ECTS - Body Language and Communication Methods
Body Language and Communication Methods (HUM291) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Body Language and Communication Methods | HUM291 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | The course aims to make students more successful in their professional and private life through body language and communication methods. The main aim of the course is to raise individuals who give the right messages and have strong communication skills. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Posture, mimic, gesture, a correct and accurate way of using the intonation of speech; leadership skills and abilities to convince or persuade someone to accept a desired way of thinking in the business and social environment; convincing others to adopt new ideas using body language. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Body language definition and history. | |
| 2 | Goals of body language What are the true and false statements in our basic movements How can we give more accurate signals around us. | |
| 3 | Introduction to body language What the hands and arms express Tecniques to use hands more accurately in communication. | |
| 4 | The importance of posture in body language Posture tecniques What your posture expresses | |
| 5 | What the head and mouth express in body language Head postures The importance of the mout in non-verbal communication | |
| 6 | The importance of eyes and nose in body language Importance of eyes in nonverbal communication The importance of the nose in nonverbal communication | |
| 7 | Mid-term | |
| 8 | Foot and leg behaviors to be successful in body language The importance of foot movements in non-verbal communication The importance of leg movements in non-verbal communication | |
| 9 | Detecting lies with body language | |
| 10 | The importance of clothing in body language What the colors express Weight and body language | |
| 11 | Evaluation of the body as a whole Merge all the topics covered. | |
| 12 | Social media and body language | |
| 13 | What is oratory The importance of oratory | |
| 14 | Student presentation | |
| 15 | Student presentation | |
| 16 | Final Exam | The questions prepared by the course instructor. |
Sources
| Course Book | 1. Beden Dili Hakkında Her Şey, Shelly Hagen, Olimpos Yayınları. |
|---|---|
| 2. Beden Dili, Joe Navarro, Alfa Yayınları. | |
| 3. Diksiyon, Beden Dili ve Hitabet, Mehmet Çelikyay, Pozitif Yayınları. | |
| Other Sources | 4. Beden Dili ve Hitabet, Turgay Keskin, Tutku Yayınevi. |
| 5. Beden Dili ABC’si, Selnur Atahan, Platform Yayınları. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 35 |
| Final Exam/Final Jury | 1 | 65 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | To have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | |||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | |||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | |||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | |||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | |||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | |||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | |||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | |||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | |||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | |||||
| 11 | To be able to do resource research for the purpose of accessing information, to use databases, numerical values and other information sources. | |||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | |||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | |||||
| 14 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | |||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for educational purposes. | |||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 100 | ||