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Example Slides for NT 700.2PBP Your Name Here

Yeung Yi and Anxiety Yeung Yi excels in many areas, but also 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. Students can develop skills to proactively catch and defuse panic attacks.

 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

MINT 700.2PBP Performance-Based Assessment: The Learner

Effective teaching begins with understanding your students: how they learn, their background, their strengths, and challenges they might face. We have chosen four students who are representative of the students in Michigan. Several of these students have significant academic and/or emotional challenges that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by these students and how the challenges impact their achievement.

The Presentation

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 along with their strengths and the challenge(s) they are facing. • Identify the developmental impact of each challenge. 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 (2019), 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 challenge and are aligned to the developmental goals and strengths for students. These are resources a parent or teacher could use to learn more about the challenge and how to address its impact. 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 challenge and utilize student strengths.

• 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 that includes a works cited list or bibliography.

• 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 700.2PBP Rubric. Please review this rubric carefully before beginning and submitting the project.

Example Students for Project

1. Nelly: Nelly is considered 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 has had issues 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. She has developed good coping mechanisms and knows that school is her safe place but is afraid for her safety when she is not in school. Her grandparents are involved in her schooling, but unsure of how to best help her.

2. Brandon: When Brandon was nine years old, his teacher commented that he was creative, helpful, and well-liked. Shortly afterwards, 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 amongst families. Brandon became angry and 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 single-family 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: At school, Ellie is kind, good in math, and attentive in class. Her parents divorced because of her mother’s alcoholism. Her father is a long-haul trucker who is supportive and proud of his daughter but unable to be around very much. As a result, Ellie is often 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 play with other kids her age. There was an incident last year when her mother came to school after drinking and yelled obscenities at the principal and teacher. Some of her classmates noticed, and it embarrassed Ellie terribly. She worries this will happen again. Though not diagnosed, she appears to be suffering from anxiety.

4. Ian: Ian has strong technology skills and is mature for his age. His father left the family when he was five so Ian lives with his mother, who works long hours and attempts to compensate for the time away by buying Ian the latest technology. Once, when she was angry, Ian’s mother blamed him for his father leaving. Ian struggles with his anger; some students say he has bullied them. He has online gaming friends, but no one at school is very close. Ian has above-average intelligence. In class, he usually completes his assignments and does not like to work in groups.

MINT 700.2PBP Performance-Based Assessment: The Learner

Effective teaching begins with understanding your students: how they learn, their background, their strengths, and challenges they might face. We have chosen four students who are representative of the students in Michigan. Several of these students have significant academic and/or emotional challenges that may impact their performance. This performance-based assessment requires you to identify and research the societal or cultural issues that are faced by these students and how the challenges impact their achievement.

The Presentation

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 along with their strengths and the challenge(s) they are facing. • Identify the developmental impact of each challenge. 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 (2019), 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 challenge and are aligned to the developmental goals and strengths for students. These are resources a parent or teacher could use to learn more about the challenge and how to address its impact. 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 challenge and utilize student strengths.

• 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 that includes a works cited list or bibliography.

• 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 700.2PBP Rubric. Please review this rubric carefully before beginning and submitting the project.

Example Students for Project

1. Nelly: Nelly is considered 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 has had issues 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. She has developed good coping mechanisms and knows that school is her safe place but is afraid for her safety when she is not in school. Her grandparents are involved in her schooling, but unsure of how to best help her.

2. Brandon: When Brandon was nine years old, his teacher commented that he was creative, helpful, and well-liked. Shortly afterwards, 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 amongst families. Brandon became angry and 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 single-family 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: At school, Ellie is kind, good in math, and attentive in class. Her parents divorced because of her mother’s alcoholism. Her father is a long-haul trucker who is supportive and proud of his daughter but unable to be around very much. As a result, Ellie is often 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 play with other kids her age. There was an incident last year when her mother came to school after drinking and yelled obscenities at the principal and teacher. Some of her classmates noticed, and it embarrassed Ellie terribly. She worries this will happen again. Though not diagnosed, she appears to be suffering from anxiety.

4. Ian: Ian has strong technology skills and is mature for his age. His father left the family when he was five so Ian lives with his mother, who works long hours and attempts to compensate for the time away by buying Ian the latest technology. Once, when she was angry, Ian’s mother blamed him for his father leaving. Ian struggles with his anger; some students say he has bullied them. He has online gaming friends, but no one at school is very close. Ian has above-average intelligence. In class, he usually completes his assignments and does not like to work in groups.