DYS Homeroom

Welcome to homeroom classes addressing social and emotional needs, creative problem solving, and effective task management in a friendly setting.  This is a fun space for DYS students who are profoundly gifted to meet like-minded peers.   “I love DYS Homeroom because it is a safe space where I feel I can talk about my feelings with friends. It’s so fun to be around other Davidson Young Scholars in a friendly environment! I enjoy all of Michelle’s mini lessons. I love and cherish every moment with Michelle and my peers.” – Lauren, Age 11  Summer Homerooms:   Tuesdays June 4th* - Aug. 20th : Sign up for a weekly project sharing class and mini-lesson related to gifted psychology/creativity (8:30amCT, 10:30amCT, or 11:00amCT) Thursdays June 6th* - Aug. 22nd: Sign up for a weekly check in and fun educational game/activity (8:30amCT, 10:30amCT, or 11:00amCT) *Three week break. No class the week of June 17th (June 17th-21st) or 24th (June 24th-28th) or July 4th (July 1st - 5th). Class resum

This week we discussed the work of Howard Gardner. We spent time exploring his controversial “Theory of Multiple Intelligences” using specific examples from a survey (see below). It was enjoyable to have students make personal connections with each prompt (1-19) while connecting the survey questions to corresponding “intelligences” named by Gardner. In addition, we discussed how the brain is dynamic. Our different intelligences obviously interact. (For example, math and music have a large overlap.) In other words, sometimes one survey question spoke to multiple intelligences that the students were able to debate. That made it interesting. We also added "existential intelligence" survey questions since they were missing from this survey.  It’s important to note why it is called a theory. Many educators and psychologists argue the eight intelligences listed can still be whittled down to talents with either words or numbers. They criticize Gardner’s definition of intelligence as

 “Cognitive distortions are internal mental filters or biases that fuel anxiety and make us feel bad about ourselves.” - Peter Grinspoon, MD (Harvard University) In other words, cognitive distortions are thoughts that lead to misunderstandings about reality. (Think of them as akin to putting on dirty glasses that make it hard to see.) When anxiety dominates a gifted brain, it is often due to a variety of cognitive distortions. These distortions are part of the human experience regardless of high ability in a given area (mathematics, reading, creativity, etc.). It’s important to remember it is possible to be highly intelligent but still perceive reality in an inaccurate or ineffective manner.  This week students explored numerous cognitive distortions along with examples of how these distortions create untrue perceptions of reality. Challenging these ways of thinking (and becoming aware of them in the first place!) can often help with incessant negative thought patterns.  Common Cogniti

Mini-Lesson Guiding Quotes: “Focus on progress, not perfection.”  “Striving for perfection and expecting perfection are two different things.”  Mini-Lesson 1: Perfectionism This week we explored the concept of “healthy perfectionism” and “unhealthy perfectionism” using two fictitious characters. Students were prompted to explore what beneficial striving and self-talk looked like in student 1 (this student tried very hard at what they did but understood they were a human bound to make mistakes each day). Then they were asked to process how shame and anxiety dominated the self-talk of student 2 (this student called themselves names and beat themselves up when they didn't get one hundred percent on everything).  We also discussed how mistakes can lead to new learning. Being comfortable with making mistakes can lead to exploring more activities and broadening life experiences. As an additional activity, we looked at research regarding what perfectionism can look like at all five levels

This week students learned about the concept of “growth mindset” and how it is different than a “fixed mindset.” We also explored how a growth mindset can be applied to projects. Key understandings for a growth mindset: Mistakes are a natural and expected part of learning Failure is an event (not a person) It is better to be praised for trying hard than “being smart” (we discussed a study linked below by Dr. Carol Dweck) Your intelligence can increase with struggle (but if you avoid effort or new things because you are afraid you won’t be the best, that will actually cause your intelligence to flatline) Initial success in a task is never guaranteed (view everything new thing you try as an experiment) Part 2: Da Vinci and Thomas Edison This week students were exposed to traits that characterize two very different, yet very similar, epic inventors in human history. Leonardo di ser Piero da Vinci (1452 - 1519): an Italian Renaissance polymath who was active as a painter, theorist, sculpto

This week we continued with Dabrowki’s Theory of Positive Disintegration and compared levels four and five to self-actualization in Maslow’s Hierarchy of Needs. We compared and contrasted the theories while summarizing our insights in our own words. This requires significant abstract thought and higher-level thinking. As always, these students did a great job.  Level 4 (Dabrowski’s theory): People at level four live free of social convention in a way closely matching their ideal self. If they worked hard to articulate their ideal self in level three, they have a well-thought-out approach to living along with a guide for ideal behavior in level four.   In essence, their ideal life is aligned with the way they actually experience their day.  They show compassion for others and self-acceptance for themselves in the space where they used to compare themselves to others (or their inner ideal).  Focus turns outside of themselves again, but not in terms of conflict or judging like at level on