Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALIZATION and ADAPTATION of TEACHING | PCG4113159 | Fall 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. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | This course aims to introduce students to the principles and practices of individualization and adaptation in teaching. It addresses learning theories and individual differences, needs analysis and learner profiling, differentiated instruction, adapting materials, scaffolding learning, and adaptive classroom management. The course further explores inclusive education, cultural and linguistic diversity, brain-based approaches, and the role of technology in adaptive teaching. It concludes with a focus on personalized learning in the 21st century, encouraging students to critically engage with innovative approaches that foster collaboration, creativity, communication, and intercultural awareness. |
| Course Content | This course contains; Introduction to the course ,Theories of Learning & Individual Differences ,Needs Analysis and Learner Profiling ,Differentiated Instruction,Adapting Teaching Materials ,Scaffolding Learning ,Adaptive Classroom Management and Grouping Strategies,Adaptive Classroom Management and Grouping Strategies,Inclusive Education and Special Needs Adaptations,Cultural and Linguistic Diversity in the Classroom,Brain-Based Approaches to Individualized Teaching ,Technology for Adaptive Teaching,Personalized Learning in the 21st Century,Personalized Learning in the 21st Century. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines key concepts of individualization and adaptation in teaching. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Adapts teaching materials for diverse learner needs. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Develops classroom management and grouping strategies for mixed-ability contexts. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Explains inclusive education principles for learners with special educational needs. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Analyzes cultural and linguistic diversity in the classroom. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Applies brain-based learning concepts to classroom practices. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Evaluates educational technologies for adaptive teaching. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Creates innovative adaptation strategies that integrate inclusivity, cultural and technological considerations. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 24: Mind Map Technique, 33: Station Technique , 34: Educational Game Techniques , 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Teaching materials prepared by the course instructor. |
| 2 | Theories of Learning & Individual Differences | Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Routledge. Chapter 1 – 5 |
| 3 | Needs Analysis and Learner Profiling | Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 3 |
| 4 | Differentiated Instruction | Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 1 – 4 |
| 5 | Adapting Teaching Materials | Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 12 |
| 6 | Scaffolding Learning | Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann. Chapter 1 |
| 7 | Adaptive Classroom Management and Grouping Strategies | Harmer, J. (2015). The Practice of English Language Teaching. Pearson. Chapter 7 |
| 8 | Adaptive Classroom Management and Grouping Strategies | Harmer, J. (2015). The Practice of English Language Teaching. Pearson. Chapter 7 |
| 9 | Inclusive Education and Special Needs Adaptations | OECD. (2023). Equity and inclusion in education: Finding strength through diversity. OECD Publishing. Chapter 4 |
| 10 | Cultural and Linguistic Diversity in the Classroom | Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). Jossey-Bass. Chapter 9 |
| 11 | Brain-Based Approaches to Individualized Teaching | Call, N., & Featherstone, S. (2003). The thinking child: Brain-based learning for the early years foundation stage. Featherstone Education. Chapter 3 |
| 12 | Technology for Adaptive Teaching | Teaching materials prepared by the course instructor. |
| 13 | Personalized Learning in the 21st Century | Teaching materials prepared by the course instructor. |
| 14 | Personalized Learning in the 21st Century | Teaching materials prepared by the course instructor. |
| Resources |
| Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). Jossey-Bass. Chapter 9 Call, N., & Featherstone, S. (2003). The thinking child: Brain-based learning for the early years foundation stage. Featherstone Education. Chapter 3 Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Routledge. Chapter 1 – 5 Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann. Chapter 1 Harmer, J. (2015). The Practice of English Language Teaching. Pearson. Chapter 7 Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 1 – 4 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | ||||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | ||||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | ||||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | ||||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
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 | 4 | 6 | 24 | |||
| Resolution of Homework Problems and Submission as a Report | 6 | 8 | 48 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 2 | 2 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 113 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(113/30) | 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 | PCG4113159 | Fall 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. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | This course aims to introduce students to the principles and practices of individualization and adaptation in teaching. It addresses learning theories and individual differences, needs analysis and learner profiling, differentiated instruction, adapting materials, scaffolding learning, and adaptive classroom management. The course further explores inclusive education, cultural and linguistic diversity, brain-based approaches, and the role of technology in adaptive teaching. It concludes with a focus on personalized learning in the 21st century, encouraging students to critically engage with innovative approaches that foster collaboration, creativity, communication, and intercultural awareness. |
| Course Content | This course contains; Introduction to the course ,Theories of Learning & Individual Differences ,Needs Analysis and Learner Profiling ,Differentiated Instruction,Adapting Teaching Materials ,Scaffolding Learning ,Adaptive Classroom Management and Grouping Strategies,Adaptive Classroom Management and Grouping Strategies,Inclusive Education and Special Needs Adaptations,Cultural and Linguistic Diversity in the Classroom,Brain-Based Approaches to Individualized Teaching ,Technology for Adaptive Teaching,Personalized Learning in the 21st Century,Personalized Learning in the 21st Century. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines key concepts of individualization and adaptation in teaching. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Adapts teaching materials for diverse learner needs. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Develops classroom management and grouping strategies for mixed-ability contexts. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Explains inclusive education principles for learners with special educational needs. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Analyzes cultural and linguistic diversity in the classroom. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Applies brain-based learning concepts to classroom practices. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Evaluates educational technologies for adaptive teaching. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Creates innovative adaptation strategies that integrate inclusivity, cultural and technological considerations. | 10, 16, 19, 23, 24, 33, 34, 5, 8, 9 | A, B, C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 24: Mind Map Technique, 33: Station Technique , 34: Educational Game Techniques , 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Teaching materials prepared by the course instructor. |
| 2 | Theories of Learning & Individual Differences | Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Routledge. Chapter 1 – 5 |
| 3 | Needs Analysis and Learner Profiling | Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 3 |
| 4 | Differentiated Instruction | Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 1 – 4 |
| 5 | Adapting Teaching Materials | Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 12 |
| 6 | Scaffolding Learning | Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann. Chapter 1 |
| 7 | Adaptive Classroom Management and Grouping Strategies | Harmer, J. (2015). The Practice of English Language Teaching. Pearson. Chapter 7 |
| 8 | Adaptive Classroom Management and Grouping Strategies | Harmer, J. (2015). The Practice of English Language Teaching. Pearson. Chapter 7 |
| 9 | Inclusive Education and Special Needs Adaptations | OECD. (2023). Equity and inclusion in education: Finding strength through diversity. OECD Publishing. Chapter 4 |
| 10 | Cultural and Linguistic Diversity in the Classroom | Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). Jossey-Bass. Chapter 9 |
| 11 | Brain-Based Approaches to Individualized Teaching | Call, N., & Featherstone, S. (2003). The thinking child: Brain-based learning for the early years foundation stage. Featherstone Education. Chapter 3 |
| 12 | Technology for Adaptive Teaching | Teaching materials prepared by the course instructor. |
| 13 | Personalized Learning in the 21st Century | Teaching materials prepared by the course instructor. |
| 14 | Personalized Learning in the 21st Century | Teaching materials prepared by the course instructor. |
| Resources |
| Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). Jossey-Bass. Chapter 9 Call, N., & Featherstone, S. (2003). The thinking child: Brain-based learning for the early years foundation stage. Featherstone Education. Chapter 3 Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Routledge. Chapter 1 – 5 Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann. Chapter 1 Harmer, J. (2015). The Practice of English Language Teaching. Pearson. Chapter 7 Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. Chapter 1 – 4 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | ||||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | ||||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | ||||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | ||||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |