Hiding or Highlighting: Using Problem-Based Learning to Recognize Gifted Potential in Underrepresented Student Populations

• In Event: Poster Session 7
  In Poster Session: Curricular and Programmatic Efforts in Gifted Education

Abstract

This study explores the use of Problem-Based Learning (PBL) to help teachers recognize gifted potential in low-income middle school students who have not been previously identified. Used as a universal screening in diverse schools, PBL is an engaging, student-centered instructional intervention that provokes critical thinking, problem solving and collaboration. Demographics of students identified through PBL were examined in conjunction with analysis of teacher and student interview data. Students identified as having advanced capacity based on their performance during PBL were more representative of the school population than those found using traditional identification methods. Teacher and student interviews indicate PBL motivates students and provides unique opportunities for teachers to see their students with a fresh perspective.

Authors

• Holly Denise Glaser, George Mason University

• Anne Horak, George Mason University

• Lori C. Bland, George Mason University

• Rebecca L Brusseau, George Mason University