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PEPSI Screening

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EDU 220 Portfolio PEPSI Screening


Jessica Beasley
October 10, 2014
College of Southern Nevada

PEPSI Screening
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Biography of Brooke Durrett
Brooke Durrett is a 16 year old Caucasian female. She is a junior at
Desert pines High School. She takes all Advanced Placement classes in
school. Her favorite hobby is cheering because she is the captain of the
cheerleading team. Brooke measure in at 55 inches, weight 130 pounds.
She wants to become a dance choreographer. She seems to have a lot of
friends at school. She does have a lot of siblings, 3 older brothers, 1 older
sister, and 1 younger sister. She has no job but she does not need one right
now because her parents are well off.
She does not live in the greatest neighborhood despite her parents
income. The reason behind that is that her grandmother lives next door to
her. And he grandmother will not like it if they move. Brooke hopes to
graduate with Honors and go to college. She is eager to get out of that
house. Just like any teenager. She will need to get a part time job to pay her
way through college though. She is a devout Born Again Christian. But her
parents are Born Again Christian Extremists. They will not allow her to have
a job or go to college. Her calling is to stay home forever and be a
homemaker, serving her husband. According to Brooke, in this day and age,
she believes her parents are crazy and driving her over the edge. But she
remains nice, respectful, and dignified to her parents.

Brooke hopes to attend the University of Las Vegas Nevada upon


matriculation. Despite the way she was raised, she is going to live life
according to her plans, and no one elses. Through her experience as a
cheer leader, she is certain that she will do well as a choreographer in the
future.
PEPSI Screening
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Physical Development
Brooke has always hit her physical developmental milestones as a
child. Her parents confirm that Brooke has never had any problems. As a
child, her parents encouraged large-motor development skills. It gave her
practice. And now she excels in cheering and dancing, which is
strengthening her desire to become a choreographer.
Encouraging large motor skills has been proven to help children.
During early childhood, the progression on physical development can be an
astounding thing to observe, (Cherry). If parents, like Brookes, would have
not encouraged her motor development she may not have been as gifted in
other physical abilities. In order to encourage large-motor skill
development, it is essential to give kids plenty of opportunities to practice
their newly emerging abilities, (Cherry). Brookes parents did just that and
now she is excelling in it. Now Brooke is able to do a lot of physical activities
that a normal 16 year old could not do. She is able to lift over her body

weight. She is also able to do stunts and tumbles. The physical demands of
cheerleading often test her limits. But she continues to succeed through
each obstacle. According to the National Cheerleading Association,
enthusiasm and dedication, (About Us) are core principals in becoming a
great cheerleader. And through Brookes physical development she is going
nowhere but to the top.
Therefore, Brookes physical development level seems to be higher
than average. She takes on a lot of physical demands throughout the day
that continue to keep her in a higher level than most. However, these
physical exercises are good for her health and mind.
PEPSI Screening
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Emotional Development
Since Brooke is in the middle of her high school career she is in a flurry
of emotional development. In adolescence, children undergo significant
changes in their social and emotional lives, (Slavin, pg. 60). Brooke is
transitioning from being strictly dependent on her parents, to becoming
independent. It is a very confusing time for her, so confusing that she is
currently single and has no interest in a relationship from a male. But, most
adolescents experience emotional conflicts at some point. This is hardly
surprising; they are going through rapid and dramatic changes in body
image, expected roles, and pear relationships, (Slavin, pg. 63). Brooke is at

a stressful time in her life. She is midway through high school. She is
deciding want she wants to do with her life, but she is afraid to pursue it.
She is afraid of, being punished by her parents, (Slavin, pg.63). This is just
a fear she is dealing with; which is very common at this age.
Brooke is also, able, for the first time, to engage in behaviors or make
decisions that can have long-term negative consequences, (Slavin, pg. 63).
This frightens her somewhat. But that is also normal. Her emotional
development seems to be normal compared to others around her. Others her
age are dealing with things differently than she is of course. But generally
she is doing a good job. Brooke is doing extremely well in school. She gets
As and Bs; along with perfect attendance. She has no plans to drop out and
get a low level occupation or live in poverty. She is motivated to succeed.

PEPSI Screening
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Philosophical Development
Brooke is in the development of finding her identity. one of the first
signs of early adolescence is the appearance of reflectivity, the tendency to
think about what is going on in ones own mind and to study oneself,
(Slavin, pg. 60). She has not completely found her identity. She tries to,

compare herself to others, and try to change the way she is, (Slavin, pg.
61).
Brooke pays attention to detail. She has a good long and short term
memory. Several factors contribute to long-term retention. One, not
surprisingly, is the degree to which students had learned the material in the
first place. It is interesting to note that the effects of ability on retention are
unclear, (Slavin, pg. 132). This is why she does well in school. Higherability students score better at the end of a course but often lose the same
percentage of what they had learned as lower-ability students do, (Slavin,
pg. 132).
Although she does have a good memory she is bound to forget things.
One important reason people forget is interference, which happens when
information occurs when people are prevented from mentally rehearsing
newly learned information, (Slavin, pg. 139). Brooke usually studies right
away for quizzes and exams. A common studying method she uses is
repetition of the subject. She will repeat vocabulary words over and over
until she remembers them.

PEPSI Screening
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Brooke seems to be at a normal level in Philosophical development.


She uses critical thinking well in school situations. She has a good retention.
Practice may seem mundane, but she practices a lot for her school work and
it pays off.

PEPSI Screening
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Social Development
Brooke has developed socially over the year. Her, school years often
also bring changes in the relationship between children and their teachers,
(Slavin, pg. 60). She tells her teacher personals things. Sometimes
students will tell teachers personal information that they would not tell their
parents, (Slavin, pg. 60). Brooke has to talk to others besides her parents
when it comes to college. She puts more trust in her teachers for their
advice.
She has peer expectance in her school, despite attending an extreme
multi ethnic school and her being of the minority. Brook does not have an out
of control ego. She, pays attentions to how other people view her, search
the past, experiment with roles, act on feeling and beliefs, and gradually
seek greater autonomy and intimacy in peer relations, (Slavin, pg. 66). By
late adolescents Brooke should expect to develop a state of identity. But she
is at risk because of how she was raised.
Brooke seems to be above the social development compared to kids
her age. She is accepted at school. Brooke is the Captain of the
Cheerleading Team as well. This may be a big ego boost on her part.
Brooke also accepts viewpoints from those around her. She is not close
minded. She is willing to try new things to discover her identity.

PEPSI Screening
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Intellectual Development
Brooke is now going to be evaluated on an intellectual level compared
to kids around her age. Piaget divided the cognitive development of
children and adolescents into four stages: sensorimortor, preoperational,
concrete operational, and formal operational, (Slavin, pg. 32). Brook is in
the formal operational. This is from 11 years to adulthood. She has
accomplished abstract and symbolic thinking. With formal operational
stage comes the ability to deal with potential or hypothetical situations; the
form is now separate from the content, (Slavin, pg. 35).
Intelligence is defined as a general aptitude for learning or an ability to
acquire knowledge or skills. Both heredity and environment determine
intelligence. Research shows that home environment, schooling, and life
experiences can profoundly influence IQ, (Slavin, pg. 96). Brookes parents
were both excellent students. Her entire family, including siblings, also
always got good grades as well. So her intelligence may be hereditary.

She is able to comprehend and evaluate real life problems now. Since
she is growing to an adult on the intellectual level she is bound to encounter
this. Brooke is successfully meeting this. Piaget and others recognized in
the young adolescent is an aptitude to reason about situations and
conditions that have not yet been experienced, (Slavin, pg. 36). Brook can
apply logic to given situations. Brooke constantly tests hypothesis as well.
For example she will test her limits with her parents. She will ask to go out a
few times a month to hang out with friends.
PEPSI Screening
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She is only allowed to hang out with friends outside of school once a month.
But as Brooke is getting older she is realizing she needs to see if she can
extend the rules now.
Brooke seems to be slightly above the intellectual development level
compared to peers. As manya s two-thirds of U.S. high school students do
not succeed on Piagets formal operations task, (Slavin, pg. 37). So
considering Brooke is at this level proves she has a slightly higher intellectual
level than others her age.

PEPSI Screening
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Recommendations for Teachers
Brooke is in her early adolescents. She needs her teachers to guide
her through her path. She is hesitant on confidently making her own
decisions. She needs time spent aside to evaluate her decisions with a
teacher. Her parents may not be a big help in this factor because they do
not believe in her attending college and getting a career. So as an
intentional teacher it is your duty to help her succeed.
Brookes learning styles need to be taken into account. Too many
lectures and not enough hands on learning will make her suffer. Although

she is an auditory learner, it would be useful to incorporate more than one


learning style for her.
On a physical level she is doing great. She needs her cheer coach to
praise her for her accomplishments, or she may not be as motivated. On an
emotional level she may be below average. Although she is making real life
decisions, her home life is clouding her judgment. Her philosophical level is
normal. Her studying techniques seem to be working. Brookes social level is
above normal. There is nothing wrong with this. It may be important to
make sure she is on task during instruction, since she may know a lot of
people because of her status as a head cheerleader. Finally, on an
intellectual level she is slightly above. This means you must consistently
challenge her learning abilities. It would benefit Brooke if you would modify
the lesson plans to accommodate her higher learning abilities.

PEPSI Screening
Page 11
PEPSI Chart Showing Brookes Initial Profile

Brooke

Physical

PEPSI Screening
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Emotional

Column2

Philosophical

Age Norm

Intellectual

References
"About Us." NCA. Varsity Brands, Inc., 10 Oct. 2014. Web. 11 Oct. 2014.
Cherry, Kendra. "Physical Developmental Milestones." Psychology. N.p., 10
Oct. 2014. Web. 11 Oct. 2014.
Slavin, Robert E. Educational Psychology: Theory and Practice. 11th ed. N.p.:
Pearson Education, 2015. Print.

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