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In this article, we begin with a short discussion of teaching and learning models, then describe what we believe is an exciting new model that can be used effectively in the teaching of gifted students. The main focus of this article is on the evidence showing that it is comprehensive (i.e., it is a way to implement all the curriculum principles important in teaching gifted students), flexible (i.e., can be used with a variety of ages of students, in a variety of settings, in many cultural contexts, and in many types of programmes) and valid (i.e., it has a research base showing that it has been developed using appropriate methods and is effective with all students, especially those who are gifted). The importance and selection of teaching and learning models A teaching-learning model is a structural framework that serves as a guide for educators to develop specific learning experiences and environments. The factors common to teaching models are (a) a purpose or focus, (b) assumptions about learners and the teaching-learning process, (c) guidelines for designing day-to-day learning experiences, (d) patterns and requirements for these experiences, and (e) a body of research surrounding their development or evaluation of their effectiveness. Authors recommend the use of teaching-learning models because they provide an integrated and consistent system for designing instruction and assessment (c.f., Maker & Schiever, 2005; Maker & Schiever, 2010; Renzulli & Reis, 2008). The use of appropriate teaching-learning models is an important way for educators to implement the curriculum principles recommended for gifted students. However, the models chosen must be appropriate to the context in which they will be used, flexible or adaptable, practical, and valid. They also must be comprehensive enough to either incorporate all of the content, process, product, and learning environment principles or be compatible with other models that, when combined, can incorporate all the principles important for teaching gifted students (Maker & Schiever, 2005). For many years, Maker experimented with numerous combinations of teaching-learning models and worked with teachers and curriculum specialists to implement them in programmes for the gifted. Based on an extensive review of research and literature completed for the first phase of the Developing Curricula for Creativity and Innovation in Saudi Arabian Special Schools for Gifted Maker, J., & Zimmerman, R., Alhusaini, A., & Pease, R. (2015). Real Engagement in Active Problem Solving (REAPS): An evidencebased model that meets content, process, product, and learning environment principles recommended for gifted students. APEX: The New Zealand Journal of Gifted Education, 19(1). Retrieved from www.giftedchildren.org.nz/apex. Students (Maker, Alhusaini, Zimmerman, Pease, Schiever, & Whitford, 2014) and our experience in programmes for the gifted, we recommend the use of the Real Engagement in Active Problem Solving Model (REAPS) as an evidence-based teaching-learning model that can be effective in a variety of settings, cultures, and types of programmes designed to serve gifted and talented learners.

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Real Engagement in Active Problem Solving (REAPS): An evidence-based model that meets content, process, product, and learning environment principles recommended for gifted students