Dr. Hasan Tortop criou um modelo para superdotados
(Text in Portuguese and in English)
Veja o vídeo! Clique aqui!
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.