Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings throughout the school year. Teachers’ reflections, captured in focus groups, along with secondary sources of corroborating data were collected. Through qualitative analyses, teachers recognized key design principles (i.e., human-centeredness, bias towards action, collaborative nature, and mindfulness of the process) within the PL model, their practice, and their students. These findings provide initial evidence that this approach may support educators’ efforts as they provide powerful learning experiences for gifted students.

中文翻译：

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重新定义天才领域内的专业学习：探索指导创新模式

有效的资优教育应该包括让资优学生有机会发展创造性和批判性思维以及学术和情感技能。支持这些成果的专业学习 (PL) 并不总是成功的。因此，本研究试行了一种名为 Instruct to Innovate (I2I) 的新 PL 模式，以支持教师在促进天才学生发展方面的努力。该模型融合了设计思维模型和成人学习理论。教师参与了多阶段干预，包括为期 2 周的 PL 夏令营以及随后整个学年的双月会议。收集了焦点小组中教师的反思以及佐证数据的辅助来源。通过定性分析，教师认识到关键的设计原则（即以人为本、在 PL 模型、他们的实践和他们的学生中偏向于行动、协作性质和过程的正念）。这些发现提供了初步证据，表明这种方法可以支持教育工作者的努力，因为他们为天才学生提供了强大的学习体验。