Refers to intellectually gifted learners who have been identified through standardized psycho-educational assessments as having cognitive ability that is two or more standard deviations above the average.
Published in Chapter:
Smash-Up: Design Thinking, Personalized Learning, and Gifted Learners
Laurie L. Alisat (Independent Research, Canada)
Copyright: © 2020
|Pages: 16
DOI: 10.4018/978-1-5225-9232-7.ch013
Abstract
Among the current trends, globally in education, is a focus on personalized learning as a way to meet student needs, increase engagement, and improve achievement. Design thinking is a process, as well as a way of being, which, as a promising practice, provides a means for personalizing learning through work that is meaningful and relevant to students. The mindsets and processes of design thinking were used to invite gifted students into problem finding and problem solving, which began with where the students were at and further developed their knowledge and skills in action-oriented solutions. Using design thinking, students engaged in the world to solve authentic problems through a lens of empathy and human centeredness, strengthening their ties to community. Design thinking provided rich learning opportunities that were effective for gifted learners, engaging their curiosity, sense of social justice, imagination, and critical thinking.