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Tabshoura's Math & Sciences Methodology

  • MiddleSchool Methodology

    Tabshoura Middle School Platform offers an autonomous learning environment for all subjects, allowing learners to be actively engaged in their learning experience. 

    Based on the fact that learners are more likely to remember concepts and knowledge that they have discovered on their own, the Math and Science chapters follow a mode of teaching deeply inspired by the Discovery-Based learning model.

  • Discovery-Based learning model

      • It is an approach to inquiry-based learning: Questions are first posed to grab the learners’ curiosity and the desire to understand, and then engage them to find answers and solutions using their reasoning. It respects the role of children’s curiosity, imagination, and need to interact and inquire.
      • Although a mix of both deductive and inductive instructional approaches is used, learning is mostly inductive in science and math. Topics are introduced by observing specific situations or problems and then discovering the theories only after the need to know them has been established. This brings learners satisfaction in finding out, for themselves, something they want to know. 
      • It supports the development of students’ problem-solving and critical-thinking skills: By posing a problem to students and providing them with the proper materials, they are allowed to investigate, reason, and organize their knowledge to solve a problem and derive conclusions. 
      • It is a student-centered model: It allows learners to have an active role in their learning. The child becomes an active participant in the learning process instead of a passive recipient of facts and information. 
      • It gives learners increased ownership of their learning. The learners' progress takes place at their own pace and time. They are allowed to manage their schedule and adjust the progress of their learning according to their needs. 

      Feedback: A key factor in the Discovery mode of learning is “guidance”. In their quest for answers, students need guidance given by their teacher in class, in the form of guiding questions, group discussion, and reflection. The teacher becomes a facilitator of the learning instead of the provider of information. By receiving feedback, learners acquire knowledge more deeply. On Tabshoura, a written feedback is given, on correct and incorrect answers, and a possibility to "retry" as many times as needed until they "get it right".

      If the answer is correct, the feedback restates the concept or theory to be learned. Learners get intrinsic rewards that are inherent in problem-solving or understanding concepts. The reward comes from finding the correct answer!

      If the answer is incorrect, it is a great opportunity to learn. In this case, the feedback comes in the form of a guiding question or a hint as to why the answer is wrong. This triggers reasoning and helps the learner reach a deeper understanding of why the right answer is right. 

      In some cases, where misconceptions may occur, a more elaborate and explicit feedback is given to ensure that misconceptions will not persist.  


    • Math and science chapters are divided into 5 sections through which active learning happens. 
      I-   I Start
      II-  I Discover
      III- I Summarize
      IV- I Practice
      V-  I Relate


  • I Start

    The chapter begins with a section called “I Start” which is divided into 2 sections:








  • I Discover

    This is the denser part of the chapter where new concepts are learned. Information is not presented directly, instead, the learners are invited to discover facts for themselves. 

    This section is divided into as many subsections as there are objectives in the chapter.







  • I Summarize

    Up to this section, learners have been wandering and seeking answers to construct their knowledge. At this point, they will find everything in one place. No more questions. Just a wrap-up of all concepts in a series of slides (course presentation) that includes definitions, formulas, illustrations, and concept maps. 

    NO NEW CONCEPTS ARE PRESENTED HERE!

    Students might not even go through this section, but it is there in case they need to remember a specific definition, formula, or other important aspects of the lesson. This will save them from having to search back in the "I Discover".

  • I Practice

    At this point, it is time for the learner to test how much and how well they have learned. Learners stop receiving feedback at this point in the chapter. They however still have the possibility to retry if they don't get the answer right from the first attempt. 

    "I Practice" is divided into two sections:






  • I Relate

    This is the last section that will answer the question raised in the I Start section.




    Note that each section is independent of the other. And together they make the chapter. The chapter can be used in chronological order but also teachers can use each section separately for different purposes: for revision, as homework, in flipped classroom material, etc.  This is an extremely useful support tool for teachers!