Description
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following:Identify each student and the issue he or she is facing. You must use the four student profiles provided below. Please DO NOT copy and paste the descriptions provided. Rather, you should explain what you feel are the core issues each face after reading the description.Identify the developmental impact of each issue. How is the issue impacting the student in the classroom? What does the teacher see that is interfering with learning? You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.” Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are not the resources you use to understand the developmental impact of the issues, but should be helpful for the intended audience of your presentation. You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student,a closing slide, and a resource/bibliography page for the sources you use in the project.The presentation must be your original work, and professional in its use of images, language, and formatting. Use of another’s work will earn an automatic zero and may be grounds for dismissal from the program. Example:In order to make our expectations clear, we have created an additional student profile and use his information to complete two slides that meet the criteria of the project. You will not use this student in your project. His profile is for the purpose of the example only. Read it and then look at the 700.2PBP Example Slides. Note that your project will include all 4 students in the Knowledge of Students and Student Needs document and will be at least 11 slides long.
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Criteria
Ratings
EXEMPLARY 10 pts
Issues Identified
and Explained
Identifies each student and the
issues he or she is facing,
includes the complexity of
Standard 4: Learning each issue in the explanation.
Environment
PROFICIENT 8 pts
DEVELOPING 6 pts
NOVICE 4 pts
Identifies each student and the Identifies each student and the Not every student and
issues he or she is facing,
issues he or she is facing but issue are identified
and/or there is no
explanations capture some of there is not an adequate
explanation provided.
the complexity of each issue explanation, no complexity.
(A) Teachers create a
mutually respectful,
collaborative, and safe
community of learners
by using knowledge of
students’ development
and backgrounds
Developmental
Impact
Identifies the impact of each Recognizes impacts of some
Clearly identifies the impact of
issue, and correctly identifies issues on student learning or
each issue; how the issue
most cognitive, affective and behavior. Research is
affects the achievement of the
TAC 228.35 (b) (2)
physical impacts of the issue mentioned but may not be
student, behavior in the
(B) ensuring high levels
on the student. References
referenced correctly.
classroom, and any other
of learning, socialmost research correctly.
developmental impact;
emotional
recognizes the complexity of
development, and
impact in multiple areas;
achievement for all
References research correctly,
students through
knowledge of students, makes connection explicit.
Recognizes impacts of 2
or fewer issues on
student learning or
behavior. Research is
not mentioned or is
incorrect.
proven practices, and
differentiated
instruction
Supports –
Resources and
Teacher
Resources are directly
related to the issue and
aligned to developmental
goals for the student.
Resources are lacking,
Resources are related to the Resources are lacking or not
no alignment with issues
issue and somewhat aligned all aligned to the issues or the
or developmental goals.
to developmental goals for the developmental goals for the
student.
student.
Suggestions
Standard 6:
Professional
Practices and
Responsibilities
The classroom supports
suggested are explicitly
matched to the needs of each
student.
The classroom supports
suggested are matched to the
needs of each student.
Some of the classroom
supports suggested are
matched to the needs the
students.
The classroom supports
suggested are
inadequate and not
matched to the needs of
each student.
(A) Teachers model
ethical and respectful
behavior and
demonstrate integrity
in all situations.
(ii)Teachers serve as
advocates for their
students, focusing
attention on students’
needs and concerns
and maintaining
thorough and accurate
student records.
Presentation
TAC 228.35 (b) (2)
(J) effectively
communicating with
students, families,
colleagues, and
community members
Presentation is adequately
Presentation is focused and
Presentation is loosely
focused and organized; visual
organized, visually pleasing and attractiveness is adequate; No focused, lacking in
clear.
organization and detail, dull
inappropriate images,
language and formatting are to view
All images, language and
formatting are appropriate for used.
Images, language, and
a professional setting.
At least 11 slides are used.
At least 11 slides are used.
Presentation lacks focus,
organization, and detail.
Unattractive.
Inappropriate images,
language and/or
formatting.
formatting are not all
appropriate for a professional
Does not include at least
setting.
11 slides.
May use fewer than 11 slides.
700.2PBP The Learner: Performance-Based Assessment
TNT 700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS Effective teaching begins with
understanding your students: how they learn, their background and issues that they might face.
In the course, TCR 300 Meet Your Students, you were introduced to twenty-four students who
are representative of the students in Texas. Several of these students have significant academic
issues and/or emotional issues that may impact their performance. This performance-based
assessment requires you to identify and research the societal or cultural issues that are faced
by four of these students and how they impact their achievement.
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with
other educators or parents. In this presentation you are to do the following:
•
•
•
•
•
Identify each student and the issue he or she is facing.
Identify the developmental impact of each issue. You will need to include the
research that is directly related to the issues and aligned to the developmental goals
for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it
makes students feel unsafe.”
Research and provide resources that are directly related to the issue and are aligned
to the developmental goals for students. These are resources a parent or teacher
could use to learn more about the issue and how to address the impact of the issue.
These are resources that may be available in your community, such as food banks,
language lessons for parents, etc. You may also choose to include resources that are
available from federal, state, and local governments. These are NOT the resources
used in your research.
You will suggest supports teachers can use in the classroom to mitigate the impacts
of the issue. • Your presentation should be at least 11 slides long. You are expected
to have an introductory slide, two slides per student, and a closing slide.
The presentation must be your original work, and professional in its use of images,
language, and formatting. Use of another’s work will earn an automatic zero and
may be grounds for dismissal from the program.
For this performance-based assessment, you will be scored according to the 700.2P Rubric.
Please review this rubric carefully before beginning and submitting the project.
1. Nelly: Nelly is economically disadvantaged and at risk because she did not pass the
standardized state math test. She lives with her grandparents since her mother is in jail.
Unfortunately, the apartment complex where she lives is riddled with drugs and crime.
It is common to hear gunfire and police sirens at night. It is also located in a food desert,
with no direct route to a full grocery store. School is her safe place; she is terrified when
she is not in school but tries to act tough so that she won’t be picked on. Her
grandparents are well-meaning, but unsure of how to best help her.
2. Brandon: When Brandon was nine years old, his mother was killed in an automobile
accident. His father recognized that he would not be able to care for Brandon or his
three younger siblings and reluctantly put them under the care of the Department of
Family and Protective Services. There were no foster homes available to take all four
children, and they were split up between families. Brandon’s emotional state became
quite fragile following the separations from his family. He was angry, depressed and
began acting out both at school and in the foster home, at which time he was placed in
a group home. During this time, Brandon was bullied and beaten by older boys in the
home. Two months ago, Brandon was moved to the home where he now resides. His
foster family reports he is quiet at home, compliant with their requests, but generally
exhibits little interest in family activities or school, though he seems to be slowly
warming up to the family. He doesn’t talk about his past three years or his siblings or
parents. The family has not seen evidence of anger but do believe he is depressed.
3. Ellie: Ellie is a sweet girl but very anxious. Her parents divorced because of her
mother’s alcoholism. Her father is a long-haul trucker who is not around very much. As a
result, Ellie often has to be the adult at home – shopping, cooking, and cleaning. She
worries about her mother being alone and having an accident. Though her father sends
money regularly, she worries about paying the bills. She cries often and does not have
the space to be a kid. In addition, there was an incident last year when her mom came
to school after drinking and yelled obscenities at the principal and teacher. Some of her
classmates noticed, and it embarrassed Ellie terribly. She is constantly worried this will
happen again. Though not diagnosed, she appears to be suffering from anxiety.
4. Ian: Ian’s mother left the family when he was five. Ian lives with his dad and does not
know where his mother is. Ian’s father works long hours and attempts to compensate
for the time away by buying Ian the latest technology. Once, when he was angry, Ian’s
father blamed him for his mother leaving. Ian is an avid gamer but is usually angry and is
known around school as a bully. He has few friends. Ian does just enough work to get
passing grades. In class, he just wants to be left alone.
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
economically well-off family. Both of his parents are doctors, and they hold high
expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slides for
TNT 700.2PBP
Your Name Here
Yeung Yi and Anxiety
Yeung Yi feels a great deal of pressure to be perfect and
this is manifesting itself in panic attacks and angry
outbursts.
GT children tend to be sensitive and perfectionists, putting
a great deal of pressure on themselves. “They feel they
should perform and achieve at the highest possible levels in
everything and fear making mistakes and failing.” (Peters,
2012). Anxiety is a common byproduct of these tendencies.
Anxiety that causes panic attacks can impact development
in multiple ways. Students may have difficulty
concentrating, miss instruction due to coping issues, and
“feel self-conscious or isolated, avoiding situations that they
think may cause a panic attack” (Hasan, 2019).
•
Gifted children often have asynchronous development,
meaning that they have uneven development. “Often,
cognitive development will leave physical or affective
development in the dust, resulting in even more ‘out of
place’ feelings – and more potential for anxiety” (The
Anxiety Free Child, n.d..)
•
Gifted students may experience more frustration,
isolation, and higher levels of stress and anxiety
(Harrison, 2011).
•
A study from Hungary found an association between high
academic performance, creativity and the T/T genotype, a
gene that has been linked to an increased risk of mental
illness (Keri, 2009).
How to Recognize a Panic Attack
Knowing symptoms of a panic attack can help
you act quickly. They include the following:
Feeling choked or dizzy
Increased heart rate or heart palpitations
Shortness of breath or difficulty breathing
Sweating
Numbness or tingling in limbs
Needing to “escape”
Fear of going crazy, losing control, or dying.
Classroom Supports
Educate students about anxiety and teach
positive coping techniques
Use an anxiety checklist to help determine the
level your student is experiencing
Practice deep breathing techniques
Exercise
(From Turnaround: Turning Fear into Freedom)
Resources for Understanding
Anxiety Disorders in Children brochure
from the Anxiety Disorders Association
of America.
Is Your Child Anxious Because They’re
Gifted? from The Anxiety Free Child
Resources for Helping
Panic Attacks in Children: 15 Effective
Tips to Help Them
Find a Therapist Near Me – locator
service from Psychology Today
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