| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-RPDS4 | School Counseling and Counseling \ Affective Training | Elective | 3 | 6 | 4 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| To be able to realize affective goals in education and gain an understanding of education that focuses on these goals. |
| Name of Lecturer(s) |
| Dr. Öğt. Üyesi Mehtap KARACİL |
| Learning Outcomes |
| 1 | Identify and classify affective processes in the context of developmental and educational processes | | 2 | Knows the theoretical explanations of affective learning | | 3 | Knows the theoretical explanations of affective education | | 4 | Identifies the barriers related to affective learning and education, constructs educational, personal, social and professional guidance processes on prevention and intervention. | | 5 | To be able to evaluate and develop programs related to affective learning and education. | | 6 | Evaluates the affective characteristics in the individual developmental process. |
|
| Mode of Delivery |
| Normal Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Definition of affect, affective field classification, affective field steps: receiving, reacting, value
making, organizing, attitudes and behavior; affective education approaches, affective education
The role and importance of RPD in affective education. |
| Weekly Detailed Course Contents |
|
| 1 | Introduction-Course introduction- | | | | 2 | Affective and affective education within the context of developmental processes | | | | 3 | Affective and affective education in the context of educational processes | | | | 4 | Emotional education and values education within the scope of education system and program, explicit and implicit program evaluation | | | | 5 | Approaches to affective education-determining affective goals and monitoring progress | | | | 6 | Approaches to affective education and behavioral disorders | | | | 7 | Approaches to affective education | | | | 8 | Midterm exam | | | | 9 | Methods and tools for affective education and training and intervention for different educational levels | | | | 10 | Methods and tools for affective education and training and intervention for different educational levels | | | | 11 | RPD services in the affective education process | | | | 12 | Affective processes and personal-social guidance services | | | | 13 | Affective education and lifelong processes | | | | 14 | General evaluation | | | | 15 | final exam | | |
|
| Recommended or Required Reading |
| Uyanık Balat, G., Deretarla Gül, E. & Çelebi Öncü,E. Sensory Education and Activities in Preschool Period. Kare Publications, 2005.
Cömert Özata, Suzan. Play-Based Sensory Education in Preschool. Nobel Publications, Ankara, 2015 |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 2 | 2 |
| Final Examination | 1 | 2 | 2 |
| Quiz | 2 | 5 | 10 |
| Attending Lectures | 16 | 3 | 48 |
| Self Study | 16 | 3 | 48 |
| Homework | 1 | 10 | 10 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 2 | | 1 | | | 5 | 2 | 2 | 1 | 4 | 1 | 3 | 2 | 2 | 1 | | LO2 | 2 | | 2 | | | 5 | 1 | 2 | 1 | 3 | 1 | 3 | 2 | 1 | 1 | | LO3 | 2 | | 2 | | | 5 | 1 | 2 | 1 | 3 | 1 | 3 | 3 | 1 | 1 | | LO4 | 2 | | 2 | | | 5 | 3 | 2 | 1 | 4 | 4 | 3 | 3 | 2 | 1 | | LO5 | 2 | | 2 | | | 5 | 3 | 2 | 1 | 4 | 4 | 3 | 4 | 2 | 1 | | LO6 | 2 | | 2 | | | 5 | 3 | 2 | 1 | 4 | 4 | 2 | 4 | 2 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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