| Course Description |
|
| Course Name |
: |
Counselling |
|
| Course Code |
: |
MB 403 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
5 |
|
| Name of Lecturer(s) |
: |
Instructor FATMA BÜYÜKKATRAN
|
|
| Learning Outcomes of the Course |
: |
Understands the significance of guidance.
Defines guidance and explains its goals and principles.
Understands the common types and service area of guidance.
Explains the models of guidance.
Understands the different techniques and measurements used in individual recognition.
Understands the structure of counseling organization.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The purpose of this course is to teach about the significance of guidance and psychological counseling in modern educational system. |
|
| Course Contents |
: |
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. |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Education faculty classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Personal student guidance sevices in contemporary education system |
Reading on the topic |
Interactive teaching |
|
2 |
Personal student guidance sevices in contemporary education system |
Reading on the topic |
Interactive teaching |
|
3 |
Kinds of guidance |
Reading on the topic |
Interactive teaching |
|
4 |
Kinds of guidance |
Reading on the topic |
Interactive teaching |
|
5 |
Guidance service areas |
Reading on the topic |
Interactive teaching |
|
6 |
Guidance service areas |
Reading on the topic |
Interactive teaching |
|
7 |
Guidance service areas |
Reading on the topic |
Interactive teaching |
|
8 |
mid-term exam |
Reading on the topic |
test |
|
9 |
Individual recognition techniques |
Reading on the topic |
Interactive teaching |
|
10 |
Individual recognition techniques |
Reading on the topic |
Interactive teaching |
|
11 |
Individual recognition techniques |
Reading on the topic |
Interactive teaching |
|
12 |
Individual recognition techniques |
Reading on the topic |
Interactive teaching |
|
13 |
Individual recognition techniques |
Reading on the topic |
Interactive teaching |
|
14 |
Guidance and psychological counseling organization |
Reading on the topic |
Interactive teaching |
|
15 |
Humanistic approach to guidance and psychological counseling. |
Reading on the topic |
Interactive teaching |
|
16/17 |
final |
test |
test |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. |
3 |
|
2 |
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. |
0 |
|
3 |
They can take individual and group responsibility to solve the problems encountered related to classroom management. |
0 |
|
4 |
They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. |
0 |
|
5 |
They can criticise and/or explain the characteristics of philosophical, literary and other works of art. |
0 |
|
6 |
They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. |
0 |
|
7 |
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. |
0 |
|
8 |
They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. |
0 |
|
9 |
They can develop appropriate learning materials and use the information and communication technologies in this process effectively. |
0 |
|
10 |
They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. |
0 |
|
11 |
They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. |
0 |
|
12 |
They can evaluate the periods of Turkish literature and the important people, events and the phenomena. |
0 |
|
13 |
They can acquire self-learning ability. |
4 |
|
14 |
They can communicate effectively with students, teachers, friends, school management and parents. |
3 |
|
15 |
They can improve themselves about the cultural and social aspects. |
4 |
|
16 |
They have the knowledge and skills required by the field of study. |
0 |
|
17 |
They can apply the basic principles and general objectives of education. |
2 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
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