Gifted and Talented Homeroom: Weekly Brain Teaser and Gifted Psychology Lesson
This social club for gifted and talented students serves as a weekly check-in for like-minded peers. We have fun addressing social and emotional needs, enrichment, creative problem solving, and effective task management.
Michelle Ptacek, M.A. (Reading/Creativity)
Average rating:
4.9
Number of reviews:(164)
What's included
1 live meeting
30 mins in-class hours per weekHomework
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.Assessment
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).Class Experience
This homeroom class is set up for gifted students who wish to meet with like-minded peers on a frequent basis. It serves as a friendly check-in space packed full of thought-provoking information. After class, I always provide a lengthy classroom summary with additional resources for those who would like to dive into a topic deeper. (As a certified talented and gifted teacher, I have extensive experience working with Davidson Young Scholars in the profoundly gifted population as well as with students who identify as twice-exceptional.) Topics covered include Howard Gardner's multiple intelligences, Elaine Aaron's high sensitivity, Dabrowski's overexcitabilities, asynchronous development, and more. We also make time for a brain teaser and individual check-in with each student. Feel free to bring a snack. Here's a preview of our routine: -Class typically begins with an educational game as a reward for those who arrive on time (5 minutes) -Then, we engage in a quick class check-in that gives every student a chance to talk about classes they have or a project they are working on (1-2 minutes each student = 10 minutes) - Last but not least, we have a 15 minute mini-lesson related to gifted psychology/creativity First semester 2024: Sep. 3 - Dec. 20 (16 weeks/15 weeks of class) *Fall sessions start Tuesday, Sep. 3rd. *Nov. 3rd (daylight savings time ends in U.S. – fall back an hour) *No class Monday, October 14 - Friday, October 18 (fall break). Class resumes Monday, Oct. 21st. *No class Thursday, November 28th or Friday, November 29th. Class resumes Monday, Dec. 2nd. *Last day of the first semester: Dec. 20th Sep. 3 - Sep. 6: Gifted Mirroring: Finding Friends, Mentors, and Role Models Sep. 9 - Sep. 13: Navigating Transitions and Change Sep. 16 - Sep. 20: What is Giftedness (Exploring Definitions) Sep. 23 - Sep. 27: Healthy Friendships + How to Apologize Sep. 30 - Oct. 4: Handling Teasing and Bullying (With or Without Adults Around) Oct. 7 - Oct. 11: Humor and the Gifted Brain *No class Monday, October 14 - Friday, October 18 (fall break). Oct. 21 - Oct. 25 : What is Your Conflict Style? Oct. 28 - Nov. 1: The Creative Process Nov. 4 - Nov. 8: Focusing Curiosity and Creativity Nov. 11 - Nov. 15: Drawing Exercises For Enhanced Creative Thinking (all abilities/not an art class) Nov. 18 - Nov. 22: Additional Exercises for Enhanced Creative Thinking Nov. 25 - Nov. 27: Gratitude Lesson *No class Thursday, November 28th or Friday, November 29th Dec. 2 - Dec. 6: Adolescence and the Gifted Brain Dec. 9 - Dec. 13: Handling High Expectations (Internal and External) Dec. 16 - Dec. 20: Using Books, Art, and Music to Handle Intense Feelings + Social-Emotional Journaling Second Semester 2025: Jan. 6 – May 23 (20 weeks/19 weeks of class) *March 9 (daylight savings time in U.S. – spring ahead an hour) *No class Monday, March 10 - Friday, March 14th (spring break). Class resumes Monday, March 17th. *No class Friday, April 18 or Monday, April 21st. Class resumes Tuesday, April 22nd. *Last day of the second semester: May 23rd. Jan. 6 - Jan. 10: Effective Goal Setting + Effective Note Taking Jan. 13 - Jan. 17: Daily Routines for Long Term Success Jan. 20 - Jan. 24: Decision Making and Reasonable Risk Taking Jan. 27 - Jan. 31: Leadership Feb. 3 - Feb. 7: Strategies to Beat Stage Fright and Fear of Public Speaking Feb. 10 - Feb. 14: Imposter Syndrome + How to Take a Compliment Feb. 17 - Feb. 21: Pyramids in Psychology (Bloom's Taxonomy and Maslow's Hierarchy of Needs) Feb. 24 - Feb. 28: Simultaneous Discoveries: Why Do People Invent and Discover Similar Things at the Same Time in History? March 3 - March 7: Understanding Impulse Control *No class Monday, March 10 - Friday, March 14th (spring break) March 17 - March 21: Perfectionism March 24 - March 28: Self-Acceptance and Realistic Expectations March 31 - April 4: Empathizing and Systemizing April 7 - April 11: Anxiety Toolkit April 14 - April 17: Learning Versus Knowing *No class Friday, April 18 or Monday, April 21st April 22 - April 25: 2E Biographies (Twice-Exceptional People in History) April 28 - May 2: Living, Learning, and Working (Surveys For Self-Knowledge) May 5 - May 9: Working With Others May 12 - May 16: Responsibility and Personal Accountability May 19 - May 23: First Creative Dollars (The Unexpected Ways People Started Their Careers: Examples from Bob Ross, Louisa May Alcott, Frederick Douglass, Jules Verne, Rachel Carson, and More) Here's a more detailed example for the description of a class topic: Topic: Executive Function Skills - Each student will list their top 3 goals/tasks for the day. What do they need for these tasks? Do they have what they need? If not, how can they be resourceful? Where are they at concerning completion of their daily tasks? What is going well and what can be improved? In addition, what is their week-long goal for their work? What is happening in the next two weeks that can be contributed to today? Topic: Creative Psychology - Students touch on key theories in gifted education (Bloom's Taxonomy, Maslow's Hierarchy of Needs, The Theory of Positive Disintegration, etc.) to help them understand and gain insight into their unique capabilities and unique challenges. These are mini-lessons that don't necessarily build off one another. Topic: Motivation and Life Balance - One thing that differentiates high performers from average performers is the quality of their breaks. This seems counter-intuitive to many gifted students, but it is backed by research. Students will address how to close out a day or close out the week to prepare for rest. How do you make sure things are in order for next week (and not left until Sunday)? What important things do you need to address with key adults in your life? What can actually help you REST during breaks rather than rush around? In addition to serving as a social hub for like-minded peers, this class will help students discover themselves through interesting and challenging material designed with their specific needs in mind. I often reference "The Gifted Kids Workbook" and "The Gifted Kids Survival Guides" along with other professional resources I have collected over the years. I always leave a lengthly write-up after class summarizing these topics. Feel free to use the write-up as a prompt for an interesting discussion with your student. Do you see a topic on the schedule that's already been addressed (or you wish for your learner to experience it one on one)? Consider booking this class: https://outschool.com/classes/11-creativity-and-accountability-coaching-hCAya9kk#usm3isaHNf Interested in this same class for older students? Please check out this link: https://outschool.com/classes/gifted-and-talented-teen-homeschoolers-homeroom-yn3KARtK#usm3isaHNf Interested in a M-F class? I hope to put one together in the future. Please click here: https://outschool.com/classes/m-f-gifted-and-talented-homeroom-social-club-with-brain-teasers-and-more-FcviTCIX#usm3isaHNf
Learning Goals
-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
Other Details
Supply List
Students are encouraged to attend with some way to take notes (tablet, notebook, or whatever's their style). They are also encouraged to attend with knowledge concerning their daily schedule and any questions they may have during our check-in.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Books Frequently Referenced in This Class:
When Gifted Kids Don’t Have All the Answers by Judy Galbraith, M.A. and Jim Delisle, Ph.
Character Building Day by Day by Anne D. Mather, Louise B. Weldon
The Gifted Kids/Teen Survival Guide by James R Delisle and Judy Galbraith
The Gifted Kids Workbook by Heather Boorman
Living with Intensity by Michael Piechowski and Susan Daniels
Visual Thinking by Temple Grandin
The Highly Sensitive Person/Parent/Child (3 books by Elaine Aaron)
How the Gifted Brain Learns by David A. Sousa
The Smart Teens Guide to Living With Intensity by L. Rivero
Additional activities are anchored by books written by Howard Gardner, Mihaly Csikszentmihalyi, Brené Brown, Carol Dweck, Adam Grant, Daniel Pink, Angela Duckworth, and others.
Joined March, 2021
4.9
164reviews
Teacher expertise and credentials
Iowa Teaching Certificate in Special Education
Master's Degree in Education from Morningside University
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
Doctoral Student
Bridges Graduate School of Cognitive Diversity, Studio City, CA
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. Please let me know if you have any questions. Thank you. - Michelle PtacekReviews
Live Group Class
$12
weekly1x per week
30 min
Completed by 304 learners
Live video meetings
Ages: 8-12
3-7 learners per class
