Πρόταση εκπαιδευτικού προγράμματος χαρισματικών μαθητών στην Ιστορία

Abstract

Gifted students are recognized by most developed countries as individuals who need special education programs designed to meet their needs and abilities. This paper presents programs aimed at gifted students and which have been applied in many countries and different educational systems. Van Tassel Baska’s. Adjusted to the Program Model (Integrated Curriculum Model - ICM, 1986), which emphasizes differentiation on three levels, will be presented. This model has been fully developed and has been associated with the Integrated Curriculum Model (ICM), (Joyce Van Tassel- Baska, Susannah Wood, The College of William & Mary, 2009). Following this, the author of this paper will present The Purdue Three-stage Enrichment Model for Elementary Gifted Learners (PACE), 1973, which is designed to meet the needs of charismatic students. These two models have been adopted in the United States. The purpose of this paper is to make a proposal for a program focusing on the development of critical thinking, based on Paul's Reasoning Model (1992) and on the eight factors of productive thought it describes. The program is aimed at students aged 11-12 who have been evaluated as gifted and is an enriched program in the history lesson. The program of this proposal consists of six two-hour meetings and could be integrated either in the weekly program of general school or in extracurricular meetings. It aims at the development of critical thinking and problem solving and its content covers the historical period of the Ottoman domination in Greece.