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agroup3fan-blog · 6 years

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Part 1 - Ray

Data: Given the information from the case study profile for Ray, provided over the span of Weeks 1 – 3, identify the following: Strengths, Needs, Interests, and preferred Way of Learning (SNIWL). Using the table below list all relevant data in appropriate columns, including the student’s name/grade and disability designation. List as modeled during your Collaborate Session.

Student’s Name/Grade:

Disability designation(s):

Strengths

Needs

Interests

Preferred Way of Learning

Builds things*

Can work through a problem visually or kinesthetically (motorcycle)

Visual aids

Hearing aid#

Language help

Hands on approach

Self-efficacy#

Motorcycle (Freedom)

Building

Visual*

Kinesthetic*

Put an “*” next to at least two data points that indicate Ray is developing as a typical middle school student.

Put a “#” next to at least two data points that indicate Ray may be developing as an atypical middle school student.

What about these data points will be salient in the selection of

methodology? Explain in the box to the right. (Maximum 150 words)

The most important considerations in choosing his methodology: his affinity for working on motorcycles with his Pop, his knack for kinesthetic or hands-on learning, his low self-efficacy, and his language barrier.

2. Model of Teaching: Match student needs to theory and instruction. You have been provided information about various theories of learning and models of teaching:

PSYCHOLOGICAL THEORY

MODEL OF TEACHING

Behavioral Psychology

Behavioral Family of Models of Teaching

Cognitive / Developmental Psychology

Information Processing Family of Models of Teaching

Humanistic Psychology

Personal Family of Models of Teaching

Social Psychology

Social Family of Models of Teaching

Briefly describe each of these 4 models highlighting the salient features of each which it different from the other three models. Note the page number from your text (Slavin) as well as any additional information presentations (such as video or PowerPoint) from which you are getting your information.

There are four typical models for teaching: the Behavioral approach, The Information-Processing approach, Personal approach, and Social Family approach. The Behavioral model is based mainly on the use of reinforcers to promote classroom management. Negative reinforcers are used to discourage undesired behavior, while positive reinforcers are used to encourage desired behaviors (Slavin, 2018, p.101). The Information-Processing model emphasizes letting the students use their own reasoning and logic to assess and identify his or her behavior. In this theory the student monitors and manages his or her own behavior based on awareness of logical consequences that will be imposed by the teacher as a result of their actions (Slavin, 2018, p.32). The Personal Model the teacher acts as a facilitator to encourage students to manage their own learning environment. The Social-Family approach emphasizes the need for social skills to thrive in a learning environment (Slavin, 2018, p.56).

Given the data provided about Ray, which you summarized in the table in the first prompt, which of the 4 family of models of teaching would you primarily draw upon for Ray’s instruction? Why did you select this model? Why did you not select the other models? Support your ideas with citations from your text, ClassPacket, and from other videos and lectures for SPD604. Be sure to select only from the Models of Teaching introduced in the PowerPointsWe believe Ray would benefit from a classroom utilizing the Social Model of teaching. We chose this model because he has very low self-efficacy when it comes to school and would likely benefit from being paired up with a trustworthy and responsible partner or group (Slavin, 2018, p.60). He isolates himself because he believes he doesn’t belong in a learning environment due to his disabilities, and this is what needs to be reversed (Slavin, 2018, p.116). We did not choose the other three at this point because Ray is so far behind that he would not do well managing his own learning environment at this time (Personal Model), he needs a more guided approach. The behavioral approach is not the best fit at this time because there isn’t necessarily a behavioral issue, more of a social issue that needs addressing. Reinforcers will be beneficial later on once he is on track, but for now he has a greater need for socialization (Slavin, 2018, p.101) The information-processing approach isn’t useful at this time because Ray’s reasoning is skewed due to his isolation and negative outlook. He believes he can’t learn and that he doesn’t belong, which isn’t true, therefore it would be better to let him discover that he still has potential and that he belongs through interactions with classmates rather than trying to reason it to him. 3. Methodology: Match student needs to theory and instruction. You have been provided information about various theories of learning and models of teaching: MODEL OF TEACHINGBehavioral Family of Models of TeachingBehavior ModificationElements of Effective Instruction Applied Behavior AnalysisInformation Processing Family of Models of TeachingConcept Formation (Hilda Taba) Concept Attainment (Jerome Bruner) Discovery Learning (Bruner)Picture Word Inductive Model (reading) Scientific Inquiry / Making Inferences SynecticsAdvance Organizers (Ausubel) MemorizationPersonal Family of Models of TeachingNon-Directive Teaching / Child Centered Learning (Rogers; Tenenbaum)Developing Positive Self Concepts (Learning Styles, Maslow...)Social Family of Models of TeachingPartners in Learning (Cooperative Learning; Johnson & Johnson) Teams, Games Tournaments (DeVries, Edwards, Slavin)Jigsaw (Aronson)Once you have selected a model of teaching, read about and then discuss with your work group the various teaching methodologies presented within this model that might be effective for Ray. Now come to consensus and select the one you think is the BEST for Ray. (Be sure the methodology you select is from the Model of Teaching you noted in the previous response.) Which methodology would you select? Why? Why did you not select other methodologies from this model? Support your ideas with citations from your text, Class Packet and from other videos and lectures for ITL406/606, and other sources you identify We selected the Partners in Learning method for Ray because he would benefit highly from a trusted partner who will help him regain self-efficacy and confidence (Slavin, 2018, p.42). We believe the use of teams, games, tournaments, or jigsaw method is too much/crowded for him to handle at this time and might even send him further in the wrong direction, lowering his self-efficacy and confidence if he fails under group expectations and pressures to win in games (Slavin, 2018, p.55). 4. Objectives: Identify both social and academic goals for Ray. Given that we want students to improve in their area of need and that we also structure our teaching around state standards, analyze the needs of the student, Ray. (Maximum 150. Examine the content of the column from Step 1 above, under “Needs”. Discuss with your work group, come to consensus and select one item from the “needs” you believe to be most important for improving student social behavior. Identify that need. Based on this identified NEED, write one thing you want Ray to know or be able to do that he did not know or was not able to do before your instruction, related to his social behavior. Examine the column from Step 1 above,under “Needs”. Discuss, come to consensus and select another one of the “needs” you believe to be the most important for improving academic acquisition. Identify that need. Based on this identified NEED, write one thing you want Ray to know or be able to do that he did not know or was not able to do before your instruction, related to academics for algebra and identified in the Common Core Standards, that would be relevant and essential. Think of each of these two as being informal learning objectives. List each informal learning objective and tell why you selected it. The first technique we would add to Mr. Jones class is to change his instruction type to mainly visual, with elements of auditory and kinesthetic instruction to supplement and differentiate. His class is composed of mainly visual learners and he is administering instruction in an auditory-only style, which is causing students with high capability to suffer. This is also causing most of the classroom discord he keeps complaining about, because he is not effectively engaging his students by appealing to their learning style, therefore, the room descends into chaos. We would also have Mr. Jones implement the social method of strategically partnering up his students, as many of them would seem to work well with select others in the class. For example, Bill is a natural leader but is being under-utilized, as he could be paired to help Steven with feeling welcome, or help Ray with increasing self-efficacy and confidence. Marta has

By the end of the 2nd quarter, collaborating with a partner, Ray will successfully have completed 50% of the work on a partner project, collaborating weekly for an 8-week period, interacting verbally 50% of the collaboration session, as recorded and turned in by the team on a recording device.Academic Goal: By the end of the 2nd quarter, with the implementation of the Social teaching environment, Ray will have consistent passing work, raising his math grade from a D to a C by the end of the 2nd quarter, as measured by teacher records.5. Assessment & Evaluation: Apply assessment knowledge. For each informal learning objective you identified in #4 above for Ray, how would you determine if that objective was achieved or not? In other words, for each objective, what type of assessment measurement(s) would you employ to determine if your objective was met? For assessing the achievement of Ray’s social goal, we would have the partners turn in weekly recordings of collaboration sessions where they share ideas back and forth, research content, and split up the work for a project. We as teacher would meet with the group every other week to check in on progress of collaboration and project completion. We would also have them mark which parts of the work were done by whom on the project itself upon completion. We then have the partners each sign an honesty agreement privately stating they performed their fair share of the work, as did their partner.6. Classroom management: Apply classroom management knowledge. Think about the class as a whole. Based on the strengths, needs, interests and preferred ways of learning of the class, Mr. Jones’ information about this class, and what you have studied regarding classroom management, identify 3-5 ideas you would implement to improve Mr. Jones’ classroom management, and provide a valid rationale for each.Marts has low confidence in her language, but could be paired up with Aracely or Ray to better understand what Mr. Jones is asking, and also increase confidence. The last classroom management technique Mr. Jones should implement is an open-door policy outside of class for his students to tell him more about themselves and discuss their frustrations with school or home life. If he had been more perceptive of student feelings and needs he might have caught Gina’s molestation a lot quicker, helped Rukhsana find a trauma counselor and caught her up on foundational math, convinced Ray he can still learn, and prevented Steven from being bullied. This group believes Mr. Jones need to show genuine care and build trusting relationships with his students for them to cooperate better in his classroom and be motivated to learn. 7. Communication and collaboration: Apply knowledge of collaboration. When teachers have concerns about students and want to improve the interventions they implement, it is important to include relevant individuals in the discussion and planning. For this case study, with which individuals would you want to conference, in relation to Ray, as you are planning, and why would you want to conference with each? Provide a rationale for each.The parents and sister should be conferenced with regularly, as Ray’s socialization and visual help should be reinforced outside of school if possible. Perhaps they could allow Ray to hang out with his class partner after school for homework time, or even have Ray participate in after school activities and tutoring. We would also emphasize Ray’s sister having been big help to him previously, so maybe they can help her have more time with him. The IEP case manager will also be an important individual to conference with both individually and as a group with the parents. The specialist will be able to help make effective recommendations for modifying Ray’s classroom environment and content, and also reiterate the importance of Ray’s needs to the parents. Ray’s other teachers need to be conferenced with to collaborate on techniques to create solidarity of instruction so that Ray receives consistency of environment. 8. Parent notification: Demonstrate understanding and consideration. Parent perspective and feelings should be considered when we communicate and in making decisions. Parents of children in special education may be cycling through grief at the loss of the child they had or had dreamed about. Parents need to be kept informed of progress and needs of their child, and about plans to address concerns.Given Ray’s brain damage, what feelings might his parents been experiencing? Why do you think so? What considerations should be given to the parent(s)’ / guardians’ perspective and feelings? His parents could be feeling self-blame, struggles with the disability, denial that the disabilities exist, anger with a need to place blame, or they could befeeling acceptance with realistic expectations for Ray’s future, although our group doubts it is this last one. They are not working with him at home according to the info given, only the sister has inconsistently, so they could be anywhere between anger, denial, or struggling with the demands of his disabilities. The parents should be handled with empathy, sensitivity, and understanding, yet the teacher should also not lie or sugar coat Ray’s needs. A caring and communal attitude should be taken, assuring the family that this is no one’s fault, and there is definite hope for Ray if everyone will work together positively for his sake. The teacher and case worker need to make sure everything is communicated clearly and effectiveWhen, when and why would you communicate with Ray’s parent(s)?Our group recommends meeting with the IEP case manager immediately to create and establish a game plan for creating his necessary learning environment, and shortly after meeting with the family to go over the proposed plan and show them where their involvement would be highly beneficial. Our team recommends arranging a face-to-face meeting to get a clear read on the overall mood and body language of the family to measure their reactions and feelings correctly regarding Ray’s disabilities and needs. If the parents seem receptive, then the plan should be implemented immediately, if not, they should discuss what the parents dislike regarding the plan and either try to rework it or explain why certain aspects are non-negotiable. This should all be spoken with extreme care and extreme clarity of thought to avoid unnecessary anger or miscommunication.Identify multiple ways you would communicate with Ray’s parent(s). We would communicate via email, phone, text messaging if possible, face-to-face meetings, notes sent home regarding progress, and if applicable, through a parent portal where parents can access their child’s grades and feedback on assignments.

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