Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model

Abstract

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.

From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

“…One exemplary principal in New South Wales is an inspirational model for this practice, as she united the school community and the wider community of parents and influential members of the local area in the decision to bring in a new program, and, after field testing it, to implement it school-wide. As a result of school-wide implementation, and because the innovation was embedded into the school culture, teachers made significant changes in their practices [22] and expressed perceptions consistent with the underlying principles of the new teaching approach [23]. An important finding of these two studies was that teacher fidelity of implementation of the innovation was much higher than normally found in such studies [22].…”

“…As a result of school-wide implementation, and because the innovation was embedded into the school culture, teachers made significant changes in their practices [22] and expressed perceptions consistent with the underlying principles of the new teaching approach [23]. An important finding of these two studies was that teacher fidelity of implementation of the innovation was much higher than normally found in such studies [22]. Student growth in creative problem solving in math [24] and science [25], as well as in understanding the complexity of concepts and their interrelationships [26], was significant.…”

“…Regardless of whether young people have demonstrated potential for exceptional talent in leadership, but especially if they have, Real Engagement in Active Problem Solving (REAPS) is a valuable teaching approach that can help to develop exceptional talent in leadership in both general and special classrooms at all levels of education [5,[21][22][23]81]. Since developing the conceptual framework for defining exceptional talent [34], the DISCOVER researchers have experimented with different methods for developing problem-solving abilities.…”

“…Since developing the conceptual framework for defining exceptional talent [34], the DISCOVER researchers have experimented with different methods for developing problem-solving abilities. In 2008 [82], we designed an approach that we have found to be successful based on field testing and evaluation at different grade levels and in various cultures [5,22,23,[83][84][85]. The REAPS model is an integration of four evidence-based teaching models with problem solving as a common goal (Figure 1): the DISCOVER problem types and curriculum principles [15], the Thinking Actively in a Social Context (TASC) problem-solving process (c.f.…”

“…All of the models require and develop the 21st Century Skills of creativity, critical thinking, collaboration, and communication. ful based on field testing and evaluation at different grade levels and in various cultures [4,22,23,[83][84][85]. The REAPS model is an integration of four evidence-based teaching models with problem solving as a common goal (Figure 1): the DISCOVER problem types and curriculum principles [15], the Thinking Actively in a Social Context (TASC) problemsolving process (c.f.…”