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Course Detail

Course Description

CourseCodeSemesterT+P (Hour)CreditECTS
INDIVIDUALIZATION and ADAPTATION of TEACHING-Spring Semester2+024
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of CourseEnglish
Course LevelFirst Cycle (Bachelor's Degree)
Course TypeElective
Course CoordinatorAssist.Prof. Cemil Gökhan KARACAN
Name of Lecturer(s)Assist.Prof. İlker ALTUNBAŞAK
Assistant(s)
AimThis 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 ContentThis 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 KazanımlarıTeaching MethodsAssessment 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, 9A, E
Recognize each individual student based on his/her academic and personal interests10, 12, 14, 16, 2, 5, 9A, 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 styles10, 12, 14, 16, 2, 3, 5, 9A, 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, 9A, 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 learning10, 12, 14, 16, 2, 3, 5, 9A, 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

OrderSubjectsPreliminary Work
1Introduction to Individualization and Adaptation
2All About Learners
3Brain-Compatible Theories of Teaching and Learning
4All About DifferentiationLecture 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
NoProgram QualificationContribution Level
12345
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.
6
When faced with a problem in the profession, he/she solves it by oneself.
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.
8
Follows the developments about the profession and has the principle of lifelong learning.
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
10
When faced with a problem, he/she formulates it in a written form or verbally.
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
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.
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 LevelAbsolute Evaluation
Rate of Midterm Exam to Success 40
Rate of Final Exam to Success 60
Total 100
ECTS / Workload Table
ActivitiesNumber ofDuration(Hour)Total Workload(Hour)
Course Hours339
Guided Problem Solving000
Resolution of Homework Problems and Submission as a Report339
Term Project000
Presentation of Project / Seminar000
Quiz000
Midterm Exam111
General Exam000
Performance Task, Maintenance Plan000
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

CourseCodeSemesterT+P (Hour)CreditECTS
INDIVIDUALIZATION and ADAPTATION of TEACHING-Spring Semester2+024
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of CourseEnglish
Course LevelFirst Cycle (Bachelor's Degree)
Course TypeElective
Course CoordinatorAssist.Prof. Cemil Gökhan KARACAN
Name of Lecturer(s)Assist.Prof. İlker ALTUNBAŞAK
Assistant(s)
AimThis 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 ContentThis 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 KazanımlarıTeaching MethodsAssessment 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, 9A, E
Recognize each individual student based on his/her academic and personal interests10, 12, 14, 16, 2, 5, 9A, 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 styles10, 12, 14, 16, 2, 3, 5, 9A, 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, 9A, 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 learning10, 12, 14, 16, 2, 3, 5, 9A, 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

OrderSubjectsPreliminary Work
1Introduction to Individualization and Adaptation
2All About Learners
3Brain-Compatible Theories of Teaching and Learning
4All About DifferentiationLecture 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
NoProgram QualificationContribution Level
12345
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.
6
When faced with a problem in the profession, he/she solves it by oneself.
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.
8
Follows the developments about the profession and has the principle of lifelong learning.
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
10
When faced with a problem, he/she formulates it in a written form or verbally.
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
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.
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 LevelAbsolute Evaluation
Rate of Midterm Exam to Success 40
Rate of Final Exam to Success 60
Total 100

Numerical Data

Student Success

Ekleme Tarihi: 04/10/2023 - 14:52Son Güncelleme Tarihi: 22/12/2023 - 12:27