Title -
By: Genia Flammia
PEARLS/Hawthorne School
Introduction-
Ok, the test scores have proved it. You’re a gifted/talented (GT) student! But why are your grades so bad? You understand the lessons when you are in class but you can’t seem to put it all together. You are not alone! Many children who have been identified as gifted are having trouble keeping up with the academic rigor of G/T programs.
Task –
Your task will be to work individually or with a partner to develop a poster which will explain the reasons why G/T students in our school are not doing well in class and what new policies should be enacted to improve the academic performance of our G/T students. You will use the Public Policy Analyst (PPA) steps to analyze the problem and to develop policy solutions.
Process
Steps of the PPA-
Read the information provided
in each link then complete the worksheets which are also linked below each
step. What you read will help you compile the needed data.
Worksheet 1-Defining the social problem
Worksheet 2-Gathering evidence of the problem
Worksheet 3-Identifying the cause of the problem
4). Examine an existing policy
Worksheet 4- Evaluating existing public policies
5). Develop (2) new policy solutions
Worksheet
5-Developing public policy solutions
Resources:
·
Underachievement from the Inside Out-
·
Hoagies' Gifted Education
Page
·
How to create a
questionnaire:
Evaluation-
Your poster will be graded according to the following
rubric.
Making A Poster: Poster rubric
|
CATEGORY |
4 |
3 |
2 |
1 |
Required Elements |
The poster includes all required elements as well as additional information. |
All required elements are included on the poster. |
All but 1 of the required elements are included on the poster. |
Several required elements were missing. |
Labels |
All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. |
Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. |
Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. |
Labels are too small to view OR no important items were labeled. |
Graphics - Relevance |
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. |
All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation. |
All graphics relate to the topic. One or two borrowed graphics have a source citation. |
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. |
Attractiveness |
The poster is exceptionally attractive in terms of design, layout, and neatness. |
The poster is attractive in terms of design, layout and neatness. |
The poster is acceptably attractive though it may be a bit messy. |
The poster is distractingly messy or very poorly designed. It is not attractive. |
Grammar |
There are no grammatical/mechanical mistakes on the poster. |
There are 1-2 grammatical/mechanical mistakes on the poster. |
There are 3-4 grammatical/mechanical mistakes on the poster. |
There are more than 4 grammatical/mechanical mistakes on the poster. |
Date Created: 2003-07-28 |
Copyright.
© 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the |
Conclusion
Congratulations! You have done a great job using the PPA
model you have successfully completed the task.
The data you have collected and the completed poster will be a
motivational tool for students who struggle within gifted/talented programs.
Standards
English Language
Arts
Standard 1: Language for Information and Understanding Students will listen, speak,
read, and write for information and understanding. As listeners and readers,
students will collect data, facts, and ideas; discover relationships, concepts,
and generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and
written language that follows the accepted conventions of the English language
to acquire, interpret, apply, and transmit information.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students
will use oral and written language that follows the accepted conventions of the
English language for effective social communication with a wide variety of
people. As readers and listeners, they will use the social communications of
others to enrich their understanding of people and their views.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science,
and technology to address real-life problems and make informed decisions.