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| Course Description |
|
| Course Name |
: |
Learning Styles |
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| Course Code |
: |
SÖ 769 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall and Spring (16 Weeks) |
|
| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
Asst.Prof.Dr. ÖZLEM KAF HASIRCI
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| Learning Outcomes of the Course |
: |
Describes the learning style models
Evaluates the examples of using the models in classroom
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|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
To teach learning styles, learning styles models and the effects of these models. |
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| Course Contents |
: |
Learning styles, learning styles models and examples about learning styles |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Learning and Learning styles- Dimensions of Learning Styles |
Examination of the issue of the course from different sources |
Research,discussion |
|
2 |
Dunn and Dunn Learning Style Model |
Examination of the issue of the course from different sources |
Research,discussion |
|
3 |
Examples of Dunn and Dunn Learning Style Model |
Revision of the related literature on the subject and read at least two articles |
Research,discussion |
|
4 |
Kolb Learning Style |
Examination of the issue of the course from different sources |
Research,discussion |
|
5 |
Examples of Kolb Learning Style |
Revision of the related literature on the subject and read at least two articles |
Research,discussion |
|
6 |
Model of McCarthy´s 4 MAT System |
Examination of the issue of the course from different sources |
Research,discussion |
|
7 |
Examples of McCarthy´s 4 MAT System |
Revision of the related literature on the subject and read at least two articles |
Research,discussion |
|
8 |
Mid-term exam |
Exam preparation |
Written exam |
|
9 |
Grasha- Reichmann Learning Style Model |
Examination of the issue of the course from different sources |
Research,discussion |
|
10 |
Examples of Grasha- Reichmann Learning Style Model |
Revision of the related literature on the subject and read at least two articles |
Research,discussion |
|
11 |
Gregorc Learning Style Model |
Examination of the issue of the course from different sources |
Research,discussion |
|
12 |
Examples of Gregorc Learning Style Model |
Revision of the related literature on the subject and read at least two articles |
Research,discussion |
|
13 |
Witkin´s Field Dependence - Field Independence Learning Style Model |
Examination of the issue of the course from different sources |
Research,discussion |
|
14 |
Examples of Witkin´s Field Dependence - Field Independence Learning Style Model |
Revision of the related literature on the subject and read at least two articles |
Research,discussion |
|
15 |
Evaluation of the term |
None |
Questioning, discussion |
|
16/17 |
Final Examination |
Exam Preparation |
Written exam |
|
|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 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.
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| |
| Required Course Material(s) |
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.
Keefe, W.J. (1988). "Development of the NASSP learning style profile", Profiling and utilizing learning style (Ed. James W. Keefe), Virginia: National Association of Secondary School Principals, 1-21.
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
|
Homeworks/Projects/Others |
10 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines scientific research and analysis methods which are used in social sciences. |
4 |
|
2 |
Refers to the 1st- 4th grades primary education class schedules and basic principles. |
2 |
|
3 |
Explains the theories of development and learning within the scope of primary education at 1st- 4th grades. |
2 |
|
4 |
Clarifies teaching strategies, methods and techniques based upon the qualifications of graduation. |
2 |
|
5 |
Explains the interaction among the disciplines related to the field. |
2 |
|
6 |
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. |
2 |
|
7 |
Utilizes the combined information about class teaching and different areas. |
3 |
|
8 |
Explains theoretical and practical knowledge of the field at a professional level. |
4 |
|
9 |
Has a critical approach to the national and internatinal applications concerning the primary education. |
4 |
|
10 |
Plans and executes a scientific research. |
0 |
|
11 |
Conducts teaching methods and techniques by taking qualifications of graduation into account. |
3 |
|
12 |
Performs the study required for expertise in their field independently. |
4 |
|
13 |
Has the quality of leadership in situations related to problem solving in their field or organises teamwork. |
4 |
|
14 |
Questions the scientific and social issues in a critical way, and welcomes new perspectives. |
5 |
|
15 |
Conducts the studies in the field within the framework of lifelong learning. |
4 |
|
16 |
Follows social and technological developments. |
3 |
|
17 |
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. |
5 |
|
18 |
Utilises information and communication technologies effectively. |
4 |
|
19 |
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. |
0 |
|
20 |
Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
13 |
3 |
39 |
|
Out of Class Study (Preliminary Work, Practice) |
13 |
6 |
78 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
10 |
4 |
40 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
|
Final Exam |
1 |
3 |
3 |
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Total Workload: | 162 |
| Total Workload / 25 (h): | 6.48 |
| ECTS Credit: | 6 |
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