|Course Title||Code||Semester||L+P Hour||Credits||ECTS|
|Guidance *||MB 425||7||3||3||5|
|Prerequisites and co-requisites|
|Recommended Optional Programme Components||None|
|Language of Instruction||Turkish|
|Course Level||First Cycle Programmes (Bachelor's Degree)|
|Course Coordinator||Asst.Prof.Dr. Egemen HANIMOĞLU|
The purpose of this course is to teach about the significance of guidance and psychological counseling in modern educational system.
The contents of this course include the definition of guidance, types of guidance, principles of guidance, service areas of guidance, models of guidance, implication of guidance, techniques of individual recognition.
|Course's Contribution To Program|
|No||Program Learning Outcomes||Contribution|
They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects.
They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar.
They can evaluate the periods of Turkish literature and the important people, events and the phenomena.
They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students.
They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8.
They can criticise and/or explain the characteristics of philosophical, literary and other works of art.
They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving.
They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills.
They can develop appropriate learning materials and use the information and communication technologies in this process effectively.
They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques.
They can take individual and group responsibility to solve the problems encountered related to classroom management.
They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any.
They can acquire self-learning ability.
They can communicate effectively with students, teachers, friends, school management and parents.
They can improve themselves about the cultural and social aspects.
They have the knowledge and skills required by the field of study.
They can apply the basic principles and general objectives of education.
|1||Personal student guidance sevices in contemporary education system||Personal student guidance sevices in contemporary education system|
|2||Personal student guidance sevices in contemporary education system||Personal student guidance sevices in contemporary education system|
|3||Kinds of guidance||Kinds of guidance|
|4||Kinds of guidance||Kinds of guidance|
|5||Individual recognition techniques||Individual recognition techniques|
|6||Individual recognition techniques||Individual recognition techniques|
|7||Individual recognition techniques||Individual recognition techniques|
|8||Mid-Term Exam||Midterm Exam|
|9||Individual recognition techniques||Individual recognition techniques|
|10||Individual recognition techniques||Individual recognition techniques|
|11||Individual recognition techniques||Individual recognition techniques|
|12||Individual recognition techniques||Individual recognition techniques|
|13||Individual recognition techniques||Individual recognition techniques|
|14||Individual recognition techniques||Individual recognition techniques|
|15||Individual recognition techniques||Individual recognition techniques|
|Recommended or Required Reading|