TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SAB214 |
| Name | Intelligence and Intelligence Theories |
| Term | 2018-2019 Academic Year |
| Semester | 4. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Üniversite Dersi |
| Type | Normal |
| Label | E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. AYTEN İFLAZOĞLU SABAN |
| Course Instructor |
Prof. Dr. AYTEN İFLAZOĞLU SABAN
(Bahar)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim of this course, is to provide information about intelligence, intelligence theory and multiple intelligences theory and. The course also will rely on how to do educational planning, implementation and evaluation according to the theory of multiple intelligences
Course Content
Intelligence and individuality, before multiple intelligence, many kinds of intelligence, a description of multiple Intelligence theory, intelligent environments, assessment of the intelligences, implications of the theory of multiple intelligences for curriculum, we are smarter than we think, educating for intelligence
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | The human brain, intelligence, IQ and defining a single concept of intelligence |
| LO02 | Theories of intelligence and description of the properties of intelligence |
| LO03 | Explanation of the relationship between individual differences and intelligence |
| LO04 | Describes the theory of multiple intelligences |
| LO05 | Explain the factors influencing the development of multiple intelligence areas |
| LO06 | Explain how to determine multiple intelligences areas and use appropriate measurement tools |
| LO07 | Evaluates the place of multiple intelligence theory in education |
| LO08 | Organize the classroom environment in accordance with the principles of the theory of multiple intelligence |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). | 0 |
| PLO02 | - | Evaluates the characteristics of 1st-5th year primary school students´´ development along with their role in learning. | 4 |
| PLO03 | - | Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. | 4 |
| PLO04 | - | Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. | 0 |
| PLO05 | - | Makes a critique of art products in the light of information regarding art and describes their qualities. | 0 |
| PLO06 | - | Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. | 3 |
| PLO07 | - | Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. | 4 |
| PLO08 | - | Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account | 0 |
| PLO09 | - | Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. | 0 |
| PLO10 | - | Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. | 0 |
| PLO11 | - | Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education | 0 |
| PLO12 | - | Monitors their performance and attempts to improve their professional knowledge and skills. | 0 |
| PLO13 | - | Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills | 5 |
| PLO14 | - | Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. | 3 |
| PLO15 | - | Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively | 0 |
| PLO16 | - | Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. | 0 |
| PLO17 | - | Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. | 0 |
| PLO18 | - | Develops projects and activities in order to make the social environment livable. | 0 |
| PLO19 | - | Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. | 0 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction, course content, objectives and requirements for promotion | Reading related literature | |
| 2 | Intelligence, mind, ability and skill | Answering preparation questions and reading section | |
| 3 | Intelligence, mind, ability and skill | Answering preparation questions and reading section | |
| 4 | Investigation theories of intelligence and theoretical foundations of the multiple intelligences | Answering preparation questions and reading section | |
| 5 | Theoretical foundations of the multiple intelligences | Answering preparation questions and reading section | |
| 6 | Areas of verbal-linguistic and visual-spatial intelligence | Answering preparation questions and reading section and preparing presentation | |
| 7 | Areas of misical-rhythmic and bodily-kinesthetic intelligence | Answering preparation questions and reading section and preparing presentation | |
| 8 | Mid-Term Exam | Prepare for exam | |
| 9 | Areas of logical-mathematical and interpersonal intelligence | Answering preparation questions and reading section and preparing presentation | |
| 10 | Areas of intrapersonal and naturalist intelligence | Answering preparation questions and reading section and preparing presentation | |
| 11 | Establish a program to create an awareness to multiple intelligence areas | Making decision on the activities will be include in the awareness program | |
| 12 | Implementation and evaluate the awareness program which prepared according to multiple intelligence areas | Implementation and evaluation awareness program | |
| 13 | Examination the effort made to identify multiple intelligence areas | Answering preparation questions and reading section and preparing presentation | |
| 14 | Examining an article and master or doctoral theses based on the multiple intelligence theory | Examination of the thesis and article and preparation of presentation | |
| 15 | Assesing the courseas a whole | Written comments and suggestions | |
| 16 | Term Exams | Prepare for exam | |
| 17 | Term Exams | Prepare for exam |
Assessment (Exam) Methods and Criteria
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 40 |
| General Assessment | ||
| Midterm / Year Total | 100 | 40 |
| 1. Final Exam | - | 60 |
| Grand Total | - | 100 |