| Course Type | Elective Course |
|---|
| Course Level | Bachelor's Degree |
|---|
| Year of Study | - |
|---|
| Semester | - |
|---|
| ECTS | 4 |
|---|
| Name of Lecturer(s) |
- |
| Learning Outcomes |
At the end of this course, the students;
- Explain the fundamental principles of contemporary cognitive learning approaches.
- Compare theoretical aspects of multiple intelligences theory, individualized learning, learning styles, constructivist teaching, and differentiated instruction.
- Use appropriate assessment tools and methods to identify students' learning styles and intelligence profiles.
- Design instruction activities sensitive to individual differences based on contemporary cognitive learning approaches.
- Develop student-centered lesson plans that take different cognitive learning approaches into account.
- Gain the ability to observe and evaluate classroom teaching processes aligned with multiple intelligences theory and similar approaches.
|
| Mode of Delivery | Face to face |
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| Prerequisites | No |
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| Recommended Optional Programme Components | |
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| Course Description | This course addresses contemporary cognitive learning approaches that emphasize individual differences, both theoretically and practically. It covers theories such as Howard Gardner?s Multiple Intelligences Theory, individualized learning, learning styles, constructivist teaching design, and differentiated instruction. The course focuses on identifying individual characteristics in student-centered planning and integrating different types of intelligence and learning styles into the instructional process. Through examples of classroom activities and lesson planning applications, students will concretely explore how these theories can be reflected in educational programs. |
|---|
| Course Contents |
| WEEK |
TOPICS |
|
1st Week |
Introduction to Contemporary Learning Theories and Foundations of the Cognitive Approach; theoretical framework and the role of individual differences in education |
|
2nd Week |
Howard Gardner and the Theory of Multiple Intelligences; core principles, types of intelligence, and educational implications |
|
3rd Week |
Reflections of the Multiple Intelligences Theory in Educational Settings; classroom practices, activity examples, and its role in enhancing achievement |
|
4th Week |
Identifying and Assessing Individual Intelligence Profiles through observations, inventories, and student products |
|
5th Week |
Instructional Design and Lesson Planning Based on Multiple Intelligences; practical lesson planning examples, alignment of goals?content?methods |
|
6th Week |
Learning Styles: Theoretical Foundations and Teaching Applications (Kolb, Dunn & Dunn, Gregorc) |
|
7th Week |
Designing Constructivist Learning Environments: Meaning-making, active participation, and experiential learning |
|
8th Week |
Midterm |
|
9th Week |
Differentiated Instruction: Principles, Strategies, and Applications; modifying process, content, product, and learning environment |
|
10th Week |
Enriched Teaching Environments and Material Development; designing materials appropriate for multiple intelligences and learning styles; Assessment Practices for Individual Differences: performance, portfolio, self-assessment, etc. |
|
11th Week |
Creating and Presenting Holistic Lesson Plans (individual or group-based presentations and discussions of student-prepared lesson plans based on contemporary approaches) |
|
12th Week |
Creating and Presenting Holistic Lesson Plans (individual or group-based presentations and discussions of student-prepared lesson plans based on contemporary approaches) |
|
13th Week |
Creating and Presenting Holistic Lesson Plans (individual or group-based presentations and discussions of student-prepared lesson plans based on contemporary approaches) |
|
14th Week |
Creating and Presenting Holistic Lesson Plans (individual or group-based presentations and discussions of student-prepared lesson plans based on contemporary approaches) |
|
| Recommended or Required Reading | Senemoğlu, N. (2021). Development, Learning and Teaching: From Theory to Practice (25th ed.). Ankara: Pegem Akademi.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books.
Saban, A. (2005). The Theory of Multiple Intelligences and Education. Nobel Publishing.
Armstrong, T. (2009). Multiple Intelligences in the Classroom (3rd ed.). Alexandria, VA: ASCD.
Temiz, N. (2007). WHO AM I? 1: Multiple Intelligences Theory at School and in the Classroom. Ankara: Nobel Publishing.
Temiz, N. (2010). WHO AM I? 2: Multiple Intelligences Theory at Home and with Family. Ankara: Nobel Academic Publishing.
OECD. (2018). The Future of Education and Skills 2030: Conceptual Learning Framework.
|
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| Planned Learning Activities and Teaching Methods |
- Lecture
- Discussion
- Questions/Answers
- Problem Solving
- Practice
- Presentation
|
|---|
| Assessment Methods and Criteria |
|
Quantity |
Percentage (%) |
| Mid-term |
1 |
40 |
| Project |
1 |
60 |
| Total(%) |
|
100 |
| Contribution of In-term Studies to Overall Grade(%) |
|
100 |
| Contribution of Final Examination to Overall Grade(%) |
|
0 |
| Total(%) |
|
100 |
|
| ECTS Allocated Based on Student Workload |
| Activities |
Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Midterm exam |
1 |
6 |
6 |
| Preparation for Quiz |
0 |
0 |
0 |
| Individual or group work |
14 |
2 |
28 |
| Preparation for Final exam |
1 |
10 |
10 |
| Course hours |
13 |
2 |
26 |
| Preparation for Midterm exam |
1 |
6 |
6 |
| Laboratory (including preparation) |
0 |
0 |
0 |
| Final exam |
1 |
10 |
10 |
| Homework |
4 |
8 |
32 |
| Total Work Load | 118 |
| Total Work Load / 30 (h) | 3.93 |
| ECTS Credit of the Course | 4 |
|
| Language of Instruction | Turkish |
|---|
| Work Placement(s) | No |
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