Evaluation of prectice results that analyzing with some statistical technics, to report of practice results and share to concerned.

Group discussion

14 Investigation to school guidance and psychological counsel programme

Group discussion


Cansever, G. (1982). Klinik Psikolojide Değerlendirme Yöntemleri. İstanbul: Gözlem

Matbaacılık. Erkan, S. (1995). Örnek Grup Rehberliği Etkinlikleri. Ankara : Pegem Yayınları. Özçelik, D.A. (1981). Eğitimde Ölçme ve Değerlendirme (5.Baskı). Ankara : Meso Yayınevi. Kuzgun, Y. (1991). Üniversiteler, Yükseköğretim Programları ve Meslekler Rehberi. Ankara : ÖSYM Yayınları, No : 0015.

Kuzgun, Y. (1988). Kendini Değerlendirme Envanteri El Kitabı. Ankara : ÖSYM Yayınları. Özgüven, E. (1996). Görüșme; İlke ve Teknikleri. Ankara : İleri Matbaası. Usluer, E. (1998). Meslek İnceleme Kılavuzu. Ankara : MEB Talim Terbiye Kurulu Bașkanlığı. Özgüven, E. (1999). Hacettepe Kișilik Envanteri. Ankara : PDRM Yayınları.

(1998). Bireyi Tanıma Teknikleri. Ankara : PDREM Yayınları. (1994). Psikolojik Testler. Ankara : PDREM Yayınları.

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100




14 5 60


12 2 24

Assignments 1 15 15

Project


1 15 15


Mid-terms 1 10 10


Total Work Load 134




Learning Outcomes

Programme Outcomes


LO1 4 3 3

LO2 2 4

LO3 4 5 4

LO4 4

LO5 5 2 3

LO6

LO7

LO8


Course Unit Title PROFESSIONAL ETHIC AND LEGAL SUBJECTS





3




Year of Study 4


8

Name of Lecturer

Mode of Delivery




Work Placement


Ethic rules of psychologic Counselling and Guidance, occupational problems,

organisational structures in education foundation and mental health and to leran

about this structures, solution suggestions

Learning Outcomes

1) Demonstrates fields of psychologic counselling and guidanceas as a vocation, organisational proporties of schools, and problems about this issue and educational suggestions on this topic. 2) Distinquishes relationship psychologic Counselling and Guidance with other diciplines. 3) Translates ethic rules aboth psychologic Counselling and Guidance 4) Defines basic concepts in psychologic Counselling and Guidance 5) Interprets psychologic Counselling and Guidance how to coach 6) Evaluates vocational problems of counsellers and their responsiblities and tasks, to assess counsellers in terms of ethic standarts.

Course Contents

To examine psychologic Counselling and Guidance as a vocation, responsiblities

and tasks, coaching, voacational organisation, ethic isues and probems of

counselling in our country and solutions.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPICS


1 Fields of psychologic Counselling and Guidanceas as a vocation

Brainstorming

2 Ethic rules for workers in psychologic Counselling and Guidance

Brainstorming

3 Basic problems Fields of psychologic Counselling and Guidance

Group discussion

4 To organise psychologic Counselling and Guidance service in ministry of national education


5

Problems about personnel management and organisation of psychologic Counselling and Guidance service in ministry of national education

Group work

6 psychologic Counselling and Guidance in centry and problems

Brainstorming

7 Organisations in school and province and problems

Brainstorming

8 Observe regulations abouth psychologic Counsellers’ duties, responsibilities, vocational title and justices


9 To teach psychologic Counsellers(in Amerika,Europe Union and Turkey)

Brainstorming

10 Assesment of psychologic Counsellers(using and commenting measuring methots and their solution proposals)

Group discussion

11 Problems about Personal and social devolopment field real or hypothetic event and their solution proposals



Group discussion



14 General assessment Group discussion


Corey, G., Corey, M.S., Callanan, P. (1998). Issues and Ethics in the Helping Professions. 3rd Edition. Brooks/Cole Publishing Company, Pacific Grove, California.

Psikolojik Danıșma ve Rehberlik Alanında Çalıșanlar İçin Etik Kurallar. Psikolojik Danıșma ve Rehberlik Derneği (1995). Bacanlı, F. (1992). Rehber Öğretmenlerin Mesleki Kimlik ve Mesleki Ünvanlarına İlișkin Sorunları. II. Psikolojik Danıșma ve Rehberlik Kongresi’nde sunulan

bildiri.Hacettepe Üniversitesi, Ankara.

Doğan, S. (1998). Türkiye’de Psikolojik Danıșma ve Rehberlik Kimliği: Gelișme ve Sorunlar. Türk Milli Eğitim Dergisi, sayı: 139, 69-76. __________ (1995). Rehberlik ve Araștırma Merkezleri’nin Dünü, Bugünü, Yarını:

Gelișme ve Sorunlar. G.Ü. Gazi Eğitim Fakültesi Dergisi, sayı:3, 75-85. __________ (1997). Milli Eğitim Bakanlığı’nın Psikolojik Danıșma ve Rehberlikle İlgili Temel Yaklașım ve Politikaları: Son 25 Yılın Değerlendirilmesi. III. PDR Kongresi’nde sunulan bildiri. Çukurova Üniversitesi, Adana.

Assessments


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 2 28


12 1 12

Assignments 1 10 10

Project



Mid-terms 1 10 10


Total Work Load 80




Learning Outcomes

Programme Outcomes


LO1 4 5 4

LO2 4

LO3 5 3

LO4 4

LO5 3 3

LO6 4 3

LO7

LO8



Course Unit Title EDUCATION TO INCOMPATIBLE CHILDREN





4




Year of Study 4


8

Name of Lecturer

Mode of Delivery




Work Placement


To provide knowledge about the definition and classification of behavior

problems. to provide knowledge about the techniques used to cope with

behavior problems on a application level

Learning Outcomes

1) Students define problem behaviors according to suitable criteria

2) Students classify problem behaviors

3) Students apply the steps that take place in the process of deciding problem

behaviors

4) Students Explain and apply the shaping procedure

5) Students use the activity awards and social awards

6) Students apply the convertible symbol system

7) Students apply reinforcement rates

8) Students apply the methods that enable the permanence of behaviors

9) Students apply behavior reducing processes

10) Students define punishment in daily language and according to behavior

sciences

11) Students apply the efficient use of punishment

12) Students apply excessive correction and wearying methods.

13) Students apply the break, value of reaction and fading away methods. 14) Students apply separate stiffening procedures.

Course Contents

The basis, history, definition, principles and importance of practical behavior

analysis. Designating defining, measuring and recording target behavior.

Evaluation and analysis of collected data related to target behavior. The use

of data for deciding education. Behavior increasing principles and processes,

Types of Award and use of them, Symbol intensifying, principles and

processes in teaching new behaviors, Behavior reducing principles and

processes, separate stiffening, fading away, value of reaction.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Definition and classification of behavior problems

Brainstorming

2 Deciding on problem behavior Brainstorming

3 Creating new behavior (shaping) Group discussion

4 The use of social awards and activity awards


5 Stiffening through contertible symbol Group work

6 Stiffening rates Brainstorming

7 Mid-term examination

8 Providing permanence on behavior Brainstorming

9 What is punishment? Relevant article critique

10 The efficient use of punishment Brainstorming

11 The use of physical punishment, devilish correction and wearying

Group discussion

12 The use of break, value of reaction and fading away procedures


13 Separate stiffening procedures Group discussion

14 Sample applications Relevant article critique


1- Özyürek. M. (2005) Sınıfta davranıș değiștirme (Uygulamalı Davranıș Analizi).

Ankara: Kök yayıncılık

2- Özyürek, M. (2005) Sınıf yönetimi. Ankara: Kök yayıncılık

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 2 24

Assignments 1 10 10

Project


1 10 10


Mid-terms 1 15 15


Total Work Load 116


ECTS Credit of the Course

5


Learning Outcomes

Programme Outcomes


LO1 5 4 5 4

LO2 4 4

LO3 3

LO4 3 4

LO5 5 4

LO6 4

LO7 4 3

LO8

LO9 3

LO10 3 4

LO11 5 4

LO12 4

LO13 4 3

LO14



Course Unit Title PDR IN MASTER





4




Year of Study 4


8

Name of Lecturer

Mode of Delivery




Work Placement


This lesson aim of basic assumptions, structurals of guidance at the

master and investigation to reseraches related to guidance. Besides of

these handle of contributions to Guidance and Psychological Counsel.

Learning Outcomes

1) Interpret to Principles of Psychology Counsel at the Master

2) Explain Importent of Fertile Lesson Study at the Master

3) Develop to Decision Making Skill

4) Changes his/her of Bad Habits and Develops his/her Good Habits

5) Explain to Importent of Psychology Counsel at the Master 6) Produce solution problems in the age of youth at the Master

Course Contents Occupational Guidance at the Master, adjudication at the Master and

Principles of Psychology Counsel at the Master.

Wee

kly

Det

aile

d C

ours

e C

onte

nts

Week

TOPİCS


1 Principles of Psychology Counsel at the Master

Brainstorming

2 Basic Psychology at the Master Brainstorming

3 Economic Basics of Psychology Counsel at the Master

Group discussion

4 Social Basics of Psychology Counsel at the Master


5 Fertile Lesson Study at the Master Relevant article critique

6 Solving of Discussing at the Master Group work

7 Midterm Exam

8 Occupational Guidance at the Master Relevant article critique

9 Adjudication at the Master Group work

10 Anxiety Test at the Master Brainstorming

11 Habits at the Master Brainstorming

12 Loneliness and Shyness at the Master Brainstorming

13 Principles of Psychology Counsel at the Master

Group discussion

14 Occupational Guidance at the Master Relevant article critique


Yeșilyaprak,Binnur, Eğitimde Rehberlik Hizmetleri,,Nobel Yayınları, Ankara

2002.

Selçuk, Ziya, Sınıf İçi Rehberlik Uygulamaları, Pegem- A Yayıncılık,Ankara,

2000.

Erkan, Serdar, Okul Psikolojik Danıșma Ve Rehberlik Programının

Hazırlanması,Nobel Yayınları, Ankara 2001.

Assesements


Quantity Weigh %

Assignment 1 30

Project


Quizzes 2 20

Mid-terms 1 50

Total 100


40


TOTAL 100





14 3 42


12 1 12

Assignments 1 15 15

Project


1 15 15


Mid-terms 1 15 15


Total Work Load 114




Learning Outcomes

Programme Outcomes


LO1 3 4

LO2 4 3

LO3 4 4 4

LO4 5

LO5 3

LO6


course unit title introduction in psychology course unit … › userfiles › ckupload › upload...

Documents