Using the TASC Model to Develop Gifted Students Creativity: Analytical Review

Abstract

The purpose of this analytical review was to investigate the uses of the TASC model to teach gifted students and develop their creativity. The researcher decided to select studies of the TASC model, which were not used by Maker, Alhusaini, Zimmerman, Pease, Schiever, and Whitford (2014) in the Saudi project. The studies included 30 out of 367 studies that were chosen for the Saudi project. Out of the 30 studies, the researcher selected 15, which he identified as school-based projects in which the TASC model was specifically used or described in teaching. The researcher also added six books that were written by Belle Wallace and colleagues. All of the reviewed publications suggested that the TASC model has been an effective, useful, and practical method with all students from different grade levels and of different abilities (especially with those who were gifted), as well as in all different content areas, to teach students and develop their creativity. The researcher identified limitations across the reviewed studies and publications, such as omissions of data collection procedures, data analysis processes, and lack of information about the participants as well as the interventions. Also, most of the studies provided qualitative results with no further discussion or explanation. More high quality research is needed to improve the scholarly conversation around this model.

Design Thinking Applications in Teaching Programming to Gifted Students

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Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gift Students Facing 21st Century Challenging

“…The problem was how to apply learning so that the higher competencies of learning contained in the curriculum could be optimally achieved. Several alternative learning strategies had been investigated in order to improve students' abilities in accordance with 21st century learning frameworks (Barak, 2017;Bråten & Braasch, 2017;Chu, Reynolds, Tavares, Notari, & Lee, 2017;Luna Scott, 2015;Qian& Clark, 2016).Some efforts to facilitate gifted students in mastering higher order thinking skills needed in the 21st century had also been carried out (Alhusaini, 2018;Saregar, Irwandani, Abdurrahman, Parmin, Septiana, Diani, & Sagala, 2018;Erdimez, Sema, & Zimmerman, 2017;Ozyaprak, 2016).…”

The Influence of Creative Learning Assisted by Instagram to Improve Middle School Students’ Learning Outcomes of Graphic Design Subject

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