{"id":221,"date":"2020-09-20T21:35:00","date_gmt":"2020-09-21T00:35:00","guid":{"rendered":"https:\/\/fusionweb.com.br\/instituto\/index.php\/2020\/09\/20\/dr-hasan-tortop-fala-sobre-seu-modelo-para-superdotados\/"},"modified":"2020-09-20T21:35:00","modified_gmt":"2020-09-21T00:35:00","slug":"dr-hasan-tortop-fala-sobre-seu-modelo-para-superdotados","status":"publish","type":"post","link":"https:\/\/institutoces-curitiba.com.br\/index.php\/2020\/09\/20\/dr-hasan-tortop-fala-sobre-seu-modelo-para-superdotados\/","title":{"rendered":"Dr. Hasan Tortop fala sobre seu modelo para superdotados"},"content":{"rendered":"

 Dr. Hasan Tortop
\ncriou um modelo para superdotados<\/span><\/span><\/p>\n


<\/span><\/span><\/p>\n

(Text in Portuguese and in English)<\/span><\/span><\/p>\n

Veja o v\u00eddeo!  <\/span><\/span>Clique aqui!<\/span><\/a><\/p>\n

\n

<\/a><\/div>\n

<\/p>\n

<\/div>\n<\/p>\n

Existem cinco
\ncomponentes importantes neste modelo: Abordagem do curr\u00edculo, Processo de
\nensino, Avalia\u00e7\u00e3o, Sele\u00e7\u00e3o de alunos superdotados academicamente, Sele\u00e7\u00e3o de
\ne-mentor e treinamento de orienta\u00e7\u00e3o.<\/span><\/span><\/p>\n

H\u00e1 tamb\u00e9m tr\u00eas etapas:
\nPrimeira Etapa: Processo de Sele\u00e7\u00e3o do Mentor e Campo Cient\u00edfico do EPGBU;
\nSegunda Etapa: Estudo em Profundidade do EPGBU no Campo Cient\u00edfico e Per\u00edodo de
\nProjeto de Pesquisa; Terceira etapa: Per\u00edodo de relat\u00f3rio e pesquisa
\nindependente de EPGBU.<\/o:p><\/span><\/span><\/p>\n

No EPGBU, o processo de
\ndesenvolvimento curricular foi baseado no Modelo de Compacta\u00e7\u00e3o de Curr\u00edculo
\n(Reis & Renzulli, 1978) e no Modelo Curricular Integrado (VanTassel-Baska
\n& Wood, 2009). No Modelo de Compacta\u00e7\u00e3o de Curr\u00edculo, \u00e9 essencial compactar
\nobjetivos simples e repetidos na educa\u00e7\u00e3o geral e aumentar os objetivos para
\nnutrir o pensamento de n\u00edvel superior de alunos superdotados.<\/o:p><\/span><\/span><\/p>\n

Para saber mais sobre o
\nmodelo do Dr. Hasan Said Tortop, consulte esta p\u00e1gina: <\/span>https:\/\/hasansaidtortop.com\/<\/span><\/o:p><\/span><\/u><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Refer\u00eancias:<\/o:p><\/span><\/b><\/p>\n

Reis, S.M. &
\nRenzulli, J.S. (1978). Using curriculum compacting to challenge the
\nabove-average. Educational Leadership, 59(2), 51-57.<\/o:p><\/span><\/p>\n

Tortop, H.S. (2012).
\nRadical acceleration in educational process of highly gifted students and the
\nsituation Turkey. Higher Education and Science, 2(2), 106-113. <\/o:p><\/span><\/p>\n

Tortop, H. S. (2013). A
\nnew model program for academically gifted students in turkey: overview of the
\neducation program for the gifted students\u2019 bridge with university (EPGBU).
\nJournal for the Education of Gifted Young Scientists, 1(2), 21-31. <\/o:p><\/span><\/p>\n

Tortop, H. S., &
\nEker, C., (2014). \u00dcst\u00fcn yetenekliler e\u011fitim programlar\u0131nda \u00f6z-d\u00fczenlemeli
\n\u00f6\u011frenme neden yeralmal\u0131d\u0131r? [Why should self-regulated learning skills take
\nplace in gifted education programs?].Journal of Gifted Education Research,
\n2(1), 23-41. <\/o:p><\/span><\/p>\n

Tortop, H. S., (2014).
\nGifted students\u2019 views about first stage of the Education Program for the
\nGifted Students\u2019 Bridge with University (EPGBU). Turkish Journal of Distance
\nEducation-TOJDE, 15(2), 62-74. <\/o:p><\/span><\/p>\n

Tortop, H. S. (2015a).
\nA comparison of gifted and non-gifted students\u2019 self-regulation skills for
\nscience learning. Journal for the Education of Gifted Young Scientists, 3(1),
\n42-57.<\/o:p><\/span><\/p>\n

Tortop, H.S. (2015b).
\n\u00dcst\u00fcn yetenekliler \u00fcniversite k\u00f6pr\u00fcs\u00fc e\u011fitim program\u0131 \u00dcY\u00dcKEP Modeli [Education
\nProgram for the Gifted Students\u2019 Bridge with University (EPGBU) Model]. D\u00fczce:
\nGen\u00e7 Bilge Yay\u0131nc\u0131l\u0131k.<\/o:p><\/span><\/p>\n

Van Tassel-Baska, J.
\n& Wood, S.M. (2009). The integrated curriculum model. J.S. Renzulli, E.J.
\nGubbins, K.S. McMillen, R.D. Eckert & C.A. Little (Eds.), Systems and
\nmodels for developing programs for the gifted and talented. Mansfield Center,
\nCT: Creative Learning Press.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Text in English:<\/o:p><\/span><\/span><\/u><\/p>\n

 <\/span><\/o:p><\/span><\/p>\n

Dr. Hasan Said Tortop created:
\n\u201cGifted Programming: Bridging Education
\nWith Universities\u201d<\/b> (GPBEU).<\/o:p><\/span><\/span><\/p>\n

There are five important
\ncomponentes in this model:  <\/span>Approach to
\ncurriculum. Teaching process, Evaluation, Selection of academically gifted
\nstudents, Selection of e-mentor and orientation training. <\/o:p><\/span><\/span><\/p>\n

There are also three
\nstages: First Stage: EPGBU Scientific Field & Mentor Selecting Process; Second
\nStage: EPGBU In-Depth Study in the Scientific Field and Research Design Period;
\nThird Stage: EPGBU Independent Research and Reporting Period.<\/o:p><\/span><\/span><\/p>\n

In EPGBU, the
\ncurriculum development process was based on the Curriculum Compacting Model
\n(Reis & Renzulli, 1978) and the Integrated Curriculum Model
\n(VanTassel-Baska & Wood, 2009). In the Curriculum Compacting Model, it is
\nessential to compact simple and repeated objectives in general education and to
\nincrease the objectives for nurturing higher level thinking of gifted students.<\/o:p><\/span><\/span><\/p>\n

To know more about Dr.
\nHasan Said Tortop model, consult this page: <\/span>https:\/\/hasansaidtortop.com\/<\/span><\/o:p><\/span><\/u><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

References:<\/o:p><\/span><\/b><\/p>\n

Reis, S.M. &
\nRenzulli, J.S. (1978). Using curriculum compacting to challenge the
\nabove-average. Educational Leadership, 59(2), 51-57.<\/o:p><\/span><\/p>\n

Tortop, H.S. (2012).
\nRadical acceleration in educational process of highly gifted students and the
\nsituation Turkey. Higher Education and Science, 2(2), 106-113. <\/o:p><\/span><\/p>\n

Tortop, H. S. (2013). A
\nnew model program for academically gifted students in turkey: overview of the
\neducation program for the gifted students\u2019 bridge with university (EPGBU).
\nJournal for the Education of Gifted Young Scientists, 1(2), 21-31. <\/o:p><\/span><\/p>\n

Tortop, H. S., &
\nEker, C., (2014). \u00dcst\u00fcn yetenekliler e\u011fitim programlar\u0131nda \u00f6z-d\u00fczenlemeli
\n\u00f6\u011frenme neden yeralmal\u0131d\u0131r? [Why should self-regulated learning skills take
\nplace in gifted education programs?].Journal of Gifted Education Research,
\n2(1), 23-41. <\/o:p><\/span><\/p>\n

Tortop, H. S., (2014).
\nGifted students\u2019 views about first stage of the Education Program for the
\nGifted Students\u2019 Bridge with University (EPGBU). Turkish Journal of Distance
\nEducation-TOJDE, 15(2), 62-74. <\/o:p><\/span><\/p>\n

Tortop, H. S. (2015a).
\nA comparison of gifted and non-gifted students\u2019 self-regulation skills for
\nscience learning. Journal for the Education of Gifted Young Scientists, 3(1),
\n42-57.<\/o:p><\/span><\/p>\n

Tortop, H.S. (2015b).
\n\u00dcst\u00fcn yetenekliler \u00fcniversite k\u00f6pr\u00fcs\u00fc e\u011fitim program\u0131 \u00dcY\u00dcKEP Modeli [Education
\nProgram for the Gifted Students\u2019 Bridge with University (EPGBU) Model]. D\u00fczce:
\nGen\u00e7 Bilge Yay\u0131nc\u0131l\u0131k.<\/o:p><\/span><\/p>\n

Van Tassel-Baska, J.
\n& Wood, S.M. (2009). The integrated curriculum model. J.S. Renzulli, E.J.
\nGubbins, K.S. McMillen, R.D. Eckert & C.A. Little (Eds.), Systems and
\nmodels for developing programs for the gifted and talented. Mansfield Center,
\nCT: Creative Learning Press.<\/o:p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

 Dr. Hasan Tortop criou um modelo para superdotados (Text in Portuguese and in English) Veja o v\u00eddeo!  Clique aqui! Existem cinco componentes importantes neste modelo: Abordagem do curr\u00edculo, Processo de ensino, Avalia\u00e7\u00e3o, Sele\u00e7\u00e3o de alunos superdotados academicamente, Sele\u00e7\u00e3o de e-mentor e treinamento de orienta\u00e7\u00e3o. H\u00e1 tamb\u00e9m tr\u00eas etapas: Primeira Etapa: Processo de Sele\u00e7\u00e3o do Mentor e […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"_joinchat":[],"footnotes":""},"categories":[1],"tags":[],"class_list":["post-221","post","type-post","status-publish","format-standard","hentry","category-sem-categoria"],"yoast_head":"\nDr. Hasan Tortop fala sobre seu modelo para superdotados - Instituto da Criatividade & Superdota\u00e7\u00e3o<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/institutoces-curitiba.com.br\/index.php\/2020\/09\/20\/dr-hasan-tortop-fala-sobre-seu-modelo-para-superdotados\/\" \/>\n<meta property=\"og:locale\" content=\"pt_BR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Dr. Hasan Tortop fala sobre seu modelo para superdotados %\" \/>\n<meta property=\"og:description\" content=\" Dr. Hasan Tortop criou um modelo para superdotados (Text in Portuguese and in English) Veja o v\u00eddeo!  Clique aqui! 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Existem cinco componentes importantes neste modelo: Abordagem do curr\u00edculo, Processo de ensino, Avalia\u00e7\u00e3o, Sele\u00e7\u00e3o de alunos superdotados academicamente, Sele\u00e7\u00e3o de e-mentor e treinamento de orienta\u00e7\u00e3o. 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