TYPE OF COURSE UNIT	Compulsory Course
LEVEL OF COURSE UNIT	Bachelor's Degree
YEAR OF STUDY	3
SEMESTER	Fifth Term (Fall)
NUMBER OF ECTS CREDITS ALLOCATED	4
NAME OF LECTURER(S)	-
LEARNING OUTCOMES OF THE COURSE UNIT	At the end of this course, the students; 1) Explains the theoretical background about differentiation. 2) Identifies the individual differences of students. 3) Knows the properties of methods and techniques that can help differentiate the instruction. 4) Designs assessment and evaluation tools that can help to differentiate the instruction. 5) Prepares lesson plans using techniques and methods related to differentiation of instruction.
MODE OF DELIVERY	Face to face
PRE-REQUISITES OF THE COURSE	No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
COURSE DEFINITION	Students taking this course are expected to plan and carry out the lessons in primary school according to the differentiated instruction approach, taking into account individual differences. Course content includes individual differences, concept of differentiated instruction approach, principles and rationales of differentiated instruction approach, differentiated instruction techniques, continuous assessment, planning lessons by differentiating the instruction.
COURSE CONTENTS	WEEK TOPICS 1st Week Theoretical knowledge base on curriculum and inclusive education 2nd Week The relationship between inclusion and differentiation 3rd Week İndividual differences of students and pre-assessment 4th Week Principles of differentiation - Continuous assessment and flexible grouping 5th Week Principles of differentiation - Concept driven and the guiding teacher 6th Week Differentiable elements and lesson plan preparation process 7th Week A differentiated classroom 8th Week Midterm 9th Week Adaptation techniques-Tiered lesson 10th Week Adaptation techniques - Learning contracts 11th Week Adaptation techniques- Choice boards 12th Week Adaptation techniques - Bloom cards 13th Week Adaptation techniques - Menus and anchor activities 14th Week Preparing lesson plans
RECOMENDED OR REQUIRED READING	1)Roberts, J. L., & Inman, T. F. (2009). Strategies for differentiated instruction: Best practices for the classroom. Prufrock Press Inc. 2)Sözer, M. A. (Ed.).(2020). Tek beden herkese uymaz. Pegem Yayınları. 3)Tomlinson, C. A. (2014). Öğrenci gereksinimlerine göre farklılaştırılmış eğitim (Diye kültürlerarası İletişim Hizmetleri, Çev.) Sev Yayıncılık. 4)Westphal, L. E. (2011). Ready-to-use differentiated strategies grades 3-5. Prufrock Press Inc. 5)Olçay-Gül, S. (2014). Farklılaştırılmış öğretim ve uyarlamalar. Ufuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,5, 111-123. 6)Zoraloğlu, S. ve Şahin, A. E. (2022). Teacher competencies for differentiated instruction approach. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51(2), 1377-1416. 7)Zoraloğlu, S. ve Şahin, A. E. (2022). Bir sınıf öğretmeninin farklılaştırılmış öğretim yaklaşımıyla ilişkilendirilebilir uygulamaları. Yaşadıkça Eğitim, 36(3), 834-854.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS	Lecture,Discussion,Questions/Answers,Case Study,Practice
ASSESSMENT METHODS AND CRITERIA	Quantity Percentage(%) Mid-term 1 40 Total(%) 40 Contribution of In-term Studies to Overall Grade(%) 40 Contribution of Final Examination to Overall Grade(%) 60 Total(%) 100
ECTS WORKLOAD	Activities Number Hours Workload Midterm exam 1 1 1 Preparation for Quiz Individual or group work 3 2 6 Preparation for Final exam 1 50 50 Course hours 12 3 36 Preparation for Midterm exam 1 24 24 Laboratory (including preparation) Final exam 1 1 1 Homework Total Workload 118 Total Workload / 30 3,93 ECTS Credits of the Course 4
LANGUAGE OF INSTRUCTION	Turkish
WORK PLACEMENT(S)	No