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 | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Assist.Prof. Cemil Gökhan KARACAN |
Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
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 | 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 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 | - | Spring Semester | 2+0 | 2 | 4 |
Course Program |
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. İlker ALTUNBAŞAK |
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 | 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 Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |