Ch. 11/12 Case Study

Ch. 11/12 Case Study - Elementary

Instructions: Read the following case study and then answer the questions that follow it on your blog. Your response should demonstrate critical thinking and thorough understanding of the subject matter, using proper terminology.

Case:

Mr. Collins doesn't use basal readers or workbooks to teach reading to his second graders. Instead, he expects his students to read at least one book a week and write a description of what they've read. Students may choose their books from a wide assortment on the bookshelves at the back of the room. Each book is color-coded to indicate how easy or difficult it is; for example, books with yellow dots are very easy, and books with red dots are quite challenging.

Once the children have completed their reading requirements each week, they stick a gold star beside their name on the star chart at the front of the room. The child with the most stars at the end of the month will, for an entire week, have the first spot in line whenever the class goes somewhere; that child will also read his or her favorite book to the class.

On the last day of September, Mr. Collins announces the first "reading winner" of the school year: Courtney has earned 17 gold stars, more than anyone else.The following morning, Mr. Collins asks Courtney to sit at the front of the room to read her favorite book. She has chosen Margret and H. A. Rey's Curious George Goes Camping, which is now lying open on her lap.

Courtney's voice begins to tremble as she stutters, "Je-Je-George and his f-f-friend..." She suddenly stops reading and looks to her teacher for assistance.

"You're doing fine, Courtney," Mr. Collins tells her. "Just slow down and have fun being the center of attention."

Courtney nods obligingly. "Je-Je-George an-an-and his...I just can't do this, Mr. Collins."

"All right, Courtney, take a deep breath and relax. You've read this book at least a dozen times."

"I guess I don't like being the center of attention," she replies. "I don't think I can read this book in front of the class."

Mr. Collins kneels down to Courtney's level. "Does it scare you to read in front of the other kids?" he asks softly.

"Only when I'm reading up here in front of everyone," she whispers.

"You're such a lovely reader, but for some reason you're stuttering today. I wonder why."

She looks down ashamedly as she replies, "I'm afraid of messing up."

Continuing to look at Courtney, Mr. Collins stands up, then speaks loudly so the class can hear what he has to say. "Maybe it will help you to know that you're among friends. Every one of us messes up from time to time. After all, we're only human." Courtney looks at the other children, who seem to be nodding their heads in agreement.

"Reading should be fun, not scary," Mr. Collins continues. "Let's first have you tell the class why this is your favorite book and what it's about, then the two of us can read your book together."

Courtney takes a deep breath and says, "Well...I love Curious George because he's fun and sweet, kind of like my baby brother. In this story, Curious George goes camping..."

1. Is Mr. Collins's star chart a good idea? Why or why not? Use terminology from Ch. 11 and 12 in your response.

2. For which children is this approach likely to be motivating? For which children is this approach not likely to be motivating? Justify your response.

3. Identify an example of self-determination in the case. Justify your response. Is this a good idea? Why or why not?

4. Is Courtney experiencing state anxiety or trait anxiety? Is it facilitating anxiety or debilitating anxiety? Justify your response

Ch. 4/5 Case Study

Ch. 4/5 Case Study Analysis

It's not unusual for students to have trouble adjusting to junior high school, so Ms. Cecere typically waits a couple of months after each new school year has started before contacting parents whose children are struggling in her classes. But she makes an exception in Nathan's case when she sees just how much difficulty he has from the very first day. Concerned about Nathan's progress, she arranges a meeting with Nathan and his parents, Mr. and Ms. Hamlin, one afternoon in early October.

Beginning the meeting, Ms. Cecere says, "I'm worried about how Nathan is doing in my German class. He has yet to turn in a test or quiz completed from start to finish--he usually leaves at least half of the items blank. It puzzles me, though. He almost always gets the questions that he does answer correct. And when I ask him about questions that he hasn't responded to, he seems to know the answers to them well enough."

"Sometimes I forget to finish my tests," Nathan explains. "I get distracted a lot."

"I'm like that, too," Mr. Hamlin observes. "I start thinking about other things and lose track of what I'm doing. Like father, like son, I suppose."

"I'm seeing a similar pattern in Nathan's other work," Ms. Cecere continues. "For example, he rarely completes the written exercises that I give in class each day. And when I look at my grade book, I see that Nathan hasn't turned in a single homework assignment all year."

"That surprises me," Ms. Hamlin says. "I make sure that Nathan works on his homework every night. In fact, last night I helped him conjugate the three new verbs you assigned yesterday."

"Well, Nathan didn't turn that assignment in today," Ms. Cecere replies. Mr. and Ms. Hamlin look questioningly at their son.

"I thought I handed it in," he tells them, "but I guess not."

"Nathan, I know you are a bright young man, because you always seem to have the right answer when I call on you. So I'm at a loss to explain why you're not getting your work done."

Mr. Hamlin pauses, seemingly gathering his thoughts together, and then speaks. "I think we should probably tell you, Ms. Cecere, that when Nathan was in second grade, he was diagnosed as having a learning disability. He received special services in his elementary school's resource room for several years after that. But he seems to have licked a lot of the problems he had then. His mother and I would really like him to stay in your class."

Ms. Hamlin pats her son on the knee and adds, "I agree. I don't want him in any more resource rooms."

"Oh, I certainly don't want to get rid of Nathan," Ms. Cecere assures both parents. "On the contrary, I set up this meeting thinking that by putting our heads together, we might identify some strategies to help Nathan be more successful in my class. You said that Nathan received special services when he was in elementary school. What kinds of things seemed to work for him then?"

Ms. Hamlin opens her mouth to reply, but Nathan interrupts. "The doctor put me on drugs because the teachers said I was hyperactive. The drugs made me sleepy all the time. No more drugs!"

"OK," Ms. Cecere says. "What other strategies do you think we could try?"

1. What classic symptoms of a learning disability does Nathan exhibit?

2. What accommodations has Nathan received in the past?

3. What strategies would you recommend to help Nathan work with his learning diability? Why?

4. Is Nathan experiencing a cultural mismatch? Justify your response with examples from the case study.

Ch. 10 case study

Questions:

1. The strategies that Mr. Corbet uses to teach his students appropriate school behavior are most consistent with which two theories/theorists that we have learned about so far this semester? Justify your response.

2. Describe one incident in the case study that represents vicarious reinforcement. Explain your reasoning. When the teacher invites the tables to line up for recess. He compliments one student for walking and says that is great you walked that shows me you are ready to be kindergartner. In return the rest of the students want to walk as well because they see how the student has been rewarded.

3. Describe one incident in the case study that represents vicarious punishment. Explain your reasoning.

When Mindy tells the teacher about the yellow dressed girl pushing her friend of the swing. She initially points her finger then remembered earlier when the teacher has told jonathon it was not nice to point she quickly pulls her finger back in and uses her words instead.

4. Do you think Mindy has low or high self-efficacy with regard to appropriate kindergarten behavior? Justify your response with examples from the case. I would say that she has low just because she seems to not know what is going to happen next, such as what recess was or what the whistle is. She seems to understand some of the concepts but overall she shows good behavior based on the vicarious reinforcement.

Ch. 9 Case Study

Questions:

1. Is Haley's fear of men most likely due to classical or operant conditioning? Justify your response (yes, it will all be hypothetical as we do not have enough information in this case).
I would think that it is operant conditioning just becuase a response increases or fear as a result of being followed by a reinforcement or the man. It could be that she has been beaten by a man or something along those lines. Classical would be more a new response is acquired as a result of 2 stimuli that are presented at the same time. I do not feel this is the case.

2. How might you explain Meredith's aggressive behaviors from the perspective of operant conditioning? Well she does not have any discipline so there for operant conditioning is completely missing in her life. If she does something wrong she needs discipline, period. Because she is not receiving operant conditioning or discipline she does whatever she wants and when she gets "punished" or told other wise she gets angry.

3. What strategies from Chapter 9 might a teacher use in working with Haley? Be specific and describe how each strategy could be used.
- promote generalization of new responses (what is her favorite 2 colors for today), point out similarities among different situations (such as her being her own person not her sister), emphasize differences (one tree is pine, another spruce), use positive reinforcement (wow you did an amazing job writing your name today), give immediate praise for appropriate behavior (thank you for walking in the hall not running), use concrete reinforcer (stickers for praise, lots of smiles).

4. What strategies from Chapter 9 might a teacher use in working with Meredith? Be specific and describe how each strategy could be used.
-describe desired behaviors clearly (I want you to walk not run in the hall), give precise feedback regarding behavior( you did great in sharing that toy), make sure she understands all of the rules and what the consequence is for breaking that rule such as a letter home, a phone call home, extra homework etc.

Ch. 7/8 case study

Questions:

1. Describe two similarities between the traditional lesson and the constructivist one as described above.

-The students all took part in the measurement, just the understanding was different

-they were both based upon information in which the students knew nothing about so far in there life

2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.

-the students are learning the information by using critical thinking skills,

-all of the students are engaged and can have fun with this activity because in a sense they are in charge

-one drawback is that it's kind of like the blind leading the blind, they do not understand what measurment is so they're kind of just fishing and hoping

-another drawback could be time, this way uses a lot more time than say if it was the traditional way.

The benefits are worth the cost of time and other possibilities just because it gives the students great skills for future use. By allowing the students to "team" together and come up with possible ideas it really enables the critical thinking to occur. I think that having a good combination of traditional and constructivism is great because it will keep order and engage the students.

3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study to support your response.

-it allows the students to make connections (really think) such as tommy did with his height, it allows that child to make a real life connection and also will help with problem solving.

-Just like mark had seen or heard of the horse hands for measurements he tried the same thing, used higher order thinking to solve a problem.

4. Would the constructivist activity be considered an authentic activity? Why or why not?
No it would not because the idea of authentic comes from a very traditional classroom and having the teacher tell what is the correct information.

Ch. 6 case study

Case 2: Mr. Dunkin and Mr. Richards, teachers at the same school, are debating in the teacher’s lounge about who provides the best type of organization for the students’ learning. Mr. Dunkin lectures and assigns reading and chapter problems Mondays through Thursdays. On Fridays he gives a short answer exam. In Mr. Richards’ class the students never know what will take place on any given day until they arrive in class and look at a detailed outline of the hour’s activities on the chalkboard. His class engages in mix of role-plays, lecture, videos, group projects and demonstrations. Mr. Richards occasionally gives surprise quizzes and his unit tests can include true/false, multiple choice, short answer, or essay.

4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective. Well I actually think that Mr. Richards has a better instruction for his students just because he engages the students and has a detailed outline of the activities for that day on the caulk board. I feel if you present the entire week schedule to the students it is likely they will have forgotten it by Friday.

5. How would you expect the students’ learning outcomes to differ depending on which teacher they had? Every student learns in a different way, in this situation the students would not "learn" different information. One class would know yes the great depression was caused by bad economy just as the other class would have learned. However they learned it in different ways, one teacher lectures, the other engages and invites the students to be involved in the learning. The involved students are more likely to use higher order thinking and make connects where as the lectured students are less likely to have that occurrence.

Review Contract# 2

While reviewing my course contract I realize I am a little off course. This past week has been extremely hard for me to focus on what has been going on. I feel as though I did not do well on the case study analysis for a number of reasons which reflects me not doing my course contract. I have failed!:( No but really I need to focus a lot more on not just doing the homework and reading and doing my study guides but applying it. If I do not apply it I cannot remember it! Something that I have found that is working out for me is meeting with the other girls and going over what we have learned! Also the group work that we have done I know I retained that knowledge as well. My goal for the next two weeks is to consistently review my course contract and study as much as possible with the other girls.

Case Study #3

Questions:

1. The second paragraph lists a number of strategies that Ms. Knowles and Ms. Brophy have tried to teach social skills. Which one do you think might be most effective and why? The way that I find would be most effective would be for you to engage the students and bring them together. As a teacher it is necessary for you to point out that jimmy does not have anyone to play with I bet he would love to play with you tom! Children at this age are at the Preoperational stage and don't use logic at this point in time. Logically I can look at a student and understand they would like to play. However a small child cannot. Based upon Piaget's theory and my own understanding and philosophy I believe in order to teach social skills you must be a mentor for those students and provide them with the opportunity and point out those opportunities.

2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development? Stories are a great way to portray helping students to understand problem solving, emotions and creating new friends. Just like the industry v. inferiority a story would be a great way for students to learn how to make things such as friends, bread, pictures, and other things. They will also be going through a stage of guilt v. initiative, story telling is a great way for students to see how "characters" have resolved problems. Problems that as a small student they too are having. As the teacher point out the problems resolutions and then connect them into your classroom....don't use specific students names.

3. How might children's literature help them develop moral reasoning?
If you had a book that talked about a boy who stole some bread for his family and then realized it was wrong you can implement that into your classroom as well. You can help them to understand right from wrong using the books and the examples in the book which they can relate to.

4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential advantages of this strategy? Incorporate ideas from Chapters 2 and 3 in your response.
Potential advantages to this strategy is it is someone that they look up to or trust. So whatever he says they will see as being "right". It does not single out someone in the classroom either. Based upon Eriksons and Vgotskys theories it is important for the students to trust and go through each stage in life. By using this letter that has been supposedly written by Mr. Stone there friend the students continue building the trust and also achieve a sense of competence.