| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Teachıng Practıcum 2 | MB402 | Turkish | Compulsory | 8. Semester | 2 + 6 | 5.0 | 10.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | face to face |
| Course Coordinator | Doç. Dr. Osman AKTAN |
| Instructor(s) | Doç. Dr. Osman AKTAN (Bahar), Dr. Öğr. Üyesi Ayşe Nur KART (Bahar), Dr. Öğr. Üyesi Hakan ÖZAK (Bahar), Dr. Öğr. Üyesi Mehmet KART (Bahar), Öğr. Gör. Zeynep Sena DERDİYOK (Bahar) |
| Goals | The aim of this course is to enable students to learn about the laws of special education, to keep anecdotal records, to develop a rough assessment form, to use the appropriate behavior change technique by determining target behavior, to plan and apply the teaching of a skill and a concept, and to apply them with the help of appropriate tools and equipment. |
| Course Content | Kavram, beceri, oyun ve akademik alanlarda belirlenen becerilerde öğretim yapma, yaptığı öğretime ilişkin kayıt tutma, kalıcılık ve genelleme çalışmaları yapma ve kayıtların grafiksel gösterimi, davranış değiştirme programı hazırlama ve uygulama, anekdot kaydı tutma, anekdot kaydını ABC kaydına çevirme, tuttuğu kayıtlardan, bir öğrencinin değiştirilecek bir davranışını belirleme, değiştirme tekniğine karar verme, seçtiği davranış değiştirme tekniğini uygulama, uygulamaya ilişkin günlük kayıt tutma, uygulama sonucunda davranış değiştirme uygulaması sonuç raporu yazma. |
| # | Öğrenme Kazanımı |
| 1 | Examines the weekly course schedule, student list, annual and unit plans of the class and puts them in the application file. |
| 2 | "If I were you, how would I do it?" thinks in the form of the planned form and puts in the application file. |
| 3 | Prepare BEP in line with the students' needs. |
| 4 | Prepare a curriculum for teaching a concept determined. |
| 5 | Implements the concept teaching program prepared. |
| 6 | Records and graphs the results of the concept curriculum. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | The first meeting is held with the students, information is given about the schools and groups, and the "Teaching Practice I Course Directive" is explained to the students. | Verbal Expression Class Hours (14 weeks) |
| 2. Week | By observing the classroom environment, students obtain the weekly lesson program and student list, draw a classroom sketch that includes the physical arrangements in the classroom and shows the students' places, and put it in their files. | Preparation, After Class Study Verbal Expression Practice |
| 3. Week | Makes the first evaluation (rough evaluation) of the student using the "Performance Determination Form for Individuals with Mental Disabilities" for "at least two students" in the class. | Practice Class Hours (14 weeks) Preparation, After Class Study Verbal Expression |
| 4. Week | It keeps an anecdotal record for the target student once a day, for 15 minutes in “at least two different lessons” and determines and defines the target behavior that is desired to be reduced. | Preparation, After Class Study Practice |
| 5. Week | According to the rough evaluation results, in line with the priority needs of the student, a maximum of 6 priority objectives (behavior to be increased) and 1 problem behavior to be reduced are determined. | Preparation, After Class Study Research Practice |
| 6. Week | Creates a behavior profile for the target behavior that is desired to be reduced (behavior profile is made in each lesson during the two days of internship, using the appropriate observation and recording technique regarding the target behavior). | Preparation, After Class Study Research Practice |
| 7. Week | According to the behavior profile result, Environment-Behavior-Result (ODS) analysis is performed for the target behavior that is desired to be reduced. | Research Practice |
| 8. Week | Midterm Exam | Practice |
| 9. Week | ODS collects and graphs at least 3 sessions of baseline data for the behavior whose analysis has been completed. | Preparation, After Class Study Research Practice |
| 10. Week | It reports all the data it collects about behavior. | Preparation, After Class Study Research Practice |
| 11. Week | At least 3 sessions of baseline data are collected for the desired behaviors in the goal list. | Practice Research Preparation, After Class Study |
| 12. Week | Those who complete the starting level data start preparing the BEP. | Preparation, After Class Study Research Practice |
| 13. Week | He/she starts teaching and continues to collect data during teaching sessions and plots the data he/she collects on a graph daily. | Practice Class Hours (14 weeks) |
| 14. Week | He/she starts teaching and continues to collect data during teaching sessions and plots the data he/she collects on a graph daily. | Class Hours (14 weeks) Preparation, After Class Study Research Practice |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Defines the criteria and assessment tools necessary for students to be diagnosed with special needs. | ✔ | |||||
| 2 | Evaluates the motor, emotional, social, cognitive and academic development of individuals with special needs. | ✔ | |||||
| 3 | Uses effective teaching methods to support the motor, social, cognitive and academic development of individuals with special needs. | ✔ | |||||
| 4 | Uses effective teaching methods to support the independent living and self-determination skills of individuals with special needs. | ✔ | |||||
| 5 | Collaborates with family and other professionals in order to increase the effectiveness and continuity of teaching. | ✔ | |||||
| 7 | Is aware of the attitude, responsibility, and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans, implements, and evaluates the learning-teaching process effectively, considering the curricula' basic concepts, principles, and characteristics. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods, and instructional technologies in creating the learning-teaching process. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 |
|---|---|---|---|---|---|---|
| PY1 | 4 | 4 | 4 | 4 | 4 | 4 |
| PY2 | 3 | 3 | 4 | 4 | 4 | 4 |
| PY3 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY4 | 5 | 4 | 4 | 5 | 4 | 5 |
| PY5 | 4 | 4 | 5 | 5 | 5 | 5 |
| PY7 | 4 | 3 | 3 | 4 | 4 | 4 |
| PY8 | 4 | 4 | 4 | 4 | 4 | 4 |
| PY9 | 4 | 4 | 4 | 4 | 4 | 4 |
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours (14 weeks) | 14 | 2 | 28 |
|
Ders Dışı |
Preparation, After Class Study | 14 | 1 | 14 |
| Research | 14 | 1 | 14 | |
| Other Activities | 14 | 1 | 14 | |
|
Sınavlar |
Midterm 1 | 1 | 2 | 2 |
| Homework 1 | 1 | 10 | 10 | |
| Final | 1 | 2 | 2 | |
| Practice | 14 | 2 | 28 | |
| Practice End-Of-Term | 14 | 1 | 14 | |
| Classroom Activities | 14 | 2 | 28 | |
| Total Workload | 154 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 10.0 | ||
