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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS ÖZE 3035 TEACHING LITERACY IN SPECIAL EDUCATION COMPULSORY 3 0 0 4

Offered By

Special Teacher Education

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

PROFESSOR DOCTOR VESILE YILDIZ DEMIRTAŞ

Offered to

Special Teacher Education

Course Objective

learning

Learning Outcomes of the Course Unit

1   The student will be able to explain why it's important Reading-writing 2   The student will be able to lists for the necessary iReading infrastructure. 3   The student will be able to sorts the necessary background for writing

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 Reading and writing to explain why it's important. - Reading lists for the necessary infrastructure. - At the infrastructure necessary for writing. 2 Reading and writing to explain how acquired - is distinguished from the basics of the different learning theories.- According to theories of learning reading and writing instruction compares the strengths and weaknesses 3 Reading and writing to explain how acquired - is distinguished from the basics of the different learning theories.- According to theories of learning reading and writing instruction compares the strengths and weaknesses 4 According to theories of learning reading and writing instruction compares the strengths and weaknesses. - Reading and writing to explain the relationship between learning theories. 5 Know the different methods of teaching reading and writing and explain the teaching process - the sentence makes the method of teaching reading and writing 6 Know the different methods of teaching literacy and education can explain the process - makes it sound method of teaching reading and writing 7 Reading and writing can use the model of the teaching of communication design. - Communication model elements of the queues. Communication model defines the elements 8 MidTerm Exam 9 The resource requirements of the role and importance of the means. - Reading and writing instruction to issue the message / vehicle development and explains the relationship. 10 Reading and writing instruction to issue the message / vehicle development and explains the relationship. - The teaching of literacy in different media and tools should be used to explain why. 11 Reading and writing multi-evaluates the effect of teaching the subject. You can organize the literacy work. 12 How many types of work can be done for the teaching of reading and writing summaries. - Prepare the vehicle according to the method chosen for the teaching of literacy. 13 chose determines the level of a student's reading and writing instruction. - A student chose the teaching of reading and writing process of the plans stages 14 he designed the study assesses the strengths and weaknesses. The group can share the experiences gained in literacy work. His work-offers - Developer accepts the recommendations of maturity. 15 Final Exam

Recomended or Required Reading

To be announced.

Planned Learning Activities and Teaching Methods

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA 1 VZ Midterm 2 FN Semester final exam 3 BNS BNS Student examVZ * 0.40 + Student examFN * 0.60 4 BUT Make-up note 5 BBN End of make-up grade Student examVZ * 0.40 + Student examBUT * 0.60 *** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

To be announced.

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours) Lectures 13 3 39 Preparations before/after weekly lectures 13 3 39 Preparation for midterm exam 1 6 6 Preparation for final exam 1 12 12 Final 1 2 2 Midterm 1 2 2 TOTAL WORKLOAD (hours) 100

Contribution of Learning Outcomes to Programme Outcomes

PO/LO PO.1 PO.2 PO.3 PO.4 PO.5 PO.6 LO.1 5 4 1 2 3 3 LO.2 3 5 2 1 4 4 LO.3 2 5 4 1 3 3