Culturally responsive assessment of physical science skills and abilities: Development, field testing, and implementation. ![]() The University of Arizona, Tucson, AZ.Īlfaiz, F. The association between the fidelity of implementation of the Real Engagement in Active Problem Solving (REAPS) model and student gains in creative problem solving in science (Unpublished doctoral dissertation). Implementing and sustaining innovationsĪlfaiz, F.We demonstrate the model’s comprehensiveness as a way to: differentiate the curriculum for all levels of learners and children with varied types of abilities, inclusive of gifted students outline the guiding paradigms of thinking that led to its creation give an overview of the evidence-based models that form the framework and methods of teaching that make up Real Engagement in Active Problem-Solving (REAPS) describe ways it has been implemented in Australasian and Pacific Rim contexts provide examples from classrooms in Korea, Australia, China, and New Zealand introduce a long-term, whole-school collaboration to improve the model and test its effectiveness and summarise results of research. In this chapter, we describe a teaching model made up of three other evidence-based teaching models with a common goal of enhancing students’ ability to think creatively, critically, and collaboratively while learning essential content-related ideas and skills. ![]() We believe that engaging students in solving problems they perceive as real and relevant in their lives, combined with differentiation, is an effective way to nurture giftedness and talent in all domains while also discovering hidden talents and providing a setting for developing all students’ strengths, interests, and passions.
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