TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| PRE-SCHOOL TEACHING PR. | |
| Code | O302 |
| Name | Special Teaching Methods II |
| Term | 2017-2018 Academic Year |
| Semester | 6. Semester |
| Duration (T+A) | 2-2 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Üniversite Dersi |
| Type | Normal |
| Label | C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. ŞULE ERDEN ÖZCAN |
| Course Instructor |
Doç. Dr. ŞULE ERDEN ÖZCAN
(Bahar)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
Recognizing various models and approaches used inTurkey and in different countries
Course Content
Explain models and approaches used in preschool education Compare models and approaches used in different countries and in Turkey
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Explains the theories of development, learning, and education related to pre-school children. | |
| PLO02 | - | Explains regulations, principles and education program about early childhood education. | |
| PLO03 | - | Explains basic concepts related to Science and Mathematics. | |
| PLO04 | - | Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. | |
| PLO05 | - | Uses family involvement strategies actively. | |
| PLO06 | - | Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . | |
| PLO07 | - | Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. | |
| PLO08 | - | Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. | |
| PLO09 | - | Applies appropriate methods and techniques to support children´s development from all perspectives. | |
| PLO10 | - | Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. | |
| PLO11 | - | Modifies education settings to accommodate children with special needs and applies an inclusive education. | |
| PLO12 | - | Uses information technology effectively to reach educational goals. | |
| PLO13 | - | Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. | |
| PLO14 | - | Takes an active role in individual and group activities and successfully finish the tasks. | |
| PLO15 | - | Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. | |
| PLO16 | - | Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. | |
| PLO17 | - | Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. | |
| PLO18 | - | Has necessary skills and knowledge in the fields of music, games and drama. | |
| PLO19 | - | Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. | |
| PLO20 | - | Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Explain models and approaches used in preschool education | Reading resources related to the content | |
| 2 | Explain models and approaches used in Spain | Reading resources related to the content, individual working | |
| 3 | Explain models and approaches used in Estonia | Reading resources related to the content, individual working | |
| 4 | Explain models and approaches used in Denmark | Reading resources related to the content, individual working | |
| 5 | Explain models and approaches used in Sweden | Reading resources related to the content, individual working | |
| 6 | Explain models and approaches used in Austria | Reading resources related to the content, individual working | |
| 7 | Explain models and approaches used in Nederland | Reading resources related to the content, individual working | |
| 8 | Mid-Term Exam | Preparing for midterm | |
| 9 | Explain models and approaches used in USA | Reading resources related to the content, individual working | |
| 10 | Explain models and approaches used in Belgium | Reading resources related to the content, individual working | |
| 11 | Explain models and approaches used in Germany | Reading resources related to the content, individual working | |
| 12 | Explain models and approaches used in Poland | Reading resources related to the content, individual working | |
| 13 | Explain models and approaches used in İtaly | Reading resources related to the content, individual working | |
| 14 | Explain models and approaches used in Afghanistan | Reading resources related to the content, individual working | |
| 15 | Explain models and approaches used in Turkmenistan ande Yemen | Reading resources related to the content, individual working | |
| 16 | Term Exams | General Revision for Final exam | |
| 17 | Term Exams | General Revision for Final exam |
Assessment (Exam) Methods and Criteria
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Performance Task (Application) | 100 | 40 |
| General Assessment | ||
| Midterm / Year Total | 100 | 40 |
| 1. Final Exam | - | 60 |
| Grand Total | - | 100 |