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    Effect of the Integrated Curriculum Model on Writing Skills
    (Hacettepe Univ, 2021) Usenti, Ulku Akca; Davasligil, Zekiye Umit Tulin
    The subject of the research is the effect of differentiated teaching applications based on The Integrated Program Model prepared to be used in Turkish lessons on gifted and talented students' writing skills (narrative writing-descriptive writing). The Integrated Program Model, which is based on critical thinking was adapted to our country and units including literary analysis were created. These units were applied to the students and after the application, the students' situation regarding their writing skills was evaluated. The study group in the research was selected among gifted and talented students who were going to primary schools in Dilzce and participants of Dilzce BILSEM. The study group consisted of 11 experimental and 11 control group students, who were between the ages of 10-11 and identified as gifted and talented. The equalization of the experimental group and the control group was conducted using the WISC-R Test scores applied by the RAM and the Writing Assessment Scale scores. These scores were also used as pre-test and post-test scores for the experimental group and control group. While differented program activities were applied to experimental group students, the control group students continued their education with the curriculum applied in BILSEM. Man Whitney-U Test and Wilcoxon Marked Ranks Test were used in the analysis of the data obtained after the last tests applied to determine the effectiveness of the teaching applications. Findings show that differentiated teaching applications have a meaningful effect on the writing skills of the gifted and talented students.