Psychologıcal Guidance and Counseling
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

EGTP206

Course Name:

Individualism of Teaching and Adaptaion

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Vocational Knowledge

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi ÖZLEM ÇELİK

Course Lecturer(s):

Course Assistants:

Course Objective and Content

Course Objectives:	Understand the basic concepts and principles of individual differences related to learning which form the basis of learning activities and to develop instructional design based on these principles.
Course Content:	Learning and teaching models, cognitive, affective and personal individual differences, learning strategies, learning styles.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Student understands the importance of individual difference. Student analyzes the components that determine individual differences. The student develops a curriculum based on individual differences. The student develops instructional design based on individual difference. The student knows the individual difference affecting his / her learning process and develops a self-directed strategy.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	What is learning? What are the Individual Differences in Learning?	none
2)	Individual Differential Learning and Teaching Models	none
3)	Self-regulation Skills	none
4)	Motivational Factors	none
5)	Learning Strategies Cognitive Strategies, Resources Management Strategies	none
6)	Learning Styles	none
7)	Learning Styles by Sensing and Processing Information	none
8)	midterm	none
9)	Learning Styles According to the Choice of Receiving Information	none
10)	Learning Styles by Congenital Personality Characteristics	none
11)	Learning Styles According to Students' Abilities	none
12)	Instructional design models based on individual differences	none
13)	Development of instructional design based on individual differences	none
14)	exam	none

Sources

Course Notes / Textbooks:

Erden, M. Altun, S., (2006). Öğrenme Stilleri. İstanbul: Morpa Yayınevi.
Erden, M., Akman, Y., (1996). Eğitim Psikolojisi. Ankara: Arkadaş Yayınevi,
Erden, M., Akman., Y., (2001). Gelişim ve Öğrenme. Anakara: Arkadaş Yayınevi.
Pintrich, P.R., Smith, D.A.F., Garcia, T. ve McKeachie, W.J., (1991). Self-Regulated Learning Strategies. Ulaşım adresi: http://www.jan.ucc.nau.edu.
Pintrich, P.R., Smith, D.A.F., Garcia, T. ve McKeachie, W.J., (1993). “Reliability and Predictive of the Motivated Strategies for Learning Questionaire”. Educational and Psychological Measurement (MSLQ). 53: 801-813.

References:

Cruickshank, D. R., Bainer, D.L., Metcaalf, K.K., (1995). The ACT of Teaching. McGraww, Boekaerts, M.,(1999)., “Self- regulated learning: Where we are today”, Educational Research v.31: 445-457.
Eggen, P. D., Kauchak, D.P., (2000). Strategies for Teachers. Boston: Allyn and Bacon,
Senemoğlu, N., (2001). Gelişim Öğrenme ve Öğretim. Ankara,
Gredler, M.E., (2001). Learning And Instruction. New Jersey Columbus:
Merrill, Sternberg, R.L., (2003). Cognitive Psychology. Thomson,
Schunk, D.H., (2004). Learning Theories. New Jersey Columbus: Pearson,
Zimmerman, Barry. J. (2002), “Becomining self regulated Learner”, Theory into Practice.v.41n.2:
Woolfolk, A., (2004). Educational Psychology. Boston: The Ohio State University,

Course-Program Learning Outcome Relationship

Learning Outcomes	1
Program Outcomes
1) P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field.
2) P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1)
3) P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level).
4) P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems.
5) P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development.
6) P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures.
7) P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development.
8) P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling.
9) P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills.
10) P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches.
11) P11. Being able to understand the individuals by using techniques of individual recognition.
12) P12. Being capable of developing and evaluating psychological guidance and counseling programmes.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field.
2)	P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1)
3)	P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level).
4)	P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems.
5)	P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development.
6)	P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures.
7)	P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development.
8)	P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling.
9)	P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills.
10)	P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches.
11)	P11. Being able to understand the individuals by using techniques of individual recognition.
12)	P12. Being capable of developing and evaluating psychological guidance and counseling programmes.

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Homework
Problem Solving
Case Study

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 0
Midterms	1	% 40
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	8	112
Midterms	1	4	4
Final	1	6	6
Total Workload			122