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ABSTRACT
The REAPS model is a teaching and learning model that places students in real-world problem solving, engaging students in active learning. The Ruamano Project was funded by the Teacher Led Innovation Fund, a New Zealand Ministry of Education initiative that supports teams of teachers to develop innovative practices for improving learning outcomes. This article reports on the implementation of REAPS with the Year 9 science students who investigated solutions for a local waterway. The case study involved approximately 90 students, their teachers, and the local community in a decile 3 (low socioeconomic) co-educational secondary school in a rural region of New Zealand. The study shows that the REAPS model can be implemented in the New Zealand context, but requires professional learning and support for teachers. The case study provides evidence that the differentiation principles, when applied to all learners, may increase engagement and identify potential.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Tracy Riley
Tracy Riley is Dean, Research and an Associate Professor with specialisation in gifted education at Massey University (New Zealand).
Melinda Webber
Melinda Webber is an Associate Professor in Te Puna Wananga in the School of Education and Social Work at the University of Auckland.
Katrina Sylva
Katrina Sylva is Head of the Department of English and Media Studies at Dargaville High School in New Zealand.