The Investigation of the Reflections of UbD-Based Differentiated Turkish Instruction

Abstract

Teaching grammar in Turkish courses cansometimes be too vaguefor the students and this leads students to memorize the subjects superficially and proceed without learning completely. To overcome this situation, it is important to plan the instruction by considering meaningful learning and to differentiate it according to learner needs when necessary. The purpose of this study is to examine the reflections of UbD-based differentiated Turkish instruction on middle school students. The study was carried out using basic qualitative research design. Ihe study group consisted of 160 7th grade pupils attending a state school. Self-reflection forms, teacher's field notes and headmaster observation form were used as data collection tools. Ihe data collected were analysed using content analysis. Die findings of the study indicated that learning with UbD-based differentiated instruction is more permanent and that pupils took part in the learning process in a more active way. © 2021 Elsevier B.V., All rights reserved.