Katmanlı Program®: İlkeler, Planlama, Uygulama ve Değerlendirme

Öz

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. 

Anahtar Kelimeler

• Katmanlı program
• farklılaştırılmış öğretim
• program tasarımı

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

Öz

 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. 

Anahtar Kelimeler

• Layered curriculum
• differentiated instruction
• curriculum design

Kaynakça

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2. Bechkam, H. (2010). Student perceptions of layered curriculum vs. traditional coursework on class grades for 11th-12th grade economics and government students. Culminating Experience Action Research Projects, 17, 5-15.
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5. Clayton, H. (2004). From the ideological to the concrete: Ideas from paulo friere, understanding by design and the Ontario curriculum and their application to layered curriculum. www.help4teachers.com/heatherpaper.htm adresinden 08.01.2019 tarihinde alınmıştır.
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8. Evin Gencel, İ, & Saracaloğlu, A. S. (2018). The effect of layered curriculum on reflective thinking and on self-directed learning readiness of prospective teachers. International Journal of Progressive Education, 14 (1), 8-20.

9. Lasovage, A. J. (2006). Effect of using a layered curriculum format of instruction in a high school environmental science energy unit. (Unpublished master’s thesis). Michigan State University, USA.
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11. Maurer, L.A. (2009). Evaluating the use of layered curriculum and technology to increase comprehension and motivatıon in a middle school classroom. (Unpublished master’s thesis). University of Michigan State, USA
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18. Stenhoff, D. M., Davey, B. J., & Lignugaris, B. (2008). The effects of choice on assignment completion and percent correct by a high school student with a learning disability. Education and Treatment of Children, 31 (2), 203-211.
19. Stone, A. C. (2017). Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy. A professional paper submitted in partial fulfillment of the requirement for the degree of Master of Science in Science Education Montana State University Bozeman, Montana.
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