Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALIZATION and ADAPTATION of TEACHING | ELT2113159 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 15:30-16:15 Perşembe 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Cemil Gökhan KARACAN |
| Name of Lecturer(s) | Assist.Prof. Cemil Gökhan KARACAN |
| Assistant(s) | |
| Aim | This course explores the theories and practices involved in individualizing and personalizing teaching to meet the diverse learning needs of students. Participants will delve into various strategies and approaches for differentiating instruction, lesson design, and assessment to create learning experiences that are engaging and effective for all students. Through an in-depth exploration of brain-compatible theories, personalized learning practices, and differentiated instruction strategies, educators will be equipped with the knowledge and skills to adapt their teaching to the unique needs of each student. |
| Course Content | This course contains; Introduction to Individualization and Adaptation,All About Learners,Brain-Compatible Theories of Teaching and Learning,All About Differentiation, Differentiating Content, Process, Product, Environment , Differentiated Lesson Design, Differentiated Instruction Strategies, Differentiated Instruction Strategies, Personalized Learning in Practice:Challenges, approaches and ICT, Preassessment of Students, Promoting Student Growth: Feedback, Assessment in a Differentiated Classroom , Classroom Management, Additional Lesson-Planning Components for Differentiated Curriculum. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Tap into unique interests, individual styles and specific needs can make work and learning meaningful and authentic. | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Recognize each individual student based on his/her academic and personal interests | 10, 12, 14, 16, 2, 5, 9 | A, E |
| Engage students with personal learning plans, where contributions from students, parents, support staff and teachers provide a path for ubiquitous learning to address students’ individual needs, interests and learning styles | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Meet the learners where they are, determining where they need to be and finding and scaffolding the right zone of proximal development to get them there. | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Prepare a curriculum that meets their individual needs, reflects their zone of proximal development, and gives them the opportunity to access resources to progress at their personal rate of learning | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 14: Self Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Individualization and Adaptation | |
| 2 | All About Learners | |
| 3 | Brain-Compatible Theories of Teaching and Learning | |
| 4 | All About Differentiation | Lecture Notes |
| 5 | Differentiating Content, Process, Product, Environment | |
| 6 | Differentiated Lesson Design | Lecture Notes |
| 7 | Differentiated Instruction Strategies | Lecture Notes |
| 8 | Differentiated Instruction Strategies | Lecture Notes |
| 9 | Personalized Learning in Practice:Challenges, approaches and ICT | Lecture Notes |
| 10 | Preassessment of Students | Lecture Notes |
| 11 | Promoting Student Growth: Feedback | Lecture Notes |
| 12 | Assessment in a Differentiated Classroom | Lecture Notes |
| 13 | Classroom Management | Lecture Notes |
| 14 | Additional Lesson-Planning Components for Differentiated Curriculum | Lecture Notes |
| Resources |
| Supporting Differentiated Instruction: A PLC Approach, Chapter 3 Brain-Compatible Differentiated Instruction for English Language Learners Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 1 Brain-Compatible Differentiated Instruction for English Language Learners, Section 1: Differentiating Instruction Supporting Differentiated Instruction: A PLC Approach, Chapters 4-5-6 Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 2 Farklılaştırılmış Öğretim Teori & Uygulama (Süleyman Avcı & Arzu Yüksel), Chapter 1 - F Personalizing Learning in the 21st Century, Chapter 9 Beyond Differentiated Instruction, Chapter 5 STUDENTS AT THE CENTER, Personalized Learning with Habits of Mind, Chapter 6 Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 4 Brain-Compatible Differentiated Instruction for English Language Learners, Chapters 32-36 Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 5 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | 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 | 3 | 3 | 9 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 3 | 9 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 1 | 1 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 19 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(19/30) | 1 | |||||
| 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 | ELT2113159 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Perşembe 15:30-16:15 Perşembe 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Cemil Gökhan KARACAN |
| Name of Lecturer(s) | Assist.Prof. Cemil Gökhan KARACAN |
| Assistant(s) | |
| Aim | This course explores the theories and practices involved in individualizing and personalizing teaching to meet the diverse learning needs of students. Participants will delve into various strategies and approaches for differentiating instruction, lesson design, and assessment to create learning experiences that are engaging and effective for all students. Through an in-depth exploration of brain-compatible theories, personalized learning practices, and differentiated instruction strategies, educators will be equipped with the knowledge and skills to adapt their teaching to the unique needs of each student. |
| Course Content | This course contains; Introduction to Individualization and Adaptation,All About Learners,Brain-Compatible Theories of Teaching and Learning,All About Differentiation, Differentiating Content, Process, Product, Environment , Differentiated Lesson Design, Differentiated Instruction Strategies, Differentiated Instruction Strategies, Personalized Learning in Practice:Challenges, approaches and ICT, Preassessment of Students, Promoting Student Growth: Feedback, Assessment in a Differentiated Classroom , Classroom Management, Additional Lesson-Planning Components for Differentiated Curriculum. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Tap into unique interests, individual styles and specific needs can make work and learning meaningful and authentic. | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Recognize each individual student based on his/her academic and personal interests | 10, 12, 14, 16, 2, 5, 9 | A, E |
| Engage students with personal learning plans, where contributions from students, parents, support staff and teachers provide a path for ubiquitous learning to address students’ individual needs, interests and learning styles | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Meet the learners where they are, determining where they need to be and finding and scaffolding the right zone of proximal development to get them there. | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Prepare a curriculum that meets their individual needs, reflects their zone of proximal development, and gives them the opportunity to access resources to progress at their personal rate of learning | 10, 12, 14, 16, 2, 3, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 14: Self Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Individualization and Adaptation | |
| 2 | All About Learners | |
| 3 | Brain-Compatible Theories of Teaching and Learning | |
| 4 | All About Differentiation | Lecture Notes |
| 5 | Differentiating Content, Process, Product, Environment | |
| 6 | Differentiated Lesson Design | Lecture Notes |
| 7 | Differentiated Instruction Strategies | Lecture Notes |
| 8 | Differentiated Instruction Strategies | Lecture Notes |
| 9 | Personalized Learning in Practice:Challenges, approaches and ICT | Lecture Notes |
| 10 | Preassessment of Students | Lecture Notes |
| 11 | Promoting Student Growth: Feedback | Lecture Notes |
| 12 | Assessment in a Differentiated Classroom | Lecture Notes |
| 13 | Classroom Management | Lecture Notes |
| 14 | Additional Lesson-Planning Components for Differentiated Curriculum | Lecture Notes |
| Resources |
| Supporting Differentiated Instruction: A PLC Approach, Chapter 3 Brain-Compatible Differentiated Instruction for English Language Learners Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 1 Brain-Compatible Differentiated Instruction for English Language Learners, Section 1: Differentiating Instruction Supporting Differentiated Instruction: A PLC Approach, Chapters 4-5-6 Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 2 Farklılaştırılmış Öğretim Teori & Uygulama (Süleyman Avcı & Arzu Yüksel), Chapter 1 - F Personalizing Learning in the 21st Century, Chapter 9 Beyond Differentiated Instruction, Chapter 5 STUDENTS AT THE CENTER, Personalized Learning with Habits of Mind, Chapter 6 Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 4 Brain-Compatible Differentiated Instruction for English Language Learners, Chapters 32-36 Lesson Design for Differentiated Instruction, Grades 4–9, Chapter 5 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |