A Model of Alternative Embedded Assessment in a Pull-Out Enrichment Program for the Gifted

Tal, Tali; Miedijensky, Shirley

doi:10.1177/026142940502000208

Cited by 11 publications

(9 citation statements)

References 27 publications

(35 reference statements)

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“…Current programs that feature school-wide models for PBL can be found across the United States as well in many other countries such as Finland, Germany, Israel, and Denmark (Schneider et al, 2016;Tal & Miedijensky, 2005;Thomas, 2000). However, PBL models have not resolved questions of scale and sustainability, especially for less well-funded public schools (Coburn, 2003).…”

Section: Project-based Learningmentioning

confidence: 99%

Promoting deep learning through project-based learning: a design problem

Miller

Krajcik

2019

Discip Interdscip Sci Educ Res

103

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In this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to science learning put forth by the Framework for K-12 Science Education (National Research Council (NRC), A framework for K-12 science education: Practices, crosscutting concepts, and core ideas, 2012) to optimize science learning environments. We offer a process for designing a curricular system that enhances how students learn science as a progression toward sophisticated practice of usable knowledge by focusing on coherence, depth, and motivation. We saw the potential of these distinct approaches for informing one another, and we extrapolate on 4 years of research that involves the process of iterating on our curricular design to best integrate the two approaches to support student learning.

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Section: Project-based Learningmentioning

confidence: 99%

Promoting deep learning through project-based learning: a design problem

Miller

Krajcik

2019

Discip Interdscip Sci Educ Res

103

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“…Students learn information through taxonomy keys for classification and categorization, and teachers can give students examples to enable them to create their own classification systems. Students develop deeper understanding of relationships within a habitat by creating and presenting models of ecosystems and food chains (Hsu et al, 2012;Maker, 2013;Tal & Miedijensky, 2005). Students need to interact with local experts such as biologists, medical professionals, forest rangers, and others through classroom talks or fieldwork (Tal & Miedijensky, 2005).…”

Section: Developing Life Science Abilitymentioning

confidence: 99%

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Pease

Vuke

Maker

et al. 2020

Journal of Advanced Academics

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Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

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“…This type of learning encourages collaboration with members of the community and even scientists to gather the necessary information to answer their questions and discuss their findings. Professional literature indicates that project based learning facilitates meaningful learning that breeds an independent, self-directed learner, I would go as far as saying: the ability to work in a team, reflective and critical thinking abilities (Tal & Miedijensky, 2005).…”

Section: Project Based Learningmentioning

confidence: 99%

“…The evaluation of the project is personal and relates to the quality of the outcome, the depth of the content, the demonstrated comprehension of the subject and the project's contribution to learning. The evaluation is incorporated and becomes an integral part of the learning process as a whole and part of structuring the project or the outcome in particular (Tal & Miedijensky, 2005).…”

Section: Project Based Learningmentioning

confidence: 99%

Individual Instruction as Catalyst in the Transformation of Teaching

Shaham¹

2018

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This research examines the connection between classroom learning environment and individual instruction methods in the context of the reform known as “New Horizon”. Within this framework of individual instruction, teachers are given opportunities to experiment with various innovative teaching methods and in the process, motivate students and strengthen the personal relationship. Communication and a positive relationship between teachers and the students in the group may contribute to the improvement of the learning environment in the classroom as a whole.The quantitative research was conducted within the framework of a correlative study among 60 teachers (98.3% women and 1.7% men); all of them provide individual instruction to students in first through sixth grade in three elementary schools located in Haifa and other areas in the north. The sample included home room teachers (53.3%), subject teachers (36.7%) and grade coordinators (1.7%). The age of the participating teachers ranged from twenty seven to fifty two years old. Their tenure in teaching, between two and thirty two years; they took part in the New Horizon reform program for one to eight years.The teachers were asked to complete questionnaires; one measured the teaching methods of the individual instruction sessions, the second examined nurturing the best learning environment in this setting.

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A Model of Alternative Embedded Assessment in a Pull-Out Enrichment Program for the Gifted

Cited by 11 publications

References 27 publications

Promoting deep learning through project-based learning: a design problem

Promoting deep learning through project-based learning: a design problem

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Individual Instruction as Catalyst in the Transformation of Teaching

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