The Role of Technology in Providing Effective Gifted Education Services in Clustered Classrooms

2015 ◽  
pp. 411-435
Author(s):  
Geri Collins ◽  
Jeffrey Hall ◽  
Bridget Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Gifted Education ◽  
Lesson Plan ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Problem Solving Skills ◽  
Content Areas ◽  
Education Services

The purpose of this chapter is to examine the rationale of clustered classrooms and to explore methods of using technology to enhance the educational outcomes of gifted students in clustered classrooms. The need for this training is great because clustered classrooms can help teachers overcome the problems associated with mixed-ability groupings, tight budgets, and accusations of elitism that often plague gifted education services (Brulles & Winebrenner, 2012). The chapter includes research-based strategies for facilitating clustered classrooms, provides ideas for incorporating technology across multiple content areas, identifies what exemplary student products should look like, and offers a sample lesson plan that can be adapted to cultivate problem-solving skills, critical thinking, and collaboration in a clustered classroom. By highlighting and examining these issues, the authors hope that more teachers will utilize the clustered classroom model, providing outstanding educational opportunities that can benefit all students.

The Role of Technology in Providing Effective Gifted Education Services in Clustered Classrooms

2016 ◽  
pp. 550-568
Author(s):  
Geri Collins ◽  
Jeffrey Hall ◽  
Bridget Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Gifted Education ◽  
Lesson Plan ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Problem Solving Skills ◽  
Content Areas ◽  
Education Services

The purpose of this chapter is to examine the rationale of clustered classrooms and to explore methods of using technology to enhance the educational outcomes of gifted students in clustered classrooms. The need for this training is great because clustered classrooms can help teachers overcome the problems associated with mixed-ability groupings, tight budgets, and accusations of elitism that often plague gifted education services (Brulles & Winebrenner, 2012). The chapter includes research-based strategies for facilitating clustered classrooms, provides ideas for incorporating technology across multiple content areas, identifies what exemplary student products should look like, and offers a sample lesson plan that can be adapted to cultivate problem-solving skills, critical thinking, and collaboration in a clustered classroom. By highlighting and examining these issues, the authors hope that more teachers will utilize the clustered classroom model, providing outstanding educational opportunities that can benefit all students.

scholarly journals The Role of Critical Thinking in Helping Students Cope with Problems

2020 ◽  
Vol 1 (2) ◽  
pp. 198-217
Author(s):  
Violla Makhzoum ◽  
Lama Komayha
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Private Universities ◽  
Education Programs ◽  
Problem Solving Skills ◽  
American System ◽  
The Difference ◽  
The University

Purpose: This research study aims to address the role of higher education programs in developing students’ critical thinking and problem-solving skills, emphasizing on the importance of the university professors’ role in nurturing these skills through the means they use in the classroom. The research also aims to highlight the difference in developing these skills among students between universities that follow the Francophone system and universities that follow the American system. Approach/Methodology/Design: To achieve the goal of this research, a descriptive approach was adopted to test the validity of the research hypotheses which are based on correlations between research variables related to higher education programs and the skill of critical thinking. A questionnaire was employed to collect data from the sample, which consisted of four private universities, divided into two groups which are two private universities that follow the American system, and two private universities that follow the Francophone system. The sample consisted of 120 students from universities that follow the American system, and 132 students from universities that follow the Francophone system. The students were selected from the Faculty of Economics and Business Administration. Findings: It was found out that there are statistically significant differences between the students’ answers regarding the extent of their ability to possess the skills of critical thinking and problem-solving in concerning to the universities in which they study, and we have also found that there are statistically significant differences in the student’s acquisition of these skills between the programs of Francophone and American universities according to their demographic characteristics and majors. Practical Implications: The study will be of great use for concerned authorities, emphasizing on critical thinking and problem-solving skills. Originality/value: The findings revealed a significant correlation between university programs and critical thinking and problem solving skills.

A Conceptual Model of Four Types of Parent-School Interactions

1983 ◽  
Vol 5 (2) ◽  
pp. 120-126 ◽  
Author(s):  
Nicholas Colangelo ◽  
David F. Dettmann
Keyword(s):  
Conceptual Model ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Basic Issue ◽  
Insight Into

One of the most important issues in gifted education is the parent-school relationship. The most basic issue regarding this relationship concerns the role the school should take in providing special educational opportunities for gifted students. The authors present a model conceptualizing four types of interactions between parents and schools. These four types of interactions determine the underlying cooperation or conflict that is present between parents and schools. The model offers parents and schools insight into understanding the nature of their interactions concerning the role of the school in gifted education.

scholarly journals Description in course of mathematical methods for physics and possible development of course program

2021 ◽  
pp. 73-84
Author(s):  
Sujito Sujito ◽  
Liliasari Liliasari ◽  
Andi Suhandi ◽  
Edy Soewono
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Data Collection ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Mathematical Methods ◽  
Problem Solving Skills ◽  
Physics Teachers ◽  
Physics Courses ◽  
Abstract Ideas

The essence of mathematics is a thought process in constructing, applying abstract ideas, and their logical interrelationships. This process is essential in solving quantitative and qualitative physics problems, where abstract ideas are required to represent physical phenomena. This study aims to give detail description of the process of mathematical methods for physics lectures. Improvement in pre-service physics teachers' critical thinking is designed to strengthen their critical thinking and problem-solving skills. The methodology of research is qualitative descriptive. The research subjects were 97 pre-service physics teachers who had followed the mathematical methods for physics courses and teaching lecturers. Data collection consisted of questionnaires, and interviews. Observations are needed for describing the implementation of mathematical methods for physics courses, document analysis, and data collection, including lesson plan and assessment. The results showed that mathematical methods for physics courses need improvement in the learning process. It is concluded that lecture activities integrating computers into physics and mathematics are necessary to be implemented. It is expected that the program will improve students' ability in problem-solving, critical thinking skills, communication, digital era literacy, creative and innovative creations, and group work. Specifically, implementation of the program in the ordinary differential equations course can provide learning experiences to students regarding the process of reasoning in physics using mathematical principles.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

The Rhetorical Case: Its Roman Precedent and the Current Debate

1989 ◽  
Vol 19 (3) ◽  
pp. 203-226 ◽  
Author(s):  
Michael Mendelson
Keyword(s):  
Problem Solving ◽  
Technical Writing ◽  
Current Debate ◽  
Case Study Method ◽  
Full Spectrum ◽  
Problem Solving Skills ◽  
Early Case ◽  
New Phase

Because of the recent emphasis on rhetorical context in business and technical writing (BTW) instruction, the problem-solving case has become a staple in BTW classrooms. However, a number of critics have voiced concerns about the use of the rhetorical case. These concerns recall an ancient debate among Roman rhetoricians over an early case-study method called declamation. For contemporary theorists, the debate over case study revolves around its value as a stimulant to problem-solving skills, its ability to imitate the realistic circumstances of professional BTW, and its emphasis on persona and audience along with its deemphasis of the teacher. A full spectrum of arguments on these and other issues in the case-study debate indicates that the discipline is entering a new phase in its deliberations over the role of problem-solving and pragmatics in the BTW classroom.

Student Attaintment of Skill Sets Through Capstone Course in Diploma in Civil Engineering Programme

2021 ◽  
Vol 8 ◽  
pp. 1-9
Author(s):  
Narita Binti Noh ◽  
Nurul Izziyantie binti Mat Noor ◽  
Syed Muhammad bin Syed Yahya ◽  
Muhammad Bazli Faliq bin Mohd Puad
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Civil Engineering ◽  
Lesson Plan ◽  
Problem Solving Skills ◽  
Skill Sets ◽  
Capstone Course ◽  
Main Programme ◽  
Scientific Skills ◽  
Programme Outcomes

Engineering education has become challenging compared to previous decade, the readiness of graduates before entering employement world is vital for the academician. Students are expected to possess all generic skill sets as needed by a qualified engineer including knowledge profile, engineering ability, communication, teamwork, and other relevant skills. In Malaysia, engineering graduates should possess 12 programme outcomes (PO) according to ETAC requirement, throughout the whole curriculum structure in diploma level. However, capstone course in Diploma Civil Engineering in UiTM only measures 3 main programme outcomes which are problem solving and scientific skills, communication skills, and ethics in engineering. The implementation of capstones course is reviewed for 3 consecutive semesters and student attaintment based on grade and programe outcomes is observed. This paper provides the assesment tools that had been mapped to programme outcomes through out 14 week lesson plan for final year students in Diploma Civil Engineering.This study was conducted in UiTM Pasir Gudang to measure the attainment of student’s skill set based on programme outcomes stated in the syllabus. It shows that, a graduate is considered to be good in communication skills and ethics in engineering but average in problem solving skills and scientific skills. Thus, a few recomandations have been made to improve the skills attainment among students at the faculty level.

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

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