|
| Course Description |
|
| Course Name |
: |
Multiple Intelligences Practies |
|
| Course Code |
: |
SÖ 748 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
Second Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall and Spring (16 Weeks) |
|
| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. AYTEN İFLAZOĞLU SABAN
|
|
| Learning Outcomes of the Course |
: |
Explores what should be done in adapting the theory of multiple intelligences in the educational process
Explains how to organize learning-teaching process according multiple intelligence
Designs instructional activities based on the theory of multiple intelligence
Explains how to prepare a lesson plan based on the theory multiple intelligence and prepares
Implements and evaluates lesson plans
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
To teach the principles of the theory of multiple intelligences, planning, implementation and evaluation teaching process, projects in different academic areas in accordance with the instruction of multiple intelligence theory. |
|
| Course Contents |
: |
Multiple intelligences in the schools, implication of the theory of multiple intelligence for curriculum, lesson planning through the multiple intelligence, interdisciplinary planning through the multiple intelligence, implication of the multiple intelligence at mat, science, social science and language course, assessment through the multiple intelligence
|
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Examination of the application process of research based on multiple intelligence theory |
Examination of relevant source |
Discussion, Cooperative learning |
|
2 |
Examination of the application process of research based on multiple intelligence theory |
Examination of relevant source |
Discussion, Cooperative learning |
|
3 |
Each student´s review multiple intelligences activities books related to their own field , report, present and discuss |
Review books about their field of study and prepare report |
Discussion, Cooperative learning, project based learning |
|
4 |
Each student´s review multiple intelligences activities books related to their own field, report, present and discuss |
Review books about their field of study and prepare report |
Discussion, Cooperative learning, project based learning |
|
5 |
Preparing activites and sharing them in the classroom |
Planing activities |
Discussion, Cooperative learning, |
|
6 |
Preparing activites and sharing them in the classroom |
Planing activities |
Discussion, Cooperative learning, |
|
7 |
Design preparation program and discussion |
Determination of preparatory program activities |
Discussion, Cooperative learning, project based learning |
|
8 |
Mid-term exam |
Exam preparation |
Written exam |
|
9 |
Prepare lesson plans for their experimantal study |
Review the relevant source for plans |
Discussion, Cooperative learning, project based learning |
|
10 |
Presenting the pattern of experimental study |
Planing experimental research |
Discussion, Cooperative learning |
|
11 |
Experimental research |
The implementation of experimantal study |
Experimental process |
|
12 |
Experimental research |
The implementation of experimantal study |
Experimental process |
|
13 |
Experimental research |
The implementation of experimantal study |
Experimental process |
|
14 |
Experimental research |
The implementation of experimantal study |
Experimental process |
|
15 |
Evaluation of experimental study |
Reporting experimental process |
Discussion, Cooperative learning, |
|
16/17 |
Final exam |
Exam preparation |
Written exam |
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Armstrong, T. (2000). Multiple Intelligences in the Classroom. Second Edition. Alexandria, Virginia USA: Association for Supervision and Curriculum Development.
Selçuk, Z. Kayılı, H. ve Okut, L. (2004). Çoklu Zeka Uygulamaları. Ankara: Maya-Gen Eğitim Yayınları
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
|
| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
30 |
|
Homeworks/Projects/Others |
6 |
70 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
Rate of Final Assessments to Success
|
60 |
|
Total |
100 |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines scientific research and analysis methods which are used in social sciences. |
0 |
|
2 |
Refers to the 1st- 4th grades primary education class schedules and basic principles. |
0 |
|
3 |
Explains the theories of development and learning within the scope of primary education at 1st- 4th grades. |
0 |
|
4 |
Clarifies teaching strategies, methods and techniques based upon the qualifications of graduation. |
4 |
|
5 |
Explains the interaction among the disciplines related to the field. |
0 |
|
6 |
Describes the teaching principles of the subject areas (Social Studies, Turkish, Science, Mathematics, etc.) of primary education at the 1st - 4th grades at a professional level. |
0 |
|
7 |
Utilizes the combined information about class teaching and different areas. |
0 |
|
8 |
Explains theoretical and practical knowledge of the field at a professional level. |
0 |
|
9 |
Has a critical approach to the national and internatinal applications concerning the primary education. |
0 |
|
10 |
Plans and executes a scientific research. |
0 |
|
11 |
Conducts teaching methods and techniques by taking qualifications of graduation into account. |
5 |
|
12 |
Performs the study required for expertise in their field independently. |
0 |
|
13 |
Has the quality of leadership in situations related to problem solving in their field or organises teamwork. |
0 |
|
14 |
Questions the scientific and social issues in a critical way, and welcomes new perspectives. |
4 |
|
15 |
Conducts the studies in the field within the framework of lifelong learning. |
3 |
|
16 |
Follows social and technological developments. |
0 |
|
17 |
Conducts a scientific study in the field of primary education, and supporting with both qualitative and quantitative data submits the study to the experts and non-experts using written, oral and visual presentation techniques. |
3 |
|
18 |
Utilises information and communication technologies effectively. |
0 |
|
19 |
Speaks one of the languages in the European language portfolio fluent enough to understand knowledge related to the field and maintain oral and written communication. |
0 |
|
20 |
Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|
| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
|
Out of Class Study (Preliminary Work, Practice) |
7 |
8 |
56 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
6 |
8 |
48 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
4 |
4 |
|
Final Exam |
1 |
4 |
4 |
|
Total Workload: | 154 |
| Total Workload / 25 (h): | 6.16 |
| ECTS Credit: | 6 |
|
|
|