Katmanlı Program®: İlkeler, Planlama, Uygulama ve Değerlendirme

Year 2019, Volume: 15 Issue: 2, 349 - 362, 26.08.2019

Kathie F. Nunley İlke Evin Gencel

https://doi.org/10.17860/mersinefd.554724

Cited By: 2

Abstract

Nunley
tarafından geliştirilen katmanlı program ile öğrenciler bireysel
farklılıklarını, yeteneklerini ve güçlü yönlerini öğrenme ortamına yansıtma
fırsatı bulmaktadır. Katmanlı programda aynı öğrenme kazanımı için görev
seçenekleri kolaydan zora, aşamalı biçimde ilerleme olanağı sağlayarak üst
düzey özellikleri kazandırmaya yönelik biçimde öğrencilere sunulmaktadır. Böylelikle
her öğrenci, aynı öğrenme amacına kendi ilgi ve yetenekleri doğrultusunda
farklı yollardan ilerleyebilmektedir. Öğrenen özerkliğini destekleyen basamaklı
öğretim programı, anlama sürecine odaklanmakta ve otantik öğrenme ortamı
sunmaktadır. Mevcut öğretim programını üç katmana ayırarak farklılaştırılmış
öğretimle üst düzey düşünme becerilerini öğrenenen sorumluluğunda geliştirmeyi hedeflemektedir.
Bu çalışmada, katmanlı programın temelleri ve dayandığı ilkeler, planlama,
uygulama ve değerlendirme aşamaları sunulmakta, yapılandırmacı eğitim
anlayışının uygulanmasında alternatif bir yol olarak katmanlı programın tasarlanmasında
dikkat edilmesi gerekenler hakkında bilgi verilmektedir. 

Keywords

Katmanlı program, farklılaştırılmış öğretim, program tasarımı

Layered Curriculum®* : Principles, Planning, Implementing and Evaluation

Abstract

 Students find an opportunity to reflect their individual differences, skills and strengths on the learning environment through Layered Curriculum® developed by Nunley. In layered curriculum, assignment choices for the same learning outcome are presented to the students to gain significant characteristics in a layered way by enabling them to make progress from easy to difficult, incrementally. Hereby each student can move towards achieving the same learning objective in line with his/her own interests and skills through different ways. Layered curriculum supporting the learner autonomy focuses on the process of comprehension and provides with an authentic learning environment. Layered curriculum aims at improving higher-order thinking skills in the responsibility of learner by dividing the current curriculum into three layers through differentiating the instruction. In this study, the foundations of layered curriculum and the principles on which it is based, its planning, implementation and evaluation stages are presented and information is given about the considerations in designing layered curriculum as an Layered curriculumalternative way in applying constructivist education. 

Keywords

Layered curriculum, differentiated instruction, curriculum design

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