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Information
| Code | SÖ1814 |
| Name | Learning Styles and Teaching Styles |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
Learning styles, learning styles models and examples about learning styles
Course Content
To teach learning styles, learning styles models and the effects of these models.
Course Precondition
none
Resources
Guild, P.B. ve Garger, S. (1991). Marching to different drummers, USA: ASCD. Jonassen, D.H. ve Grabowski, B.L (1993). Handbook of individual differences, learning, and instruction, New Jersey: Lawrence Erlbaum Associates.
Notes
Dunn, R. ve Dunn, K. (1992). Teaching elementary students through their individual learning styles: Practical approaches for grsdes 3-6, Massachusetts: Allyn and Bacon. Gregorc, A.F. (1979). "Learning/ teaching styles: their nature and effects", Student learning styles, Virginia: NASSP, 19-26 Keefe, W.J. (1979). “Learning style: An overview”, Student learning styles: Diagnosing and prescribing programs. Virginia: National Association of Secondary School Principles, 1-17. Keefe, W.J. (1982). “Assesing student learning styles: An overview”, Student learning styles and brain behavior: Programs, instrumentation, research, Virginia: National Association of Secondary School Principals, 43-53.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Describes the learning style and related concepts. |
| LO02 | Explain learning styles dimensions. |
| LO03 | Describes the learning style models |
| LO04 | Examines research on learning styles models |
| LO05 | Prepare and implement lesson plans appropriate for learning styles models. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Develops up-to-date and advanced knowledge in the field of primary school teacher, based on Master's qualifications, at the level of expertise with original thought and research. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Establishes relationships with different disciplines in the field of primary school teacher. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Conducts advanced research by systematically approaching new information in the field. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Develops new scientific methods or applies a known method to a different field; carries out original research. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Makes critical analysis, synthesis and evaluation of new ideas. | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Produces an original study in the field of primary school teacher by using the scientific method. | 2 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Publishes a scientific article. | 4 |
| PLO08 | Bilgi - Kuramsal, Olgusal | She/He conducts original and interdisciplinary studies related to his/her field. | 2 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Works individually or as a team. | 2 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Generates new ideas and methods by using higher level mental processes. | 4 |
| PLO11 | Bilgi - Kuramsal, Olgusal | It conducts teaching processes on an interactive and ethical basis. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops and implements effective teaching strategies. | 2 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Examines and develops social relations and the norms that guide these relations with a critical perspective. | 4 |
| PLO14 | Bilgi - Kuramsal, Olgusal | She/He participates in meetings related to her field and defends her original views. | 4 |
| PLO15 | Bilgi - Kuramsal, Olgusal | Uses a foreign language in written and oral form at least at the C1 level of the European Language Portfolio. | 2 |
| PLO16 | Bilgi - Kuramsal, Olgusal | Communicates by considering cultural differences in all national and international studies. | 4 |
| PLO17 | Bilgi - Kuramsal, Olgusal | It contributes to the process of becoming an information society by introducing the technological, social and cultural advances in its field to the society. | 5 |
| PLO18 | Bilgi - Kuramsal, Olgusal | It establishes functional interaction with individuals and institutions by using strategic decision-making processes in solving the problems encountered in the field. | 3 |
| PLO19 | Bilgi - Kuramsal, Olgusal | Generates solutions on social, scientific and ethical issues related to her/his field. | 1 |
| PLO20 | Bilgi - Kuramsal, Olgusal | It develops the values related to the field and supports it at the national and international level. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Learning and Learning styles- Dimensions of Learning Styles | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | Dunn and Dunn Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Bireysel Çalışma, Beyin Fırtınası |
| 3 | Examples of Dunn and Dunn Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 4 | Kolb Learning Style | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 5 | Examples of Kolb Learning Style | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Bireysel Çalışma |
| 6 | Model of 4 MAT System | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 7 | Examples of 4 MAT System | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 8 | Mid-Term Exam | review of homework | Ölçme Yöntemleri: Ödev |
| 9 | Grasha- Reichmann Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Bireysel Çalışma |
| 10 | Examples of Grasha- Reichmann Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 11 | Gregorc Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 12 | Examples of Gregorc Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma |
| 13 | Field Dependence - Field Independence Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası, Bireysel Çalışma |
| 14 | Examples of Field Dependence - Field Independence Learning Style Model | Examination of the issue of the course from different sources | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Beyin Fırtınası, Bireysel Çalışma |
| 15 | Evaluation on Plans and Evaluation of the Semester | prepare plans | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası, Bireysel Çalışma |
| 16 | Term Exams | review of homework | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | homework submission | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 5 | 70 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 15 | 15 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 200 | ||
| Total Workload / 25 (h) | 8,00 | ||
| ECTS | 8 ECTS | ||