Abstract:

In this study, the influence of differentiated teaching practices prepared for Turkish lessons on the writing skills of superior intelligent and skilled students has been tested. The Integrated Curriculum Model (ICM), which is based on critical thinking adapted to our country for this purpose, has been applied to superior intelligence and talented students with the creation of units that contain written analyses called "Change Examples". At the end of the application, the student’s status in the writing skills included in the Turkish teaching practices was looked at. The research work group was chosen among the superior intelligent and skilled students who are taught in the Düzce Ili primary school. The study group consists of 11 experiments, 11 control groups of students with superior skills determined in the age group of 10-11 years, continuing to Düzce BILSEM. The test group and control group were equalized using the WISC-R and Writing Skills Score scores applied by RAM. These tests were also used as a pre-test and final test for the students of the experiment and control group. After the equalization of the groups, the experimental group applied to students the differentiated "Change Examples" program activities, while the control group students continued their courses with the non-interference curriculum applied in BILSEM. In the analysis of the data obtained after the latest tests applied to test the effectiveness of teaching practices in the framework of the research, the Mann Whitney-U Test and the Wilcoxon Signed Screenshots Test were used. According to the research findings, differentiated teaching practices applied to superior intelligent and talented students have significantly affected students’ writing skills.

Keywords: