ASSIGNMENT 1 –DUE THURSDAY 9AM
You must identify an issue: Area of Interest: The different social and emotional challenges gifted and talented students experience.
, then propose and develop a solution for the issue you have chosen. The form or media you use to present your solution (Voice over PowerPoint.
Your project must include:
· A clearly outlined topic and audience.
· A rationale for choosing your topic (cannot just be personal- must have a teaching or training focus).
· A proposed solution for your topic, including realistic goals and suggestions.
· An explanation of why the solution or project is a good idea from a biblical perspective.
· A creative presentation mode: a PowerPoint with voice recording –I WILL DO THE RECORDING JUST ADD THE SPEAKERS NOTE ON THE PPT.
· A PowerPoint presentation, an outline, agenda of time allotted (60 minutes), and speaker notes/transcript.
· Handouts/training aids/website links to help paticipants with understanding.
· Current APA formatting (citations and referencing).
· A complete reference list including at least 15 of the 20 resources from BELOW (should support the citations in your work). You can use more but must have at least 15 of the 20. YOU MUST USE THE REFENCES BELOW:
References Azano, P. (2017). Book Review of serving gifted students in rural settings. Journal of Research in Rural Education, 32 (2), 1-3. Dr. Tracy, Cross. (2006). The social and Emotional Lives of Gifted Kids: Understanding and Guiding Their Development. School Library Journal, 52(10), S78 Erin.A.Fetzer. (2000). The gifted/learning disabled child: A guide for teachers and parents. Gifted Child Today, 23 (4), 44. James.J.Gallagher. (2004). No child left behind and gifted education. Roeper Review, 26 (3), 121-123. Jillian, G. (2010). Children with gifts ad talents: looking beyond traditional labels. Roeper Review, 32 (3), 200-206. Karen, J. (2001). Integrating an affective component in the curriculum for gifted and talented students. Fall, 24 (4), 14-18. Kyle, W., Dianne, F. V., & Mary, C. (2011). Active advocacy: working together for appropriate services for the gifted learners. Spring, 34 (2), 20-25. Marcia, G. (2006). No child lef behind: Neglecting excellence. Roeper Review, 29 (1), 24-27. Pfeiffer, S. I. (2011). Current Perspectives on the Identification and Assessment of Gifted Students. Journal of Psychoeducational Assessment. Pfeiffer, S. I. (2016). Education Sciences | Special Issue: Advances in Gifted and Talented. Educational Sciences References Dori, Y. J. (2018). Gender-fair assessment of young gifted students’ scientific thinking skills. International Journal of Science Education. (Dori, 2018) Elijah, K. (2011). Meeting the Guidance and Counseling Needs of Gifted Students in School Settings. Journal of School Counseling, 9(14), n14. Henshon, S. E. (2009). Talent development across the lifespan: an interview with Paula Olszewski-Kubilius. Retrieved from: http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A197928434/AONE?u=vic_liberty&sid=AONE&xid=e0efb3ef Karnes, F. A., & Nugent, S. A. (2002). Influential people in gifted education. Gifted Child Today, 25 (4), 6063. Retrieved from: http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A94769474/AONEu=vic_libertpd=ANE&xid=3324bb57 Little, C. A. (2001). Probabilities and possibilities: The future of gifted education. Journal of Secondary Gifted Education, 12(3), 166-169. Retrieved from: http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A73842300/AONE?u=vic_liberty&sid=AONE&xid=fbee0064 Paul, K. A. (2013). Gifted Children. AERA. (Paul, 2013) Thomson, D. (2011). Conversations with teachers on the benefits and challenges of online learning for gifted students. Gifted Child Today, 34(3), 31-39. Retrieved from: http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A266456102/AONE?u=vic_liberty&sid=AONE&xid=e815a0b2 Tirri, K., & Kuusisto, E. (2013, 03). How Finland serves gifted and talented pupils. Journal for the Education of the Gifted, 36, 84-96. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquestcom.ezproxy.liberty.edu/docview/1355898293?accountid=12085 Plucker, J. A., & Callahan, C. M. (2014). Research on giftedness and gifted education: Status of the field and considerations for the future. Exceptional Children, 80(4), 390-406. Retrieved from: http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A395165283/AONE?u=vic_liberty&sid=AONE&xid=1acfd0e6 Peterson, J. (2006). Addressing counseling needs of gifted students. Professional School Counseling, 10(1), 43-51.Retrieved from: http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A153359890/AONE?u=vic_liberty&sid=AONE&xid=d2249738
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Project Grading Rubric
| Criteria | Levels of Achievement | |||
| Content (70%) | Advanced | Proficient | Developing | Not present |
| Organization | 38 to 40 points · Work is well organized and presented in a creative presentation mode: a PowerPoint with voice recording, a YouTube video with supporting materials, a website/webpage or blog student has created, a very detailed handbook, training materials and includes an audio component. · Student uses a variety of appropriate graphics and illustrations to make points and avoids too much text on slides, websites, other items. · Student uses approved project format as discussed with course instructor. |
35 to 37 points · Work is organized and presented in a creative presentation mode: a PowerPoint with voice recording, a YouTube video with supporting materials, a website/webpage or blog student has created, a very detailed handbook, training materials and includes an audio component. · Student uses appropriate graphics and illustrations to make points and avoids too much text on slides, websites, other items. · Student uses approved project format as discussed with course instructor. |
1 to 34 points · Work may or may not be presented in a creative presentation mode. · Presentation is not creative (simple presentation without a varied use of graphics and or illustrations. Audio component may or may not be missing). · Project is not what instructor approved. |
0 points Not present |
| Content | 99 to 105 points · The project is comprehensive, accurate, and persuasive to support the study and research of Gifted Education. · There is a clearly proposed solution or purpose for the topic, including realistic goals and suggestions for the audience you intend to persuade. · A rationale for the topic (beyond personal- must have a teaching or training focus) a personal introduction, a project overview, and uses graphics and/ or provides reader-friendly aids. · Source material and analytical reasoning elaborate upon the issue in a meaningful way. · Research is appropriate and recent for the topic/issue and used to support points. · There is an explanation of why the solution or project is a good idea from a biblical perspective. · Context and purpose of the project are clear and relatable for the indented audience. |
91 to 98 points · The project is accurate and supports the study and research of Gifted Education. · There is a proposed solution or purpose for the topic, including realistic goals and suggestions for the audience you intend to persuade. · A rationale for the topic (beyond personal- must have a teaching or training focus) a personal introduction, a project overview, and uses graphics and/ or provides reader-friendly aids. · Source material and analytical reasoning elaborate upon the issue · Research is used to support points. · There is an explanation of why the solution or project is a good idea from a biblical perspective. · Context and purpose of the project are clear and relatable to the indented audience. |
1 to 90 points · Some aspects of the project are missing or not complete. Research is limited. There may be a topic, but no clear or realistic solution is proposed. · Information is not geared to the intended audience or the audience is not stated. Project is missing overview and or other required items intented to provide content. · Few graphics are used. No aids for support or links are provided. · No explanation of why the solution or project is a good idea from a biblical perspective. |
0 points Not present |
| Sources | 28 to 30 points A complete reference list of 15 or more of the 20 resources from student’s research are appropriately used for 15 or more citations within the project. |
26 to 27 Points A reference list including at least 15 of the 20 resources from student’s research is used for a minimum of 15 citations in the project. |
1 to 25 points Reference list has fewer than 15 of the 20 resources from student’s research and fewer than 15 citations are used in the project. |
0 points Not present |
| Structure (30%) | Advanced | Proficient | Developing | Not present |
| APA | 33 to 35 points No APA formatting errors. Title page/slide, reference page/slides, and citations are included in current APA format. |
30 to 32 points APA formatting errors. Title page/slide, reference page/slides, and citations are present but may have errors. |
1 to 29 points Title page/slide, reference page/slide, or citations/references are not in proper format or are missing. |
0 points Not present |
| Mechanics | 38 to 40 points Project is well written. Sentences are complete, clear, and concise and there are no grammatical or spelling errors |
35 to 37 points Project is well written, Sentences are complete and concise and there few or no grammatical or spelling errors. |
1 to 34 points Project is not written in a clear fashion and rules of grammar, usage, spelling, and punctuation are not followed. Words used are vague and ambiguous. |
0 points Not present |