ÖYE611 - EDUCATIONAL STRATEGIES FOR GIFTED STUDENTS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| EDUCATIONAL STRATEGIES FOR GIFTED STUDENTS | ÖYE611 | 1st Semester | 3 | 0 | 3 | 8 |
| Prequisites | none | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work Preparing and/or Presenting Reports Demonstration Problem Solving Brain Storming Project Design/Management | |||||
| Instructor (s) | Instructor | |||||
| Course objective | To make students comprehend educational strategies for gifted education and their features | |||||
| Learning outcomes |
| |||||
| Course Content | Rationale of educational strategies for gifted education, grouping, acceleration, enrichment, mentorship, multiple strategies for gifted education | |||||
| References | Whitton, D. (2002). Educational strategies for gifted children, Hawker Brownlow Education Pty Ltd, Melbourne, Australia VanTassel-Baska, J. (1992). Educational decision making on acceleration and grouping. Gifted Child Quarterly, 36(2), 68-72. Brody, L. E., & Reis, S. M. (Eds.). (2004). Grouping and acceleration practices in gifted education. Corwin Press. Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Creative Learning Press, Inc., PO Box 320, Mansfield, CT 06250. Maker, C., & Nielson, A. B. (1995). Teaching models in education of the gifted. Pro-ed, 8700 Shoal Creek Blvd., Austin, TX 78757-6897. Feldhusen, J. F., & Kolloff, M. B. (1978). A three stage model for gifted education. Gifted Child Today, 1(4), 3-57. Pleiss, M. K., & Feldhusen, J. F. (1995). Mentors, role models, and heroes in the lives of gifted children. Educational Psychologist, 30(3), 159-169. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Concepts of educational strategies for gifted students |
| Week 2 | Rationales of educational strategies for gifted students |
| Week 3 | Grouping |
| Week 4 | Grouping |
| Week 5 | Acceleration |
| Week 6 | Acceleration |
| Week 7 | Enrichment |
| Week 8 | Enrichment |
| Week 9 | Mid-term exam. |
| Week 10 | Mentorship |
| Week 11 | Mentorship |
| Week 12 | Multiple strategies for gifted education |
| Week 13 | Multiple strategies for gifted education |
| Week 14 | Evaluation of educational strategies for gifted students |
| Week 15 | General Evaluation |
| Week 16 | Mid-term final exam. |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 15 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 15 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 2 | 14 | 28 |
| Presentation / Seminar Preparation | 1 | 30 | 30 |
| Project | 0 | 0 | 0 |
| Homework assignment | 1 | 30 | 30 |
| Midterms (Study duration) | 1 | 50 | 50 |
| Final Exam (Study duration) | 1 | 60 | 60 |
| Total Workload | 20 | 187 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. He/ she have theoretical and practical knowledge about educational research methods and quantitative research in proficiency level according to graduate competences and improves and deepens this knowledge. | X | ||||
| 2. He/she discusses advantages and disadvantages of research methods in education for different research problem | X | ||||
| 3. He/she uses theoretical and practical knowledge about educational research methods in proficiency level according to graduate competences and improves and deepens this knowledge | X | ||||
| 4. He/she forms new knowledge by combining knowledge coming from different kinds of disciplines. | X | ||||
| 5. He/she brings proposals of solution to the questions required proficiency by using quantitative scientific research techniques. | X | ||||
| 6. He/ she edits a problem in gifted education independently, develops the ways of solutions, solves, evaluates the results and applies when it is necessary. | X | ||||
| 7. He/she develops new strategically approach as against the complex situations that he /she couldn?t predict in practices of gifted education field and create solutions by taking responsibilities. | X | ||||
| 8. He/she takes part in team works about gifted education effectively and becomes leader. | X | ||||
| 9. He/she evaluates the knowledge about gifted education critically and leads learning. | X | ||||
| 10. He/she designs the studies in gifted education field in lifelong learning. | X | ||||
| 11. He /she transfers developments in gifted education and his/her own studies to the groups in field or out of fields in written, oral and visual ways systematically. | X | ||||
| 12. He/ she examines social relationships in occupational and Professional environments and also examines models that lead these relationships with a critical view point and acts in order to develop and change them when it is necessary. | X | ||||
| 13. He/she communicates orally and in written by using at least one foreign language in Europe Language Level B2. | X | ||||
| 14. He/she shares the knowledge about gifted education as written and orally in national/international level. | X | ||||
| 15. He/she uses the computer and communication technologies together in gifted educational discipline required in advance level. | X | ||||
| 16. He/she comments strategically, political and practical plans of gifted education, develops these plans and evaluates the results gathered within the frame of quality processes. | X | ||||
| 17. He/she controls the processes of gathering data, commenting and announcing them in scientific and ethical values base and teaches these values. | X | ||||
| 18. He/she applies the knowledge and abilities gained from gifted education in interdisciplinary studies. | X | ||||
| 19. He/she evaluates daily developments according to national values and realities of country. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest