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

Year 2018, Volume: 6 Issue: 3, 11 - 29, 15.09.2018

Abdulnasser Alhusaini

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.

Keywords

TASC Model, Teaching Gifted Students, Create Problem Solving, Developing Creativity

References

• Adams, H. B., & Wallace, B. (1991). TASC: A model for curriculum development which could have application in a wide variety of social, economic and political situations. Developing the potential of children in disadvantaged communities: The TASC project: “Thinking Actively in a Social Context”. Gifted Education International, 7(3), 104-113.
• Adeyemi, B. A. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students' achievement in social studies. Electronic Journal of Research in Educational Psychology, 6(3), 691-708.
• Ball, S., & Henderson, K. (2009). Using the TASC wheel to challenge more able children in an inclusive environment. Gifted Education International, 25(1), 56-59.
• Cartwright, S. (2012). How can I enable the gifts and talents of my students to be in the driving seat of their learning?. Gifted Education International, 29(3), 262–273.
• Cheng, W. Y., Lam, S. F., & Chan, C. Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology, 78(2), 205-221.
• Coleman, L. J. (2014). The power of specialized educational environments in the development of giftedness: The need for research on social context. Journal for the Education of the Gifted, 37(1), 70-80.
• Daniel, M. F. (2007). Epistemological and educational presuppositions of P4C: From critical dialogue to dialogical critical thinking. Gifted Education International, 22(2-3), 135-147.
• Davies, H. M. (2008). An overview of an investigation into the effects of using TASC strategies in the development of children's thinking and problem-solving skills in science. Gifted Education International, 24(2-3), 305-314.
• Faulkner, C. (2008). Creativity and thinking skills in mathematics: Using the TASC wheel as the basis for talented pupils to create their own thinking frameworks. Gifted Education International, 24(2-3), 288-296.
• Fitton, S., & Gilderdale, C. (2008). A case study of the use of TASC at ollerton community primary school, UK. Gifted Education International, 24(2-3), 217-224.
• Goddard, H. (2008). School in focus-celebrating success. Gifted Education International, 24(2-3), 285-287.
• Gross, M. U., & van Vliet, H. E. (2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly, 49(2), 154-171.
• Hill, K. D. (2013). Reclaiming students’ voices fourth graders’ discussion of the great migration in a climate of paced curriculum. Journal of Advanced Academics, 24(3), 141-163.
• Holyoake, L. (2008). TASC at tollgate junior school, east sussex, UK. Gifted Education International, 24(2-3), 213-216.
• Housand, A., & Reis, S. M. (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20(1), 108-136.
• Humphries, W. (2008). TASC and story. Gifted Education International, 24(2-3), 255-257.
• Hunsaker, S. L. (2005). Outcomes of creativity training programs. Gifted Child Quarterly, 49(4), 292-299.
• Koichu, B., & Berman, A. (2005). When do gifted high school students use geometry to solve geometry problems?. Prufrock Journal, 16(4), 168-179.
• Lakey, J. (2009). Purposeful, creative problem solving. Gifted Education International, 25(1), 60-70.
• Leyland, P. (2009). Thinking actively in a social context. Gifted Education International, 25(3), 301-305.
• Maker, C. J., & Pease, R. (2008). DISCOVER and TASC in a summer program for gifted students. Gifted Education International, 24(2-3), 323-328.
• Maker, C. J., & Zimmerman, R. (2008). Problem solving in a complex world: Integrating DISCOVER, TASC, and PBL in a teacher education project. Gifted Education International, 24(2-3), 160-178.
• Mioduser, D., & Betzer, N. (2008). The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills. International Journal of Technology and Design Education, 18(1), 59-77.
• Morisano, D., & Shore, B. M. (2010). Can personal goal setting tap the potential of the gifted underachiever?. Roeper Review, 32(4), 249-258.
• Persons, M. (2008). Each child participates in the success. Gifted Education International, 24(2-3), 361-364.
• Reinoso, J. L. (2011). Real-life problem solving: Examining the effects of alcohol within a community on the Navajo nation. Gifted Education International, 27(3), 288-299.
• Rooks, D. L., & Maker, C. J. (2009). Inquiry: a teaching approach for gifted visually Impaired learners. Gifted Education International, 25(2), 172-187.
• Tomlinson, C. A. (2005). Quality curriculum and instruction for highly able students. Theory into practice, 44(2), 160-166.
• Treffinger, D. J., & Isaksen, S. G. (2005). Creative problem solving: The history, development, and implications for gifted education and talent development. Gifted Child Quarterly, 49(4), 342-353.
• VanTassel-Baska, J. (2005). Gifted programs and service: What are the Non-negotiables? Theory into Practice, 44(2), 90-97.
• VanTassel-Baska, J., Bracken, B., Feng, A., & Brown, E. (2009). A longitudinal study of enhancing critical thinking and reading comprehension in title I classrooms. Journal for the Education of the Gifted, 33(1), 7-37.
• Williams, M. (2005). Challenging gifted and talented children during literacy hour. Gifted Education International, 20(1), 70-79.
• Willmoth, A. (2008). Real science using TASC. Gifted Education International, 24(2-3), 249-254.