Rejection sensitivity is something many people experience, but for some, especially gifted children and those with ADHD, rejection can be overwhelming. Dr. Katie Bellon, a licensed clinical psychologist who’s worked with kids, teens, and adults, recently shared her thoughts on this topic at Mackintosh Academy. She gave some great tips for parents and caregivers. You can watch the video on YouTube or read on for a summary.

What is Rejection Sensitivity?

Rejection sensitivity refers to a heightened emotional sensitivity to rejection, whether it’s real or perceived. It’s normal to be a bit wary of rejection in social situations, but some people feel this way more strongly. Dr. Bellon explained that gifted kids and those with ADHD are especially vulnerable because they’re emotionally sensitive and aware of social issues.

For these kids, even small things like a friend’s casual comment or a teacher’s honest feedback can trigger a fight-or-flight response. This reaction often feels way out of proportion to the situation, leaving parents puzzled by their child’s intense emotional outbursts or withdrawal.

The Role of Emotional Reasoning

Emotional reasoning, which is mistaking feelings for facts, poses a significant challenge for rejection-sensitive individuals. For instance, a child might mistakenly believe, “No one likes me,” after a friend rejects an invitation, despite the friend’s valid reason. This distorted thinking can perpetuate negative self-images and hinder personal growth.

Dr. Bellon stressed the importance of helping kids understand and challenge their emotional thinking. Parents can help their kids by giving them a different story, like, “Your friend couldn’t come over because they had another thing to do, not because they don’t like you.” This way, kids can change how they see these experiences and become stronger.

Kids who are sensitive to rejection can react in two ways: they can act out or they can feel sad and ashamed. Acting out can mean lying, blaming others, or getting angry. These reactions are usually quick and easy to spot. For example, a kid might lie about doing their homework to avoid disappointing their parents, even though the lie makes things worse.

Feeling sad and ashamed is different. In this case, children may withdraw, criticize themselves, or feeling bad about themselves. These reactions can be harder to see, but they can be just as hurtful. Dr. Bellon noted that it’s important to notice these patterns and help kids deal with their feelings.

How ADHD and Social Media Make Things Worse

Kids with ADHD can have even more trouble with rejection sensitivity because they have difficulty controlling themselves and paying attention. Dr. Bellon said that children with ADHD might get up to 20,000 more negative comments by the time they’re 10 years old compared to other children. This constant criticism can make them feel worse about themselves and increase their  rejection sensitivity.

Social media makes things even harder. Platforms like Instagram and TikTok can make kids feel left out or hurt by comments. For kids who are sensitive to rejection, these feelings can be just as bad as being rejected in person.

How Parents and Caregivers Can Help

Dr. Bellon gave some tips to help kids build emotional strength:

1. Show unconditional love and appreciation: Even when your child is acting out, make sure they know you value them. Celebrate their efforts, not just their achievements.
2. Praise the process, not just the outcome: Gifted children, in particular, can get too caught up in perfection. By praising their effort and persistence, you can help them develop a growth mindset.
3. Create a safe space for mistakes: Normalize failure by sharing your own mistakes and modeling resilience. Encourage your child to take risks and view setbacks as opportunities for growth.
4. Teach self-regulation skills:  Help your child find calming strategies like deep breathing or using a sensory tool like a glitter jar. Practice these techniques during calm moments so they’re easier to use when they’re feeling overwhelmed.
5. Foster open communication: Encourage your child to talk about their feelings and experiences. Use open-ended questions to help them reflect on their emotions and develop problem-solving skills.

Dr. Bellon also shared her own experience with rejection sensitivity, saying that parenting a child with ADHD helped her understand her own emotional patterns. She encourages parents to think about their own sensitivities and how they might affect their reactions to their child’s behavior.

Rejection sensitivity can be tough for parents of gifted children and those with ADHD, but with understanding and support, children can learn to manage their emotions and build resilience. By creating a nurturing environment, modeling healthy coping strategies, and celebrating your child’s unique strengths, you can help them thrive in the face of life’s inevitable rejections.

Dr. Bellon’s insights remind us that while rejection is a part of life, how we respond to it can make all the difference. With patience, empathy, and intentional support, we can help our children develop the emotional tools they need to navigate the complexities of relationships and self-worth.

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At Mackintosh Academy, we believe that every student deserves an education that challenges them, nurtures their strengths, and supports their growth. For gifted students, this means moving beyond a one-size-fits-all approach. In a recent presentation, Anne Wolf, our Middle Years Languages and Literature teacher and Learning Specialist, shared differentiation strategies to help our teachers meet the unique needs of our gifted learners. What follows are some of the key points from her presentation.

What Is Differentiated Instruction?

Differentiated instruction is not about creating entirely separate lesson plans for each student. Instead, it’s a thoughtful and flexible teaching approach that adjusts the content, process, and products of learning based on student needs. While all students pursue the same overarching learning goals and standards, the path they take to get there can vary.

This is particularly important for gifted students who often crave challenge, depth, complexity, and autonomy in their learning. They may move quickly through material in their areas of strength, yet still need support in areas that don’t come as naturally. Differentiation allows teachers  to meet students where they are—and push them further.

Why Gifted Students Need Differentiation

Gifted students are curious, creative, and capable of thinking in abstract, complex ways. But they also have unique educational needs:

• They thrive when given choice and ownership over their learning. 
• They benefit from accelerated pacing in subjects where they show advanced ability. 
• They seek deeper understanding and real-world connections. 
• They often excel in one area while needing support in another. 

Without differentiation, these students can become disengaged or underchallenged. That’s why it’s essential that teaching strategies reflect their needs—not just their grade level.

Differentiation Strategies in Action

Here are a few of the core strategies our teachers use at Mackintosh Academy to bring differentiation to life:

1. The RAFT Model

RAFT stands for Role, Audience, Format, and Topic. It’s a framework that encourages students to express their learning creatively. For example, a student might write a letter from the perspective of a historical figure (Role) to a modern-day audience (Audience) in the format of a blog post or speech (Format), on the topic of an environmental issue (Topic).

This allows students to demonstrate understanding while exercising creativity and critical thinking.

2. Leveled Questioning

We use a tiered approach to questioning:

• Factual questions check for foundational knowledge. 
• Convergent questions ask students to analyze or interpret. 
• Divergent and analytical questions push students to synthesize information, predict outcomes, or connect ideas across subjects.

This range ensures that every student is both supported and stretched, depending on where they are in their learning journey.

3. Enrichment and Extension Activities

Differentiation should never mean more work—it should be a way to produce more meaningful work. For example:

• Enhancement activities deepen understanding of the current unit (e.g., comparing planetary systems). 
• Enrichment activities explore a specific component in greater detail (e.g., an in-depth study of Mars). 
• Extension activities connect classroom content to the wider discipline (e.g., using astronomy to explore scientific theories or the history of space exploration).

These projects let students dive deeper, ask their own questions, and see how what they learn connects to the real world.

4. Graphic Organizers and Thinking Maps

Tools like Frayer models, Thinking Maps, and other graphic organizers help students visualize their thinking. These tools are especially helpful for organizing complex ideas, planning written work, or showing conceptual relationships—skills that are crucial for gifted learners. They can also be the end products of an assignment rather than just a means towards a more conventional end.

The Outcome: Engagement and Growth

When differentiation is done well, gifted students feel seen, challenged, and motivated. They are more likely to stay engaged, take intellectual risks, and develop confidence in their unique abilities.

At Mackintosh Academy, we’re not just teaching content—we’re nurturing lifelong learners. Differentiation gives our teaching team the tools to support students’ passions, cultivate resilience, and stretch their thinking in meaningful ways.

For Parents: Supporting Differentiation at Home

Parents can support this approach by:

• Encouraging your child to pursue their interests deeply. 
• Asking open-ended questions that prompt reflection as well as opportunities for individual research. 
• Providing opportunities for creative expression, critical thinking, and problem-solving outside of school. 

Together, we can ensure that our gifted learners are not just meeting expectations—but exceeding them in ways that matter most to them.

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At Mackintosh Academy, we believe in nurturing not only the minds of our students but also their connection to the natural world. We are thrilled to announce that our school has been awarded a 2025 grant from the Colorado Garden Foundation to support the maintenance and growth of our beloved greenhouse. This grant will allow us to install an irrigation system and purchase or replace essential equipment, ensuring that our greenhouse remains a vibrant hub for sustainability and environmental education.

The Colorado Garden Foundation has been a steadfast partner in our journey toward fostering a greener future. In fact, it was their original grant ten years ago  that made it possible for us to build the greenhouse, which has since become an integral part of our campus and curriculum. The greenhouse serves as a living classroom for all Mackintosh students, complementing their science education and providing hands-on learning opportunities that inspire a deeper understanding of sustainability.

From planting seeds to harvesting produce, students at every grade level have engaged with the greenhouse over the years. This immersive experience not only teaches them about plant biology and ecosystems but also instills a sense of responsibility for the environment. The greenhouse is a tangible representation of our school’s commitment to sustainability, and it empowers students to see themselves as stewards of the Earth.

A key driving force behind the greenhouse project is our Do-Gooders student service club, which includes students in grades 3-8. These passionate young leaders work tirelessly to maintain the greenhouse, plant new crops, and educate their peers about the importance of sustainable practices. Their dedication is a testament to the impact of hands-on environmental education.

Two of our students, Ainara and Jackson, had the honor of attending the grant award ceremony. They eloquently expressed their gratitude to the Colorado Garden Foundation. Their heartfelt words resonated with everyone in attendance and highlighted the transformative power of this project.

In addition, Mackintosh Academy was featured on Denver 7 News, where two of our younger students, Orion and Lucas along with Director of Instruction Lara Pausback, spoke about the significance of the greenhouse. They explained how it serves as a cornerstone of our environmental education program, complements math and science instruction, and fosters a sense of wonder and curiosity about the natural world. Their enthusiasm and articulate insights showcased the profound impact the greenhouse has on our students and community.

This grant from the Colorado Garden Foundation is more than just financial support—it’s an investment in the future of our students and the planet. By repairing the irrigation system and upgrading equipment, we are ensuring that the greenhouse continues to thrive as a space for learning, exploration, and growth. 

At Mackintosh Academy, we are committed to cultivating a culture of sustainability and environmental stewardship. The greenhouse is a symbol of that commitment, and we are deeply grateful to the Colorado Garden Foundation and its Executive Director Jim Fricke for their ongoing support. We also thank Mackintosh Director of Development and Community Engagement Tami Vinson for stewarding the grant.

Together, we are sowing the seeds of a brighter, greener future for generations to come.

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Ever wondered what goes on behind the scenes to make your child’s learning experience extraordinary? In “Mack Educators as Learners,” I pull back the curtain to share the inspiring professional development journey of our dedicated teachers and staff. From innovative workshops to transformative training sessions, our educators are constantly growing, learning, and refining their craft—all to bring the best to your child’s classroom. Dive in and discover how lifelong learning fuels excellence at Mackintosh Academy!

Toddle Time

This year, we adopted a new teaching-learning platform called Toddle to streamline curriculum planning and assessment.  After spending many hours learning from the Toddle experts, our teachers have been utilizing the Toddle platform to plan units of inquiry, create and evaluate assignments, and develop report cards. They have the flexibility to meet with our Toddle liaison weekly to ask questions and deepen their understanding of the technology’s various uses..  

Early Childhood Convention

Ocean Sehlmeyer, Uta Letbetter, and Pilar Ricke-Zegers attended the National Association for the Education of Young Children (NAEYC) convention to strengthen the educational and care practices in our pre-kindergarten and kindergarten classrooms. They took professional development courses focused on engaging, supporting, and challenging the gifted young child. 

PYP Inquiry

This professional development opportunity was led by Ocean Sehlmeyer and Pilar Ricke-Zegers for our Primary Years Programme (PYP) teachers in December. They outlined the importance of inquiry-based instruction and learning in order for students to take ownership of their learning by asking questions, wondering, researching and sharing ideas. Teachers then took these research-based teaching strategies and implemented the ideas in their classrooms through Wonder Journals, Wonder Walls, and Collaborative Inquiry with online sticky notes!

MYP Inquiry in the Classroom

Roger Chow led the Middle Years Programme (MYP) teachers through a middle school-level inquiry cycle. He explained the differences between the three types of inquiry questions including: factual questions, conceptual questions and debatable questions. The role of inquiry fosters curiosity, deepens critical thinking, and increases student engagement. Inquiry questions help students take agency in their learning and discover connections.

PYP Writing Alignment

The PYP teachers analyzed writing expectations at each grade level. They delved into the elements of writing, as well as comparisons of the writing process and grading rubrics. They continued to review student writing and plan for instruction based on the areas of improvement.

MYP Math Book Dive

Joe Pausback led the MYP teachers into an examination of the book, “Building Thinking Classrooms” by Peter Liljedahl. By developing a thinking classroom during math, students develop collaboration skills, ability to ask questions and discover the answers, and challenge themselves with rigorous tasks daily. MYP teachers were excited to try out the teaching strategies and build student agency in a mathematical learning environment.

PYP Teachers Collaboration

Four PYP teachers visited other IB schools and collaborated with teachers during the school visits. They shared their IB units of inquiry, including summative assessments as well as transdisciplinary teaching and learning strategies in order to deepen students’ conceptual understanding. Teachers also focused on differentiating instruction and learning experiences.  These teachers shared their ideas and new knowledge at our division meetings.

IBARMS MYP Round Table – Unit Planning

Maria Cardona, Roger Chow and Jodie Leatherman attended a Rocky Mountain Association of IB World Schools (IBARMS) Round Table with many other single subject MYP teachers and coordinators from around the region. We explored the backward design of unit planning, focusing on key elements such as summative assessments, inquiry-based learning, approaches to learning, engaging learning experiences, formative assessments, differentiation, and service learning. We are grateful for the Toddle platform, which provides a step-by-step guide to help us create meaningful and thoughtfully designed units. Maria and Roger shared their learning with the MYP team at Mack.

PYP Writing Conferences

Brynn Jaouen-Starr led our PYP teachers through the Five Steps and Strategies of Writing Conferences. She explained the who, what, where, when, why, and how of writing conferences between the teacher and individual students. This is such an important component of the writing process, and teachers were excited to refine their writing conferences to make them more meaningful and impactful.

Rejection Sensitivity in Gifted Children Professional Development

Staff attended Dr. Katie Bellon’s presentation on rejection sensitivity in gifted children. We learned about the connections between giftedness and ADHD in conjunction with rejection sensitivity in both children and adults. She provided insight into the research and also strategies for teachers to use in their classrooms. Through this lens, teachers will be able to recognize some students’ reactions, be more empathetic and help with a plan to manage these emotions.  Dr. Bellon will be presenting this same topic at our parent education event on March 12th. Hope to see you there!

LOOKING AHEAD →  ACIS webinar “Teachers as Brain Changers”

Rachel Kelly, Grace Garrow, Anne Wolf and Jodie Leatherman will be attending a webinar hosted by the Association of Colorado Independent Schools (ACIS) and focused on “Teachers as Brain Changers.” We are thrilled to learn more about the gifted brain and share our learning with fellow educators on campus!

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How can you tell if a young child might thrive in a gifted preschool or kindergarten? We all know the stereotype of young gifted children – nerdy prodigies who began to read at age three, have an SAT-level vocabulary and can calculate pi to the 1000^th digit. But most gifted preschool and kindergarten age children don’t fit this stereotype.

Even before they start school, gifted children are bright, curious, imaginative, “out of the box” thinkers who sometimes challenge their parents. They ask questions, make messes, and have endless energy. Parents may not see these characteristics as fitting into a gifted profile. However, they might consider that these young children may do best in a program that focuses on gifted learners.

Parents are making preschool and kindergarten decisions earlier and earlier these days – even up to a year before their children start school. IQ testing is one option to identify gifted children, but it may not reflect all of the qualities that make up a young gifted learner.

Here are some unexpected signs that a young child might be gifted:

1. They have friends only they can see.

Gifted preschoolers often have Imaginary friends – not just one or two, but possibly a whole cast of characters! One of the characteristic traits of gifted learners is an active imagination. Psychiatrist Kazimierz Dabrowski, who wrote extensively on gifted learners, listed imagination as one of the typical “over-excitabilities” that characterize young gifted children.

2. They never sleep (or so it seems!).

Busy brains may have trouble winding down and turning off at night. Rather than drifting off peacefully, they may be thinking, creating stories in their heads, or even composing poems.

3. They’re just… a lot!

Many parents notice that their young gifted children seem more emotionally intense than other children. They may also be very sensitive and aware of injustice or sadness in the world. This emotional intensity is another of the over-excitabilities that Dabrowski observed.

4. They can tell time or count change.

Gifted preschool or kindergarten age children may have an affinity for abstract math. They may or may not have a facility for basic math facts like addition and subtraction, but they often understand the “big” concepts almost intuitively. It’s typical for gifted learners to get the “right” answers by skipping the traditional mathematical procedures.

5. They love maps, or presidents, or dinosaurs, or rocks, or planets… and want to tell you all about them!

They may demonstrate an interest in specific subjects and be interested in learning more and more about the. And then, having mastered the nuances of one topic, they may leave it behind and move into the next fascinating subject.

6. Their friends tend to be older than them.

If your child gravitates toward older children as friends, it could be a sign of giftedness. Some psychologists have observed that gifted children may look for friends who match their intellectual age rather than their chronological age. Gifted children often look for “soul mates” with whom they can develop close, trusting relationships, rather than simple “play mates.”

If parents observe several of these signs in a preschool or kindergarten-aged child, it may indicate that they would thrive in a school that understands the whole picture of the young gifted student. They might also enjoy extracurricular programs and activities that are mixed-age. Adults who are aware of the extra sensitivities, quirks and imagination of gifted kids can provide wonderful opportunities for these students and get them off to a great start in their early education!

Want to learn more about our inquiry-based approach to educating gifted kids? See an overview of our program.

Think Mackintosh Academy might be a fit for your child? Our admissions team would be happy to chat with you any time.

Contact Admissions

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By empowering our early childhood teachers, we’re empowering our youngest learners! Three of our Mackintosh Academy Early Years Programme (EYP) teachers attended the National Association for the Education of Young Children (NAEYC) annual convention in Anaheim, CA. The NAEYC is the north star of best educational and care practices for children, ages 0-8.

In May, our EYP team received a competitive ECE grant of $3000 from the state of Colorado for professional development. The grant paid for travel, lodging, and attendance at the conference. It also covered an early childhood education class at Arapahoe Community College for another member of our EYP team.

Investing in professional development for our early childhood team strengthens our program and allows us to provide the very best education for our young learners. Our team has also recently received another competitive grant to improve our pre-K/kindergarten playground. Play spaces are important learning spaces for young learners!

If you have a preschool or kindergarten child who might benefit from our outstanding early childhood education program taught by these rockstar teachers, please contact us today! You can read more about our inquiry-based, hands-on educational program here.

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by Tami Vinson, Director of Development and Engagement

We were thrilled to open our new playground on Friday, September 6th! Students left our all-school assembly in the gym and gathered round to cheer on our beloved Physical Education and Health Teacher, Mr. Onderdonk, take the inaugural ride down the embankment slide! Kids chanted “Go Mr. O!” all the way down. Afterwards, all students in first through eighth grade got to have extra morning recess time to check out all the new features. 

With the construction timeline extending into the first few weeks of school, anticipation built up each day at recess. Students watched excitedly at the orange construction fence as the crew got closer and closer to completion. A couple students mentioned seeing the construction crew testing out the slide and even noted “They looked like they were having a lot of fun and they deserve it!” From moving boulders to enclose the natural loose parts play area, adding a walkway and safety guards to the boulder scramble, and placing the new tree stumps and tires, the students got to watch it come to fruition. Students were especially curious when the cave was installed! Each day at carline, the kids asked “Is the playground opening today?” 

The delayed construction timeline offered a silver lining. The students’ gratitude for the hard work involved in building the new playground was immense. It made the grand opening celebration all the more exciting and meaningful. Each day since opening it, we have all enjoyed watching the kids engage with the new features. 

With our students’ love for the “forbidden forest” and natural spaces of our campus, we wanted to build off of that appreciation and add elements that connected to nature for children to fill with their impressive imaginations, joyful spirits, and energetic bodies. Research indicates that exposure to natural elements can lower stress, boost concentration, and improve overall mental well-being. By integrating aspects of nature into our play environments, our students can experience the restorative benefits of outdoor play and a connection to the natural world.

Our boulder scramble encourages physical activity, helping children develop strength, balance, and coordination while navigating various heights and surfaces. This play fosters creativity and problem-solving as kids explore different routes and tackle natural obstacles, enhancing their motor skills and overall fitness. As they engage in this controlled yet adventurous play, children also develop critical thinking, spatial awareness, and risk assessment skills. Scrambling is an exhilarating way to build early mountaineering skills and prepares children for hiking in our beautiful Rocky Mountains. We really love that the rocks so easily blend into our hill and are a unique and attractive feature on our playground. Students are also enjoying practicing their balance and agility as they walk across the boulders surrounding the new loose parts play area. 

Fun fact: all of the boulders used in the scramble and play area were sourced from our Rocky Mountains – the Floyd Hill area of I-70 to be exact! Thanks to the generosity of Kraemer North America, who is managing the Floyd Hill construction project, we were able to attain all our unique boulders used in the scramble and the border around the loose parts play area. A big heartfelt thank you to Mack parent, Matt Hogan for arranging this in-kind donation! This aspect of the project highlights our commitment to building with sustainable materials and trying to do our part for our environment. In addition, our safety guards around the scramble are made from recycled rubber and amount to saving 31 tires from going into a landfill!

Our new embankment slide integrates seamlessly into our hill, maximizing our outdoor space while delivering endless thrills. The slide not only offers excitement but also sparks scientific curiosity. Climbing the hill builds potential energy due to gravity, which is transformed into kinetic energy when sliding down, effectively demonstrating concepts of acceleration and velocity. Additionally, the slide engages both proprioceptive and kinesthetic responses, making it a dynamic tool for illustrating various branches of mathematics, including geometry. Beyond the fun, it encourages physical activity, helping children stay fit while developing essential motor skills and coordination.

The cave offers a quiet place where students can enjoy a bit of downtime on the playground. That being said, within the first week of the grand opening, a group of students wanted to know how many kids would fit in the cave. The magic number was 11! We also added small natural wooden tables with seating for students to read a book, play chess with a friend, or incorporate into their imaginative play. It’s been wonderful to see students enjoying these tables in the loose parts play areas and near the front patio. 

Our loose parts play area fosters creativity and promotes peer interaction, enhancing social cohesion. These versatile materials ignite children’s imaginations, encouraging them to creatively integrate various components into their play. Loose parts facilitate open-ended learning and enhance problem-solving skills. Tree stumps, repurposed tires, rocks, and tree cookies provide limitless opportunities for imaginative exploration during recess.

These playground updates are part of a multi-year plan of enhancements to our outdoor areas for learning, exploration, and discovery. We set out to create environments that encourage free and imaginative play, physical activity, and team building. We wanted to make the best use of our open spaces and opportunities for students to take in the fresh air and connect with nature throughout the day. 

This project would not have been possible without the generous support of our community of donors. We extend immense gratitude to all those who contributed with generosity to the Mack Fund and playground project. Thank you for helping to bring these plans to life for our students! 

We would also like to extend our heartfelt thanks to Eric Crotty, our playground designer, whose creativity and dedication brought this project to life. Eric’s thoughtful design beautifully integrates natural elements into our play space, creating an environment that encourages adventure, learning, and connection with nature. We also appreciate our construction partners at JPL Cares for their work in installing our new playground features. This truly was a community project from start to finish!

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At Mackintosh Academy in Littleton, Colorado, embracing an inquiry-based education model for gifted students is central to our teaching philosophy, and we recognize the immense value of experiential learning. Recently, our fifth and sixth-grade students and teachers embarked on a transformative trip to the Cal-Wood Education Center. This expedition seamlessly aligned with our International Baccalaureate (IB) program, immersing these students in an enriching experience that nurtured curiosity, critical thinking, and a deeper understanding of the natural world.

Fifth and sixth grade lead teacher Roger Chow explained the benefits of this excursion: “Calwood offers a truly remarkable experience for students, enabling them to disconnect from the technological distractions of the world and fully immerse themselves in outdoor exploration. It’s been a privilege to witness students who initially approached this experience with trepidation and timidity undergo a transformation, emerging as joyful, engaged individuals. Even those who were typically reserved have opened up, interacting and connecting with peers they might not have otherwise engaged with.” He added that “Cal-Wood serves as a platform for students to forge bonds without the typical distractions of school or technology, allowing them to move closer to discovering and embracing their authentic selves.”

Cal-Wood Education Center: The Perfect Backdrop for Inquiry-Based Experiential Learning

Cal-Wood Education Center, nestled amidst the breathtaking Rocky Mountains, offered a perfect setting for students to immerse themselves in nature and derive knowledge through hands-on exploration. The pristine natural surroundings and diverse ecosystem serve as an open laboratory for students to delve into the intricacies of the environment. By engaging in interactive activities and outdoor adventures, the students satisfied their curiosity and enhanced their understanding of the natural world.

As they stepped out of the traditional classroom and into nature, our students were exposed to real-world applications of what they had learned, translating theoretical knowledge into practical wisdom. The immersive learning experience at Cal-Wood complemented the objectives of gifted education, facilitating the development of critical thinking, problem-solving, and creativity in a dynamic and challenging environment.

“Calwood does an incredible job of engaging students in their outdoor learning spaces,” commented Nancy Muchich, fifth and sixth grade lead teacher. In addition to the education benefit, she noted that, “We all enjoy the activities, the downtime, and of course, the great food! Our students go to Calwood and see each other in a new light. They come home a cohesive group, a real community.” 

Experiential Learning: A Gateway to Growth

The trip to Cal-Wood was not merely a recreational outing; it was an educational expedition designed to enrich young minds. Experiential learning, which emphasizes learning through direct experiences, was fundamental to this journey. The students actively participated in nature hikes, ecology lessons, and team-building activities, internalizing concepts and gaining insights that traditional classroom teaching cannot replicate.

At Cal-Wood, students not only deepened their understanding of ecological systems but also honed their interpersonal skills, resilience, and adaptability. These experiences will stay with them throughout their academic journey, nurturing them to become well-rounded individuals with a profound appreciation for the world around them. 

Samantha Walker, fifth and sixth grade associate teacher, shared her insights on the personal development opportunities at Calwood. “”Calwood is an opportunity for our students to be risk takers and get out of their comfort zones and experience the outdoors in fun and engaging activities. Students and chaperones alike build friendships and create a sense of belonging that resonates throughout the school year and beyond,” she said.

Student Voices from the Experience

Upon returning, students were asked to write reflections on their experiences, an exercise integral to inquiry-based learning. They commented on the content of the lessons at Cal-Wood, the opportunity to connect with classmates, and on the value of immersing themselves in nature.

One student remarked, “I really liked the campfire circle because of all the laughing and happiness. I also liked the night hike. The stars were so bright.”

Another added, “My favorite part was being in touch with nature. It’s so relaxing to be out in the world.” Echoing this, another student said, “I loved hiking and talking with my friends. I just love being in nature because it has nice clean air to breathe.”

Finally, one student offered this wise advice to future attendees, “These are going to be core memories you’re making and will stick with you for the rest of your life. This is a chance to get away from your devices for a couple days. It’s a chance to be in nature, so even if it seems bad, it will be a blast.”

Conclusion: Fostering Bright Minds through Immersive Experience

By providing an immersive and experiential learning opportunity, the trip to Cal-Wood Education Center not only enriched the academic growth of  Mackintosh students but also their personal growth. As they returned from this enriching journey, their minds were buzzing with newfound knowledge and a profound sense of appreciation for the natural world.

At Mackintosh Academy, we remain committed to nurturing the potential of gifted students through inquiry-based education, preparing them to become thoughtful, innovative leaders of tomorrow. Cal-Wood was just a stepping stone in this journey, and we look forward to many more such transformative experiences.

Interested in how your child might benefit from our inquiry-based International Baccalaureate education? We’d love to hear from you. Please reach out to our Director of Enrollment Management via email or give us a call at (303) 794-6222.

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The World Affairs Challenges gives students the opportunity to address real-world issues.

At Mackintosh Academy, seventh and eighth grade students have been participating in the World Affairs Challenge (WAC) since 2014. This annual challenge asks students to work collaboratively to research, address, and take action on a real-world problem.

This year’s World Affairs Challenge focuses on the water nexus, which is a term that describes the deep connection between several of our planet’s critical domains: water, energy, food, and transportation. For this challenge, Mack students selected a water-related issue and explored how it connected with food, energy, and transportation. Students then created video pitches that explain the issue and propose a potential action (in the challenge lingo, “WACtion”) they could take on to help mitigate the issue or call attention to the issue. 

WAC judges will review the videos and the student groups will then meet virtually for a follow-up interview with the judges. The teams in the top 20% will advance to the WAC World Championships on Saturday, April 1.

In the past, WAC had an in-person element, but in recent years has switched to virtual participation. This allows WAC to reach a global audience of student participants. In 2022, over 900 students participated in WAC, forming teams in schools in 15 different cities across Colorado and in Turkey, Morocco, Iraq, Uganda, and Zimbabwe.

Collaboration is key in World Affairs Challenge

Mackintosh Middle Years Programme teacher Joe Pausback shared that this year’s challenge has been a great opportunity for students to take on a global issue, dive into it, and work collaboratively on the project.  He added, “There is an element of WAC where we teachers get pretty hands off, which is a little terrifying, but it is validating to watch groups come together, and explore how to creatively present their information and balance that with still delivering the appropriate content.” Mr. Pausback believes that collaborative work is the most beneficial part of WAC.

The students’ pitch videos are available for viewing on the Mackintosh Academy YouTube channel.

Team: Mine WACcidents

Video: Mine Waste

Team: Cheese and QWACkers 

Video: Water Conservation in the Colorado River Basin

Team: ComeWAC of the Century

Video: E.coli in the South Platte River

Team: WACaroni 

Video: Microplastics

We wish all of our MYP students great success in this year’s WAC and will share the results when they’re available!

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Photo by Nathan Dumlao on Unsplash

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Greenhouse Grant Awarded

Mackintosh Academy recently received a $3000 grant from the Colorado Garden Foundation to be used for improvements to our greenhouse. We incorporate the use of our greenhouse throughout our Pre-Kindergarten through 8th grade curriculum. Our greenhouse provides the opportunity for our students to gain hands-on experience in studying and implementing crop production, comparing soil and hydroponic techniques, and developing entrepreneurial techniques to market their homegrown produce.

Mackintosh students assist in planning, maintaining, monitoring, and harvesting crops which they sell to our parent community. Nutrition education is also part of our curriculum and included in the program. Kids get to taste test various foods in our garden and share their thoughts.

Our Green Team sells food from our garden each week when there is a harvest. The money raised is used to support the garden program. This is an excellent opportunity for our students to grow in their leadership skills. They work hard to harvest, sort, and package the food for the greens sale. They also promote it with students, teachers, and parents. On occasion, some food is donated to teachers as a gesture of appreciation. There are also occasions when the funds from the food sales are donated to a worthy charitable cause.

We are grateful to the Colorado Garden Foundation for their support of our program. The Colorado Garden Foundation is a not-for-profit corporation dedicated to furthering the horticultural industry and is the producer of the Colorado Garden & Home Show. They have supported our program in past years, and we are thankful for their continued support.

Mackintosh Academy’s sustainability initiatives, including the greenhouse, are part of our International Baccalaureate curriculum which encourages students to take part in hands-on activities that benefit the environment. Our school has won multiple local, state, and national awards and honors for our “green” initiatives.

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