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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| CLASSROOM TEACHING (MASTER) (WITH THESIS) | |
| Code | SÖ1714 |
| Name | Culturally and Linguistically Responsive Differentiated Instruction |
| Term | 2025-2026 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Arş. Gör. Dr. Fatma KARAÇOBAN |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The aim of this course is to help classroom teachers recognize linguistic and cultural diversity, develop culturally and linguistically responsive differentiated instruction practices, and implement these approaches effectively in classroom settings.
Course Content
The Relationship Between Language, Culture, and Education, Overview of Differentiated Instruction, The Impact of Cultural Diversity on Learning, Students with Different Mother Tongues, Adapting Instructional Materials to Language and Culture, Culturally and Linguistically Responsive Classroom Management, Instructional Planning and Design (Practical Application), Case Analyses and Practical Examples
Course Precondition
There is no prerequisite for this course.
Resources
1. Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD. – Farklılaştırılmış öğretimin kuramsal temelleri ve sınıf içi uygulamaları. 2. Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press. – Kültürel çeşitliliğe duyarlı öğretimin temelleri. 3. Banks, J. A. (2009). Multicultural Education: Issues and Perspectives (7th ed.). Wiley. – Çok kültürlü eğitim, kimlik, adalet ve öğretim uygulamaları üzerine kapsamlı bir kaynak. 4. Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. California Association for Bilingual Education. – Anadili farklı öğrencilerin eğitimi, kimlik geliştirme ve dil edinimi üzerine. 5. Nieto, S. & Bode, P. (2018). Affirming Diversity: The Sociopolitical Context of Multicultural Education (7th ed.). Pearson. – Öğrenci çeşitliliği, kültürel farklar ve öğretimde eşitlik odaklı yaklaşımlar.
Notes
6. Genç, Z. S. (2016). “Farklılaştırılmış Öğretim: Kuramsal Temeller ve Uygulamalar.” Eğitimde Kuram ve Uygulama / Journal of Theory and Practice in Education, 12(3), 607–630. – Türkçe bir makale olarak farklılaştırılmış öğretimin temel boyutlarını ele alır. 7. Kırmızı, F. S. (2021). “Kültürel Çeşitliliğin Eğitim Ortamına Yansımaları ve Öğretmen Yeterlikleri.” Kastamonu Eğitim Dergisi, 29(1), 134–148.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | 1. Explains the fundamental principles of culturally and linguistically responsive teaching. |
| LO02 | 2. Analyzes the linguistic and cultural characteristics of students. |
| LO03 | 3. Explains the core components and principles of differentiated instruction. |
| LO04 | 4. Plans the instructional process by considering diversity within a differentiated instruction approach. |
| LO05 | 5. Adapts and differentiates instructional materials based on linguistic and cultural diversity. |
| LO06 | 6. Creates a classroom environment that is inclusive of linguistic and cultural diversity. |
| LO07 | 7. Differentiates assessment processes with cultural and linguistic sensitivity. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Uses elementary scientific research and analysis methods suitable for the area of expertise. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Discusses primary school first and fourth grade programs and the elementary principles on which they are based. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Discusses the development and learning theories within the scope of primary school first and fourth grade. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains the basis of instructional strategies, methods and techniques. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction among the disciplines related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Describes the teaching principles of the subject areas (Social Studies, Turkish, Science, Mathematics, etc.) of primary education at the 1st - 4th grades at a professional level. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Utilizes the combined information about class teaching and different areas. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Evaluates the theoretical and applied information (article, thesis, etc.) in the field with a critical eye. | 3 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Has a critical approach to the national and internatinal applications concerning the primary education. | 5 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and executes a scientific research. | 2 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Uses, develops and deepens teaching strategies, methods and techniques with an interdisciplinary understanding. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Will be willing to independently carry out work that requires expertise in the field. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Has the quality of leadership in situations related to problem solving in their field or organises teamwork. | 3 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions the scientific and social issues in a critical way, and welcomes new perspectives. | 3 |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Conducts the studies in the field within the framework of lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follows social and technological developments. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Conducts a scientific study in the field of primary education, and supporting with both qualitative and quantitative data submits the study to the experts and non-experts using written, oral and visual presentation techniques. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Utilises information and communication technologies effectively. | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Speaks one of the languages in the European language portfolio fluent enough to understand knowledge related to the field and maintain oral and written communication. | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Course introduction and key concepts | Literature Review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Introduction to cultural and linguistic diversity | Literature review | Öğretim Yöntemleri: Anlatım, Altı Şapka, Tartışma, Soru-Cevap |
| 3 | Theoretical foundations of culturally responsive teaching | Literature review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Örnek Olay |
| 4 | Understanding student profiles | Literature review | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Identifying learning needs | Literature review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Linguistically responsive teaching strategies | Literature review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Culturally responsive classroom management | Literature review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | None | Ölçme Yöntemleri: Ödev |
| 9 | Differentiating instructional content | Literature review | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
| 10 | Differentiating instructional process | Literature review | Öğretim Yöntemleri: Anlatım, Tartışma |
| 11 | Differentiating student products | Literature review | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Anlatım |
| 12 | Differentiating the learning environment | Literature review | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 13 | Inclusive assessment practices | Literature review | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Case analysis and practical examples | Literature review | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 15 | Project presentations and course wrap-up | Literature review | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Anlatım |
| 16 | Term Exams | None | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | None | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 6 | 84 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 3 | 3 | 9 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 3 | 3 |
| Final Exam | 1 | 3 | 3 |
| Total Workload (Hour) | 141 | ||
| Total Workload / 25 (h) | 5,64 | ||
| ECTS | 6 ECTS | ||