|Responsible Partner||MUSEV and 21. YY Eğitimciler Derneği (21st Century Educators Assoc.)|
|Name of the Module||Failure in classes|
|Introduction of the Module||Success; to reach the set goal. For example, if the person who wants to lose 30 kilos really loses 30 kilos, it will be successful. In the concept of being successful at school, it is to achieve the expected level of academic success from the students and to comply with the general rules. It means achieving the desired level of academic success in the classroom and gaining a set of habits that are compatible with the society at the desired level. If the student’s grade point average is low, even if he has difficulty in passing his class, there is school failure at this point. When the first signs of this process, which goes up to school dropout, appear, it is necessary to take the right intervention.
The reasons for failure are generally;
-Reasons arising from the student,
-Family related reasons,
-School related reasons.
|Aim of the module||Purpose of this module is to help teachers and trainers based on examples, sample activities, questionnaires, good practice examples, case studies etc. caused from the reasons originating from the student, family, school, etc.|
|Learning Objectives||Upon the completion of the module, the learner will be able to:
1) Demonstrate knowledge about the reasons of the failure in classes
2) Understand the way of the solution to the reasons arising from the student, family and from the school.
3) Describes the new and innovative ways to be used in avoiding failure in the class
|Content of the module||Units;
– Unit 1 Peer EDDI Teams
– Unit 2 ROBOT Club membership
– Unit 3 Mentoring Programme
– Unit 4 Differentiated Instruction: Learning Stations
– Learning to Solder
– Multiple Intelligence Mentoring Activity
– ROSE, THORN & BUD
– Sea of stories
– Osman’ return
– Learning Preference Survey
– “1,000 Schools in Vocational Education and Training” Project, “Early Leaving Prevention” subcomponent
– DI Professional Development Module
UNIT-1 Peer EDDI Teams
Most research on early school leaving suggests that the undesirable end can be prevented. It is shared that early detection is important in prevention and that peer counseling is an important solution after detection. Therefore, it is certain that solutions that include peer counseling will also be effective. There will be an information in this unit how to form peer counselling teams, how to match the students to each other.
UNIT-2 ROBOT Club Membership
It is seen that the sense of belonging to the school prevents school dropout in students. Since academic failure in students is the most important reason for leaving school, the contributions to be made to the academic success of the students as well as the sense of belonging will be of great benefit. Therefore, in addition to directing students to social clubs, it would be beneficial to direct students with academic failure to clubs such as STEM Club, ROBOT Club, Literature Club that work in parallel with their academic failures and ensure their active participation will be beneficial. This unit systematically shares the stages of establishing the ROBOT club and which skills and emotions can be addressed with the ROBOT club in preventing academic failure
UNIT-3 Mentoring Programme
Often at-risk children need additional support for any chance to achieve success in an academic setting. Even when classroom teachers identify students who are struggling academically or socially, they may be unable to dedicate the time needed to assist those students or find solutions to their problems. Experts in the field tend to agree that mentoring activities, such as those that take place in schools, can be a useful tool in reaching at-risk students (Carter, 2004; Coppock, 2005; Daloz, 2004).
UNIT-4 Differentiated Instruction: Learning Stations
Effective teachers are always on the prowl for new and exciting teaching strategies that will keep their students motivated and engaged. Differentiated instruction strategies allow teachers to engage each student by accommodating to their specific learning style. According to Howard Gardner’s Multiple Intelligences Theory, every person has a different mind, and therefore each person learns and understands information differently. Differentiating instruction offers a way to meet all students’ needs. One helpful strategy to differentiate instruction is learning stations. Learning stations can easily be designed to enable students with diverse learning needs to learn at their pace and readiness level. Teachers can set up each station where students will be able to complete the same task, but at the level and style that is specifically designed for them.
ACTIVITIES - ANNEX I
SAMPLE CASES - ANNEX 2
SURVEY - ANNEX 3
GOOD PRACTICES - ANNEX 4