TIP Assignment Rationale
Context:
This case study was written for CI 3000, Learner Diversity, Spring 2007. It was completed under the advisement of Instructor Maria Lew. The case study was concerning one of Ms. Hanuscak's kindergarten students at Forest Hill Elementary School. It was part of a practicum assignment and corresponded with a culture report that was completed earlier in the semester.
Impact:
This case study included a variety of parts. It was closely tied with a culture study completed earlier in the semester. The Practicum intern was required to choose a student that represented a member of one of the groups studied in the culture study. They were then required to research and write an extensive case study regarding that particular student and culture group. Both the student and their teacher were interviewed. The case study was to include: an analysis of the group chosen from the culture reports, the context of the case study, the interview and observation findings, and recommendations for best meeting the needs of that particular student.
Completing the case study had a huge impact on student learning. Through the assignment, the teacher gained more knowledge about a particular culture group. This enables the instructor to be more aware of the issues surrounding that particular group and how best to teach people from that group. The teacher also gained a better understanding of the particular student who was the subject of the study. By studying this student in depth, the teacher receives a better idea of how best to help that student, and what type of environment should be fostered to maximize that student's learning.
Alignment:
NCDPI Standard 4 (Indicator 4): This standard deals with teachers having a broad understanding of social studies concepts. It was met because the case study required the teacher to select unbiased multicultural children's literature, an important part of learning about other cultures.
NCDPI Standard 14 (Indicators 1, 4, 5, 6): This standard deals with teachers effectively addressing controversial topics pertaining to diversity. It was met because the teacher gained a better understanding of a different cultural group, therefore discouraging prejudice and fostering respect for diversity. The teacher was able to pass this respect on to their students by effectively educating them (based off their research) regarding diversity.
NCDPI Standard 16 (Indicators 8, 9, 10): This standard deals with elementary teachers as leaders within their school and community. Through their research, the teacher learned how to best address their students' needs in an environment best fitted to their learning. The teacher was also exposed to new and different ideas regarding pedagogy and applied these ideas to their own classroom, meeting the various needs of the individual students.
Author:
Sarah Gyori
Last modified:
4/12/2008 6:11 AM (EST)
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