What things might you also do over the next few days and weeks to increase your students’ ability and desire to learn the things you want to teach them?
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Case Study Assignment
Complete a 2 page case studies of studies 1-4. please include references where
necessary/ reference page.
CASE STUDY 1
Case Study: Picture Yourself
Picture yourself standing in front of a class of twenty-five adolescences. Your goal
is for your students to learn something- perhaps how to distinguish between nouns
and pronouns, interpret bar graphs, dribble a basketball, or diagnose the problem in
a malfunctioning automobile engine. Some of your students are clearly engaged in
your lesson, but others appear to have different priorities. Sarah and Marta, the
best of friends, are whispering and giggling. Clifton and Lenesa seem lost in their
thoughts. Danny, Joe, and Fred are shoving one another, and their behavior seems to
be escalating into a major conflict. At the back of the room, Nichole is slumped
deep in her chair with her arms crossed and a “you-can’t-make-me-do-it” expression
on her face. Suppose you are a teacher in this situation, what things might you
immediately do to increase the likelihood that your students will benefit from your
lessons? What things might you also do over the next few days and weeks to increase
your students’ ability and desire to learn the things you want to teach them?
CASE STUDY 2
Case Study: Tim
In elementary school, Tim earned reasonable grades, despite having poor reading
comprehension skills. And although he appeared to be in a daze during classroom
activities, he was generally well behaved in class. A diagnosis evaluation in the
third grade found no cognitive or physical disability that would make him eligible
for special education services.
In middle school, Tim’s grade began to decline, and teachers complained of his
“spaciness” and tendency to daydream. He had trouble completing in-class assignments
and was so disorganized that he seldom finished his work at home. As assignments
demanded increasing independence in later years, Tim’s school performance continued
to drop. He failed several classes in the ninth and tenth grade and had to retake
them in summer school.
Now, midway through Tim’s eleventh-grade year, his mother has taken him for an
in-depth psychological evaluation at a university diagnostic clinic. An IQ test
yields a score of 96, reflecting average intelligence, and measures of social and
emotion adjustment are within an average range, but measures of attention
consistently show this to be an area of weakness. Tim explains to the clinic staff
that he has trouble ignoring distractions and must find a very quiet place to do his
schoolwork. Even then, he says, he often has to reread something several times to
grasp its meaning. What if you’re a teacher, what strategies might you use to
accommodate Tim’s unique needs?
CASE STUDY 3
Case Study: The Attention Getter
James is a sixth child in a family of nine children. He likes many things, for
instance, he likes rock music, comic books, basketball, strawberry ice cream. But
more than anything else, James likes attention.
James is a skillful attention getter. He gets his teacher’s attention by making
outrageous comments in class, throwing paper clips and erasers in the teacher’s
direction, and refusing to turn in classroom assignments. He gets the attention of
classmates by teasing them, poking them, and writing obscenities on the restroom
walls. By the middle of the school year, James is getting an extra bonus as well:
his antics have reached to the point that he also gets the assistant principal’s
attention at least once a week. Why do you think James chooses inappropriate
behaviors, rather than more productive ones, as a way of getting other people’s
attention?
CASE STUDY 4
Case Study: Parlez-vous Francais?
Nathan has enrolled in French 1 only because his mother insists that he takes it. On
the first day of French class, Nathan notices that most of his classmates are girls;
the few boys are students he doesn’t know very well. He sits sullenly in the back
row, recalling that three male friends who took French last year got mostly Ds and
Fs on quizzes and homework and that two of them dropped the class after one
semester. “I do great in math and science,” he thinks to himself, “But I’m just no
good at learning languages, besides, learning French is a girl’s thing.”
Although Nathan goes to class every day, his mind often wanders as his teacher
demonstrates correct pronunciations and explains simple syntactical structures. He
makes feeble attempts at homework assignments but quickly puts them aside whenever
he encounters something he doesn’t immediately understand.
Sure enough, Nathan is right: he can’t do French. He gets a D- on the first exam.
What has Nathan learned about French by observing other people?
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