Presentation

EDUC 735

PRESENTATION ASSIGNMENT INSTRUCTIONS

OVERVIEW

The purpose of this assignment is to help you gain experience with a realistic topic/issue in your current position or in a future position you hope to obtain. Once you have created your action plan for the Action Plan Assignment, you will create a presentation in PowerPoint or Prezi that you would use to share with and explain to other educators the action plan and the significance of the need for such a plan. For example, if your position is in a local school district/division, you would prepare a presentation that would be made in front of the local Board of Education or another decision-making group. Approval for an action plan is needed by some level of administration, so you will identify what that decision-making body is and design the presentation with that group in mind.

INSTRUCTIONS

The presentation should be at least 10 slides and should include graphs, pictures, data, and citations. You should include the specific steps, resources needed, and the timeline in your PowerPoint or Prezi. A title slide and a references slide are to be included, but do not count towards the 10-slide minimum.

Once you have developed your slides, you will record yourself either as a video or a voice-over recording making the presentation. The actual recording has no specific time requirement, however, presenting 10 slides could take anywhere from 5-20 minutes. If you are presenting a plan that requires approval from a smaller, less formal group (like your school principal) and requires a smaller financial consideration, then a five-minute presentation is more appropriate. If you are presenting to the Board of Education and are asking for hundreds of thousands of dollars, then more information and a longer presentation are appropriate. Your presentation will depend on your topic, the identified need, and the expanse of the plan needed to address the need.

For submission to Canvas, you can upload a file that is 500MB. If it is larger, then you may need to host the file through an external source and submit its URL.

Review the Presentation Grading Rubric for more information on the expectations for this assignment.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Criteria Ratings Points

Creativity 20 to >17 pts

Advanced

The presentation is innovative, creative, and visually appealing. The colors and graphics used are engaging and keep the audience focused on the content of the plan.

17 to >16 pts

Proficient

The presentation is somewhat creative and visually appealing. The colors and graphics used are engaging but are sometimes distracting to the audience.

16 to >0 pts

Developing

The presentation lacks creativity and is not visually appealing. The colors and graphics used make it difficult for the audience to focus on the content of the plan.

0 pts

Not Present

Not present

20 pts

Organization 15 to >13 pts

Advanced

The presentation stays focused on the issue and the plan to address it. The sequence of the information presented follows a logical path that leads the audience to the conclusion that the plan is needed.

13 to >12 pts

Proficient

The presentation is generally focused on the issue but occasionally veers off-topic. The sequence of the information presented is somewhat logical and eventually conveys the need for the plan.

12 to >0 pts

Developing

The presentation loses focus on the issue and the plan to address it. The sequence of the information presented is disorganized and makes it difficult for the audience to follow.

0 pts

Not Present

Not present

15 pts

Presentation 20 to >17 pts

Advanced

The presenter is articulate and persuasive. The information presented begins and ends with information to help focus the audience’s attention. The presenter’s voice and/or appearance are very professional.

17 to >16 pts

Proficient

The presenter is somewhat articulate. Sometimes, the vocabulary used does not convey the proper level of professionalism. The information presented begins or ends with information to focus the audience’s attention. The presenter’s voice and/or appearance are appropriate.

16 to >0 pts

Developing

The presenter is fairly articulate, but the information communicated is unclear. The information presented does not begin or end with information to help focus the audience’s attention. The presenter’s voice and/or appearance lacks professionalism.

0 pts

Not Present

Not present

20 pts

Presentation Grading Rubric | EDUC735_B02_202430

Criteria Ratings Points

Grammar, Usage, and Mechanics

10 to >9 pts

Advanced

Spelling and grammar are correct. Sentences are complete (as applicable) and phrases are clear and concise (as applicable).

9 to >7 pts

Proficient

There are some spelling and grammar errors. Sentences or phrases are sometimes concise and clear.

7 to >0 pts

Developing

Spelling and grammar errors distract the audience. Sentences and phrases are incomplete or unclear.

0 pts

Not Present

Not present

10 pts

Length Addresses Requirements

10 to >9 pts

Advanced

There are at least 10 slides as required. In addition, the presentation includes a title slide and a references slide.

9 to >7 pts

Proficient

There are only 6-9 slides instead of the 10 required. The title slide and/or the references slide are not included.

7 to >0 pts

Developing

There are 5 or fewer slides. The title slide and/or the references slide are not included.

0 pts

Not Present

Not present

10 pts

Total Points: 75

Presentation Grading Rubric | EDUC735_B02_202430

EDUC 735

Presentation to the School Board ------------------------------------------- Using Professional Developments to

Combat Cyberbullying on Social Media

What is Cyberbullying?

Cyberbullying is a problem that affects anyone who is exposed to the online world.

In education, it is a problem that affects:

Students

Teachers

Parents

Other staff member

who are active in any online platforms and social media outlets

Characteristics of Cyberbullying in Social Media

• Negative comments

• Anonymous interactions

• Subtweeting

• Talking bad about each other’s back

Effects of Cyberbullying on

Students

• Depression

• Anxiety

• Negative self talk

• Lack of attention in class

• Discouragement of class participation

• Suicidal thoughts

• Not feeling accepted

Historical Description of Cyberbullying

• The first case of cyberbullying was in 2007 when a student passed away through suicide because of cyberbullying (Garett et al., 2016).

• The use of the internet has increased tremendously over the past decade and it has been estimated that 80% of U.S. teenagers are using some form of social media (Garett et al., 2016).

Current Description of Cyberbullying

• Today, approximately 30% of student users include higher self-objectifying content to receive likes, gain popularity, and feel accepted by using social media platforms such as Twitter, Snapchat, & Instagram (Conger and Singg, 2020).

• Those who do not receive likes feel like they are not good enough and eventually they fall into depression and anxiety.

Strategies to Combat Cyberbullying

• Parent and teacher involvement in student social media life

• Teachers setting limit of time when using social media platforms

• Creating rules and guidelines for students’ social media usage

• Having professional developments for teacher training on how to secure accounts and block accounts

Cyberbullying at Middle School

students are exposed to Social Media and so the likelihood of them being exposed to Cyberbullying is very high.

Teachers then should have continuous professional development throughout the year on how to combat cyberbullying.

Action Plan

• The next few slides will present the Action Plan on how to implement professional developments (PD) specific to how to combat cyberbullying to the School Board

Addressing Cyberbullying at Middle School

Implementation of ongoing Professional Development should occur at Middle School

Objective: Professional developments (PD) will be conducted at Middle School to combat cyberbullying. At each professional development session, teachers and staff will identify two strategies per PD session quarterly on how to combat cyberbullying so that they can assist students who are exposed to such issues when using social media.

Targeted Population: teachers and staff

PD Hosts and Delivery Method

PD Hosts: administrator team and leadership team

Administrator team are composed of Principal and Assistant Principals

Leadership team are composed of but not limited to Instructional Lead Trainers and Counselors

Delivery: Google Slides will be used and presented through Zoom

Every presentation will highlight 2 strategies to combat cyberbullying

There will be two administrators or two members from the leadership team who will be leading each PD

Duration, Day and Time of PDs

Duration: Once per quarter (given that there are 4 quarters in a school year)

• For the year, there will be 4 PD sessions in total

• For the year, 8 strategies to combat bullying will be presented (2 strategies per PD session)

Day and Time: Thursday after school at 4PM

PD Outcomes

teachers and staff are able to prevent cyberbullying and help stop it from occurring among their students using social media by:

• identifying strategies provided

• utilizing the 8 different strategies on how to combat cyberbullying in their classrooms

References Beghin, H. (2020). The effects of cyberbullying on students and schools. BU Journal of Graduate Studies in Educaiton, 12(2): 19-22.

Collier, E. (2020). Parents’ guide to Twitter. From High Speed Training. https://www.highspeedtraining.co./parents-guide-to-twitter/

Conger, J.Z. and Singg, S. (2020). Should you “do it for the ‘gram?” A review of the

psychological and sociocultural effects of social media. Journal of Clinical Review and Case Reports, 5(42): 40-45.

Garett, R. Lord, L.R., and Young, S.D. Associations between social and cyberbullying: A review

of the literature. Mhealth, 2(46). https://doi.org/10.21037/mhealth.2016.12.01

Oxford Learner’s Dictionaries. (2020). Cyberbullying.

https://www.oxfordlearnersdictionaries.com/us/definition/english/cyberbullying?q=cyberbullying

Punyanunt-Carter, N.M., De La Cruz, J.J., and Wrench, J.S. (2017). Investigating the

relationships among college students’ satisfaction, addiction, needs, communication apprehension, motives, and uses gratifications with Snapchat. Computers in Human Behavior, Elsevier Journal, 75(1): 870-875. https://doi.org/10.1016/j.chb.2017.06.034

Raes, A., Adams, B., Montrieux, H., and Schellens, T. (2016). Using Twitter in higher

education: What are students’ initial perceptions and experiences? The Authors.

Sharma, A. and Shukla, A.K. (2016). Impact of social messengers on youth: A sociology study.

International Journal of Advance Research and Innovative Ideas in Education, 2(5): 367-375.