Abstract:

Differentiated teaching is the changes and adaptations made in one or more of the curriculum content, learning teaching process, learning environment and product objects according to the student’s prepared attitudes, interests, wishes, learning profiles. This study aims to identify the relationship between the activities in high school Turkish curricula and the differentiated teaching approach. The method of document examination is used in the research methods. The objects of the study are the secondary school 5, 6, 7 and 8 class Turkish curricula used in the educational and educational years 2022-2023. For the analysis of data, the image analysis method was used from the quality data analysis methods. The activities in the curriculum books have been analyzed within the framework of a differentiated teaching approach. The evaluation of events as differentiated activity is based on the criteria created according to theoretical framework. The research finds that differentiated activities are not consistent in their distribution according to class levels and basic language skills. The activities that reflect the differentiated teaching approach in the existing Turkish curriculum books have been shown to be limited. There is no distinctive activity for the field of listening/seeing skills in Class 6, 7 and 8 Turkish curriculum books. Differentiated activities in the books do not show diversity. It is believed that the organization of the events in accordance with the differentiated teaching approach will increase the interest of students in the lesson and their success in the lesson. During the preparation of the events in the Turkish curricula, it is recommended that students take into account the very different prepared findings, interests and preferences, learning profiles. The events in the curricula books can be enriched according to a differentiated teaching approach and multi-optional events can be created.

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