Pretense or Belief

Creating Meaningful Scenarios and Simulations for Authentic Learning about Diverse Underserved Gifted Students

Bibliographic Data

ID22045882
AuthorsGillian Eriksson (0000-0003-0137-5237, University of Central Florida, corresponding author)
Year2022
Volume12
Issue8
Pages532
Publication date2022-08-08
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12080532
OpenAlexW4290705869
LanguageEN
Citations received2
References cited3

Understanding of the complexity of gifted students who present with an intersection of unique profiles of abilities and challenges, cultural, ethnic, gender and linguistic perspectives, learning experiences across contexts and personal expectations remains a challenge in identifying and serving diverse gifted students. Training teachers to recognize talent and high ability in these diverse populations remains a central problem in addressing issues of underrepresentation and providing a differentiated curriculum to meet their unique needs. The use of scenarios and simulations offers ways to observe, engage, interact and practice strategies in the post-pandemic online and hybrid learning modes, as demonstrated through a simulated classroom of diverse gifted learners. Presented here are ways to ensure that the scenarios and simulations can be designed to be authentic and present cases that approximate real students so that teachers can transcend the ‘pretense’ into ‘belief’ with real lessons and develop knowledge and skills to address the needs of underserved gifted students

Curriculum · Ethnic group · Mathematics education · Pedagogy · Sociology · Education, Achievement, and Giftedness · Educational Games and Gamification · Psychology · Youth Development and Social Support

Tools

Open DOIOpen Access