Gifted and Talented Homeroom: Weekly Brain Teaser and Gifted Psychology Lesson

-Students will gain insight and self-knowledge about their own giftedness and the giftedness of others in a social setting
-Students will increase their confidence overall and also in their area(s) of excellence
-Students will improve their knowledge of creativity, problem-solving, and psychology
-Students will co-create realistic goals and stretch goals for enhanced daily performance

RELEVANT CERTIFICATIONS
Department of Education, PK-12 Talented and Gifted 
Department of Education, K-8 Instructional Strategist I: Mild/Moderate						      

RELEVANT EDUCATION
Masters of Arts in Teaching 
     Morningside College, Sioux City, IA	

My master’s degree focused on creativity and education. I have formally and informally studied the creative process, various theories in creativity research, the role of systemizing and empathizing in creative works, personal struggles among individuals with high potential, and bibliotherapy. (My master's thesis focused on the role of literature while helping students who are gifted and talented gain self-awareness.) I also have extensive experience working with Davidson Young Scholars in the profoundly gifted population and with learners who identify as twice-exceptional.

Homework for this class is completely optional. However, ambitious students will walk away with several goals, exercises, and tasks for experimentation to review in my detailed classroom write-ups. Any journal prompts/questions/suggested activities in my write-ups are meant to extend the lesson for those who are interested. Sometimes I include extra outside resources that tie into our class topic (like a Big Life Journal pdf). Students and parents have the option to review my write-ups, but nothing is expected to be completed before the next class period. We tackle a different topic week to week. That being said, I look forward to seeing the same students over a long period of time for enhanced social connection. 

Informal assessment will be used throughout class time. Adjustments will be made based on the student's needs. These adjustments include decisions around goal-setting, advice offered (based on research), and optional next steps. Most of all, I hope students feel comfortable, encouraged, and ready for risks (not necessarily assessed). 

30 minutes per week in class, and maybe some time outside of class.

These activities are anchored by the Gifted Kids' Survival Guide, Gifted Kids' Workbook by Boorman, and sections from books by Howard Gardner, Elaine Aaron, Mihaly Csikszentmihalyi, Adam Grant, Daniel Pink, Angela Duckworth, Susan Daniels, and others.