Youngsters know no patterns so they can't match new events to known ones. Oldsters know that most seemingly new stuff is not really new, it's just the same old stuff, so they reduce the cost of thinking and reject the noise by adding the new unlabeled event to an existing cluster rather than creating a new noisy one. That's wisdom. But that's also a behavior that will inevitably increase as we age and our clusters establish themselves and prove their worth.
So aren't those two forms of intelligence less about a difference in brain physiology and more about having learned to employ common sense?
Then see how it affects the kids' learning speed and retention of the various subjects. Then they need to compare notes with the other teachers to learn what they did differently and what did or didn't work for them.
Ideally they'd also assess how this worked for different types of students, those with good vs bad reading skills, with good vs bad grades, esp those who are underperforming their potential.
Alternately, the prof can require that students write out notes, in longhand, as they read, and require that a photocopy of those notes be submitted, along with a handwritten outline / rough draft, to validate the essays that follow.
I think it's inevitable that "show your work" soon will become the mantra of not just the math, hard science, and engineering courses.
https://www.theguardian.com/global-development/2026/jan/27/i...
The books and papers the OP cites are solid (Rittel and Webber, Buchanan, etc., though TRIZ, I think, is rather oversold), but in my experience the problem with most design thinking practitioners is that they aren't qualified sociologists and ethnographers, so a lot of design thinking is basically a reinvention of the last century of sociological middle-range theory and ethnographic principles, without being strongly informed by either, likely due to the field's foundation in early software requirements studies.