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) | Lect.Dr. Selin ASLANTAŞ |
| 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | X | |||||
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) | Lect.Dr. Selin ASLANTAŞ |
| 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |