Dr. Hasan Tortop fala sobre seu modelo para superdotados

 Dr. Hasan Tortop criou um modelo para superdotados


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Existem cinco componentes importantes neste modelo: Abordagem do currículo, Processo de ensino, Avaliação, Seleção de alunos superdotados academicamente, Seleção de e-mentor e treinamento de orientação.

Há também três etapas: Primeira Etapa: Processo de Seleção do Mentor e Campo Científico do EPGBU; Segunda Etapa: Estudo em Profundidade do EPGBU no Campo Científico e Período de Projeto de Pesquisa; Terceira etapa: Período de relatório e pesquisa independente de EPGBU.

No EPGBU, o processo de desenvolvimento curricular foi baseado no Modelo de Compactação de Currículo (Reis & Renzulli, 1978) e no Modelo Curricular Integrado (VanTassel-Baska & Wood, 2009). No Modelo de Compactação de Currículo, é essencial compactar objetivos simples e repetidos na educação geral e aumentar os objetivos para nutrir o pensamento de nível superior de alunos superdotados.

Para saber mais sobre o modelo do Dr. Hasan Said Tortop, consulte esta página: https://hasansaidtortop.com/

 

Referências:

Reis, S.M. & Renzulli, J.S. (1978). Using curriculum compacting to challenge the above-average. Educational Leadership, 59(2), 51-57.

Tortop, H.S. (2012). Radical acceleration in educational process of highly gifted students and the situation Turkey. Higher Education and Science, 2(2), 106-113.

Tortop, H. S. (2013). A new model program for academically gifted students in turkey: overview of the education program for the gifted students’ bridge with university (EPGBU). Journal for the Education of Gifted Young Scientists, 1(2), 21-31.

Tortop, H. S., & Eker, C., (2014). Üstün yetenekliler eğitim programlarında öz-düzenlemeli öğrenme neden yeralmalıdır? [Why should self-regulated learning skills take place in gifted education programs?].Journal of Gifted Education Research, 2(1), 23-41.

Tortop, H. S., (2014). Gifted students’ views about first stage of the Education Program for the Gifted Students’ Bridge with University (EPGBU). Turkish Journal of Distance Education-TOJDE, 15(2), 62-74.

Tortop, H. S. (2015a). A comparison of gifted and non-gifted students’ self-regulation skills for science learning. Journal for the Education of Gifted Young Scientists, 3(1), 42-57.

Tortop, H.S. (2015b). Üstün yetenekliler üniversite köprüsü eğitim programı ÜYÜKEP Modeli [Education Program for the Gifted Students’ Bridge with University (EPGBU) Model]. Düzce: Genç Bilge Yayıncılık.

Van Tassel-Baska, J. & Wood, S.M. (2009). The integrated curriculum model. J.S. Renzulli, E.J. Gubbins, K.S. McMillen, R.D. Eckert & C.A. Little (Eds.), Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.

 

Text in English:

 

Dr. Hasan Said Tortop created: “Gifted Programming: Bridging Education With Universities” (GPBEU).

There are five important componentes in this model:  Approach to curriculum. Teaching process, Evaluation, Selection of academically gifted students, Selection of e-mentor and orientation training.

There are also three stages: First Stage: EPGBU Scientific Field & Mentor Selecting Process; Second Stage: EPGBU In-Depth Study in the Scientific Field and Research Design Period; Third Stage: EPGBU Independent Research and Reporting Period.

In EPGBU, the curriculum development process was based on the Curriculum Compacting Model (Reis & Renzulli, 1978) and the Integrated Curriculum Model (VanTassel-Baska & Wood, 2009). In the Curriculum Compacting Model, it is essential to compact simple and repeated objectives in general education and to increase the objectives for nurturing higher level thinking of gifted students.

To know more about Dr. Hasan Said Tortop model, consult this page: https://hasansaidtortop.com/

 

References:

Reis, S.M. & Renzulli, J.S. (1978). Using curriculum compacting to challenge the above-average. Educational Leadership, 59(2), 51-57.

Tortop, H.S. (2012). Radical acceleration in educational process of highly gifted students and the situation Turkey. Higher Education and Science, 2(2), 106-113.

Tortop, H. S. (2013). A new model program for academically gifted students in turkey: overview of the education program for the gifted students’ bridge with university (EPGBU). Journal for the Education of Gifted Young Scientists, 1(2), 21-31.

Tortop, H. S., & Eker, C., (2014). Üstün yetenekliler eğitim programlarında öz-düzenlemeli öğrenme neden yeralmalıdır? [Why should self-regulated learning skills take place in gifted education programs?].Journal of Gifted Education Research, 2(1), 23-41.

Tortop, H. S., (2014). Gifted students’ views about first stage of the Education Program for the Gifted Students’ Bridge with University (EPGBU). Turkish Journal of Distance Education-TOJDE, 15(2), 62-74.

Tortop, H. S. (2015a). A comparison of gifted and non-gifted students’ self-regulation skills for science learning. Journal for the Education of Gifted Young Scientists, 3(1), 42-57.

Tortop, H.S. (2015b). Üstün yetenekliler üniversite köprüsü eğitim programı ÜYÜKEP Modeli [Education Program for the Gifted Students’ Bridge with University (EPGBU) Model]. Düzce: Genç Bilge Yayıncılık.

Van Tassel-Baska, J. & Wood, S.M. (2009). The integrated curriculum model. J.S. Renzulli, E.J. Gubbins, K.S. McMillen, R.D. Eckert & C.A. Little (Eds.), Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.

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