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Information
| Code | SÖ763 |
| Name | Multiple Intelligences |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. AYTEN İFLAZOĞLU SABAN |
| Course Instructor |
1 |
Course Goal / Objective
The aim of this course, is to provide information about intelligence, intelligence theory and multiple intelligences theory and. The course also will rely on how to do educational planning, implementation and evaluation according to the theory of multiple intelligences
Course Content
Intelligence and individuality, before multiple intelligence, many kinds of intelligence, a description of multiple Intelligence theory, intelligent environments, assessment of the intelligences, implications of the theory of multiple intelligences for curriculum, we are smarter than we think, educating for intelligence
Course Precondition
None
Resources
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Saban, A.(2001). Çoklu zeka teorisi ve eğitimi. Ankara: Nobel Yayın Dağıtım Ltd. Şti, Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. Second Edition. London: Fontana Press.
Notes
Campbell, B. (1989). “The multiple intelligence handbook: Lesson plans and more”. USA: Campbell&Associates, Armstrong, T. (2000). Multiple Intelligences in the Classroom. Second Edition. Alexandria, Virginia USA: Association for Supervision and Curriculum Development. Mueller, M. M. (1995). The educational implication of multiple intelligence groupings within a cooperative learning environmet. Dissertation Abstracts International.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | The human brain, intelligence, IQ and defining a single concept of intelligence |
| LO02 | Theories of intelligence and description of the properties of intelligence |
| LO03 | Explanation of the relationship between individual differences and intelligence |
| LO04 | Describes the theory of multiple intelligences |
| LO05 | Explain the factors influencing the development of multiple intelligence areas |
| LO06 | Explain how to determine multiple intelligences areas and use appropriate measurement tools |
| LO07 | Evaluates the place of multiple intelligence theory in education |
| LO08 | Organize the classroom environment in accordance with the principles of the theory of multiple intelligence |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Uses elementary scientific research and analysis methods suitable for the area of expertise. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Discusses primary school first and fourth grade programs and the elementary principles on which they are based. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Discusses the development and learning theories within the scope of primary school first and fourth grade. | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains the basis of instructional strategies, methods and techniques. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction among the disciplines related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | 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. | 3 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Utilizes the combined information about class teaching and different areas. | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Evaluates the theoretical and applied information (article, thesis, etc.) in the field with a critical eye. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Has a critical approach to the national and internatinal applications concerning the primary education. | 4 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and executes a scientific research. | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Uses, develops and deepens teaching strategies, methods and techniques with an interdisciplinary understanding. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Will be willing to independently carry out work that requires expertise in the field. | 5 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Has the quality of leadership in situations related to problem solving in their field or organises teamwork. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions the scientific and social issues in a critical way, and welcomes new perspectives. | 5 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Conducts the studies in the field within the framework of lifelong learning. | 3 |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follows social and technological developments. | 3 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 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 |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Utilises information and communication technologies effectively. | 4 |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 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. | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction, course content, objectives and requirements for promotion | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Intelligence, mind, ability and skill | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Problem Çözme |
| 3 | Intelligence, mind, ability and skill II | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Problem Çözme |
| 4 | Investigation theories of intelligence and theoretical foundations of the multiple intelligences | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 5 | Theoretical foundations of the multiple intelligences II | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Problem Çözme |
| 6 | 1 Areas of verbal-linguistic and visual-spatial intelligence | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 7 | 2 Areas of misical-rhythmic and bodily-kinesthetic intelligence | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Problem Çözme |
| 8 | Mid-Term Exam | Preparing for exam | Ölçme Yöntemleri: Ödev |
| 9 | 3 Areas of logical-mathematical and social intelligence | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 10 | 4 Areas of interpersonal and naturalist intelligence | Answering preparation questions and reading section | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 11 | 5 Establish a program to create an awareness to multiple intelligence areas | Making decision on the activities will be include in the awareness program | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Grup Çalışması, Problem Çözme |
| 12 | 6 Implementation and evaluate the awareness program which prepared according to multiple intelligence areas | Implementation and evaluation awareness program | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma |
| 13 | 7 Examination the effort made to identify multiple intelligence areas | Answering preparation questions and reading section and preparing presentation | Öğretim Yöntemleri: Alıştırma ve Uygulama, Anlatım |
| 14 | 8 Examining an article and master or doctoral theses based on the multiple intelligence theory | Examination of the thesis and article and preparation of presentation | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama |
| 15 | 9 Examining an article and master or doctoral theses based on the multiple intelligence theory | Examination of the thesis and article and preparation of presentation | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Grup Çalışması, Problem Çözme |
| 16 | Term Exams | Written comments and suggestions | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 17 | Term Exams | Assesing the courseas a whole | Ölçme Yöntemleri: Yazılı Sınav, Portfolyo |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 1 | 1 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 153 | ||
| Total Workload / 25 (h) | 6,12 | ||
| ECTS | 6 ECTS | ||