Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALIZATION and ADAPTATION of TEACHING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Prof.Dr. Esra AKGÜL |
| Assistant(s) | |
| Aim | The aim of this course is the concept of individualization and its importance in education; to learn what to do for individualization and their applications in schools |
| Course Content | This course contains; Individualism and education ,What to do for individualization,Curriculum based assessment,General evaluation ,Criterion-dependent measurement tool preparation,Rules to be followed in evaluation,Determining long-term and short-term teaching objectives,Classes and schools for inclusion / integration,Adaptation to teaching ,Examples of individualization and adaptation in inclusion / integration classes 1,Examples of individualization and adaptation in inclusion / integration classes 1,Where are the examples in the world about individualization?,Where are the examples in the world about individualization?,Examination of sample plans. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Students will know the concept of individualization and its importance in education. 1.1. Lists what needs to be done for individualization. 1.2. Explains the rules to be followed in evaluation. - Compares evaluation methods such as curriculum-based evaluation and rough evaluation. 1.3. Explains the rules to be followed in the evaluation. 1.4. Develops a new criterion-dependent measurement tool. 1.5. Makes the necessary corrections about the measurement tool. | 10, 16, 4, 5, 6, 9 | F, H |
| 2. At the end of the semester, the student will be able to determine short and long-term educational goals. 2.1. Determine what is required for Inclusion/Integration. 2.2. Organizes the classroom environment suitable for inclusion/integration. 2.3. Plans adaptations for educational purposes. 2.4. It predicts how the application will go. | 5, 6, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Individualism and education | |
| 2 | What to do for individualization | Reading recommended articles on individualization in teaching |
| 3 | Curriculum based assessment | Reading recommended articles on assessment methods |
| 4 | General evaluation | Writing the report of the articles read about the evaluation methods |
| 5 | Criterion-dependent measurement tool preparation | research on criterion dependent measurement tools |
| 6 | Rules to be followed in evaluation | Brainstorming what the evaluation rules might be |
| 7 | Determining long-term and short-term teaching objectives | Reading suggested articles on setting teaching goals |
| 8 | Classes and schools for inclusion / integration | Inclusion / Integration class observation |
| 9 | Adaptation to teaching | Preparation of adaptation plan for inclusion class |
| 10 | Examples of individualization and adaptation in inclusion / integration classes 1 | Observation of inclusion/ integration class |
| 11 | Examples of individualization and adaptation in inclusion / integration classes 1 | Observation of Inclusion/ integration class |
| 12 | Where are the examples in the world about individualization? | Searching for good examples of Individualization |
| 13 | Where are the examples in the world about individualization? | Preparation of a video presentation on world best practices in individualization |
| 14 | Examination of sample plans | Writing a report on learning about individualizing instruction |
| Resources |
| Gagné, R. M. (1967). Learning and individual differences. Columbus, OH. Gürsel, O. (2000). Bireyselleşmiş Eğitim Programlarının Geliştirilmesi. Anadolu Üniversitesi, Eskişehir. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 14 | 2 | 28 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALIZATION and ADAPTATION of TEACHING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Mefharet VEZİROĞLU ÇELİK |
| Name of Lecturer(s) | Prof.Dr. Esra AKGÜL |
| Assistant(s) | |
| Aim | The aim of this course is the concept of individualization and its importance in education; to learn what to do for individualization and their applications in schools |
| Course Content | This course contains; Individualism and education ,What to do for individualization,Curriculum based assessment,General evaluation ,Criterion-dependent measurement tool preparation,Rules to be followed in evaluation,Determining long-term and short-term teaching objectives,Classes and schools for inclusion / integration,Adaptation to teaching ,Examples of individualization and adaptation in inclusion / integration classes 1,Examples of individualization and adaptation in inclusion / integration classes 1,Where are the examples in the world about individualization?,Where are the examples in the world about individualization?,Examination of sample plans. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Students will know the concept of individualization and its importance in education. 1.1. Lists what needs to be done for individualization. 1.2. Explains the rules to be followed in evaluation. - Compares evaluation methods such as curriculum-based evaluation and rough evaluation. 1.3. Explains the rules to be followed in the evaluation. 1.4. Develops a new criterion-dependent measurement tool. 1.5. Makes the necessary corrections about the measurement tool. | 10, 16, 4, 5, 6, 9 | F, H |
| 2. At the end of the semester, the student will be able to determine short and long-term educational goals. 2.1. Determine what is required for Inclusion/Integration. 2.2. Organizes the classroom environment suitable for inclusion/integration. 2.3. Plans adaptations for educational purposes. 2.4. It predicts how the application will go. | 5, 6, 9 | H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Individualism and education | |
| 2 | What to do for individualization | Reading recommended articles on individualization in teaching |
| 3 | Curriculum based assessment | Reading recommended articles on assessment methods |
| 4 | General evaluation | Writing the report of the articles read about the evaluation methods |
| 5 | Criterion-dependent measurement tool preparation | research on criterion dependent measurement tools |
| 6 | Rules to be followed in evaluation | Brainstorming what the evaluation rules might be |
| 7 | Determining long-term and short-term teaching objectives | Reading suggested articles on setting teaching goals |
| 8 | Classes and schools for inclusion / integration | Inclusion / Integration class observation |
| 9 | Adaptation to teaching | Preparation of adaptation plan for inclusion class |
| 10 | Examples of individualization and adaptation in inclusion / integration classes 1 | Observation of inclusion/ integration class |
| 11 | Examples of individualization and adaptation in inclusion / integration classes 1 | Observation of Inclusion/ integration class |
| 12 | Where are the examples in the world about individualization? | Searching for good examples of Individualization |
| 13 | Where are the examples in the world about individualization? | Preparation of a video presentation on world best practices in individualization |
| 14 | Examination of sample plans | Writing a report on learning about individualizing instruction |
| Resources |
| Gagné, R. M. (1967). Learning and individual differences. Columbus, OH. Gürsel, O. (2000). Bireyselleşmiş Eğitim Programlarının Geliştirilmesi. Anadolu Üniversitesi, Eskişehir. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | ||||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | ||||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | ||||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | ||||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |